You are on page 1of 12

CACHE Level 3 Diploma in Child Care and Education (DCE)

Test Paper –27th September 2005

MARKING GUIDELINES – STRICTLY CONFIDENTIAL

GENERAL ADVICE

It is essential that external examiners realise that the suggestions for answers included in
these marking guidelines are only exemplars. Questions have been designed to be open-
ended allowing candidates to include a range of responses. Candidates’ knowledge and
understanding should be recognised wherever possible. External examiners should raise any
issues relating to candidates’ responses at the Standardisation Meeting. Candidates’ answers
may be in a variety of formats such as bullet points. It is important that external examiners
mark only for content and not for grammar, spelling or punctuation.

The following criteria should be used in conjunction with the marking criteria to assist
external examiners with the grade level of responses. It is thought that:

Refer

• Candidate shows very limited understanding and/or fails to answer the question.

E level responses
• makes simple or unsubstantiated statements.
• displays a basic understanding of the subject matter
• responds in a descriptive way rather than in an analytical way
• makes one or two responses to the questions
• lacks evidence of in-depth knowledge

D and C level responses


• shows some development of ideas
• shows a clear understanding of the question
• gives clear and relevant examples to support their answers
• may refer briefly to the work of a theorist where appropriate to the subject
• could have given more detailed information and/or a more detailed response

A and B level responses


• has developed ideas fully
• gives detailed answers and shows an in-depth understanding of the subject matter
• gives detailed examples and provides relevant evidence to support response
• refers in detail throughout their work to one or more theorists where appropriate to the
subject

© CACHE 1 DCE Test Paper 27 September 2005


Marking Guidelines
SECTION ONE
20 marks

Question 1.1 (8 marks)


Developing self-help skills is important to children’s all round development.

Explain why.
Number of Criteria Example
marks
7-8 Marks Detailed answer relating to Answers may include:
holistic development. • Benefits to physical
development:
confidence in physical skills
develops fine and gross motor
skills to learn to feed, wash,
toilet, dress themselves
ability to make decisions about
challenges and risks
• Benefits to social and emotional
development:
independence
confirms self-worth, enhances
self-esteem
recognition of individuality
adaptability
reduces frustration
• Benefits to cognitive
development:
active learning, learning
through trial and error
encourages persistence,
perseverance, learning
dispositions.

4-6 Marks Less detailed response. Only


some areas of development
included.
0-3 Marks Limited Response

© CACHE 2 DCE Test Paper 27 September 2005


Marking Guidelines
Question 1.2 (12 Marks)

Describe how the Child Care and Education worker can support a child aged 1-2 years to
develop self-help skills within an early years setting.

Number Of Criteria Example


Marks
9-12 Marks Detailed description appropriate Answers may include:
for 1-2 years. Examples from • examples of self-help skills
practice may be given to support appropriate to age and stage of
response. development, links to Birth to
Three Matters Framework
• observations
• parents’ wishes
• appropriate routines
• providing time in routines
• appropriate equipment,
resources
• praise and encouragement
• patience
• recording achievements
• Health & Safety procedures
• risk assessment
• meeting individual needs
• role of key person
• team work.
5-8 Marks Less detailed response. Some
appropriate ways given.
0-4 Marks Limited response.

© CACHE 3 DCE Test Paper 27 September 2005


Marking Guidelines
SECTION TWO
30 marks

Question 2.1 (12 marks)

Children need opportunities to explore their surroundings.

Explain why.

Number of Criteria Example


marks
9-12 Marks Detailed answer. Answer may Answers may include:
have holistic response or focus • benefits to learning, learning
one or two areas in depth with theories/theorists, experimental
supporting theories. learning, learning through
senses, Piaget, Montessori,
Steiner, High Scope
• acquire new skills
• develop own interests
• provides opportunities to
consolidate skills and learning
• benefits to creativity
• links to curriculum
• opportunities to learn about
challenge and risk, setting own
boundaries
• scientific learning/knowledge
and understanding of world
• ability to transfer learning to
new situations
• benefits to confidence and self-
esteem
• indoor and outdoor
opportunities
• benefits to social skills.
5-8 Marks Less detailed response. Clear
understanding.
0-4 Marks Limited understanding.

© CACHE 4 DCE Test Paper 27 September 2005


Marking Guidelines
Question 2.2

Choose one activity for children aged 3-5 years.

a) (9 marks)
Describe how this activity can make use of both the indoor and outdoor environments.

Number of Criteria Example


marks
7-9 Marks Detailed description of how Answers may include:
activity appropriate for 3-5 years • activity described suitable for
can be used indoors and the age range
outdoors. • how the activity will be
implemented both indoors and
outdoors
• resources for indoors and
outdoors
• supervision/staff ratios/health
and safety
• idea of scale/extension
opportunities/limitations

4-6 Marks Less detailed description of how


activity can be used indoors and
outdoors.
0-3 Marks Limited response.

© CACHE 5 DCE Test Paper 27 September 2005


Marking Guidelines
Question 2.2(b) (9 marks)
Explain how this activity supports areas of the curriculum for children aged 3-5 years.

Number of Criteria Example


marks
7-9 Marks Detailed description of how the Answers may include:
activity relates to relevant • reference to areas of
curriculum areas. appropriate curriculum
• meeting individual needs
• role of adult in supporting
learning/learning
theories/theorists
• observing/recording/teamwork
• planning cycle.

4-6 Marks Sound understanding. Links


made to relevant curriculum.
0-3 Marks Limited Response.

© CACHE 6 DCE Test Paper 27 September 2005


Marking Guidelines
SECTION THREE
25 marks

Question 3.1 (5marks)

Identify factors in the environment which may affect children’s health.

Number of Criteria Example


marks
5 marks Wide range of factors identified, Answers may include:
showing good understanding. • smoking
• pollution
• pesticides
• food additives
• sun
• dog/animal faeces
• discarded needles/condoms
• hazards such as: traffic,
chemicals, electricity, water.

3-4 marks Some factors identified. Hazards


only may be given.

1-2 marks One or two factors given.

© CACHE 7 DCE Test Paper 27 September 2005


Marking Guidelines
Question 3.2 (10 marks)

Describe how the early years setting can support a child who has a food allergy.

Number of Criteria Example


marks
8-10 marks Detailed answer demonstrating Answers may include:
good understanding of how to • information from
meet the needs of a child and parents/contact details
policies and procedures in the • role of key person
setting. • understanding of condition
• emergency procedures if
appropriate
• keep team informed
• record child’s particular needs
• keep records updated
• inclusive practice for
meal/snack time routines and
activities/experiences
• how special need is raised with
other children
• support child’s independence
• policies and procedures of
setting
• keeping all staff up to date
• observation and record keeping
• knowledge of support groups
• on-going dialogue with parents
to ensure information is up to
date and accurate
• ensure all staff including cover
staff are kept up to date and are
always vigilant and attentive.
4-7 marks Less detailed response.
Appropriate ways to support
child included.

1-3 marks Limited response

© CACHE 8 DCE Test Paper 27 September 2005


Marking Guidelines
Question 3.3 (10 marks)

Explain why meal and snack times are important in maintaining and promoting the health of
children.

Number of Criteria Example


marks
8-10 marks Detailed response showing clear Answers may include:
understanding of a range of ways • balanced diet for healthy
meal/snack times may benefit development
children’s health in the short and • healthy choices/habits for life
long term. • long term benefits in preventing
obesity, diabetes, dental caries,
• experience of new foods/range
of tastes and textures
• emotional benefits:
unhurried, sense of well-being,
independence, choice, self
feeding skills, routine, eating
with adults, social interaction,
pleasurable experience
• understanding of hygiene/safe
food preparation
• keeping children hydrated

4-7 marks Less detailed response. Clear


understanding of some long and
short-term benefits to children’s
health.

1-3 marks Some ways children’s health may


benefit given. Limited or no
explanations given.

© CACHE 9 DCE Test Paper 27 September 2005


Marking Guidelines
SECTION FOUR
25 marks

Question 4.1(5 marks)

Identify social and economic factors which may affect family lifestyle and choices.

Number of Criteria Example


marks
5 marks Wide range of factors identified Answers may include:
showing good understanding. • standards of living
• low/high paid work
• unemployment/employment
• qualifications
• housing
• effects of benefits systems
• Hours and patterns of work e.g.
shift/night work, weekend work,
overtime.
• chronic health
problems/disability
• drug/alcohol addiction
• transport
• living in rural area
• family size.

3-4 marks Some factors identified showing


clear understanding.

1-2 marks Limited response.


One or two factors given.

© CACHE 10 DCE Test Paper 27 September 2005


Marking Guidelines
Question 4.2 (10 marks)

Describe the role of the Child Care and Education worker in an early years setting in
supporting a child and family who are experiencing economic difficulties.

Number of Criteria Example


marks
8-10 marks Detailed answer demonstrating Answers may include:
clear understanding of the role of • recognition of the scope of the
the Child Care and Education Child Care and Education
worker in relation to both the worker’s work
child and family. • respect for the child and family
• meet the child’s needs
sensitively
• confidentiality
• understanding and respecting
family’s priorities/non-
judgemental attitude
• recognising ways parents
respond to others
• work within the procedures of
the setting
• direct to other appropriate
agencies
• involvement in activities to
support families e.g. toy library,
good as new sales.

5-7 marks Less detailed answer. Clear


understanding of the Child Care
and Education worker role in
relation to both the child and
family.

1-4 marks Limited understanding of the role


of the Child Care and Education
worker. References made to
families or children only.

© CACHE 11 DCE Test Paper 27 September 2005


Marking Guidelines
Question 4.3 (10 marks)

Explain the importance of positive relationships between the early years setting and parents.

Number of Criteria Example


marks
8-10 marks In depth response showing good Answers may include:
understanding about how positive • benefits to children;
relationships may benefit the feel included, valued, respected,
child, parents and setting. sense of well being, conducive
to learning, meet potential,
consistent approach at home
and in setting.
• benefits to parents:
parental rights, feel respected
and valued, cultural and social
values respected, develop trust,
involvement in setting, provide
support.
• benefits to setting:
develops trust, understanding of
children’s needs, interests and
how to meet them, develop
parents’ understanding of aims
of setting, parents’ involvement
in setting, enables potentially
difficult situations to be
resolved without conflict.

5-7 marks Less detailed answer. Clear


understanding of benefits to both
parents and children or setting.

1-4 marks Limited response. One or more


benefits identified.

© CACHE 12 DCE Test Paper 27 September 2005


Marking Guidelines

You might also like