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Level 3 Diploma & NVQ Level 3 : NVQ Children's Care, Learning and Development and Diploma for the Children and Young People's Workforce. Please DO NOT COPY and PASTE information from this forum and then submit the work as your own. Plagiarism risks you failing the course and the development of your professional knowledge.

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Old 07-13-2007, 08:06 PM
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Cheerful CYPW and CCLD - Plagiarism and general information for level 3 Diploma and NVQ

Level 3 Diploma CYPW Children and Young People's Workforce and CCLD ~ childrens care, learning and development NVQ

Understanding plagiarism

Plagiarism is taking another person's work word for word and presenting it as your own.

Copy and Paste is a term that describes just how easy it is to commit plagiarism intentionally or accidentally.

When submitting written work for any qualification, that work needs to show exactly how a learner knows and understands a particular subject area or criteria. It's what completion certificates aim to proove for the professional holding it.

All this can only happen by reading, researching and getting to grips with the information you are asked and need to find out about. After that you'll be able to write what's necessary in your own way, using your own words, demonstrating what your knowledge is and also be able to recognise the reasons for why knowing is important.

You deserve to receive the support necessary whilst you complete your course and as you discover the extent of expectation involved with a chosen career choice whether you've paid for your course personally or not.

Course providers will explain the dangers of plagiarism and what it means if you submit blocks of text that are found to exist identically on the internet.

About plagiarism on Bath.ac.uk is excellent reading

Silkysteps aims to support anyone with an interest in providing quality experiences for children in their early years but please avoid plagiarising any work you produce by copying and pasting which would then run the risk of it being made invalid when your work is handed in/submitted for verification.

Please use the information you find on silkysteps to inform what you already know and as sign-posts to sources that you can quote.

What you already know might be through your working practice, the advice shared between colleagues, materials provided by tutors, reading and researching in sector endorsed books and papers.

Remember to always use your own words to write, re-write, to understand and re-phase the information that you find.

Practitioners have the ability to influence the lives of everyone they come into contact with and those that they are unaware they influence - friends of friends, colleagues of colleagues, extended family members they never see but whom word is passed on to... Knowing how to communciate with people and agencies to support the commitment of making children's early years experiences the absolute best involves your specifically unique way of saying things and doing things, you can only do that by being you, not someone else



Plagiarism from Plagiarism.org
Copyright infringement from wikipedia.org

These are two important factors when undertaking any form of written assignment and these external websites can help to show how it's possible to avoid and understand the words and what the terms mean.

Avoiding Plagiarism
Remember ideas are food for thought, if it's something that you've read and it's been provided by someone else, re-read it, evaluate it, analyse it and then write it all over again using your own words and experiences to show just how you understand what's being discussed, explained and how it relates to your setting and your professional practice.

Please, respect the information that members on silkysteps.com take the time to provide/publish, whether that's as a guide or as a reply to another member's request for help. Their work is not yours. Read what's given then make it your own by writing it from your own perspective.

If you have any concerns, worries or questions about plagiarism please get in touch with your course provider, trainer, tutor, assessor. Don't risk invalidating all your hardwork and effort by not knowing or thinking it's not important enough to ask about.

Citing your references and sources
What is Citation? from plagiarism.org.uk

Crediting sources and avoiding plagiarism from UCL.ac.uk
and referencing guide from worc.ac.uk

Writing an assignment
What makes up an assignment or essay
An excellent explanation from a forum member ~ 3 part essay
Synopsis - Summary - Blurb (usually found on the back page of a book )


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Enjoy the site and everthing it holds. Post questions whenever needed, reply to others whenever possible and contibute your own experiences of working towards this qualification, within the childcare sector .. and more importantly pop back to share the celebration of passing xx
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Last edited by Ruthierhyme : 08-03-2012 at 04:29 PM. Reason: Updated broken links
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Old 11-13-2007, 02:41 PM
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Default NVQ 3 CCLD Unit 301 Knowledge & Understanding Points

Plese ignore this post for a bit .. I'm hoping that over time it'll be possible to gradually build links to members various questions & answers about this unit .. or even delete it & sort something else out!

www.cwdcouncil.org.uk/nos/ccld

K3C154 ~ The importance of good working relationships in the setting
K3C155 ~ Relevant legal requirements covering the way you relate to and interact with children
K3M156 ~ Relevant legal requirements and procedures covering confidentiality and the disclosure of information
K3D157 ~ Relevant legal requirements covering the needs of disabled children and those with special educational needs
K3M158 ~ The types of information that should be treated confidentially: who you can and cannot share this
information with
K3P159 ~ The meaning of anti-discriminatory practice and how to integrate this into your relationships with children and other adults
K3C160 ~ How you adapt your behaviour and communication with children to meet the needs of children in your care of different ages, genders, ethnicities, needs and abilities
K3D161 ~ Strategies you can adopt to help children to feel welcome and valued in the setting
K3D162 ~ What is meant by ‘appropriate’ and ‘inappropriate’ behaviour when interacting with children, the policies and procedures to follow and why these are important
K3D163 ~ The importance of encouraging children to make choices for themselves and strategies to support this
K3D164 ~ The importance of involving children in decision-making and strategies you can use to do this
K3C165 ~ How to negotiate with children according to their age and stage of development
K3D166 ~ Strategies you can use to show children that you respect their individuality
K3D167 ~ How to balance the needs of individual children with those of the group as a whole
K3C168 ~ The importance of clear communication with children and specific issues that may arise in bilingual and multilingual settings
K3C169 ~ Why it is important for children to ask questions, offer ideas and suggestions and how you can help them do this
K3C170 ~ Why it is important to listen to children
K3C171 ~ How to respond to children in a way that shows you value what they have to say and the types of behaviour that could show that you do not value their ideas and feelings
K3C172 ~ The importance of being sensitive to communication difficulties with children and how to adapt the way you communicate to different situations
K3C173 ~ How you can help children to understand the value and importance of positive relationships with others
K3D174 The importance of children valuing and respecting other people’s individuality and how you can
encourage and support this
K3D175 Why it is important for children to understand and respect other people’s feelings and how you
can encourage and support this
K3D176 Why it is important to be consistent and fair in dealing with positive and negative behaviour
K3D177 Strategies you can use to encourage and reinforce positive behaviour
K3D178 Strategies you can use to challenge and deal with different types of behaviour which are
consistent with your organisation’s policies
K3D179 Why it is important for children to be able to deal with conflict themselves and what support they
may need from you, according to their age, needs and abilities
K3C180 Why it is important to encourage and support positive relationships between children and other
adults in the setting and strategies you can use to do this
K3C181 Why positive relationships with other adults are important
K3P182 Why it is important to show respect for other adults’ individuality and how to do so
K3C183 The importance of clear communication with other adults and how this can be achieved
K3C184 The importance of being sensitive to communication difficulties with other adults and strategies
you can use to overcome these
K3C185 How and when it may be necessary to adapt the way you communicate to meet the needs of
other adults
K3C186 Typical situations that may cause conflict with other adults and how to deal with these effectively
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Old 11-19-2007, 05:07 PM
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Default Optional units CCLD 306 & 307 ~ to be ordered at a later date

Optional unit CCLD 306 - Plan and organise environments for children and
families
http://webarchive.nationalarchives.g...s/ccld-level-3

K3D255 ~ Legislation and regulations covering the provision of an environment for children
K3H256 ~ Legal and regulatory arrangements covering health and safety for the children, colleagues,families and visitors in your setting or service. Setting’s safety, safeguarding and protection, and emergency procedures and policies, how these can be implemented and remain current,including controls on substances harmful to health and other key aspects of health and safety.
K3H257 ~ Safety factors and recognised standards of equipment and materials for children. Importance of using equipment that is appropriate for the age, needs and abilities of the child. The importance of following manufacturers’ guidelines.
K3H258 ~ Safe layout and organisation of rooms, equipment, materials and outdoor spaces, adapting the environment to ensure safety for children, according to their age, needs and abilities.
K3D259 ~ How to adapt the environment to meet the diverse needs of children for whom you are responsible, according to their age, gender, individual needs and abilities.
K3H260 ~ Routine safety checking and maintenance of equipment. Safe storage of hazardous materials.
K3D261 ~ Legislation and regulation covering equality and equality of access, including children who are disabled or have special educational needs.
K3H262 ~ Safe and effective practice underpinning the organisation, layout and planning of the environment for children both indoor and outdoor.
K3H263 ~ When and how to use safety equipment such as safety gates, socket covers, window and drawer catches, cooker guards, safety harnesses. Safety in respect of animals, plants, sand pits and outdoor spaces.
K3D264 ~ Materials and equipment, including ICT, that can be used to promote play and development.
K3D265 ~ The range of different activities that should be available to maximise learning and development opportunities and support a planned curriculum where this is appropriate
K3D266 ~ How the development of children is facilitated by a positive and enabling environment and consistent routines
K3D267 ~ Ways of supporting children who are new to the a setting and their families
K3D268 ~ The needs of children for quiet periods and privacy as well as opportunities for social interaction with adults and other children.
K3D269 ~ The implications of children's attachment needs for allocation of human resources, continuity of care and stability and consistency within the environment
K3D270 ~ How to support positive behaviour
K3C271 ~ How to deal positively with conflict and support a resolution
K3D272 ~ The importance of respecting children's background and culture and of encouraging families to participate within the setting or service
K3S273 ~ The importance of protecting children during care routines and ensuring they are not subject to abuse or exploitation at any time they are present in the setting
K3P274 ~ The importance of ensuring adults who work with children are suitable according to regulatory requirements
K3S275 ~ The importance of protecting adults who work with children and who may become vulnerable to accusations of improper behaviour
K3H277 ~ The nutritional needs of children and what constitutes nutritionally balanced meals and snacks.
K3H278 ~ The requirements of special diets according to the needs of children and families.
K3H279 ~ The importance of acting upon information from families in cases where children have food allergies
K3H280 ~ The government’s guidelines on healthy eating and nutrition for children and why it is important that these are followed by childcare practitioners
K3D281 ~ The importance of physical exercise and activity for positive mental and physical health.
K3H282 ~ Appropriate skin and hair care and the need for sensitivity to the diverse needs of children with a range of skin colours or types or texture of hair, being aware of the damage that can be done to children's skin by exposure to the sun, appropriate toiletries
K3H283 ~ The need for good oral hygiene and how and why this can be encouraged
K3H284 ~ How to deal with medicines, inhalers or drugs for long-term conditions
K3D285 ~ The importance of sensitivity in supporting toilet training, not rushing or expecting children to have control before they are ready
K3H286 ~ Good hygiene practice: including principles of cross infection, appropriate systems to dispose of different types of waste, food handling, handling body fluids. Issues concerning spread of HIV and AIDS virus and hepatitis.

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Optional Unit 307 - Promote the health and physical development of children
http://webarchive.nationalarchives.gov.uk/20120119192332/http://cwdcouncil.org.uk/nos/ccld-level-3

K3D287 ~ How you adapt your practice to meet the health and physical development needs of children,
taking into account age, gender, ethnicities, individual needs and abilities
K3D288 ~ The type of indoor and outdoor activities that will encourage balance, co-ordination, gross and fine motor skills, manipulative skills and hand/eye co-ordination
K3D289 ~ In what circumstances you might change routines or activities; how you would adapt existing or planned activities or routines
K3H290 ~ What the organisation’s policies and practices are regarding risk assessment and safety and why it is important to follow these
K3D291 ~ What is meant by challenging activities for individual babies and children and the link between challenging activities and developmental progress
K3D292 ~ How you encourage children to extend their range of skills and achievements
K3D293 ~ How to provide opportunities for children to rest and recover from physical activity and why this is important
K3H294 ~ How to carry out risk assessment that takes all reasonable precautions without restricting opportunities for development; how organisational policy can support this.
K3H295 ~ The government’s guidelines on healthy eating and nutrition for children and why it is important that these are followed by childcare practitioners
K3H296 ~ What are appropriate foods to give to children, what foods are unsuitable and why
K3H297 ~ Special dietary requirements and food preparation, related to culture, ethnicity or religious beliefs
K3S298 ~ Why it is important that all dietary information is documented and shared with others e.g. food allergies
K3H299 ~ How you can encourage healthy eating practices in children
K3H300 ~ The need for good oral hygiene and how and why this can be encouraged
K3H301 ~ Principles of cross infection and basic food hygiene
K3H302 ~ Correct disposal of different types of waste according to procedures and why this is required
K3H303 ~ Activities that can be undertaken by children to raise awareness of their own bodies and their health needs, according to their age, gender, needs and abilities
K3H304 ~ Details of health surveillance of children and young people, the role of immunisations and information on regimes for children
K3H305 ~ How chronic illnesses may affect physical development and how to access further information and support about particular conditions
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