HNC/HNDinEarly Years Education

2018-2019

ProgrammeHandbook

HND Advanced Practice in Early Years Education (Level 5)

HNC Advanced Practice in Early Years Education (Level 4)

Contents

Information Page

Study Mode 3

Where will this course lead? 3

What will I study (Year One) 4

What will I study (Year Two) 6

Course delivery 8

What qualifications will I achieve? 9

Course assessment 9

Industry links 10

How do I get a place? 10

Entry requirements 11

What else do I need to know? 12

Study opportunities 12

Course fees 13

Staff roles and responsibilities 14

Appendix 1 | Placement providers 15

Study mode

These courses shall run as full time programs consisting of two days a week contact time on site, two days ‘work-based practice’ and one day of independent study.

Where will this course lead?

The qualification prepares learners for employment in the Early Years and education sector and will be suitable for learners who have already decided that they wish to enter this area of work.

This course is ideal for you if you would like to work with children in Early Years services, for example, as a Children's Centre Worker, Nursery Nurse, Private Nanny, Lead Practitioner, Childminder. It is also ideal for those who are looking to develop their practice and progress to become an Early Years Teacher or to gain Qualified Teacher Status (QTS).

Learners studying the Pearson BTEC Level 5 HND will ordinarily be able to progress to a ‘top up’ year in a related degree in Early Years Education. Students wishing to progress into teaching can then work towards gaining ‘Qualified Teacher Status’ if appropriate. There are a range of local universities that provide ‘top up’ qualifications which can take 1 or 2 years depending on the institution.

Examples of local universities include:

Newman University, ‘Early Childhood Education and Care top-up award BA (Hons) full-time’

Birmingham City University, ‘Early Childhood Studies Top UpBA (Hons)

University of Wolverhampton, ‘Early Childhood Studies’ Top Up BA (Hons)

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What will I study?

Year One – Provisional Topics

Professional Development through Reflective Practice

This unit aims to work with employer engagement to support your professional development. You will develop your Practical and Reflective Evidence Portfolio which is embedded within this unit as you are supported to grow your workplace experiences knowledge and understanding of the Early Years industry.

Communication, Values and Leadership for Advanced Early Years Practitioners

This unit aims to support learners in developing and demonstrating advanced Early Years practitioner communication, values and leadership skills in a range of situations in Early Years settings. Assessment for this unit will heavily involve observations of your practice in the workplace and your ability to develop the advanced practitioner practice in this area. You will be required to reflect on practice before documenting your growth and ability in the unit content. You will get the opportunity to hear from and work with visiting speakers whom hold leadership roles within the Early Years industry such as nursery managers, A Sure Start Manager and an EYFS lead.

Theories of Development and Progress – Birth to Seven Years, 11 Months

Within this unit you will develop an understanding of the key theories that underpin children’s growth and development from birth to 7 years 11 months. You will learn how to theorize your practice and how to use observations of children’s development to assess their ability and plan the progression of development.

Early Years Curriculum, Play and Learning

This unit explores a current focus of ‘play’ within the Early Years industry and its benefits on children’s learning through the curriculum. You will gain an understanding of the theories and different approaches to play for delivering the requirements of the Early Years Curriculum. This unit links closely to your PREP where you will provide evidence in practice of your skills in planning and providing challenging and purposeful play opportunities.

As part of your experiences on this course you will have the opportunity to experience elements of Forest School Training which you can also implement in your setting.

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What will I study?Year One continued…

Safeguarding, Children’s Welfare and Child Protection

As an integral part of your practice, safeguarding, children’s welfare and child protection forms a key element of your learning. You will learn the principles, policies and procedures for safeguarding children in the Early Years Sector and to develop the skills to promote the welfare of children. You will explore a range of current legislations within the sector and reflect on your experiences implementing them in order to safeguard children. As part of your experiences studying this unit you will engage in Skype seminars with different professionals specializing in this area.

Creating Safe Environments in Early Years Settings

The aim of this unit is to equip you with the understanding of risks associated with Early Years environments, the legal responsibilities and approaches to managing safety. You will work across this unit to develop and demonstrate your ability to promote and maintain health, safety and security. You will, as part of your own professional development be involved in a training course on risk assessment which can be used in practice and to support the content of your PREP.

Specialist unit:

Issues Affecting Children’s Behaviour

This unit will provide you with an understanding of the complexities of children’s behavior and to develop the skills to promote positive behavior whilst supporting children with additional and diverse needs.

You will work with both your teachers and industry mentor to develop your skills and confidence in promoting positive behaviour. This unit has been chosen in accordance with the participation of local employers who have informed us that this is an area staff development should focus on in order to improve best practice.

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What will I study?

Year Two – Provisional Topics

Supporting Quality Improvement in Early Years Settings Specialist units

The aim of this unit is for learners to understand the importance of high-quality provision in the Early Years Sector for young children and their families. Within this unit students will demonstrate their understanding through their assignments but also the development of their PREP.

Developing Research Skills for Early Years Practice

This unit develops student’s research skills within the Early Years sector. Students will be immersed in industry practice and develop the skills to conduct action research to promote best practice. Learners will carry out a full research study within an Early Years setting. Findings shall be shared and disseminated in practice.

The Whole Child Approach in Early Years Practice

This unit will develop learners understanding of how holistic models and theories are used to inform and develop progressive approaches to early years practice. Learners will be expected to draw on experience from practice and capture learning through a case study assessment.

Promoting Progress in Language, Literacy and Mathematics in the Early Years

This unit is chosen due to the demand within society to improve children’s language, literacy and mathematic skills. Learners will need to build their understanding of the characteristics of children’s progress in language, literacy and mathematics to develop skills in supporting colleagues to promote learning. Students will be required to plan, implement and reflect on their ability to support children’s literacy, language and maths skills.

Promoting Creative Expression in the Early Years

Feedback from local employers indicate that this unit is of high importance for practitioners to develop their skills in creative expression. This unit will enable students to understand how creative expression can be an effective way to support learning and development in the Early Years. Students will develop the skills to promote children'’ progress through creativity. Within this unit students will provide evidence of their developing practice and generate evidence to support their PREP evidence.

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What will I study?Year Two continued…

Pedagogic Issues for the Early Years

Practitioners working within the current industry of Early Years will work with a range of children with different needs and will need to apply a range of pedagogical approaches to their practice. This unit equips learners with the knowledge and understanding of the theories of learning and development and how to use them to enhance their own and others practice of observations, assessment and planning in the Early Years. Diversity, Difference and Inclusion in Early Years SettingsWorking within the diverse culture in which children are immersed means practitioners need to have a firm understanding of how to work inclusively within their role. This unit equips learners to promote a fully inclusive environment for children to support the diverse needs of all children and their families.

Managing the Early Years Curriculum

This unit will allow you to work closely with Early Years management in gaining an insight and experience of managing various points of Early Years Curriculum. You will gain experiences from current EYFS leads and management within your setting. This unit develops learner’s skills, knowledge and understanding of curriculum management with regard to providing a high quality service.

Practical and Reflective Evidence Portfolio (PREP)

Work experience is fundamental in the development of effective professional practice, learning and progression in this sector, therefore the assessment of learning on, or through, work placement/experience is an essential requirement of this qualification. To support this assessment, a Practical and Reflective Evidence Portfolio (PREP) is used as a tool to record evidence of your professional development and reflective practice. The PREP is designed to facilitate the demonstration of good practice and help you with the support of assessors and placement mentors to focus on your progression in gathering, monitoring and evaluating your progression. You will make consistent links between your units of study and PREP.

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How will the course be delivered?

This course is seminar based with assessed work based practice. You will be in the HE Centre for two days per week and work practice two days per week. You will also have a day for independent study tasks.The course shall be delivered in two semesters (October-December, January-May) and each module will contain its own appropriate assessment methods. An additional third semester may be used to provide opportunities for extra industry practice.

Visiting speakers from industry, visits and additional specialist training shall be available to all students.

All students will have the opportunity to participate in a CPD week where they will be given the choice of attending additional training or qualifications, which will benefit them within the local community. Examples of these may include Forest School training, British Sign Language, English as Additional Language training. Students can utilize this opportunity to enhance their practice and evidence their professional progression in their PREP.

All students will be provided access to online journals and research sources within the library. Access to online and digital Early Years resources such as ‘Twinkle’ ‘Early Years Resource’ shall be available to students.

Mode of delivery

Students will study full time as previously indicated. However, due to local employment demand, a part time pathway would be considered to applicants.

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What qualifications will I achieve?

BTEC Level 5 HND Diploma in Advanced Practice in Early Years Education, by full completion of year one and two, 800 hours of work experience and a Practical and Reflective Evidence Portfolio (PREP), including reflective accounts.

For students who are unable to continue onto year two:BTEC Level 4 HNC Diploma in Advanced Practice in Early Years Education, by full completion of year one, 600 hours of work experience and a Practical and Reflective Evidence Portfolio (PREP), including reflective accounts.

How is the course assessed?

Assessments for each unit will vary depending upon the subject topic and content. A high percentage of your assessment across both the HNC and HND shall be based on your experiences in practice. You will make consistent links between units and your PREP. Submission of assignments will be online via ‘Turn it In’ and Moodle. Assignments can take a variety of forms, including written tasks, observations, child studies, presentations and research projects.A professional practice unit, which comprises 800 (HND) or 600 (HNC) hours per year of assessed work forms the basis of your PREP.

This must include a minimum of three different settings:

Birth to one year 11 monthsTwo years to four years 11 monthsFive years to seven years 11 months

Both interim and final reports are carried out to assess your practice in each setting. Within each of the three settings, a minimum of 100 hours in each must be achieved.

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How is the course assessed?Continued…

There are different ways to achieve this range of ages and experiences;

Option 1: Students shall allocate themselves different placements across the two years to ensure they experience the required experiences. Option 2: To be employed within a setting, ie a school or nursery. Students will use semester 3 to gain experience working within a different setting to gain the full experience required. Joseph Chamberlain will provide the opportunity for students to plan, run and be responsible for a children’s summer camp at the start of September each year. This will count towards students hours required for the course and gain the opportunity to work with children in a wider age range of 3-11 years.

There are two initial assessment points, one per semester, where work set has an agreed deadline and is submitted through ‘Turn it in’ and will adopt the ‘Harvard referencing system’.

All assessments are monitored and agreed through the Higher Education Committee at the end of each semester.

Students are provided 15 working days to improve their grade following the moderation board and shall be submitted following the same guidelines.

Industry links

JCC work closely with a range of local employers within the Early Years industry. A wide range of links provide students with the opportunity to work with primary schools, nurseries, local SEN settings and links with local Sure Start Centres.

How do I get a place on the course?

Upon completing your UCAS application, you will be invited for an interview with the program leader and assessor where you will have the opportunity to discuss your experience working within Early Years.

Places are offered by a successful interview and upon meeting the entry requirements.

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What are the entry requirements?

80 UCAS points, either from:

● An Extended Diploma (equivalent to MMP) ● A 120 Credit Diploma (equivalent to DM)

Or

● Two grade Ds at A-level (or equivalent AS levels)

Or

● Successful completion of an Access to Higher Education Program, with at least 45 credits at level 3

Also required are GCSEs at Grade C (Grade 4) or above in English and Maths. If you intend to progress onto primary school teaching you will be required to complete a GCSE Science at Grade C or above. (Please note - equivalent qualifications will be considered for the HNC/HND but are not acceptable for progression to Early Years Teacher or QTS, in line with the Department for Education statutory guidance).

All students who are non-native English speakers, or who have not studied the final two years of school in English, can demonstrate capability in English at a standard commensurate to IELTS 6.0.

To undertake this course successfully you should have a full Disclosure Barring Service Check (DBS).

Mature students, who do not meet these academic qualifications, will have relevant work or life experience that will be taken into consideration. A strong reference from a recent education provider or employer is also necessary.

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What else do I need to know?

The duration of the course is 2 years (students who are unable to complete the two year program have the option to complete the HNC in one-year subject to meeting all the criteria to pass). All students working with children will need to have a Disclosure Barring Service Check (DBS); this may affect your application. Please discuss this with your interviewing assessor.

You will be required to acquire your own placement or be in employment within an Early Years setting. All settings, placement or employment will be subject to approval by the program leader assessment team.

Only Ofsted graded 2 (Good) or 1 (Outstanding) settings will be considered suitable placements. All placements will be required to carry out a risk assessment visit from our assessment team.

If you are using a place of employment as your placement, a signed supporting statement shall be required from your manager and nursery manager to approve of your involvement on the course, release of your time to attend teaching two days a week and to agree to mentor your progression on the course.

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Study opportunities

The duration of the course is 2 years (students who are unable to complete the two year program have the option to complete the HNC in one-year subject to meeting all the criteria to pass). All students working with children will need to have a Disclosure Barring Service Check (DBS); this may affect your application. Please discuss this with your interviewing assessor.

You will be required to acquire your own placement or be in employment within an Early Years setting. All settings, placement or employment will be subject to approval by the program leader assessment team.

Only Ofsted graded 2 (Good) or 1 (Outstanding) settings will be considered suitable placements. All placements will be required to carry out a risk assessment visit from our assessment team.

If you are using a place of employment as your placement, a signed supporting statement shall be required from your manager and nursery manager to approve of your involvement on the course, release of your time to attend teaching two days a week and to agree to mentor your progression on the course.

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How much will this course cost?

Tuition fees are £4, 900.00 per year. If you progress to a one-year top-up university degree in the third year, you will pay the HE institutions tuition fee. You will be need to provide all basic stationery.

You will experience working alongside other HE providers when attending seminars and workshops. As part of your different units you are likely to participate in different trips and outings. You will be required to attend trips as part of your professional development and will be required to cover reasonable costs associated with such trips.

Students are required to purchase uniform tops from JCC to wear in practice. You will also need to purchase text books and any studying materials required. Estimated additional cost to be £400.

We are registered with Office for Students (OfS).

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Staff roles andresponsibilities

Program Leader: Kate Dudley

Kate is the main point of contact for applications on the course and leads the program. Kate is responsible for organising the lead registrations, following the quality assurance and validations process. The programme leader will attend the academic boards and support student engagement.

Assessor: Kate Dudley and Liz Mee

Assessors are responsible for the planning, teaching and delivery of the course. They offer 1:1 and small group tutorials in addition to the teaching of the course. Assessors will also be responsible for regular standardisation processes.

Placement Assessor: Janet Meager

Placement Assessors are responsible for the assessing of the workplace practice. Assessors will also be responsible for regular standardisation processes.

Internal Verifier: Kate Dudley and Liz Mee

The role of the IV will be to ensure consistency and validation across all assignments and submitted work. A small sample of all work shall be verified per submission.

Academic Mentor:

An academic mentor is available to offer academic support with writing, proof reading and study skills. They work closely with the teaching team and support students outside of the allocated teaching team.

Pastoral Tutor:

Each student is allocated a pastoral tutor to support the holistic needs of the student outside of the classroom. The pastoral tutor is the first point of contact for each student for additional support.

Student engagement:Students are encouraged to actively engage within the wider context of their course in college. To represent students, each course has the following:

1. Course Reps: Each course appoints a student representative to speak on the groups behalf should any concerns or feedback be of concern. Course reps are required to attend three subject meetings across each year to meet with assessors, the program leader and academic board meetings.

2. All students are required to carry out modular reviews to feedback thoughts and experiences of each module. This feedback will be used annually to review content and update assessment methods and teaching styles.

3. Higher Education Committees: Student Reps, assessors and industry professionals shall meet on a regular basis to review the course outcomes, students experiences and opportunities.

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Appendix 1:Placement providers

St Matthews C of E

Colmore Infant School

Sladefield School

Dorrington Academy

Benson Community School

Chandos Primary School

Greet Primary School

Somerville Primary School

Conway Primary School

Marlborough Infants

Ward End Primary School

Cottesbrooke Infant / Nursery School

Sladefield Infants School

Highters Heath School

Chilcote School

Teeny Tots Nursery

Little Robins Day Nursery

Mavis Legg Nursery

Super Stars Nursery

Leaps and Bounds Nursery

Building Blocks Nursery

Banana Moon Nursery

Allens Croft Children’s centre

Amanah Day Nursery

David Gretton Nursery

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