Study Guide for the Level 3 Qualification: NCFE CACHE Level 3 Award in Supporting Children and Young People’s Speech, Language and Communication (600/4257/6) To gain your full Level 3 Qualification, you will need to complete 2 Mandatory Units
Mandatory Unit 1 Unit A601/2872: Support speech, language, and communication development The first unit provides the foundation for understanding more about supporting speech, language and communication develop in children and young people. There are 6 tasks to complete in Mandatory unit 1 Task 1 has the following assessment criteria: 1.1 1.4
Explain each of the terms ‘speech’, ’language’, ‘communication’ and ‘speech, language and communication needs’. Explain the factors that increase the risk of children and young people having speech, language and communication needs.
This first task requires you to create a glossary of the terms listed above and show how this glossary might be used in your setting. Task 2 has the following assessment criteria: 1.2
Explain how speech, language and communication skills support each of the following areas in children and young people’s development: • learning • emotional • behaviour • social For this task you create a poster or information sheet explaining the different terms listed in the assessment criteria above. Task 3 has the following assessment criteria: 1.3
Describe the potential impact of speech, language, and communication needs on the overall development of a child or young person both shortterm and long-term. For this task, you choose a child form the 3 case studies provided and explain how their speech and language challenges may impact their development now and in the future.
Level 3 Tasks Guide Page 1 of 11
Task 4 has the following assessment criteria: 2.1
Summarise the typical stages of speech, language and communication development of children in the following age groups, including both understanding and use of language: • • • • • •
0-3 years 3-5 years 5-7 years 7-11 years 11-18 years 18-25 years (for this age group, summarise the speech, language and communication skills needed for adulthood)
For this task there are two parts Part 1: You select the age group that you most commonly work with then you create a table summarising the typical development of speech, language and communication skills for your chosen age group.
Part 2: You think about the age ranges you do not usually work with. Create a brief summary of key areas of speech, language and communication development.
Task 5 has the following assessment criteria: 2.2
Explain how children and young people develop their speech, language and communication and identify how this applies to children who are learning more than one language.
2.3
Explain how speech, language, and communication work together to enable effective interaction 2.4 Explain the different ways in which a child or young person may not follow typical patterns of speech, language, and communication development For this task, you need to design a detailed information sheet for your setting explaining how children and young people develop their skills in speech, language, and communication. Task 6 has the following assessment criteria: 3.1
Observe and report examples of a child or young person using their communication skills in different contexts.
3.2
Plan and carry out an observation of a child or young person using their communication skills in different contexts.
3.3
Report on planned observations highlighting normal variations in the typical speech, language and communication development of children and young people.
Level 3 Tasks Guide Page 2 of 11
For this task, you will carry out observations and create a report on a child or young person in your setting focussing on their speech, language, and communication. Mandatory Unit 2 Unit L/601/2889: Support children and young people’s speech, language, and communication skills The second mandatory unit L2 looks in more depth at how we can support children and young people’s speech, language, and communication skills. There are 4 tasks to complete for this unit. Task 1 has the following assessment criteria: 1.1
Explain the ways in which adults can effectively support and extend the speech, language, and communication development for each of the following age groups: • 0-3 years • 3-5 years • 5-7 years • 7 -11 years • 11-18 years • 18 – 25 years 1.2 Evaluate relevant positive effects of adult support for children, young people, and their families This first task requires you to prepare a ‘Top Tips’ Sheet to explain some of the ways adults can use strategies to support and extend speech, language, and communication. Task 2 has the following assessment criteria: 2.1
Demonstrate methods of providing support taking into account the specific needs, abilities, home language and interests of children and young people in own setting. 2.2 Initiate and implement planning for speech, language and communication support to children and young people in own setting. 2.3 Gather information and feedback to evaluate the effectiveness of speech, language, and communication support in own setting. This task requires you to create an activity plan for 3 different sessions or tasks in your setting to support speech, language, and communication. Task 3 has the following assessment criteria: 3.1 3.2
Explain the importance of the environment in supporting speech, language, and communication development. Review relevant evidence about the key factors that provide a supportive speech, language, and communication environment.
Level 3 Tasks Guide Page 3 of 11
3.3
Apply research evidence to planning an environment that supports speech, language, and communication. The third task for unit 2 asks you to use the unit resources and research evidence base to explain why and how the environment is important in supporting children and young people’s speech, language, and communication development. Task 4 has the following assessment criteria: 4.1
Identify the range of speech, language and communication needs that children and young people may have 4.2 Identify the indicators which may suggest that a child or young person has speech, language, or communication needs. 4.3 Explain the processes and procedures to follow in order to raise any concerns and access additional, specialist support. This final task of unit 2 asks you to develop a process flow chart to explain your setting’s processes and procedures for supporting children and young people with a range of speech and language challenges or speech, language, and communication needs.
Elective Unit Guide for the Level 3 Qualification: Supporting Children and Young People’s Speech, Language and Communication You will also be required to choose one elective unit to complete your studies. There are four options to choose from. Here is a guide to the different topics covered, the tasks involved and the learning objectives for each elective unit so that you can easily decide which one will be the right choice for you. There are 4 elective units to choose from. These are: 1. Unit J/601/2888 Support the speech, language & communication development of children who are learning more than one language. (Bilingualism Unit) There are 5 tasks in this unit – 3 credits awarded. 2. Unit L/601/2861 Support positive practice with children and young people with speech, language and communication needs. (Positive Practice Unit) There are 7 tasks in this unit. – 4 credits awarded. 3. Unit K/617/9969: Understand the speech, language and communication needs of children and young people with social, emotional, and mental health needs. (SEMH Unit) There are 4 tasks in this unit – 3 credits awarded.
Level 3 Tasks Guide Page 4 of 11
4. Unit D/617/9970 Work with parents, families, and carers to support their child’s speech, language, and communication development. (Parent/Family/Carer Unit) There are 6 tasks in this unit – 3 credits awarded. Unit J/601/2888 Support the speech, language & communication development of children who are learning more than one language. (Bilingualism Unit) This unit explores the speech, language and communication development of children who are learning more than one language. There are 5 tasks to submit. Your online learning resources for this unit will provide ample information to enable you to complete the tasks. Task 1 has the following assessment criteria: 1.1 1’2 1.3
Explain how to identify which languages are used by children and young people in own setting Explain how to collect information on a child or young person’s use of their languages at home and in own setting. Explain the difficulties of using formal, standardised tests or screens with children and young people for whom English is an additional language.
1.4
Explain how to recognise when a child or young person learning more than one language may have speech, language, and communication needs. You are provided with 4 case studies and are asked to choose one before using the template provided to answer the assessment questions above. Task 2 has the following assessment criteria: 2.1 Explain what is meant by bilingualism 2.2 Explain the advantages of bilingualism To pass this task, you are required to create a short presentation in PowerPoint or as a set of information sheets, that could be used at a CPD (Continuing Professional Development) session for your colleagues to demonstrate your knowledge of bilingualism and the associated advantages. Task 3 has the following assessment criteria: 2.3
Define culture and identify how to integrate cultures you do not share within own setting.
2.4
Explain the importance of using culturally appropriate and relevant materials and approaches with children and young people learning more than one language.
Level 3 Tasks Guide Page 5 of 11
2.5
Explain how resources can be adapted to meet the support needs of children and young people for whom English is an additional language. For this task, you will need to develop and information leaflet for your setting while answering the assessment criteria above. Task 4 has the following assessment criteria: 3.1 3.2
Provide appropriate advice to parents/carers on supporting their child’s speech, language and communication development. Demonstrate approaches to support parents/carers in promoting their child’s speech, language, and communication development.
3.3
Explain how language and resources can be adapted to enable close work with parents/carers for whom English is an additional language. For this task you will use the template provided to apply your learning from this unit to real-world activities from your setting. Task 5 has the following assessment criteria: 4.1
Explain the different ways in which professionals can work together in the interests of children and young people.
4.2
Explain the roles and importance of other professionals who may be involved in joint or integrated working to support children and young people with speech, language and communication needs who are learning more than one language.
4.3
Identify and describe when and how to contact and work with relevant agencies and services. To complete this final task ryou to prepare a planning document demonstrating what you have learned from this unit and how you intend to apply it to your setting to support children learning more than one language.
Unit L/601/2861: Support positive practice with children and young people with speech, language, and communication needs. (Positive Practice Unit) This unit explores how you can support positive practice when working with children & young people who have speech, language, and communication needs. There are 7 tasks in this Positive Practice Unit. Task 1 has the following assessment criteria: 1.1
Explain how to recognise and build on the strengths of a child or young person by giving different examples of positive strategies.
Level 3 Tasks Guide Page 6 of 11
1’2 1.3
Compare the differences between strategies based on children and young people’s strengths and abilities and those based around their difficulties Provide examples of how current research evidence supports positive practice.
This task requires you to prepare a session that can be used as part of a CPD session for your colleagues in your setting, demonstrating the concept of Positive Practice. This could be completed using PowerPoint or similar and should included the information required in the assessment criteria. Task 2 has the following assessment criteria: 2.3
Explain own role in the process of how targets are set, monitored, and evaluated along with specialist. This task requires you to use the provided template to explore target setting for a child or young person in your setting. Task 3 has the following assessment criteria: 2.3
Identify and describe the different strategies and targets that can support children and young people with speech, language, and communication needs.
2.4
Explain the process of how supportive strategies are selected and implemented to support children and young people's speech, language, and communication needs. 2.5 Compare different examples of how strategies and targets have been used to support children and young people with speech, language, and communication needs. This task requires you to write 3 brief case studies about children in your setting demonstrating varying levels of support that you have put in place to aid their speech language and communication development. Task 4 has the following assessment criteria: 3.1
Review and identify the particular issues and implications in your setting for children and young people’s speech, language and communication
Using the template provided, you need to examine the communication environment around the children you focussed on in the last task. Task 5 has the following assessment criteria: 3.2
Demonstrate ways to adapt and modify own communication, resources and tasks to support children and young people with speech, language and communication needs.
Level 3 Tasks Guide Page 7 of 11
3.3
Demonstrate effective ways to find out the views of children and young people with speech, language and communication needs and take them into account in planning and delivering practice. Task 5 requires you to keep a practice journal to demonstrate how you are applying your learning from this module in your setting. Task 6 has the following assessment criteria: 4.1
Explain how speech, language and communication needs can affect social, emotional, and cognitive development in children and young people.
4.2
Explain how social, emotional, and cognitive needs can affect children and young people's speech, language, and communication. To pass this task, you must write a short professional discussion on the links between speech, language and communication skills and social, emotional, and cognitive needs including both short and long-term impacts. Task 7 has the following assessment criteria: 4.3
Review and report on the roles of other professionals in supporting children and young people with speech, language and communication needs and explain how to access additional support. Use the template provided or create your own information sheet to demonstrate your knowledge of all the professional specialists who play roles supporting children and young people who have speech, language, and communication needs.
Unit K/617/9969: Understand the speech, language and communication needs of children and young people with social, emotional, and mental health needs. (SEMH Unit) This unit enables you to understand the interaction between speech, language & communication needs and social, emotional and mental health needs. There are 4 tasks to complete in the SEMH unit. Task 1 has the following assessment criteria: 1.1 1.2 1.3
Explain why behaviour can be seen as a means of communication. Explain, with examples, how speech, language and communication needs may affect behaviour, social and emotional development and mental wellbeing in children and young people. Review and report on relevant research about the incidence of speech, language and communication needs and social, emotional and mental health needs in children and young people.
Level 3 Tasks Guide Page 8 of 11
1.4
Describe the range of behavioural, social, emotional and mental health needs that children and young people may experience and how they can affect speech, language and communication development. 2.1 Identify key barriers to social and emotional development and mental wellbeing that are experienced by children and young people with speech, language and communication needs. 2.2 Explain effective strategies to overcome barriers to support the speech, language and communication development of children and young people with social, emotional and mental health needs. 2.3 Explain how adapting adult language and interactions can support a child or young person’s behaviour, social and emotional development and mental wellbeing, as well as support their communication development 2.4 Explain how positive changes to the communication environment can support communication development for children and young people with social, emotional and mental health needs. Create a report for an induction presentation aimed at new workers in a children and young person’s setting. The report should meet all of the assessment criteria in the box above. Task 2 has the following assessment criteria: 3.1 3.2
Identify and explain current evidence-based approaches to understanding children and young people’s behaviour. Explain how setting-wide strategies to promote positive behaviour, social and emotional development and mental health can be adapted to support children and young people with speech, language and communication needs.
3.3
Use examples to explain how individual strategies to promote positive behaviour, social and emotional development and mental health can be adapted to support children and young people with speech, language and communication needs. To pass this task, you must plan a Continuing Professional Development (CPD) activity to deliver to your colleagues looking specifically at strategies to support children and young people with both speech, language & communication needs as well as SEMH needs. Task 3 has the following assessment criteria: 4.1
Explain ways to work with parents/carers and families in supporting children and young people’s speech, language and communication needs that also promote positive behaviour. This task requires you to present a model of practice that demonstrates different ways in which practitioners can work with parents. Carers and families to support speech and language challenges of children and young people with SEMH needs. A template is provided for you to use to complete this task.
Level 3 Tasks Guide Page 9 of 11
Task 4 has the following assessment criteria: 4.2
Explain the roles of other professionals who may be involved in joint or integrated working to promote positive behaviour and social, emotional and mental health needs of children and young people To complete this last task in this unit, you must create a factsheet for your setting about the roles of other professionals who may be involved in supporting the children or young people in your setting.
Unit D/617/9970: Work with parents, families and carers to support their child’s speech, language and communication development. (Parent/Family/Carer Unit) This unit focuses on how to work with parents, families and carers in order to best support their child’s speech, language and communication development. There are 6 tasks to complete in this unit. Task 1 has the following assessment criteria: 1.1 1’2 1.3
Outline the nature of the parent/carer and child/young person relationship at key stages of a child or young person’s life in relation to speech, language and communication Explain the influences of different parenting styles on speech, language and communication development. Explain how supporting effective speech, language and communication between parents/carers and children and young people could influence their relationship and overall development at home.
This task requires you to develop an information leaflet or a brief presentation for your setting to raise awareness of the importance of parental support for speech, language and communication development. Task 2 has the following assessment criteria: 2.1
Explain issues and challenges for parents, families and carers which may influence how they support their child’s speech, language and communication development 2.3 Explain a range of ways to work with parents, families and carers to support their child's speech, language and communication development. This task asks you to prepare some guidance for your setting about ‘Partnerships with parents to support their child’s speech, language, and communication skills’. You are encouraged to think about how to overcome and challenges you may face so that these strategies can work effectively for parents/carers.
Level 3 Tasks Guide Page 10 of 11
Task 3 has the following assessment criteria: 2.2
Support parents, families and carers to understand their valuable role in supporting their child’s speech, language and communication development 2.4 Demonstrate ways of developing and maintaining parents’, families’ and carers’ confidence in supporting their child’s speech, language and communication development. For this task you need to keep a practice journal to demonstrate your learning from this module and how you are putting it into practice in your setting. Task 4 has the following assessment criteria: 3.1
Provide parents, families and carers with appropriate advice and sources of information to support their child’s speech, language and communication development 3.2 Explain ways to support parents, families and carers in how to use activities and approaches to support their child’s speech, language and communication development 3.3 Evaluate the ways in which own role can be effective in supporting parents, families and carers to support their child’s speech, language and communication development You will need to keep a practice journal for this task but focus on planning, delivery, evaluation, and reflection with regard to sessions or resources you have provided to parents/carers that may enable them to support their child or young person with their speech, language and communication development. Task 5 has the following assessment criteria: 4.2
Identify useful sources of information and relevant organisations and services to support parents, families or carers of children or young people who have speech, language and communication needs. Using the template provided to aid you, produce an information leaflet or poster for parents/carers with a list of useful organisations and sources of information that they may find useful to support their child or young person’s speech, language and communication development. Task 6 has the following assessment criteria: 4.1
Explain why it is important to be able to work in partnership with parents, families and carers of children or young people with speech, language and communication needs 4.3 Explain the importance of partnership working across professionals, agencies and parents, families or carers when supporting children or young people with speech, language and communication needs. This final task asks you to write a brief statement explaining the importance of partnership when supporting children and young people with speech and language challenges.
Level 3 Tasks Guide Page 11 of 11