Associated Assessment Criteria for Exit Level Outcome 1:
Needs are identified in all the dimensions of development.
How the identified needs relate to the appropriate assessment framework are explained.
The needs and the actions that relate to the appropriate stages of development of the person are described.

Associated Assessment Criteria for Exit Level Outcome 2:
The needs behind individual and group behaviours in terms of age, developmental stage and context are described.
Appropriate and distorted behaviour in terms of the professionally accepted assessment framework is identified.

Associated Assessment Criteria for Exit Level Outcome 3:
Interventions aimed at responding to the behaviours are applied and such interventions correspond with the accepted pro-active and active management techniques.
The application of rules and routines in behaviour management using appropriate practical examples are clearly explained.
The natural and logical consequences in applying behaviour management relevant to given contexts are described and the discipline that is aligned to relevant child and youth care legislation is applied.
The difference between punishment and discipline in terms of the child and youth care ethos is explained and the practical, feasible and legal alternatives to punishment are applied.

Associated Assessment Criteria for Exit Level Outcome 4:
Professionally accepted behaviour management models including all the stages and steps are described.
The appropriate models to the relevant behaviour are described and applied.
The philosophy that underpins the various models for behaviour management is aligned to the professional child and youth care approach.

Associated Assessment Criteria for Exit Level Outcome 5:
Interventions are described appropriately to the given situation and interventions aligned with the characteristics of child and youth care approach are described.

Associated Assessment Criteria for Exit Level Outcome 6:
The need for boundaries is identified and how to create and maintain boundaries within the various contexts consistent with the relevant theories and the specific context are described.
Rapport and engagement are facilitated within different situations and meet the requirements of the theoretical framework.
Communication that reflects a deep understanding of the practical dynamics of relationship reluctant children is explained.
Examples of using self as a tool in relationship building are explained.
The need for life space counselling is clearly and accurately identified and the limitations for counselling and referrals are accurately aligned to the scope of work and the regulated requirements are examined.
The concept of unconditional acceptance of children and youth is reflected on giving practical examples of how to overcome personal bias.

Associated Assessment Criteria for Exit Level Outcome 7:
The processes for creating structured activities accurately are described in terms of the relevant theoretical basis.
Processes for setting up and managing routines are put in place accurately.
The role of routines in creating a therapeutic and developmental milieu is accurately explained according to the accepted professional practice.
The processes to design activities for programmes, individuals and groups are described and aligned to the specific needs.

Associated Assessment Criteria for Exit Level Outcome 8:
Debates on the role of a child and youth care worker are analysed by highlighting all the professional and legislated roles and the key competencies that an effective child and youth care worker should demonstrate.
Own developmental areas and strategies for improvement are designed in line with the accepted model.
The role of supervision in managing self is described and an understanding of the need for mentorship within the professional environment is illustrated.

Associated Assessment Criteria for Exit Level Outcome 9:
The roles and responsibilities of the various members of the multi-disciplinary team are described and the interrelationship between the child and youth care worker and the various team members is reflected upon.
Identified developmental areas are accurately captured in an Integrated Development Plan (IDP), how the IDP is implemented is explained and how it contributes towards the achievement of developmental goals is indicated.
How the child or youth is supported during the assessment process is described according to the relevant professional and legal standards.

Associated Assessment Criteria for Exit Level Outcome 10:
The rights of the child and young person are upheld according to the constitutional requirements and how they relate to best practices from global initiatives are explained.
The process for applying the rights of children and youth aligned to the professional practices is described.
The application of the code of ethics and a deep personal understanding of and belief in the values entrenched in the code are illustrated.
The various processes for dealing with violations of rights that are appropriate, feasible and legal are explained.

Associated Assessment Criteria for Exit Level Outcome 11:
Daily logs are accurately completed and reports based on the logs are aligned to the principles of logging and reporting.
Reportable incidents are identified and the process for dealing with reportable incidents is accurately described in terms of professional and legal practice.

Integrated Assessment:
Integrated Formative Assessment:
The skills development provider will use the curriculum to guide them on the stipulated internal assessment criteria and weighting. They will also apply the scope of practical skills and applied knowledge as stipulated by the internal assessment criteria. This formative assessment leads to entrance into the integrated external summative assessment.

Integrated Summative Assessment:
An external integrated summative assessment, conducted through the relevant Quality Council for Trades and Occupations (QCTO) Assessment Quality Partner is required for the issuing of this qualification. The external integrated summative assessment will focus on the exit level outcomes and associated assessment criteria.