Unit 5 session 1 - 14

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited
CACHE LEVEL 2
INTRODUCTION TO
EARLY YEARS EDUCATION
AND CARE
Unit 5 Understand how to work in
partnership
Session 1

Learning Outcomes
LO1 Understand the principles of partnership working in relation to current
frameworks when working with children.
AC 1.1 Identify reasons for working in partnership.
AC 1.2 Describe partnership working in relation to current frameworks.

Starter activity
1. Understand the principles of partnership working in
relation to current frameworks when working with children
(1.1)
Identify the reasons
why we work in
partnership with others
Board blast

• When practitioners are working in partnership it means they are working
with others to meet the needs of the child.
• Working in partnership means that everyone involved can share their
knowledge, views and opinions.
• Working in partnership will mean that the best possible outcomes can be
achieved for the child.
• Working in partnership with everyone who works with or cares for a child
will make sure there is continuity between everyone involved.
(1.1)
Working in partnership

Starter activity
How we work in partnership
Key Person
approach
Parent
partnership
Working
with other
professional
Draw your
own key to
help you
remember the
process

Starter activity
(1.1)
Your experiences of how you have
worked in partnership with :-
• Key workers
• Parents
• Other professionals
Add to your board blast
Individual task

• The Early Years Foundation Stage identifies the importance of partnership
working and states that it ‘underpins’ or supports children’s ability to be
successful throughout the EYFS.
• Working in partnership includes working with parents/carers.
• There are many reasons for working in partnership but it is important that
all information is shared effectively between all partners, as this will make
sure that all children are safe, secure and developing well.
• Practitioners may involve other professionals from outside the setting if
they feel a child is not meeting their expected milestones.
(1.1, 1.2)

• Partnership working can involve working with others to meet the specific
needs of a child, for example a child who needs support to communicate
with others.
• Working in partnership can also involve working with others to discuss the
progress of the child or to identify what the child has been doing while in
their care.
• This is particularly important if a child were to be cared for by a range of
people in any one day, as this will ensure continuous provision under the
EYFS.
(1.1, 1.2)

https://www.youtube.com/watch?v=CRAH9Kv_Ifs
Early Years Foundation Stage Parents
Ensure you are making notes

Starter activity
Team Activity
Meeting
additional
needs
safeguarding
Supporting
transitions
Using your hoops sort
the roles of the
professionals into the
three categories
Extension can you think
of any other
professionals?

Group activity
Time: 15 mins
Lucy is 3 years old and attends your setting every morning. Lucy is brought to
the setting by her mother, and at lunchtime, a childminder collects her. Lucy
stays with the childminder until she is picked up at the end of the day. Lucy
visits a physiotherapist regularly as she needs support when walking.
Consider:
• How could information be shared between everyone who works with
Lucy?
• What information will need to be shared?
• How will partnership working support Lucy’s development?
(1.1, 1.2)

CACHE LEVEL 2
INTRODUCTION TO
AND CARE
partnership
Session 2

Starter activity
(1.1)
Confidentiality Game
Please write down your biggest
secret that you have only told one
other person or you may have
never told anyone else before

Practitioners will have to work closely with others when
preparing children for transitions.
• Transitions could include?
Lets thrown the teddy to answer
(1.1, 1.2)

Classroom discussion activity
Time: 15 mins
Discuss your heading on your table and outline why it would be important to
work in partnership and who you would need to work with in order to
support children through a range of changes in their lives.
Headings:
• Moving up to ‘big school’
• A child who is new to the setting and new to the country, and joins
partway through the term
• A 4-year-old only child who now has a baby brother.
(1.1, 1.2)

• The EYFS supports transition to Key Stage 1.
• Practitioners will complete an EYFS profile for each child and this will
support Key Stage 1 staff to plan for the individual needs of the child.
• Working in partnership will support a smooth transition and this will help
each child feel safe, secure and happy.
Lets find in it the framework
relation to current frameworks when working with
children (1.1, 1.2)

Match up activity
Work in pairs to
match the
professionals to the
explanations
Take photographs on
your mobile devise or
take notes to support
assignment task 2.1

Extension activity
Time: 15 mins
How you would explain the benefits of working in partnership to a
parent/carer?
Add your ideas onto your thumbs up and stick it to the A3 paper
relation to current frameworks when working with
children (1.1, 1.2)

CACHE LEVEL 2
INTRODUCTION TO
AND CARE
partnership
Session 3

Learning Outcomes
LO2 Understand how to work in partnership.
AC 2.2 Explain benefits of working in partnership with parents/carers.

Starter activity
2. Understand how to work in partnership (1.1, 1.2)
The object is to flip the carpet back upright without
anyone stepping off the magic carpet.
Because you are up in the sky, if someone were to step off they would fall into
the never ending abyss.
So, somehow you have to flip the carpet over while everyone is still standing
on top of it. You can use your hands, just make sure no one steps off the
carpet.
Good luck, and happy flying.

• Early years practitioners will work with many
different professionals.
• When working in partnership with other
professionals, everyone has an important part to
play, but it is crucial that everyone involved
understands the roles and responsibilities of all the
members of the team.
• Working in partnership with others will make sure
that practitioners can share and gain knowledge
and information.
2. Understand how to work in partnership (2.1)
Role of others

Work in
partnership
with ..
Parents/carers Speech &
language
therapist
Physio
Social worker
Health visitor
Childminder
Key worker
After school
care

https://www.youtube.com/watch?v=EOa92PSKrKY

• Health professionals may be involved in partnership working, and they will
work with parents/carers to explain how they are working with their child.
For example:
• Speech and language therapist – may be working with a child to
improve their communications skills
• Physiotherapist – a child who has difficulty walking may need
regular visits to work on exercises to strengthen their muscles
• Dietician – may work with a child and their family if the child is
unable to eat certain foods.
• Early years practitioners will need to work in partnership to continue to
meet the individual needs of the child.
Role of others

• Social services may be involved with a child and their family, and this could
could be for a variety of reasons, for example:
• A family may have a specific problem and another professional has
referred them for support
• If a family member is disabled, then social services can provide
help and support
• If there is a concern that a child might be at risk of harm
• If a child is taken in to short- or long-term care.
• Early years practitioners will work closely in partnership with everyone
involved to support continuity of care.
Role of others

The modern grandparent and their role in today's family
https://www.youtube.com/watch?v=r6La4FwX1tk

• Early years practitioners will work closely with everyone involved in the
child’s day-to-day care, for example:
• Meeting and greeting parents/carers at the beginning and at the
end of the day, as this will make sure important information is
shared
• Involving others who may collect a child, i.e. childminders and
grandparents
• Working closely with other colleagues when the child is going to
change rooms in the setting, or when they move on to school.
• Working in partnership in these situations will make sure that children feel
settled and that important information is always passed on.
Role of others

Reflection activity
What might stop you personally working in partnership with all
parents/ carers?
Consider:
• Differing views or opinions
• Lack of information about individual needs
• Communication difficulties
• Time.

Extension activity
Time: 15 mins
Create a leaflet welcoming parents/carers to an open event to share what the
children have been doing recently in the setting, ensure that you outline how you
will work in partnership with them to support their child, stating the benefits of
partnership working with parents/carers.
Add in your template of your daily log sheet that you create in 1.3
Consider:
• How you could make all parents/carers feel welcome
• The importance of parents/carers being involved in what their child is doing
• What the practitioners will be doing during the event to support partnership
working.

CACHE LEVEL 2
INTRODUCTION TO
AND CARE
partnership
Session 4

Starter activity
Activity
In small groups …….
List opportunities you may have to communicate with
parents/carers to work in partnership
Discussion

Open evening
At the shops
Collecting and dropping off
at school
A note home
A phone call In a homework book
Home book
Parent helper
School trip
Awards
Special Assembly
Visits
Events
Accident slips
SEN targets Workshops
Parents Evening
Prospectus
School Reports

Welcome Diane Amey
Partnership working
to meet children’s
additional needs

Good practice
What is good practice?
Share information with
parents/guardians about their children.
Share the care of children with their
parents/guardians

Starter activity
Addressing Parents
The parent has been contacted in early January to participate in a conference regarding
Tyler's academic performance. The teacher is concerned about his academics, preparation
for school, and social interactions.
Tyler is in year 5 and is struggling with reading, and is below the national average.
Tyler often struggles with his behavior. He is frequently disruptive and seems to have
trouble controlling his responses to other students and some teachers. He does not seem
to have friends within the classroom.
Tyler is frequently late for school and class (more than one hour 2 to 3 days per week). He
comes to school unprepared as evidenced by the lack of homework, frequently his clothes
are unclean, and he seems to be hungry in the morning, because he is late he frequently
misses breakfast.
Paired role play task – Background information

Starter activity
Addressing Parents – Did you consider?
Consider:
 Preferred names
 If the parent has an additional need
 English as an additional language
The individuals home situation
Confidentiality
Being understanding about others feelings
Parents/carers need to be kept up to date
at all times
Paired task

Starter activity
Good Practice of communicating with parents
 Make sure you greet parents and are approachable
 Smile!!!!!
 Encourage parents to come in and help in the setting
 Ensure the correct form of address
 Always do whatever you can to help
 Check contact books
 Be aware of cultural norms
Reflections notes

CACHE LEVEL 2
INTRODUCTION TO
AND CARE
partnership
Session 5

Learning Outcomes
LO3 Understand challenges to partnership working.
AC 3.1 Identify barriers to partnership working.
AC 3.2 Explain ways to overcome barriers when working in partnership.
.

Starter activity
3. Understand challenges to partnership working (3.1, 3.2)
Draw round the smallest person in the
group
- What makes a good practitioners?
- How can you communicate with
parents/carers?
- What are the benefits to partnership
working?
- What could be a barrier to
partnership working?

• There are a variety of factors
that could cause barriers to
partnership working.
• It is important to identify these
barriers so that everyone can
work together to overcome
them.
Barriers to partnership working

Possible
barriers
Lack of time
Communication
Information
sharing
Understanding
roles
Lack of
knowledge
Confusing
information

• Time may be a barrier to partnership working as everyone needs to find a
convenient time to get together.
• There needs to be time for everyone to be able to discuss any issues or
concerns that may come up during meetings.
• If a meeting is planned for 2pm on a Monday and not everyone can
attend, then it is important that the next meeting is held on a different day
and at a different time to give everyone a chance to attend.
Barriers to partnership working

Starter activity
Add to your practitioner
outline, with the information
you have learnt about
Barriers to partnership
working

Pairs activity
• When and why
might your setting
hold meeting?
• Do these meeting
support
partnership
working?

• It is very important that everyone understands the roles and
responsibilities of everyone in the team.
• Simple introductions will help everyone to understand each other’s roles
where necessary.
• Sharing information is vital to make sure that everyone has all the facts
and can work in partnership to meet the individual needs of the child.
• The team needs to discuss the best method of sharing information to
make sure everyone is kept informed.
Overcoming barriers to partnership working

Group activity
Time: 20 mins
You are going to be given a scenario to discuss. One member of the group will
take notes and at the end of the ‘meeting’, the note-taker will read back what
they have heard and written down. The group will then discuss how effective
the ‘meeting’ was and will decide whether all of the information written
down was accurate. You will need:
• One note-taker who cannot speak during the meeting
• One nursery manager
• One key worker
• Practitioners from the setting
• One other professional
• Parents/carers.

Group activity
Note taker please leave
the room

Group activity
(Continued)
The note-taker should not see the following notes.
Scenario:
• The team are meeting to discuss how to support a child who is constantly
displaying unwanted behaviour in the setting.
• The nursery staff will describe what they see on a day-to-day basis.
• The parent/carer will describe the child’s behaviour at home.
• The professional will describe ways of dealing with this child’s behaviour.

Group activity
I will now give the note
taker their instructions

Group activity
Feedback on activity
• How effective the ‘meeting’?
• Was all of the information
written down accurate.?

CACHE LEVEL 2
INTRODUCTION TO
AND CARE
partnership
Session 6

Learning Outcomes
AC 3.3 Give examples of support which may be offered to parents/carers.

Starter activity
Lets build a
brick wall
What could
be a barrier
to
partnership
working?

• Working in partnership can be overwhelming, particularly for
parents/carers.
• Professionals may use words that the rest of the team are not familiar
with.
• Parents/carers may feel that they are being spoken about rather than
spoken to.
• It is important that everyone involved feels comfortable and confident to
ask questions, and to ask for anything to be explained if they are unsure.
Overcoming barriers to partnership working

Time: 20 mins
Why is it important to overcome barriers to partnership working? Think back
to your group activity scenario and describe how effective that was.
Consider:
• Supporting the needs of the child
• Teamwork
• Sharing information
• Feeling included and valued
• What might happen if partnership working is not effective?
Add your graffiti’ed ideas to your brick wall

• Parents/carers may ask the setting for advice or guidance with a particular
issue.
• If it is a day-to-day issue, then the practitioners may be able to support the
parent/carer. For example:
• They may be worried that their child is lonely at the setting, and so the
practitioners can observe the child and reassure the parent/carer.
• They may be concerned about their child’s development, and so the
practitioners can set up a meeting with them to show them how their
child is doing.
• It is important that practitioners support parents/carers so that they can help
with any minor concerns.
Support for parents/carers

• If a parent/carer has a more complex issue, then practitioners may need to
refer them on to other professionals, for example:
• A speech and language therapist will support any communication,
eating or swallowing concerns
• A social worker can support a family who are experiencing
difficulties
• An interpreter can support a parent/carer who cannot
communicate with the setting or other professionals.
• It is important to know the range of support available for parents/carers
and for practitioners to refer them on where necessary.
Support for parents/carers

Reflection activity
Lets add to our practitioners,
List all the support you know of that is available for parents/carers, both
within settings and from other professionals.
Consider:
• Supporting daily issues
• Dealing with problems within the setting
• Seeking advice from other professionals.

Extension activity
Time: 15 mins
The setting has decided to invite a specialist in to talk to parents/carers about
affordable healthy eating. You have been asked to create a poster to advertise
this event.
Consider:
• The time and location of the event
• How to make the event appealing to everyone
• The benefits of attending the event
• How parents/carers can get further advice and support on this subject.
3. Understand how to work in partnership (3.1, 3.2, 3.3)

CACHE LEVEL 2
INTRODUCTION TO
AND CARE
partnership
Session 7

Learning Outcomes
1. Identify different signs and symbols that are used to communication
2. Identify how symbols can be used and who might use them

Starter activity
Signs and symbols help us communicate
http://www.youtube.com/watch?v=lQKYCwDmGbM
Mute the sound before watch clip

Last Lesson Recap
• Please log onto Oracle
• Go to unit 5
• Please complete the Google form titled “Deaf Club:
British Sign Language, overcoming barriers to
communication”
• Ensure you are adding a good level of detail
Google Form

How can symbols be used?
Symbols can be used to:
1. Back up speech to help
understanding
2. Enable expression of needs and
wants
3. Enable choices to be made
4. Give information
5. Check understanding

Who uses symbols?
Everybody!
Examples are computer icons, road signs, logos, etc.
Symbols from various sources (Makaton) are increasingly
being used by children and adults with communication
difficulties and those who come into contact with them.
We rely on symbols because they are often easily
recognisable.
If you are learning to drive and have not yet taken your
theory test, you will need to learn common road signs.

Lets take a walk
You have 15mins to walk about the college and find as
many different signs and symbols as possible and
upload them to this tablet page! - Remember to add
your name to your uploads
padlet.com/ajb3940/003

Create you own
Create your own symbols that could be used within a setting. You can use
my examples below or think of your own.
Saying thank you
Asking for the toilet
Saying you are thirsty
Saying you have finished
Showing the hand washing area
Showing where you can play with different toys

CACHE LEVEL 2
INTRODUCTION TO
AND CARE
partnership
Session 8

Learning Outcomes
Outline Braille
AC 3.3 Give examples of support which may be offered to parents/carers.

Starter activity
What message can body language give?

Starter activity
What's Braille?
Braille is a method of reading by touch that is used by many blind
and partially sighted people around the world.
Each Braille character or (cell) is made up of 6 dot positions,
arranged in a vertical rectangle of 2 columns of 3 dots each. The
dots are numbered 1 through 6, starting in the upper left corner,
going down.
The dots are raised in one of the 64 possible combinations and
each combination represents a different letter or sound.

This is the basic English Braille alphabet...

Starter activity
Lets learn Braille
Using the Braille alphabet that has been put on
your desks, please write you name using the
buttons/coins or blue-tac provided.
Extension – if you are
confident with writing your
name, choose someone on
another table and write
them a secret message.
Individual Task

Starter activity
Where is Braille used today
Can you think of Braille
on everyday items?
Group Discussion

Where is Braille used today
This software creates Braille and
comes in a wide range of packages,
including those to create
mathematical and musical
resources, as well as text and to
translate different language

Starter activity
Using your memory
Using your memory only as a table, try and decide what is
written down on your piece of paper, by spelling out the letters.
Revisiting

Starter activity
Answers
Well done you have worked hard today
Great teamwork skills today
Super Braille learnt today

Extension activity
Time: 15 mins
Make your own messages for the other
group to work out using the colored dots
Secret messages

CACHE LEVEL 2
INTRODUCTION TO
AND CARE
partnership
Session 9

Learning Outcomes
1. Identify what BSL is
2. Identify some basic BSL had signals
3. Identify what finger spelling is
4. Justify how we use sign language within a setting to support service
users
5. Outline communication through sign
6. Identify basic Makaton information

Starter activity
Starter - Famous Deaf People
See if you can you name five famous deaf people? (try to do
this in pairs first, then if you need to, use the internet to help)
1.
2.
3.
4.
5.

1 2 3
4
Starter - Famous Deaf People
1 - Thomas Edison due to having scarlet fever when he was young
2 - Shelley Beattie deaf at age three because of an aspirin overdose
3 - Heather Whitestone Miss America 1995 lost her hearing when she was just
18 months old. She was the first deaf woman to ever win the Miss
America title.
4 - Shoshannah Stern "Weeds" actress was born deaf

What’s BSL / British Sign Language?
This is the standard two handed finger spelling alphabet used in
British Sign Language.
Sign Language is a visual means of communicating using
gestures, facial expression, and body language. Sign Language is
used mainly by people who are Deaf or have hearing
impairments.
All photographs are taken from the perspective of somebody
looking at the person signing.

Question
Where have you seen BSL/
Makaton used before?

BSL
http://www.youtube.com/watch?v=6y0e1zmFWE8

Finger Spelling
This is the representation of letters
and sometimes numbers by tracing
the shapes of the letters in the air
or on a hand.
American, French and Irish sign
language are all examples of one
handed finger spelling as compared
to British Sign Language, which is
two handed

Now for you to learn British Sign Language
Please log onto Oracle to access this
PowerPoint and work through as an individual
to learn your alphabet

Lets practice our BSL
Using the skills you have gained and
the BSL alphabet that you have
been practicing with, please show
your partner how to sign your
name.
Extension – if you are confident with signing
your name, use the internet to research
common words/ nursery rhymes, children
may use in a setting and copy images of how
to sign it, on a colourful way to display.

Makaton
Makaton is also a method of communication through
using signs and symbols. Unlike British Sign Language, is
uses speech as well as actions, symbol and pictures
cards. Makaton ties in facial expressions with the word
to make the word more easily recognised by those with
communication difficulties
http://www.youtube.com/watch?v=H3A5ostdrJM

Class display – Split into 2 teams
Please make a display saying
“Welcome to Early Years”
showing this in BSL

CACHE LEVEL 2
INTRODUCTION TO
AND CARE
partnership
Session 10

Learning Outcomes
LO4 Understand recording, storing and sharing information in relation to
AC 4.1 Identify records to be completed in relation to partnership working.
AC 4.2 Explain reasons for accurate and coherent record keeping.

Starter activity
Text Tone Deaf
https://www.youtube.com/watch?v=y-iN_fPuykg
Time: 15 mins
Have you ever sent or received a message that has been misunderstood?
What was the outcome of this misunderstanding? Discuss on your tables
Consider:
• Text messages
• Text speak
• Emoticons
• BBM
• Facebook
• Twitter
• Written messages or notes.

Analysis – Let write on the tables
Look at the following extracts from emails.
For each extract, decide
• (a) what the writer was trying to say, and
• (b) why the reader might misunderstand the message.
4. Understand recording, storing and sharing information in
relation to partnership working (4.1, 4.2)
Avoiding email misunderstandings

• When working in partnership there will be records kept of all meetings.
• These records are often known as ‘minutes’ and they will be completed in
line with the policies and procedures of the setting.
• Minutes will identify any action points and who is to complete them.
• Meetings may raise the need for a referral and this will need to be
accurately documented.
• All of these documents will show what has been said and done and by
whom.
Keeping records

• All records must be accurate and coherent.
• Coherent means that they must be clear and easy to read and understand.
• Written records will document exactly what has been said and done, and
therefore need to be completely accurate.
Keeping records

• If records are handwritten, then the writing
must be legible and contain accurate spellings
and information.
• If possible, it is always good practice to type
up handwritten notes after the event. The
handwritten and typed notes can then be kept
together if necessary, but the typed version
will be easier to share.
Keeping records

Please watch the clip and
complete the accident form.
We will share and compare our
reports
Lets complete an accident form
https://www.youtube.com/watch?v=EPTMf_Gkwz4

How many different ways can we
communicate with others?
Add to your practitioners
Write your message on a postcard

relation to partnership working (4.1)
Records
Personal
details Minutes
of
meetings
Observations
and planningDevelopmental
Emails
Phone calls
• Text messages
• Text speak
• Emoticons
• BBM
• Facebook
• Twitter• Written messages or notes.

4 page graffiti
Using four of the examples you have given on your practitioners,
please create a 4 section graffiti page, showing pro’s and con’s

CACHE LEVEL 2
INTRODUCTION TO
AND CARE
partnership
Session 11

Starter activity
Confidentiality
Write down your
tables, your
understanding of
confidentiality
around the image
provided. You can
also add examples

Learning Outcomes
AC 4.3 Explain the reasons for confidentiality when maintaining records.

Data protection
https://www.youtube.com/watch?v=vHvd6HaPq_s

• When working in partnership, records must be kept in accordance to
policies and procedures, and all records must be kept in line with the Data
Protection Act 1998.
• Confidentiality when maintaining records is essential, and all records must
be securely stored and only shared with those who need to know.
• If records were not kept confidential then policies, procedures and
legislation could be breached.
Confidentiality

Independent research activity
Time: 15 mins
Research two confidentiality policies by searching for ‘Confidentiality policies in
Early Years’ on the internet.
Consider the following points:
• Name of the setting
• Date of the policy
• Date for review
• Confidentiality when record keeping
Please answer the questions
• How easy is the policy to understand?
• Who is the policy aimed at?
• Name three types of documents or information that is covered by the policy.
Paired activity

Group activity
Time: 10 mins
Using the information from the independent research activity, pair up with
another group to compare and discuss:
• Differing styles of policies
• Differing content and layout
• Common points raised in each policy

Time: 20 mins
Think about your discussions during the group
activity.
Consider:
• What makes a good confidentiality policy?
• Why?
• The key reasons for confidentiality when
maintaining records
• Why is this important?

Confidentiality when maintaining
records is important because:
• It is the law
• It follows policies and
procedures
• It makes for good working
practice
• It builds and maintains trust
in partnership working
• It shows respect.
Confidentiality

Extension activity
Time: 15 mins
https://www.youtube.com/watch?v=oKGtJE8
4wIQ
Next session you will be making your own
movie, using clips, images or video to outline
the importance of confidentiality, ensure you
have added information about recording,
storing and sharing information
Please use the time to plan

CACHE LEVEL 2
INTRODUCTION TO
AND CARE
partnership
Session 12

Starter activity
Confidentiality
What are you worried about when you start placement?
Write your message on the speech bubble

Learning Outcomes
LO1 Understand the principles of partnership working in relation to current
frameworks when working with children.
Outline what makes a good practitioner.

Classroom Confidential: Best and
Worst
https://www.tes.com/teaching-resource/teachers-tv-classroom-confidential-
best-and-worst-6084224

What makes a good practitioner?
Post-it attack

Placement reminders
Hour sheets
• You are required to complete hours sheets and getting weekly hours
sheets are your responsibility.
• No signatures from a supervisor will mean no hours.
• Your lunch is not able to be added onto your placement hours.
General information
• Adhered to Health and Safety
• Use appropriate language
• Wear your uniform everyday
• If you are unable to attend your placement you must notify the setting
and college by 9.00am.

Planning for your first observation
Lets see how you will be able to meet these targets, write
notes on your dated target sheets
1. Health and safety,
2. (Unit 4 – 4.1) Interact with children in a way that values them and
meets their individual needs.
3. (Unit 8 – 3.2) Contribute to a language rich environment for children
from birth to 5 years
4. Promotes equality, diversity and inclusivity
5. How the learner supports the children during the activity and models
positive behaviour
6. The use of praise and encouragement and positive reinforcement with
children

Make notes for your professional
discussion
Lets make notes ready for your professional discussion
To meet the needed criteria you will need to make notes and research the
following:
This will discussion will be completed in college time. Points to be discussed
with your observer;
1. (Unit 12 - 2.1) Describe the benefits of encouraging and rewarding
positive behaviour.
2. (Unit 12 - 3.1) Identify inappropriate behaviour.
3. (Unit 12 - 3.2) Describe procedures for reporting inappropriate
behaviour

Confidentiality Potato Head

CACHE LEVEL 2
INTRODUCTION TO
AND CARE
partnership
Session 13

Starter activity
Are you a Cyberbully?
Complete the quiz to see if you classify as a cyber
bully or not!

How did you do? Results
0 – 5 Points:
Cyber Saint
Congratulations!
You’re a cyber
saint! Your
online behaviour
is exemplary!
Keep up the
good work!
6-10 Points: Cyber Risky
Well, you’re not perfect, but few people are. Chances
are you haven’t done anything terrible and were just
having fun, but try not to repeat your behaviours,
since they are all offenses. Keep in mind the pain that
your fun might be causing others!
11-18 Points: Cyber Sinner
Your online behaviour needs to be
improved! You have done way too many
cyber no-no’s! Keep in mind that these
practices are dangerous, wrong, and
punishable and try to be clean up that
cyber record!
More than 18: Cyber Bully
Put on the brakes and turn that
PC/MAC/text-messaging device around!
You are headed in a very bad direction.
You qualify, without doubt, as a
cyberbully. You need to sign off and think
about where that little mouse of yours has
been clicking before serious trouble
results for you and/or your victim(s), if it
hasn’t happened already!

Learning Outcomes

Extension activity
https://www.youtube.com/watch?v=oKGtJE8
4wIQ
Now please make your own clips, using
images or video to outline the importance of
confidentiality, ensure you have added
information about recording, storing and
sharing information

CACHE LEVEL 2
INTRODUCTION TO
AND CARE
partnership
Session 14

Starter - Read the paper
Have a look through
your paper and find
out an interesting
article relating to
Childcare.
We will feedback to
the group

Learning Outcomes
Outline job roles within the early years setting

Information changes
You will need keep up to date with current
knowledge
How will you be able to do this?
• Staff meetings
• Observations
• CPD
• External training courses
• Reading up to date literature
• In house training

A Day In The Life of a………..
https://www.youtube.com/watch?v=YJTQKiOJ1GU
A Day In The Life of a SENCO
https://www.youtube.com/watch?v=ZWylTml5Quk
A Day In The Life of a Child Protection Officer
https://www.youtube.com/watch?v=N0Orv9pfJJ0
A Day In The Life of a Social Worker
https://www.youtube.com/watch?v=8s5gjsoLZKE
A Day In The Life Of A Speech Language Pathologist
https://www.youtube.com/watch?v=0oDFk5eOv5w
A Day In The Life of a Health Visitor
https://www.youtube.com/watch?v=7pzNVp-1Qgo
A Day In The Life of a Paediatrician
Put together your findings in a creative way to share with the rest of
the group
- Think about their role
- Responsibilities
- How they work in partnership
with others
- Qualification needed
- Amount of pay expected
- Include your source and at
least three key facts about the
professional or service

Unit 5 session 1 - 14

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Unit 5 session 1 - 14

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