Pearson Edexcel Level 3 Diploma in Children’s Learning and ... · Pearson Edexcel Level 3 Diploma in Children’s Learning and Development (Early Years Educator) (QCF) Specification

Pearson Edexcel Level 3 Diploma in Children’s Learning and Development (Early Years Educator) (QCF)

Specification

NVQ/Competence-based qualification First registration September 2014

Pearson Education Limited is one of the largest awarding organisations in the United Kingdom. Pearson is recognised and regulated by Ofqual and the Scottish Qualifications Authority (SQA) to offer accredited qualifications to employers, private training providers, colleges, schools and other places of learning both in the United Kingdom and internationally.

The qualifications offered include National Vocational Qualifications/Competency-based qualifications, Scottish Vocational Qualifications, and other qualifications that attest to competence in the workplace, the suite of BTEC vocationally related qualifications, ranging from Entry Level to Higher National Diplomas, GCSE, GCE AS and GCE A levels. Working in partnership with universities, Pearson Education Limited has Degree awarding powers.

Pearson Education Limited is committed to supporting work-based learning through its BTEC Apprenticeship and Employability Frameworks and our suite of vocational qualifications.

References to third party material made in this specification are made in good faith. Pearson does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)

All information in this specification is correct at time of going to publication.

Authorised by Martin Stretton Prepared by Amy Weaver

ISBN 978 1 446 91195 2

All the material in this publication is copyright © Pearson Education Limited 2014

Contents

Purpose of this specification 1

1 Introducing Pearson Edexcel NVQ/Competence-based qualifications 2

What are NVQ/Competence-based qualifications? 2

2 Qualification summary and key information 3

QCF qualification number and qualification title 4

Qualification objectives 4

Relationship with previous qualifications 4

Progression opportunities through Pearson qualifications 4

Industry support and recognition 4

3 Qualification structure 5

Pearson Edexcel Level 3 Diploma in Children’s Learning and Development (Early Years Educator) (QCF) 5

4 Assessment 7

Assessment principles 8

Types of evidence 8

Assessment of knowledge 9

Credit transfer 9

5 Centre resource requirements 10

6 Centre recognition and approval 11

Centre recognition 11

Approvals agreement 11

7 Quality assurance of centres 12

8 Programme delivery 13

9 Access and recruitment 14

10 Access to qualifications for learners with disabilities or specific needs 15

11 Unit format 16

Unit title 16

Unit reference number 16

QCF level 16

Credit value 16

Guided learning hours 16

Unit aim 16

Unit assessment requirements/evidence requirements 17

Assessment criteria 17

Unit 1: Understand Children’s Early Years Education and Development 18

Unit 2: Implementing Early Years Foundation Stage 31

Unit 3: Diversity, Equality and Inclusion in Early Years Settings 34

Unit 4: Plan and Provide Effective Teaching and Learning in Early Years Settings 37

Unit 5: Make Accurate and Productive Use of Assessment in Early Years Settings 42

Unit 6: Develop Effective and Informed Professional Practice in Early Years Settings 46

Unit 7: Promote the Health, Safety and Well-being of Children in Early Years Settings 50

Unit 8: Child Protection and Safeguarding 65

Unit 9: Partnership Working in Early Years 69

Unit 10: Understanding How to Promote Play and Learning in the Early Years 72

Unit 11: Support Children’s Outdoor Play 85

Unit 12: Understand How to Work With Children in Home-Based Care 88

Unit 13: Managing a Home-Based Childcare Business 102

Unit 14: Lead and Manage a Community Based Early Years Setting 105

Unit 15: Coordinate Special Educational Needs Provision 109

Unit 16: Understand the Needs of Children Who Are Vulnerable and Experiencing Poverty and Disadvantage 113

Unit 17: Support Disabled Children and Children With Specific Requirements 123

Unit 18: Support the Use of Medication 128

Unit 19: Support Children at Meal or Snack Times 132

Unit 20: Care for the Physical and Nutritional Needs of Babies and Young Children 135

Unit 21: Support the Development of Positive Behaviour in Children 139

Unit 22: Contribute to Effective Team Working in Health and Social Care or Children’s Settings 145

Unit 23: Working Within a Social Pedagogic Framework With Children 148

12 Further information and useful publications 152

13 Professional development and training 153

14 Contact us 154

Annexe A: Assessment Principles 155

Annexe B: Personal, Learning and Thinking Skills (PLTS) Mapping 158

Pearson Edexcel Level 3 Diploma in Children’s Learning and Development (Early Years Educator) (QCF) – Specification – Issue 1 – April 2014 © Pearson Education Limited 2014

1

Purpose of this specification

This specification sets out:

the objectives of the qualification

any other qualification that a learner must have completed before taking the qualification

any prior knowledge, skills or understanding which the learner is required to have before taking the qualification

the combination of units that a learner must have completed before the qualification will be awarded and any pathways

any other requirements that a learner must have satisfied before they will be assessed or before the qualification will be awarded

the knowledge, skills and understanding that will be assessed as part of the qualification

the method of any assessment and any associated requirements relating to it

the criteria against which a learner’s level of attainment will be measured (such as assessment criteria)

assessment requirements and/or evidence requirements required as specified by the relevant Sector Skills Council/Standards Setting Body

assessment requirements/strategy as published by the relevant Sector Skills Council/Standards Setting Body

the Apprenticeship Framework in which the qualification is included, where appropriate.

Pearson Edexcel Level 3 Diploma in Children’s Learning and Development (Early Years Educator) (QCF) Specification – Issue 1 – April 2014 © Pearson Education Limited 2014

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1 Introducing Pearson Edexcel NVQ/Competence-based qualifications

What are NVQ/Competence-based qualifications?

National Vocational Qualifications (NVQs) or Competence-based qualifications reflect the skills and knowledge needed to do a job effectively. They are work-based qualifications that give learners the opportunity to demonstrate their competence in the area of work or job role to which the qualification relates.

NVQs/Competence-based qualifications are outcomes-based with no fixed learning programme, allowing flexibility in their delivery to meet the individual learner’s needs. The qualifications are based on the National Occupational Standards (NOS) for the sector, which define what employees, or potential employees, must be able to do and know, and how well they should undertake work tasks and work roles.

Most NVQ/Competence-based qualifications form the competence component of Apprenticeship Frameworks. They are suitable for those in employment or those who are studying at college and have a part-time job or access to a substantial work placement.

Most learners will work towards their qualification in the workplace or in settings that replicate the working environment as specified in the assessment requirements/strategy for the sector. Colleges, training centres and/or employers can offer these qualifications provided they have access to appropriate physical and human resources.

There are three sizes of NVQ/Competence-based qualification in the QCF:

Award (1 to 12 credits)

Certificate (13 to 36 credits)

Diploma (37 credits and above).

Every unit and qualification in the QCF has a credit value.

The credit value of a unit specifies the number of credits that will be awarded to a learner who has met the learning outcomes of the unit.

The credit value of a unit is based on:

one credit for those learning outcomes achievable in 10 hours of learning

learning time – defined as the time taken by learners at the level of the unit, on average, to complete the learning outcomes of the unit to the standard determined by the assessment criteria.


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2 Qualification summary and key information

Qualification title Pearson Edexcel Level 3 Diploma in Children’s Learning and Development (Early Years Educator) (QCF)

QCF Qualification Number (QN) 601/2963/3

Qualification framework Qualifications and Credit Framework (QCF)

Accreditation start date 14/03/2014

Operational start date 01/09/2014

Approved age ranges 16-18

19+

Please note that sector-specific requirements or regulations may prevent learners of a particular age from embarking on this qualification. Please refer to the assessment requirements/strategy.

Credit value Minimum 64

Assessment Portfolio of Evidence (internal assessment)

Guided learning hours Minimum 331

Maximum 358

Grading information The qualification and units are graded pass/fail.

Entry requirements For details of entry requirements see below.

Learners must have achieved a Grade C or above in GCSE English and GCSE Mathematics.

Centres must also follow the Pearson Access and Recruitment policy (see Section 9, Access and Recruitment)

Funding For details on funding availability, please check the Learning Aims Reference Service (LARS), which replaces the Learning Aim Reference Application (LARA)


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QCF qualification number and qualification title

Centres will need to use the QCF Qualification Number (QN) when they seek public funding for their learners. As well as a QN, each unit within a qualification has a QCF unit reference number (URN).

The qualification title, unit titles and QN will appear on each learner’s final certificate. Centres should tell learners this when recruiting them and registering them with Pearson. There is more information about certification in our Information Manual, available on our website: www.edexcel.com

Qualification objectives

The Pearson Edexcel Level 3 Diploma in Children’s Learning and Development (Early Years Educator) (QCF) is for learners who work in, or want to work with children in Early Years settings in England only.

It gives learners the opportunity to:

demonstrate competence as an Early Years Educator, Child minder or Nursery Nurse

develop knowledge and skills related to the specified job roles in early years education.

have existing skills recognised

achieve a nationally-recognised Level 3 qualification

achieve a licence to practise (subject to DRB checking)

develop their own personal growth and engagement in learning

Relationship with previous qualifications

This qualification is a direct replacement for the Pearson Edexcel Level 3 Diploma for the Children’s Workforce (QCF) pathway 1 (Early Learning and Childcare) only, which has expired.

Progression opportunities through Pearson qualifications

Learners who have achieved the Pearson Edexcel Level 3 Diploma can progress to the Pearson Edexcel Level 5 Diploma in Leadership for Health and Social Care and Children’s Services (England) (QCF), which contains six pathways, including three that may be appropriate progression, ‘Children’s Residential Management’, ‘Children’s Management’ and ‘Children’s Advanced Practice’.

Industry support and recognition

This qualification is supported by The National College for Teaching & Leadership (NCTL) and meets the NCTL Early Years Educator (Level 3) Qualifications Criteria.


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3 Qualification structure

Pearson Edexcel Level 3 Diploma in Children’s Learning and Development (Early Years Educator) (QCF)

The learner will need to meet the requirements outlined in the table below before the qualification can be awarded.

Minimum number of credits that must be achieved 64

Minimum number of credits that must be achieved at level 3 or above 46

Number of mandatory credits that must be achieved 46

Number of optional credits that must be achieved 18

Unit Unit reference number

Mandatory units Level Credit Guided learning hours

1 D/506/1231 Understand Children’s Early Years Education and Development

3 9 43

2 H/506/1232 Implementing Early Years Foundation Stage

3 6 26

3 K/506/1233 Diversity, Equality and Inclusion in Early Years Settings

3 5 23

4 M/506/1234

Plan and Provide Effective Teaching and Learning in Early Years Settings

3 5 26

5 T/506/1235 Make Accurate and Productive Use of Assessment in Early Years Settings

3 5 23

6 A/506/1236 Develop Effective and Informed Professional Practice in Early Years Settings

3 4 13

7 F/506/1237 Promote the Health, Safety and Well-being of Children in Early Years Settings

3 4 20

8 J/506/1238 Child Protection and Safeguarding 3 5 31

9 L/506/1239 Partnership Working in Early Years 3 3 16


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Unit Unit reference number

Optional units Level Credit Guided learning hours

10 F/506/1240 Understanding How to Promote Play and Learning in the Early Years

3 9 60

11 J/506/1241 Support Children’s Outdoor Play 3 4 27

12 L/506/1242 Understand How to Work With Children in Home-Based Care

3 9 60

13 R/506/1243 Managing a Home-Based Childcare Business

3 5 30

14 Y/506/1244 Lead and Manage a Community Based Early Years Setting

4 6 45

15 D/506/1245 Coordinate Special Educational Needs Provision

4 4 20

16 H/506/1246 Understand the Needs of Children Who Are Vulnerable and Experiencing Poverty and Disadvantage

4 5 40

17 K/506/1247 Support Disabled Children and Children With Specific Requirements

4 6 45

18 M/506/1248 Support The Use of Medication 3 5 40

19 T/506/1249 Support Children at Meal or Snack Times

2 3 18

20 K/506/1250 Care for the Physical and Nutritional Needs of Babies and Young Children

3 6 45

21 M/506/1251 Support the Development of Positive Behaviour in Children

3 3 22

22 T/506/1252 Contribute to Effective Team Working in Health and Social Care or Children’s Settings

3 4 25

23 A/506/1253 Working Within a Social Pedagogic Framework With Children

3 5 35

Centres should be aware that within the Level 3 qualification in this specification, learners will be required to meet the demands of unit(s) at level 4. Centres are advised to consider the support, guidance and opportunities they give to learners to meet the demands of the higher level unit(s) during delivery and assessment of the qualification.


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4 Assessment

This qualification is assessed through an externally verified Portfolio of Evidence that consists of evidence gathered during the course of the learner’s work.

All units that assess competence MUST be assessed in the workplace. This excludes units 1, 7, 10, 12 and 16, which only assess knowledge.

To achieve a pass for the full qualification, the learner must achieve all the required units in the stated qualification structure. Each unit has specified learning outcomes and assessment criteria. To pass each unit the learner must:

achieve all the specified learning outcomes

satisfy all the assessment criteria by providing sufficient and valid evidence for each criterion

prove that the evidence is their own.

The learner must have an assessment record that identifies the assessment criteria that have been met, and it should be cross-referenced to the evidence provided. The assessment record should include details of the type of evidence and the date of assessment. The unit specification or suitable centre documentation can be used to form an assessment record.

It is important that the evidence provided to meet the assessment criteria of the unit and learning outcomes is:

Valid relevant to the standards for which competence is claimed

Authentic produced by the learner

Current sufficiently recent to create confidence that the same skill, understanding or knowledge persist at the time of the claim

Reliable indicates that the learner can consistently perform at this level

Sufficient fully meets the requirements of the standards.

Learners can provide evidence of occupational competence from:

current practice where evidence is generated from a current job role

a programme of development where evidence comes from assessment opportunities built into a learning programme, whether at or away from the workplace. The evidence provided must meet the requirements of the Sector Skills Council’s assessment requirements/strategy.

the Recognition of Prior Learning (RPL) where a learner can demonstrate that they can meet the assessment criteria within a unit through knowledge, understanding or skills they already possess without undertaking a course of development. They must submit sufficient, reliable, authentic and valid evidence for assessment. Evidence submitted based on RPL should provide confidence that the same level of skill/understanding/knowledge exists at the time of claim as existed at the time the evidence was produced. RPL is acceptable for accrediting a unit, several units, or a whole qualification.

Further guidance is available in the policy document Recognition of Prior Learning Policy and Process, available on the Edexcel website.

a combination of these.


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Assessment principles

The assessment principles document for this qualification has been included in Annexe A. It sets out the overarching assessment principles and the framework for assessing the qualification to ensure that it remains valid and reliable. They have been developed by awarding organisations offering the Early Years Educator qualifications.

Types of evidence

To achieve a unit, the learner must gather evidence that shows that they have met the required standard specified in the assessment criteria as well as the requirements of the Early Years Educator Qualifications Assessment Principles. As stated in the assessment principles, the evidence for this qualification can take a variety of forms as indicated below:

direct observation of the learner’s performance by their assessor (O)

outcomes from oral or written questioning (Q&A)

products of the learner’s work (P)

personal statements and/or reflective accounts (RA)

outcomes from simulation for competence based learning outcomes only (S)

professional discussion (PD)

assignment, project/case studies (A)

authentic statements/witness testimony (WT)

expert witness testimony (EWT)

evidence of Recognition of Prior Learning (RPL).

Learners can use the abbreviations for cross-referencing purposes in their portfolios.

Learners can also use one piece of evidence to prove their knowledge, skills and understanding across different assessment criteria and/or across different units. It is not necessary for learners to have each assessment criterion assessed separately. They should be encouraged to reference evidence to the relevant assessment criteria. Evidence must be available to the assessor, internal verifier and Pearson standards verifier.

Any specific evidence requirements for individual units are stated in the unit introduction for the units in Section 11.

There is further guidance about assessment on our website. Please see Section 12 for details.


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Assessment of knowledge

This qualification consists of the following knowledge-based units:

Unit 1: Understand Children’s Early Years Education and Development

Unit 7: Promote the Health, Safety and Well-Being of Children in Early Years Settings

Unit 10: Understanding How to Promote Play and Learning in the Early Years

Unit 12: Understand How to Work With Children in Home-Based Care

Unit 16: Understand the Needs of Children Who Are Vulnerable and Experiencing Poverty and Disadvantage

These units must be assessed in line with the Early Years Educator Qualification assessment principles. Any specific assessment requirements for these units are stated in the unit introduction for the units in Section 11.

Centres need to look closely at the verbs used for each assessment criterion in these units when devising the assessment to ensure that learners can provide evidence with sufficient breadth and depth to meet the requirements. Any assignment brief should indicate clearly, which assessment criteria are being targeted.

Centres are encouraged to give learners realistic scenarios and to maximise the use of practical activities in delivery and assessment. To avoid over-assessment, centres are encouraged to link delivery and assessment across the knowledge-based units.

Credit transfer

Credit transfer describes the process of using a credit or credits awarded in the context of a different qualification or awarded by a different awarding organisation towards the achievement requirements of another qualification. All awarding organisations recognise the credits awarded by all other awarding organisations that operate within the QCF.

If learners achieve credits with other awarding organisations, they do not need to retake any assessment for the same units. The centre must keep evidence of unit achievement.


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5 Centre resource requirements

As part of the approval process, centres must make sure that the resource requirements below are in place before offering the qualification.

Centres must have the appropriate physical resources to support both the delivery and assessment of the qualification. For example, a workplace in line with industry standards, or a Realistic Working Environment (RWE), where permitted, as specified in the assessment principles for the sector, equipment, IT, learning materials, teaching rooms.

Where permitted, RWE must offer the same conditions as the normal day-to-day working environment, with a similar range of demands, pressures and requirements for cost-effective working.

Centres must meet any specific human and physical resource requirements outlined in the assessment principles in Annexe A. Staff assessing learners must meet the occupational competence requirements within the overarching assessment principles for the sector.

There must be systems in place to ensure the continuing professional development for staff delivering the qualification.

Centres must have appropriate health and safety policies, procedures and practices in place for the delivery of the qualification.

Centres must deliver the qualification in accordance with current equality legislation. For further details on Pearson’s commitment to the Equality Act 2010, please see Section 9 Access and recruitment and Section 10 Access to qualifications for learners with disabilities or specific needs. For full details on the Equality Act 2010, please go to the Home Office website, www.gov.uk/government/organisations/home-office


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6 Centre recognition and approval

Centre recognition

Centres that have not previously offered Pearson vocational qualifications need to apply for and be granted centre recognition and approval as part of the process for approval to offer individual qualifications.

Existing centres will be given ‘automatic approval’ for a new qualification if they are already approved for a qualification that is being replaced by a new qualification and the conditions for automatic approval are met.

Guidance on seeking approval to deliver Pearson vocational qualifications is available at www.pearsonwbl.edexcel.com/qualifications-approval.

Approvals agreement

All centres are required to enter into an approval agreement, which is a formal commitment by the head or principal of a centre, to meet all the requirements of the specification and any associated codes, Conditions or regulations. Pearson will act to protect the integrity of the awarding of qualifications. If centres do not comply with the agreement, this could result in the suspension of certification or withdrawal of approval.


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7 Quality assurance of centres

Quality assurance is at the heart of vocational qualifications. Centres will internally assess NVQs/Competence-based qualifications using internal quality assurance procedures to ensure standardisation of assessment across all learners. Pearson uses external quality assurance procedures to check that all centres are working to national standards. It gives us the opportunity to identify and provide support, if needed, to safeguard certification. It also allows us to recognise and support good practice.

For the qualifications in this specification, the Pearson quality assurance model is as described below.

Centres offering Pearson NVQs/Competence-based qualifications will usually receive two standards verification visits per year (a total of two days per year). The exact frequency and duration of standards verifier visits must reflect the centre’s performance, taking account of the number:

of assessment sites

and throughput of learners

and turnover of assessors

and turnover of internal verifiers.

For centres offering a full Pearson BTEC Apprenticeship (i.e. all elements of the Apprenticeship are delivered with Pearson through registration of learners on a Pearson BTEC Apprenticeship framework) a single standards verifier will be allocated to verify all elements of the Pearson BTEC Apprenticeship programme. If a centre is also offering stand-alone NVQs/Competence-based qualifications in the same sector as a full Pearson BTEC Apprenticeship, the same standards verifier will be allocated.

In order for certification to be released, confirmation is required that the National Occupational Standards (NOS) for assessment, verification and for the specific occupational sector are being consistently met.

Centres are required to declare their commitment to ensuring quality and to providing appropriate opportunities for learners that lead to valid and accurate assessment outcomes.

For further details, please go to the UK NVQ Quality Assurance Centre Handbook and the Edexcel NVQs, SVQs and competence-based qualifications – Delivery Requirements and Quality Assurance Guidance on our website, at http://pearsonwbl.edexcel.com/iwantto/Pages/quality-assurance.aspx.


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8 Programme delivery

Centres are free to offer the qualifications using any mode of delivery (for example full-time, part-time, evening only, distance learning) that meets learners’ needs. However, centres must make sure that learners have access to the resources identified in the specification and to the sector specialists delivering and assessing the units. Centres must have due regard to Pearson’s policies that may apply to different modes of delivery.

Those planning the programme should aim to address the occupational nature of the qualification by:

engaging with learners, initially, through planned induction, and subsequently through the involvement of learners in planning for assessment opportunities

using naturally occurring workplace activities and products to present evidence for assessment against the requirements of the qualification

developing a holistic approach to assessment by matching evidence to different assessment criteria, learning outcomes and units, as appropriate, thereby reducing the assessment burden on learners and assessors

taking advantage of suitable digital methods to capture evidence.


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9 Access and recruitment

Pearson’s policy regarding access to its qualifications is that:

they should be available to everyone who is capable of reaching the required standards

they should be free from any barriers that restrict access and progression

there should be equal opportunities for all wishing to access the qualifications.

Centres must ensure that their learner recruitment process is conducted with integrity. This includes ensuring that applicants have appropriate information and advice about the qualification to ensure that it will meet their needs.

Centres should review applicants’ prior qualifications and/or experience, considering whether this profile shows that they have the potential to achieve the qualification.

For learners with disabilities and specific needs, this review will need to take account of the support available to them during the delivery and assessment of the qualification. The review must take account of the information and guidance in Section 10 Access to qualifications for learners with disabilities or specific needs.


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10 Access to qualifications for learners with disabilities or specific needs

Equality and fairness are central to our work. Pearson’s Equality Policy requires that all learners should have equal opportunity to access our qualifications and assessments and that our qualifications are awarded in a way that is fair to every learner.

We are committed to making sure that:

learners with a protected characteristic (as defined by the Equality Act 2010) are not, when they are undertaking one of our qualifications, disadvantaged in comparison to learners who do not share that characteristic

all learners achieve the recognition they deserve from undertaking a qualification and that this achievement can be compared fairly to the achievement of their peers.

Learners taking a qualification can be assessed in British sign language or Irish sign language where it is permitted for the purpose of reasonable adjustments.

Further information on access arrangements can be found in the Joint Council for Qualifications (JCQ) document Access Arrangements, Reasonable Adjustments and Special Consideration for General and Vocational qualifications.

Details on how to make adjustments for learners with protected characteristics are given in the document Pearson Supplementary Guidance for Reasonable Adjustment and Special Consideration in Vocational Internally Assessed Units.

Both documents are on our website at: www.edexcel.com/policies


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11 Unit format

Each unit has the following sections.

Unit title

The unit title is on the QCF and this form of words will appear on the learner’s Notification of Performance (NOP).

Unit reference number

Each unit is assigned a unit reference number that appears with the unit title on the Register of Regulated Qualifications.

QCF level

All units and qualifications within the QCF have a level assigned to them. There are nine levels of achievement, from Entry to level 8. The QCF Level Descriptors inform the allocation of the level.

Credit value

All units have a credit value. When a learner achieves a unit, they gain the specified number of credits. The minimum credit value is 1 and credits can be awarded in whole numbers only.

Guided learning hours

Guided learning hours are the times when a tutor, trainer or facilitator is present to give specific guidance towards the learning aim for a programme. This definition includes workplace guidance to support the development of practical job-related skills, tutorials and supervised study in, for example, open learning centres and learning workshops. It also includes the time spent by staff assessing learners’ achievements, for example in the assessment of competence for NVQs/Competence qualifications.

Unit aim

This gives a summary of what the unit aims to do.

Essential resources (knowledge units only)

This section lists any specialist resources needed to deliver the unit. The centre will be asked to make sure that these resources are in place when it seeks approval from Pearson to offer the qualification.


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Unit assessment requirements/evidence requirements

The SSC/B set the assessment/evidence requirements. Learners must provide evidence according to each of the requirements stated in this section.

Learning outcomes

The learning outcomes of a unit set out what a learner knows, understands or is able to do as the result of a process of learning.

Assessment criteria

The assessment criteria specify the standard required by the learner to achieve the learning outcome.

Unit amplification (knowledge units only)

This section clarifies what a learner needs to know to achieve a learning outcome.

Information for tutors (knowledge units only)

This section gives tutors information on delivery and assessment. It contains the following subsections.

● Delivery – explains the content’s relationship to the learning outcomes and offers guidance on possible approaches to delivery.

● Assessment – gives information about the evidence that learners must produce, together with any additional guidance if appropriate. This section should be read in conjunction with the assessment criteria.

● Suggested resources – lists resource materials that can be used to support the teaching of the unit, for example books, journals and websites.


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Unit 1: Understand Children’s Early Years Education and Development

Unit reference number: D/506/1231

QCF level: 3

Credit value: 9

Guided learning hours: 43

Unit aim

This unit is aimed a learners who work in Early Years. This unit provides knowledge and understanding of how children from birth up to 8 years develop*, including underpinning theoretical perspectives. The unit also includes actions taken when differences in development are identified and the potential effects of transitions on children’s development. It also includes how to support children through transitions in their lives.

This unit contains the underpinning knowledge for several of the mandatory units. As such, Pearson recommends that this unit should be delivered first.

Essential resources

There are no special resources needed for this unit.

Unit assessment requirements/ evidence requirements

* Up to 8 years is defined as up until, but not including the child’s eighth birthday.

LO 1: Children’s development must include the following:

cognitive

speech, language and communication

literacy and numeracy

physical

emotional

social

neurological and brain

AC 1.3: Holistic development must include the following:

Speech, language and communication

personal, social and emotional

physical


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LO 5: Transitions and significant events must include the following:

moving to school

starting and moving through day care

birth of a sibling

moving home

living outside of the home

family breakdown

loss of significant people

moving between settings and carers

This unit must be assessed in accordance with the Early Years Educator Qualifications Assessment Principles.

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r sk

ills,

pott

y tr

ainin

g,

dev

elopin

g d

raw

ing/p

ainting s

kills

, usi

ng a

knife

and f

ork

, gro

wth

, st

rength

Em

otional

: at

tach

men

t, d

evel

opin

g lik

es/d

islik

es,

Soci

al:

soci

al s

kills

dev

elopin

g,

per

sonal

iden

tity

, co

nfiden

ce incr

easi

ng

Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

21

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.2

Exp

lain

exp

ecte

d c

hild

ren

’s

develo

pm

en

t fr

om

5 u

p t

o

8 y

ears

Cognitiv

e, n

euro

logic

al a

nd b

rain

dev

elopm

ent:

cat

egorise

and s

ort

obje

cts

acco

rdin

g t

o m

ultip

le f

eatu

res,

under

stan

d r

ule

s, u

nder

stan

d

poin

t of

view

Spee

ch,

languag

e an

d c

om

munic

atio

n:

thin

king;

able

to f

ollo

w

inst

ruct

ions;

can

use

lan

guag

e in

diffe

rent

way

s; s

pee

ch is

easi

ly

under

stood;

know

s le

ft a

nd r

ight;

under

stan

ds

conce

pts

such

as

tom

orr

ow

, ye

ster

day

; ca

n d

istinguis

h b

etw

een f

anta

sy a

nd r

ealit

y

Li

tera

cy a

nd n

um

erac

y: c

an c

ount;

use

s w

ell-

form

ed s

ente

nce

s; c

an t

ell

the

tim

e/co

unt

money

; ca

n r

ead o

n t

hei

r ow

n;

Phys

ical

: gro

wth

spee

ds

up;

dev

eloped

fin

e m

oto

r sk

ills;

musc

le

coord

inat

ion;

per

man

ent

teet

h a

ppea

r; c

an c

opy

com

ple

x sh

apes

Em

otional

: co

nfiden

ce;

per

sonal

iden

tity

; per

ception;

indep

enden

ce;

awar

e of

ow

n f

eelin

gs;

sel

f-co

nce

pt

Soci

al:

can p

lay

cooper

ativ

ely;

com

pet

itiv

e sp

irit;

longer

att

ention s

pan

; fo

rmin

g a

sen

se o

f hum

our

1.3

Exp

lain

the

import

ance

to

child

ren’s

holis

tic

dev

elopm

ent

of:

Spee

ch,

languag

e an

d

com

munic

atio

n

Pe

rsonal

, so

cial

and

emotional

dev

elopm

ent

Ph

ysic

al d

evel

opm

ent

Are

as inte

rlin

ked;

co-d

epen

den

t; m

ilest

ones

; in

dep

enden

ce;

self-

este

em;

educa

tional

nee

ds;

pre

par

atio

n f

or

futu

re;

gro

wth

Spee

ch,

languag

e an

d c

om

munic

atio

n:

soci

alis

atio

n;

nee

ds;

pre

fere

nce

s; f

eedbac

k; p

rais

e; a

chie

vem

ent

Pe

rsonal

, so

cial

and e

motional

dev

elopm

ent:

confiden

ce;

self-e

stee

m;

self-w

ort

h;

inte

ract

ion;

frie

ndsh

ips;

pee

rs;

enco

ura

gem

ent;

guid

ance

Phys

ical

dev

elopm

ent:

ski

lls;

mobili

ty;

exer

cise

; w

ell-

bei

ng;

hea

lth;

m

oto

r sk

ills;

sen

sory

abili

ties

Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

22

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.4

Anal

yse

how

child

ren’s

le

arnin

g a

nd d

evel

opm

ent

can b

e af

fect

ed b

y:

per

sonal

fac

tors

ex

tern

al f

acto

rs

Pers

onal

fac

tors

:

Cau

ses:

enco

ura

gem

ent;

lim

ited

res

ourc

es;

inef

fect

ive

role

model

s;

low

ered

exp

ecta

tions

Effec

ts:

atte

ntion s

eeki

ng;

posi

tive

/neg

ativ

e im

pac

t of

exper

ience

s;

nee

d f

or

reas

sura

nce

; an

xiet

y; a

ttac

hm

ent;

loss

; im

pac

t on s

oci

al s

kills

; st

ress

; se

par

atio

n a

nxi

ety;

inse

curity

; poor

atte

ntion s

pan

; poor

self-

conce

pt;

beh

avio

ur;

motiva

tion

Ext

ernal

fac

tors

:

Cau

ses:

dec

reas

ed a

cces

s to

res

ourc

es/s

ervi

ces;

ill

hea

lth;

limited

su

pport

; lim

ited

opport

unitie

s; les

s ch

oic

e; influen

ce o

f oth

ers;

lac

k of

consi

sten

cy in e

duca

tion;

dev

elop

men

t not

monitore

d e

ffec

tive

ly

Eff

ects

: sl

ow

ing u

p o

f dev

elopm

ent;

poor

com

munic

atio

n s

kills

; lo

w s

elf-

imag

e; loss

of

indep

enden

ce;

failu

re t

o g

row

, th

rive

and d

evel

op;

loss

of

soci

alis

atio

n;

dep

enden

ce

1.5

D

escr

ibe

how

aty

pic

al

dev

elopm

ent

may

im

pac

t on

area

s of

dev

elopm

ent

Phys

ical

dev

elopm

ent:

im

pac

t of

one

area

of

dev

elopm

ent

on o

ther

s;

hea

lth s

tatu

s; s

ervi

ces

acce

ssed

; sl

ow

er/f

aste

r ra

te o

f dev

elopm

ent

Com

munic

atio

n d

evel

opm

ent:

soci

al e

xclu

sion;

support

nee

ds;

one

area

dev

elopin

g m

ore

quic

kly

than

oth

ers;

anxi

ety;

beh

avio

ur;

ra

te o

f dev

elopm

ent

1.6

Anal

yse

how

child

ren’s

le

arnin

g a

nd d

evel

opm

ent

can b

e af

fect

ed b

y th

eir

stag

e of

dev

elopm

ent

Rat

e of

dev

elopm

ent;

mile

stones

rea

ched

; im

pac

t on o

ther

are

as o

f dev

elopm

ent;

seq

uen

ce;

bondin

g;

atta

chm

ent;

per

sonal

iden

tity

; se

lf-

conce

pt

1.7

Eva

luat

e how

inte

rven

tions

can p

rom

ote

posi

tive

dev

elopm

ent

Ass

essm

ent;

obse

rvat

ion;

refe

rral

; se

rvic

e pro

visi

on;

monitoring;

achie

vem

ent;

sta

ge/

mile

stones

rea

ched

; sp

ecia

list

support

; gai

n

confiden

ce;

pro

gre

ss w

ith a

ppro

priat

e su

pport

in p

lace

; co

mm

unic

atio

n

dev

elopm

ent;

sel

f-co

nce

pt;

motiva

tion;

opport

unitie

s

Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

23

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

Exp

lain

how

bab

ies

and

child

ren lea

rn a

nd d

evel

op

U

se o

f se

nse

s; c

ontinuous

inte

ract

ion;

obse

rvat

ion;

com

munic

atio

n;

explo

ration;

reso

urc

es;

activi

ties

; pla

y; r

elat

ionsh

ips;

soci

alis

atio

n;

support

; guid

ance

; at

tach

men

t; m

odel

ling

2.2

Eva

luat

e th

eories

and

model

s of

child

dev

elopm

ent

Sig

mund F

reud:

the

import

ance

of ch

ildhood e

vents

and e

xper

ience

s

Erik

Eriks

on:

a st

age

theo

ry o

f dev

elopm

ent,

enco

mpas

sing h

um

an

gro

wth

thro

ughout

the

entire

lifes

pan

Jo

hn B

ow

lby

pro

pose

d t

hat

ear

ly r

elat

ionsh

ips

with c

arer

s p

lay

a m

ajor

role

in c

hild

dev

elopm

ent

and c

ontinue

to influen

ce s

oci

al r

elat

ionsh

ips

thro

ughout

life

Je

an P

iaget

: id

entified

that

child

ren t

hin

k diffe

rently

to a

dults

and

pro

pose

d a

sta

ge

theo

ry o

f co

gnitiv

e dev

elopm

ent

Alb

ert

Ban

dura

pro

pose

d t

he

‘model

ling’ or

soci

al lea

rnin

g t

heo

ry

Le

v Vyg

ots

ky b

elie

ved t

hat

child

ren lea

rn a

ctiv

ely

and t

hro

ugh h

ands-

on

exper

ience

s: s

oci

ocu

ltura

l co

gnitiv

e th

eory

BF

Ski

nner

bel

ieve

d t

hat

child

ren lea

rn t

hro

ugh e

xper

ience

or

conditio

nin

g.

A c

hild

will

lea

rn if

they

are

rew

arded

for

thei

r beh

avio

ur

Iv

an P

avlo

v: c

lass

ical

conditio

nin

g

U

rie

Bro

nfe

nbre

nner

: ec

olo

gic

al s

yste

ms

theo

ry

H

ow

ard G

ardner

: m

ultip

le inte

lligen

ces

theo

ry

In

form

atio

n-p

roce

ssin

g t

heo

ry

th

e Reg

gio

Em

ilia

Appro

ach:

a pro

gre

ssiv

e m

odel

of

early

care

and

educa

tion p

ract

ice

and c

urr

iculu

m

2

Under

stan

d

evid

ence

bas

ed

appro

aches

to

child

dev

elopm

ent

2.3

Exp

lain

how

to a

pply

th

eories

and m

odel

s of

child

dev

elopm

ent

to s

upport

ch

ildre

n’s

dev

elopm

ent

Beh

avio

ur

anal

ysis

; obse

rvat

ion;

asse

ssm

ent;

str

uct

ure

; inte

rven

tion;

refe

rral

; ef

fect

ive

com

munic

atio

n;

par

tner

ship

work

ing;

eval

uat

ion;

the

envi

ronm

ent;

pla

nnin

g;

consu

ltat

ion r

esourc

es;

refe

rral

Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

24

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.4

Eva

luat

e how

evi

den

ced

bas

ed a

ppro

aches

can

in

form

ow

n p

ract

ice

Curr

ency

of

pra

ctic

e; c

onsi

sten

cy;

revi

ew;

pla

nnin

g;

area

s fo

r dev

elopm

ent;

use

of

inte

rven

tions/

stra

tegie

s; s

afet

y of

pra

ctic

e;

utilis

ing r

esea

rch f

indin

gs;

eva

luat

ion o

f pra

ctic

e; e

ffec

tive

nes

s of

inte

rven

tions;

ris

k as

sess

men

t

Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

25

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

Exp

lain

theo

ries

of

atta

chm

ent

John B

ow

lby’

s Theo

ry o

f Att

achm

ent

M

ary

Ain

swort

h-a

ttac

hm

ent

beh

avio

ur

H

azan

and S

hav

er:

the

applic

abili

ty o

f at

tach

men

t th

eory

to a

dult

rela

tionsh

ips

M

ain a

nd S

olo

mon’s

att

achm

ent

styl

e ca

lled d

isorg

aniz

ed-i

nse

cure

at

tach

men

t bas

ed u

pon t

hei

r ow

n r

esea

rch

3.2

Exp

lain

why

posi

tive

at

tach

men

t is

im

port

ant

for

child

ren

Sec

urity

; co

nfiden

ce;

sel

f-co

nce

pt;

su

pport

s dev

elopm

ent;

sec

ure

at

tach

men

t; s

elf-

regula

tion;

nee

ds

met

; s

ense

of

com

pet

ence

; posi

tive

vi

ew o

f th

e w

orld;

hig

h s

elf-

este

em

3.3

Anal

yse

the

impac

t on

child

ren o

f not

form

ing

posi

tive

att

achm

ents

Anxi

ety;

lac

k of

self-a

ffirm

atio

n;

neg

ativ

e vi

ew o

f th

e w

orld;

lac

k of

trust

; low

sel

f-es

teem

; w

ary

of

stra

nger

s; d

evel

opm

enta

l del

ay;

futu

re

dev

elopm

ent;

opport

unitie

s

3

Under

stan

d t

he

signific

ance

of

atta

chm

ent

to

child

ren’s

dev

elopm

ent

3.4

Anal

yse

stra

tegie

s fo

r pro

moting p

osi

tive

at

tach

men

ts

Effec

tive

com

munic

atio

n;

inte

ract

ion;

open

nes

s; b

eing r

esponsi

ve t

o

nee

ds;

nurt

uring;

under

stan

d indiv

idual

ity;

consi

sten

cy;

continuity;

so

cial

isat

ion;

conta

ct;

relia

bili

ty;

trust

; ex

pec

tations;

obse

rvat

ion;

import

ance

of

key

per

son s

chem

e

Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

26

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.1

Id

entify

the

com

munic

atio

n

dev

elopm

ent

nee

ds

of

child

ren f

rom

:

Birth

to 2

yea

rs

2 t

o 5

yea

rs

5 u

p t

o 8

yea

rs

Birth

to 2

yea

rs:

inte

ract

ion;

tal

king;

liste

nin

g;

use

of

sooth

ing v

oic

e;

norm

al lan

guag

e; r

espondin

g;

enco

ura

gin

g s

pee

ch;

use

of

han

d

ges

ture

s; b

oar

d/c

loth

books

; so

cial

isat

ion

2 t

o 5

yea

rs:

read

ing;

writing;

talk

ing;

liste

nin

g;

inte

ract

ion;

books

; nam

ing o

bje

cts;

enco

ura

gin

g d

raw

ing;

soci

alis

atio

n;

feed

bac

k

5 u

p t

o 8

yea

rs:

model

ling;

inte

ract

ion;

more

adva

nce

d g

ames

/rea

din

g;

active

lis

tenin

g;

use

of

ques

tionin

g;

guid

ance

; so

cial

isat

ion;

feed

bac

k

4.2

Exp

lain

ear

ly inte

rven

tion

criter

ia

Sta

ges

; obse

rvat

ions;

ass

essm

ent;

dia

gnosi

s; r

efer

ence

bas

ed;

stan

dar

ds;

guid

ance

; co

llabora

tion;

spec

ialis

t in

tera

ctio

n

4.3

Exp

lain

how

multi-

agen

cy

team

s w

ork

toget

her

to

support

spee

ch,

languag

e an

d c

om

munic

atio

n

Res

ourc

ing;

shar

ing e

xper

tise

; outc

om

es;

pla

nnin

g;

asse

ssm

ent;

re

view

; m

onitoring;

evid

ence

-bas

ed p

ract

ice

4.4

Exp

lain

sys

tem

atic

syn

thet

ic

phonic

s as

soci

ated

with

read

ing

G

oes

fro

m s

imple

to m

ore

com

ple

x; t

he

corr

esponden

ces

bet

wee

n

sounds

(phonem

es)

and let

ters

; gra

sp o

f bas

ic w

ork

ings

then

move

on

to g

reat

er d

etai

l; o

rder

ly t

each

ing f

ram

ework

thro

ugh w

hic

h c

hild

ren

dev

elop p

honic

know

ledge

and s

kills

; id

entify

and b

lend d

iffe

rent

lett

er

sounds

and let

ter

com

bin

atio

ns

toget

her

to m

ake

a w

ord

; w

ord

re

cognitio

n s

kills

; fluen

cy o

f re

adin

g

4.5

Eva

luat

e st

rate

gie

s fo

r dev

elopin

g e

arly

liter

acy

and

mat

hem

atic

s

Li

tera

cy:

writing;

songs;

dan

ce;

pla

nnin

g;

pre

par

atio

n;

activi

ties

; re

sourc

es;

books

; dra

ma;

musi

c; r

eadin

g;

role

pla

y

M

athem

atic

s: a

ctiv

itie

s; r

esourc

es ;

envi

ronm

ent;

rev

iew

; ev

aluat

ion;

counting;

gam

es

4

Under

stan

d h

ow

to

support

child

ren’s

sp

eech

, la

nguag

e an

d

com

munic

atio

n

4.6

Exp

lain

how

pla

y an

d

activi

ties

support

spee

ch,

languag

e an

d

com

munic

atio

n d

evel

opm

ent

Engag

emen

t; inte

ract

ion;

inte

rlin

ked;

soci

alis

atio

n;

lear

nin

g;

pla

nnin

g;

monitoring;

asse

ssm

ent;

confiden

ce;

motiva

tion;

achie

vem

ent;

sel

f-es

teem

Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

27

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

5.1

Anal

yse

the

pote

ntial

effec

t th

at t

ran

siti

on

s an

d

sig

nif

ican

t even

ts h

ave

on

child

ren

Tra

nsi

tions

and s

ignific

ant

even

ts:

movi

ng t

o s

chool;

sta

rtin

g a

nd

movi

ng t

hro

ugh d

ay c

are;

birth

of

a si

blin

g;

movi

ng h

om

e; liv

ing

outs

ide

of

the

hom

e; f

amily

bre

akdow

n;

loss

of

signific

ant

peo

ple

; m

ovi

ng b

etw

een s

ettings

and c

arer

s

Anger

; cr

ying a

nd t

earf

uln

ess;

clin

gin

ess;

nee

d f

or

affe

ctio

n;

withdra

wal

; unre

asonab

le b

ehav

iour;

reg

ress

ion in b

ehav

iour;

difficu

lty

slee

pin

g;

loss

of

appet

ite;

loss

of

motiva

tion;

lack

of

conce

ntr

atio

n;

self-

har

min

g;

withdra

wal

; av

oid

ing s

oci

al c

onta

ct;

low

sel

f-co

nfiden

ce a

nd

self-e

stee

m;

stra

ined

rel

atio

nsh

ips;

anxi

ety;

confu

sion

5.2

Exp

lain

how

to p

repar

e an

d

support

child

ren t

hro

ugh

tran

siti

on

s an

d

sig

nif

ican

t even

ts in t

hei

r liv

es

O

pen

com

munic

atio

n;

dis

cuss

what

is

hap

pen

ing;

focu

s an

d g

ive

opport

unitie

s fo

r co

mm

unic

atio

n;

routines

that

rea

ssure

; vi

sits

that

hel

p

child

ren b

e fa

mili

ar w

ith p

lace

s th

ey'll

be

atte

ndin

g;

enco

ura

ge

ques

tions

5

Under

stan

d h

ow

tr

an

siti

on

s an

d

sig

nif

ican

t even

ts a

ffec

t ch

ildre

n’s

liv

es

5.3

Exp

lain

the

effe

ct o

n

child

ren o

f hav

ing s

table

re

lationsh

ips

during p

erio

ds

of

tran

siti

on

Confiden

ce;

less

anxi

ety;

res

ilien

ce;

motiva

tion;

focu

s; a

ccep

tance

; dev

elopm

ent;

com

munic

atio

n

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


28

Information for tutors

Delivery

This unit should be delivered in a way that develops learner knowledge and understanding of what early years education and development is. It is suggested that learners will benefit from focusing on the overall requirements of each learning outcome, rather than focusing on each assessment criteria individually. Learners will develop knowledge and understanding of how children from birth up to 8 years develop, including underpinning theoretical perspectives. The unit also includes actions taken when differences in development are identified and the potential effects of transitions on children’s development as well as how to support children’s through transitions in their lives.

Learners should be encouraged to engage with employers and other employees to gain knowledge and understanding of the provision for early years education and development.

It is suggested that the unit is delivered in sequential order, from learning outcome 1 to learning outcome 5.

Learning outcome 1 could be delivered through a taught session on patterns of children’s development from birth up to 8 years and the importance to children’s holistic development of speech, language and communication, personal, social and emotional development and physical development. Using case study material learners could carry out an analysis of the impact personal and external factors can have on children’s learning and development. Learners could also use the material to explore how atypical development and stage of development impacts on development, evaluating how interventions can promote positive development.

Learning outcome 2 could be delivered by a guest speaker and question and answer session. This should include evidence based approaches, how babies and children learn and develop and theories and models of child development. In addition learners should discuss in groups how to apply theories and models of child development to support children’s development. Finally, using note from the presentation, learners are required to carry out an evaluation of how evidenced based approaches can inform their practice.

Learning outcome 3 could comprise of group work using case studies to support understanding of the significance of attachment. Learners should also explore theories of attachment, strategies for promoting positive attachments and why positive attachment is important for children. The impact on children of not forming positive attachments should also be discussed.

Learning outcome 4 could be delivered through a taught session relating to how to support children’s speech, language and communication and the communication development needs of children from birth to 2 years, 2 to 5 years and 5 up to 8 years. Group work could facilitate the exploration of early intervention criteria. Holistic development is important for children and learners should explore how multi-agency teams work together to support speech, language and communication.

A guest speaker could be invited to talk about systematic synthetic phonics associated with reading and strategies for developing early literacy and mathematics. This should link to how play and activities support speech, language and communication development.


29

Learning outcome 5 could be delivered through a taught session focussing on how transitions and significant events affect children’s lives. Case study material, used in group work, could be used to enable learners to gain an understanding of how to prepare and support children through transitions and significant events in their lives. Lastly learners should use the case study material to explore the effect on children and young people of having stable relationships during periods of transition.

Assessment

The centre will devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit.

The most appropriate way to confirm coverage of all learning outcomes and assessment criteria in this unit is through centre devised assessment materials and professional discussion. Opportunities exist for assessment to include: the use of research, leaflets and presentations, as well as the potential for supporting witness statements to be provided.

The assessor must ensure that the learner has provided sufficient evidence to meet the requirements of each criterion, but a holistic approach can be taken to each learning outcome and potentially for the unit as a whole.

Evidence for this unit could be presented in a variety of ways. Below are suggestions for evidence.

Learning outcome 1: using notes from the taught input, evidence could be in the form of a guidance document explaining the expected patterns of children’s development from birth up to 8 years and the importance to children’s holistic development of speech, language and communication, personal, social and emotional development and physical development. The document should include how children’s learning and development can be affected by personal factors and external factors and how atypical development can impact on development. Learners should also include information on how children’s learning and development can be affected by their stage of development and individual circumstances and how interventions can promote positive development.

Learning outcome 2: evidence could be in the form of learner responses to the case study to include an explanation of how babies and children learn and develop; using theories and models of child development. Notes from the guest speaker session and question and answer session could be used to inform content. The case study could also ask learners to explain how theories and models are applied to support development and how evidenced based approaches can inform their practice.

Learning outcome 3: notes from the case study activities could inform the preparation of a seminar to deliver to staff explaining theories of attachment, strategies for promoting positive attachments and why positive attachment is so important. To include hand-outs analysing the impact on children of not forming positive attachments.

Learning outcome 4: evidence could be in the form of an article for the company magazine that explains the communication development needs of children from birth to 8 years, supported by session notes. The article will include early intervention criteria and explain early intervention criteria. Learners should also include in their article the importance of holistic development for children. The article could be accompanied by a frequently asked questions section explaining the workings of multi-agency teams supporting speech, language and communication, systematic synthetic phonics associated with reading and an evaluation of strategies used for developing early literacy and mathematics and how play and activities support speech, language and communication development.


30

Learning outcome 5: using notes from the taught session, evidence could be in the form of a presentation to demonstrate understanding of transitions and significant events and how they affect children’s lives. Learners should include an analysis of the potential effect of a transition or significant event on children and, in order to combat this, the preparation and support children might need through transitions in their lives. This will also highlight the effect of having stable relationships during periods of transition.

Suggested resource

Textbooks

Brown S, Play: How It Shapes the Brain, Opens the Imagination, and Invigorates the Soul (J P Tarcher/Penguin Putnam 2010) ISBN 978-1583333785

Else P, The Value of Play (Continuum International Publishing Group Ltd. 2009) ISBN 978-0826495655

Lindon J, Understanding Child Development (Hodder Education 2012) ISBN 1444167189 ISBN-13: 978-1444167184

Meggitt, C, Child Development, an Illustrated Guide 3rd edition with DVD (Pearson Education 2012) ISBN 0435078801

Minett, P, Child Care and Development (Hodder Arnold, 2005) ISBN 0340889152

Trodd, L, Transitions in the Early Years: Working with Children and Families (Sage 2012) ISBN 9781446249789

Journals and/or magazines

Common Threads- www.commonthreads.org.uk/

Early Years Educator www.earlyyearseducator.co.uk/

Nursery World www.nurseryworld.co.uk/

Play Right www.ipaworld.org

Websites

www.4children.org.uk - 4 Children work with children, young people and their families to ensure access to locally based, joined up support from birth to 19.

www.barnardos.org.uk - Barnardo’s works to transform the lives of vulnerable children and young people

www.ncb.org.uk/cpis - Children's Play Information Service

www.education.gov.uk/childrenandyoungpeople - The Department of Education is committed to providing high-quality early education and support for parents, children and young people.

www.early-education.org.uk - Early Education believes every child deserves the best possible start in life and support to fulfil their potential. A child’s experience in the early years has a major impact on their future life chances

www.kids.org.uk - KIDS provides opportunities and support to disabled children, young people and their families

www.ncb.org.uk - The National Children’s Bureau works closely with national and local government to improve public policy and government legislation affecting children and young people.

www.nspcc.org.uk - The NSPCC’s vision is to end cruelty to children in the UK.


31

Unit 2: Implementing Early Years Foundation Stage

Unit reference number: H/506/1232

QCF level: 3

Credit value: 6


Unit aim

This unit introduces learners to the Early Years Foundation Stage (EYFS), which is a framework for practitioners in England to follow to ensure they meet the diverse needs of all the children in their setting and help them to fulfil their potential


AC 3.2 The four specific areas of learning of the EYFS:

literacy

mathematics

understanding the world

expressive arts and design

The three prime areas of learning:

communication and language

physical development

personal, social and emotional development

This unit must be assessed in the workplace.


Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

32

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

D

escr

ibe

the

scope

and leg

al s

tatu

s of

the

EYFS

1.2

Exp

lain

the

ove

rall

stru

cture

of

the

EYFS

1.3

Exp

lain

the

princi

ple

s an

d t

hem

es o

f th

e EYFS

1.4

Exp

lain

how

ear

ly y

ears

set

tings

are

insp

ecte

d t

o c

hec

k th

eir

del

iver

y of

the

EYFS

1

Under

stan

d t

he

Ear

ly Y

ears

Fo

undat

ion S

tage

(EYFS

)

1.5

D

escr

ibe

how

child

ren’s

dev

elopm

ent

is a

sses

sed a

t diffe

rent

poin

ts

2.1

Id

entify

the

EYFS

saf

eguar

din

g a

nd w

elfa

re r

equirem

ents

2.2

Exp

lain

the

rational

e beh

ind t

he

safe

guar

din

g a

nd w

elfa

re

requirem

ents

2

Under

stan

d h

ow

to

apply

the

safe

guar

din

g a

nd

wel

fare

re

quirem

ents

w

ithin

the

EYFS

2.3

Eva

luat

e th

e pra

ctic

al im

plic

atio

ns

of

the

safe

guar

din

g a

nd w

elfa

re

requirem

ents

within

the

EYFS

3.1

D

escr

ibe

the

scope

of

the

area

s of

lear

nin

g in t

he

EYFS

3.2

Eva

luat

e how

the

fou

r sp

eci

fic

area

s of

lear

nin

g r

elat

e to

the

thre

e

pri

me a

reas

of

the

EYFS

3.3

Fa

cilit

ate

pla

y ac

tivi

ties

for

a giv

en c

hild

that

allo

ws

opport

unitie

s fo

r th

e prim

e ar

eas

of

lear

nin

g

3.4

U

se o

bse

rvat

ions

of

a giv

en c

hild

’s d

evel

opm

ent

to p

lan f

or

pro

gre

ss

within

the

EYFS

3

Be

able

to

imple

men

t th

e ed

uca

tion

pro

gra

mm

e w

ithin

th

e EYFS

3.5

Bal

ance

adult-l

ed a

nd c

hild

-initia

ted a

ctiv

itie

s

Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

33

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

Id

entify

the

EYFS

outc

om

es

4.2

Eva

luat

e ch

ildre

n’s

pro

gre

ss w

ithin

the

EYFS

4

Be

able

to s

upport

ch

ildre

n’s

pro

gre

ss

tow

ards

EYFS

outc

om

es

4.3

Pl

an a

n a

dult-d

irec

ted a

ctiv

ity,

whic

h t

akes

into

acc

ount:

th

e id

entifica

tion o

f ch

ildre

n’s

nee

ds

and inte

rest

s

lin

ks t

o t

he

area

s of

lear

nin

g

th

e nee

d f

or

activi

ties

to b

e pla

yful

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


34

Unit 3: Diversity, Equality and Inclusion in Early Years Settings

Unit reference number: K/506/1233

QCF level: 3

Credit value: 5


Unit aim

This unit is aimed at learners who work in early years settings. The unit covers the importance of equality, diversity and inclusion, and how to promote these in the work setting. The unit also looks at the importance of promoting equality of opportunity and anti-discriminatory practice.




Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

35

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Exp

lain

what

is

mea

nt

by:

D

iver

sity

Equal

ity

In

clusi

on

1.2

Exp

lain

how

leg

isla

tion

and c

odes

of

pra

ctic

e re

lating t

o e

qual

ity,

div

ersi

ty a

nd incl

usi

on a

pply

to o

wn w

ork

role

1.3

D

escr

ibe

how

pre

judic

e an

d d

iscr

imin

atio

n m

ay a

ffec

t a

child

’s life

chan

ces

1.4

D

escr

ibe

pote

ntial

bar

rier

s to

im

ple

men

ting e

qual

ity

in e

arly

yea

rs

sett

ings

1

Under

stan

d t

he

import

ance

of

pro

moting

div

ersi

ty,

equal

ity

and incl

usi

on

1.5

Exp

lain

how

to s

upport

oth

ers

to p

rom

ote

div

ersi

ty,

equal

ity

and

incl

usi

on

2.1

In

tera

ct w

ith o

ther

s in

way

s th

at r

espec

ts t

hei

r bel

iefs

, cu

lture

, va

lues

an

d p

refe

rence

s

2

Be

able

to u

se

pra

ctic

e th

at

reflec

ts c

ultura

l diffe

rence

s an

d

fam

ily

circ

um

stan

ces

2.2

Show

beh

avio

ur

that

model

s in

clusi

ve p

ract

ice

Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

36

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Chal

lenge

dis

crim

inat

ion in a

way

that

support

s ch

ange

3.2

Apply

anti-d

iscr

imin

atory

leg

isla

tion a

nd c

odes

of

pra

ctic

e to

ow

n

beh

avio

ur

within

the

early

year

s se

ttin

g

3

Be

able

to p

rom

ote

eq

ual

ity

of

opport

unity

and

anti-d

iscr

imin

atory

pra

ctic

e 3.3

Ref

lect

on t

he

impac

t of

legis

lation a

nd c

odes

of

pra

ctic

e on t

he

pro

motion o

f eq

ual

ity

of

opport

unity

in o

wn s

etting

4.1

Apply

additio

nal

nee

ds

legis

lation,

regula

tions

and c

odes

of

pra

ctic

e to

ow

n p

ract

ice

4.2

Anal

yse

how

model

s of

dis

abili

ty influen

ce o

wn p

ract

ice

4.3

Pl

an t

o m

eet

indiv

idual

child

ren’s

nee

ds

4.4

Le

ad a

ctiv

itie

s th

at m

eet

child

ren’s

indiv

idual

nee

ds

4

Be

able

to s

upport

ch

ildre

n w

ith

additio

nal

nee

ds

in

early

year

s pra

ctic

e

4.5

Id

entify

who t

o a

ppro

ach w

hen

spec

ialis

t ex

per

tise

may

be

nee

ded

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


37

Unit 4: Plan and Provide Effective Teaching and Learning in Early Years Settings

Unit reference number: M/506/1234

QCF level: 3

Credit value: 5


Unit aim

The aim of this unit is to give learners the knowledge, understanding and skills to support teaching and learning activities. The unit looks at the planning and implementation involved in delivering purposeful play and educational programmes.


AC 1.3, 1.4 Learners must cover all of The Early Years Foundation Stage Learning and development areas in their plans:

Communication and language (e.g. extending vocabulary, language structure and dialogue)

Physical development

Personal, social and emotional development

Literacy

Mathematics

Understanding the world

Expressive arts and design

AC 7.3 Others may include, but is not limited to:

carers

foster carers

residential workers

social workers

psychologists

doctors

support workers


38

police

youth justice

speech and language therapists

colleagues

key person



Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

39

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Apply

the

princi

ple

s an

d t

hem

es o

f th

e Ear

ly Y

ears

Foundat

ion S

tage

(EYFS

) to

ow

n p

ract

ice

1.2

Im

ple

men

t st

rate

gie

s to

dev

elop a

nd e

xten

d c

hild

ren’s

lea

rnin

g a

nd

thin

king,

incl

udin

g s

ust

ained

shar

ed t

hin

king

1.3

Pl

an a

ctiv

itie

s th

at incl

ude

the

learn

ing

an

d d

evelo

pm

en

t are

as

of

curr

ent

early

educa

tion c

urr

iculu

m r

equirem

ents

1

Be

able

to

imple

men

t purp

ose

ful pla

y opport

unitie

s,

exper

ience

s an

d

educa

tional

pro

gra

mm

es

1.4

Le

ad a

ctiv

itie

s th

at incl

ude

the

learn

ing

an

d d

evelo

pm

en

t are

as

of

curr

ent

early

educa

tion c

urr

iculu

m r

equirem

ents

2.1

Pr

epar

e th

e en

viro

nm

ent

within

ow

n s

etting t

o s

upport

and e

xten

d

child

ren’s

lea

rnin

g a

nd d

evel

opm

ent

2.2

Eva

luat

e how

effec

tive

the

envi

ronm

ent

within

ow

n s

etting h

as b

een

in e

xten

din

g c

hild

ren’s

lea

rnin

g a

nd d

evel

opm

ent

2

Be

able

to p

rovi

de

envi

ronm

ents

that

su

pport

child

ren’s

le

arnin

g

2.3

Exp

lain

how

the

envi

ronm

ent

in o

wn s

etting m

eets

the

nee

ds

of

indiv

idual

child

ren

Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

40

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Pl

an a

ctiv

itie

s w

hic

h s

upport

child

ren’s

gro

up lea

rnin

g a

nd

soci

alis

atio

n

3

Be

able

to s

upport

ch

ildre

n’s

gro

up

lear

nin

g a

nd

soci

alis

atio

n

3.2

Im

ple

men

t ac

tivi

ties

whic

h f

acili

tate

child

ren’s

gro

up lea

rnin

g a

nd

soci

alis

atio

n

4.1

Pl

an a

ctiv

itie

s th

at s

how

diffe

rentiat

ion t

o s

upport

child

ren’s

indiv

idual

le

arnin

g a

nd d

evel

opm

ent

nee

ds

4

Be

able

to s

upport

ch

ildre

n’s

in

div

idual

lea

rnin

g

and d

evel

opm

ent

4.2

Eva

luat

e pla

ns

to e

nsu

re t

hey

ref

lect

child

ren’s

:

Age

Sta

ge

of

dev

elopm

ent

In

div

idual

circu

mst

ance

s

G

roup n

eeds

5.1

D

escr

ibe

the

import

ance

of

model

ling a

nd p

rom

oting p

osi

tive

beh

avio

urs

for

child

ren

5.2

Apply

boundar

ies

and r

ule

s fo

r ch

ildre

n’s

beh

avio

ur

in a

ccord

ance

w

ith t

he

polic

ies

and p

roce

dure

s of

the

sett

ing

5

Be

able

to p

rom

ote

posi

tive

beh

avio

urs

ex

pec

ted o

f ch

ildre

n

5.3

Role

model

the

stan

dar

ds

of

beh

avio

ur

expec

ted o

f ch

ildre

n w

ithin

the

sett

ing

6.1

Pro

vide

real

istic,

consi

sten

t an

d s

upport

ive

resp

onse

s to

child

ren’s

beh

avio

ur

6.2

Apply

ski

lls a

nd t

echniq

ues

for

support

ing a

nd e

nco

ura

gin

g c

hild

ren’s

posi

tive

beh

avio

ur

6

Be

able

to s

upport

ch

ildre

n t

o m

anag

e th

eir

ow

n

beh

avio

ur

6.3

Apply

ski

lls a

nd t

echniq

ues

for

support

ing c

hild

ren t

o m

anag

e th

eir

ow

n b

ehav

iour

in r

elat

ion t

o o

ther

s

Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

41

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

7.1

D

escr

ibe

the

indic

ators

of

a ch

ild b

eing in n

eed o

f ad

ditio

nal

support

7.2

Exp

lain

how

to a

dap

t re

sourc

es a

nd a

ppro

aches

to p

rovi

de

additio

nal

su

pport

7

Under

stan

d w

hen

a

child

is

in n

eed o

f ad

ditio

nal

support

7.3

D

evel

op s

trat

egie

s fo

r w

ork

ing in p

artn

ersh

ip w

ith p

aren

ts a

nd/o

r ca

rers

and o

thers

with c

hild

ren w

ith a

dditio

nal

nee

ds

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


42

Unit 5: Make Accurate and Productive Use of Assessment in Early Years Settings

Unit reference number: T/506/1235

QCF level: 3

Credit value: 5


Unit aim

This unit gives learners the understanding and competence to facilitate assessment and planning with children in partnership with others. The unit also identifies the importance of children being involved in assessment and planning.


ACs 4.1, 5.2, 5.3 Others may include:

carers

foster carers

residential workers

social workers

psychologists

doctors

support workers

police

youth justice


colleagues

key person



Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

43

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Anal

yse

the

valu

e of

a ch

ild-c

entr

ed m

odel

of

asse

ssm

ent

1.2

D

escr

ibe

asse

ssm

ent

tech

niq

ues

appro

priat

e to

the

curr

ent

early

educa

tion c

urr

iculu

m f

ram

ework

1.3

Eva

luat

e how

obse

rvat

ions

and a

sses

smen

ts a

re u

sed t

o info

rm

pla

nnin

g

1.4

Exp

lain

the

import

ance

of

par

enta

l in

volv

emen

t in

obse

rvat

ion a

nd

asse

ssm

ent

1

Under

stan

d h

ow

to

asse

ss w

ithin

the

early

educa

tion

curr

iculu

m

fram

ework

1.5

Exp

lain

how

to r

elat

e th

eories

of pla

y an

d d

evel

opm

ent

to a

sses

smen

t

2.1

Ensu

re iss

ues

of

per

mis

sion,

confiden

tial

ity

and p

artici

pan

t bia

s ar

e ad

dre

ssed

when

car

ryin

g o

ut

asse

ssm

ent

2.2

Car

ry o

ut

obse

rvat

ional

ass

essm

ent

2.3

Com

ple

te a

sses

smen

t re

cord

s fo

r a

giv

en c

hild

2

Be

able

to c

arry

out

obse

rvat

ional

as

sess

men

t

2.4

Rev

iew

the

effe

ctiv

enes

s of pla

ns

and p

lannin

g m

ethods

3.1

U

se a

sses

smen

t to

iden

tify

the

nee

ds

of

indiv

idual

child

ren

3.2

U

se a

sses

smen

t to

iden

tify

the

inte

rest

s of

indiv

idual

child

ren

3

Be

able

to iden

tify

th

e nee

ds,

in

tere

sts

and

stag

es o

f dev

elopm

ent

of

indiv

idual

child

ren

3.3

U

se a

sses

smen

t to

iden

tify

the

stag

es o

f dev

elopm

ent

of

indiv

idual

ch

ildre

n

Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

44

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

Colla

bora

te w

ith c

hild

ren a

nd o

thers

in e

xpre

ssin

g t

hei

r nee

ds

and

aspirat

ions

to info

rm p

lannin

g

4.2

U

se f

orm

ativ

e as

sess

men

t to

shap

e le

arnin

g o

pport

unitie

s

4.3

U

se s

um

mat

ive

asse

ssm

ent

to s

hap

e le

arnin

g o

pport

unitie

s

4.4

Exp

lain

how

the

goal

s an

d t

arget

s fo

r a

giv

en c

hild

will

support

the

achie

vem

ent

of

posi

tive

outc

om

es

4

Be

able

to u

se

asse

ssm

ent

to

pla

n n

ext

step

s

4.5

Exp

lain

the

action t

o t

ake

if a

typic

al d

evel

opm

ent

is iden

tified

5.1

D

iscu

ss c

hild

ren’s

pro

gre

ss a

nd p

lan n

ext

stag

es in t

hei

r le

arnin

g

with:

th

e ke

y per

son

co

lleag

ues

par

ents

and/o

r ca

rers

5.2

D

evel

op a

pla

n w

ith a

child

and o

thers

to m

eet

thei

r nee

ds

to a

chie

ve

posi

tive

outc

om

es

5.3

Support

child

ren a

nd o

thers

to u

nder

stan

d a

nd a

gre

e:

th

e goal

s

ta

rget

s

outc

om

es o

f a

dev

elopm

ent

pla

n

5.4

Rev

iew

the

achie

vem

ent

of

goal

s an

d t

arget

s to

tra

ck c

hild

ren’s

pro

gre

ss

5

Be

able

to d

iscu

ss

child

ren’s

pro

gre

ss

and p

lan n

ext

stag

es

5.5

Rev

iew

pla

ns

and p

lannin

g m

ethods

to e

valu

ate

thei

r ef

fect

iven

ess

in

ensu

ring t

he

pro

gre

ss o

f ch

ildre

n’s

pla

y an

d d

evel

opm

ent

Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

45

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


46

Unit 6: Develop Effective and Informed Professional Practice in Early Years Settings

Unit reference number: A/506/1236

QCF level: 3

Credit value: 4


Unit aim

This unit gives learners the understanding and competence required to engage in continuing professional development in relation to practice. The unit also introduces the importance of continuous reflection and how learners can apply this to their practice.


AC 1.3 Colleagues in early years settings include:

special educational needs coordinator (SENCO)

key person

early years teachers

early years professional

teachers

social workers

police liaison

family support workers

health visitors


dieticians

educational psychologist

child psychiatrists

counsellors


47

AC 3.3 Subject knowledge: for example, in English, mathematics, music, history, or modern foreign languages



Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

48

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Id

entify

any

bar

rier

s to

com

munic

atio

n

1.2

Com

munic

ate

usi

ng s

tandar

d E

nglis

h in w

ritt

en d

ocu

men

ts

1.3

Com

munic

ate

effe

ctiv

ely

usi

ng s

tandar

d E

nglis

h w

hen

spea

king t

o:

Pa

rents

and/o

r ca

rers

C

oll

eag

ues

1

Use

effec

tive

w

ritt

en a

nd s

poke

n

com

munic

atio

n in

the

work

pla

ce

1.4

D

evel

op a

n a

ctio

n p

lan f

or im

pro

vem

ent

for

area

s of

ow

n

com

munic

atio

n r

equirin

g d

evel

opm

ent

2.1

Anal

yse

requirem

ents

rel

atin

g t

o m

ainta

inin

g c

urr

ent

and c

om

pet

ent

pra

ctic

e

2.2

Exp

lain

the

import

ance

of

continued

pro

fess

ional

dev

elopm

ent

to

impro

ve s

kills

and e

arly

yea

rs p

ract

ice

2.3

Anal

yse

the

import

ance

of

reflec

tive

pra

ctic

e in

rel

atio

n t

o w

ork

ing

with c

hild

ren

2

Under

stan

d t

he

import

ance

of

continued

pro

fess

ional

dev

elopm

ent

2.4

Exp

lain

the

import

ance

of

under

stan

din

g t

he

limits

of

per

sonal

co

mpet

ence

Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

49

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

U

se p

rofe

ssio

nal

super

visi

on in o

rder

to im

pro

ve p

ract

ice

3.2

Id

entify

are

as f

or

dev

elopm

ent

3

Be

able

to p

lan f

or

and m

onitor

ow

n

pro

fess

ional

dev

elopm

ent

3.3

D

evel

op a

nd im

ple

men

t an

act

ion p

lan t

o im

pro

ve o

wn:

sk

ills

pra

ctic

e

su

bje

ct k

no

wle

dg

e

4.1

Id

entify

sourc

es o

f in

form

atio

n t

o a

cces

s to

gai

n a

war

enes

s of

ow

n

pra

ctic

e

4.2

Eva

luat

e th

e ef

fect

iven

ess

of

ow

n e

arly

yea

rs p

ract

ice

with c

hild

ren

4

Be

able

to e

ngag

e in

ref

lect

ive

pra

ctic

e

4.3

Id

entify

fac

tors

that

mig

ht

affe

ct o

wn p

ract

ice

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


50

Unit 7: Promote the Health, Safety and Well-being of Children in Early Years Settings

Unit reference number: F/506/1237

QCF level: 3

Credit value: 4


Unit aim

This unit looks at how to create safe environments that still allow children to explore and take risks. The unit also looks at recognising hazards and undertaking risk assessments in the work setting

Essential resources



4.1 Role of practitioners in relation to:

ensuring there is adequate supervision

keeping up-to-date registers

role-modelling safe behaviour

selecting resources and equipment appropriate to children’s age/stage of development

understanding the principles of first aid in response to an accident

knowing how to carry out an emergency evacuation

knowing how and when to call for emergency help in medical and fire emergencies

staying calm and reassuring children.


51

6.1 Prevention and control of infection including:

hand washing

food hygiene

dealing with spillages safely

safe disposal of waste

using correct personal protective equipment

knowledge of common childhood illnesses and immunisation

exclusion periods for infectious diseases

7.1 The risk assessment process, including:

identifying hazards

deciding who may be harmed and how

evaluating the risk

deciding on precautions

recording findings and implementing them

reviewing assessment and updating

7.3 Infection and safety risks including:

in indoor and outdoor play and learning experiences

in personal care routines

in provision of food

in cleaning and maintaining the environment, equipment and toys

when taking children on outings from the setting

8.2 Records and reports include:

medication requirements

special dietary needs

planning

observation and assessment

health, safety and security

accidents

daily registers


Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

52

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1

Under

stan

d h

ealth

and s

afet

y le

gis

lation a

nd

regula

tions

1.1

Exp

lain

how

hea

lth a

nd

safe

ty leg

isla

tion a

nd

regula

tions

are

imple

men

ted

in o

wn w

ork

set

ting

Le

gis

lation:

Hea

lth a

nd S

afet

y at

Work

etc

. Act

1974,

Contr

ol of

Subst

ance

s H

azar

dous

to H

ealth 2

002;

Euro

pea

n S

tandar

d f

or

fixe

d p

lay

equip

men

t; d

uty

of

care

; ag

reed

way

s of

work

ing;

Child

ren A

ct 1

989

amen

ded

2004;

the

Child

care

Act

2006;

the

Reg

ula

tory

Ref

orm

(Fi

re

Saf

ety)

Ord

er 2

005;

the

Dat

a Pr

ote

ctio

n A

ct 1

998;

Saf

eguar

din

g

Vuln

erab

le G

roups

Act

2006,

as a

men

ded

by

the

Prote

ctio

n o

f Fr

eedom

s Act

2012;

Hea

lth a

nd S

oci

al C

are

Act

2012:

Code

of

Prac

tice

on t

he

pre

vention a

nd c

ontr

ol of

infe

ctio

ns

H

ow

the

legis

lation is

imple

men

ted:

Role

s an

d r

esponsi

bili

ties

; m

ainte

nan

ce/p

rovi

sion o

f eq

uip

men

t; inci

den

t re

port

ing;

risk

as

sess

men

t re

view

; tr

ainin

g;

dis

sem

inat

ion o

f findin

gs;

dea

ling w

ith

acci

den

ts,

inju

ries

and e

mer

gen

cy s

ituat

ions;

adm

inis

tering b

asic

first

ai

d if

trai

ned

to d

o s

o;

movi

ng a

nd h

andlin

g p

roce

dure

s; f

ood h

andlin

g

and p

repar

atio

n;

pro

cedure

s fo

r dis

posi

ng o

f cl

inic

al w

aste

Reg

ula

tions:

The

Man

agem

ent

of

Hea

lth a

nd S

afet

y at

Work

Reg

ula

tions

1999;

The

Man

ual

Han

dlin

g O

per

atio

ns

Reg

ula

tions

1992 (

as a

men

ded

in

2002),

th

e Li

ftin

g O

per

atio

ns

and L

ifting E

quip

men

t Reg

ula

tions

1998;

Work

pla

ce (

Hea

lth,

Saf

ety

and W

elfa

re)

Reg

ula

tions

1992:

Pers

onal

Pro

tect

ive

Equip

men

t at

Work

Reg

ula

tions

1992;

Hea

lth a

nd

Saf

ety

(First

Aid

) Reg

ula

tions

1981;

the

Hea

lth a

nd S

afet

y In

form

atio

n

for

Em

plo

yees

Reg

ula

tions

1989:

Rep

orting o

f In

juries

, D

isea

ses

and

Dan

ger

ous

Occ

urr

ence

s Reg

ula

tions

(RID

DO

R)

2013 (

as a

men

ded

);

Contr

ol of

Subst

ance

s H

azar

dous

to H

ealth R

egula

tions

2002 (

CO

SH

H);

M

oto

r Veh

icle

s (W

earing o

f Sea

t Bel

ts)

(Am

endm

ent)

Reg

ula

tions

2006;

Sm

oki

ng B

an (

From

01/0

7/2

007)

EYFS

leg

al r

equirem

ent;

Food H

ygie

ne

Legis

lation 2

006 (

Euro

pea

n D

irec

tive

s);

Food H

ygie

ne

(Engla

nd)

Reg

ula

tions

2005;

Hea

lth P

rote

ctio

n (

Loca

l Auth

ority

Pow

ers)

Reg

ula

tions

2010

Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

53

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

H

ow

the

regula

tions

are

imple

men

ted:

guid

ance

; co

ntr

ol m

easu

res;

tr

ainin

g;

super

visi

on;

oper

atin

g,

report

ing a

nd r

ecord

ing p

roce

dure

s;

firs

t-ai

d s

ituat

ions;

hyg

iene

pro

cedure

s; w

ork

ing c

onditio

ns

and t

he

work

ing e

nvi

ronm

ent;

use

of

equip

men

t; r

egula

tions

for

usi

ng

mec

han

ical

or

elec

tric

al e

quip

men

t; h

ealth c

are

pro

cedure

s; p

roce

dure

s fo

r ad

min

iste

ring p

erso

nal

car

e; food h

ygie

ne

regula

tions;

infe

ctio

n

contr

ol an

d d

ealin

g w

ith h

azar

dous

subst

ance

s; s

ecurity

and p

erso

nal

sa

fety

; pro

cedure

s fo

r per

sonal

sec

urity

and s

afeg

uar

din

g p

erso

nal

pro

per

ty

1.2

Id

entify

sourc

es o

f cu

rren

t guid

ance

for

pla

nnin

g

hea

lthy

and s

afe

envi

ronm

ents

W

ork

-bas

ed t

rain

ing;

Hea

lth a

nd S

afet

y Exe

cutive

; British

Saf

ety

Counci

l; E

uro

pea

n C

om

mis

sion;

Dep

artm

ent

of

Hea

lth;

Ofs

ted;

Public

H

ealth E

ngla

nd

Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

54

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

Id

entify

the

phys

ical

car

e ro

utines

whic

h m

ay b

e ca

rrie

d o

ut

N

appy

chan

gin

g r

outines

; su

pport

ing c

hild

ren in t

he

use

of

the

toile

t;

han

d-w

ashin

g;

skin

car

e; h

air

care

; use

of

toile

trie

s; s

un s

afet

y;

dev

elopm

ent

and c

are

of

teet

h;

applic

atio

n o

f pre

scribed

cre

ams;

ad

min

istr

atio

n o

f m

edic

atio

n;

dre

ssin

g a

nd u

ndre

ssin

g

2.2

D

escr

ibe

how

to p

lan a

nd

carr

y out

phys

ical

car

e ro

utines

suitab

le t

o t

he

age,

st

age

and n

eeds

of

the

child

Consi

sten

cy in c

hild

ren’s

dev

elopm

ent;

consi

sten

t ro

utines

for

child

ren;

choic

e; a

sses

smen

t of

nee

ds;

car

e pla

n;

revi

ew;

par

tici

pat

ion;

use

of

per

sonal

pro

tect

ive

equip

men

t; p

riva

cy;

dig

nity;

conse

nt;

rep

ort

ing;

reco

rdin

g c

han

ges

Suitab

le:

support

req

uired

; le

vel of

per

sonal

car

e; u

se o

f to

ileting

faci

litie

s ap

pro

priat

e to

age,

cultura

l an

d e

thnic

nee

ds,

sta

ge

and n

eeds;

en

coura

gin

g f

ace/

han

d w

ashin

g;

awar

enes

s of

routines

/tim

ings

of

activi

ties

; in

dep

enden

ce w

ith t

eeth

/hai

r/sk

in c

are

2

Under

stan

d h

ow

to

carr

y out

phys

ical

ca

re r

outines

2.3

Exp

lain

pote

ntial

dile

mm

as

bet

wee

n t

he

rights

and

choic

es o

f ch

ildre

n a

nd

hea

lth a

nd s

afet

y re

quirem

ents

Rig

hts

: dig

nity;

pre

fere

nce

s; c

onfiden

tial

ity;

saf

ety;

guid

ance

; risk

as

sess

men

t; s

afeg

uar

din

g;

priva

cy

Choic

es:

Not

wan

ting t

o w

ash h

ands/

face

/tee

th;

choosi

ng p

lay

with r

isk

atta

ched

; pla

y/ac

tions

lead

ing t

o inju

ry f

rom

burn

s, c

hoki

ng,

falli

ng

D

ilem

mas

: U

sing r

isk

asse

ssm

ent

pro

cedure

s, r

egula

tions

and r

elev

ant

hea

lth a

nd s

afet

y le

gis

lation t

o just

ify

com

plia

nce

for

spec

ific

pro

cedure

s or

actions;

enco

ura

gin

g h

and w

ashin

g t

o m

inim

ise

the

spre

ad o

f in

fect

ion b

ut

child

choose

s not

to c

arry

this

out;

acc

epta

ble

and

unac

cepta

ble

ris

k; c

hild

choose

s to

use

thei

r fr

eedom

and c

hoic

e an

d t

o

take

act

ions

with r

isk

invo

lved

Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

55

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

Anal

yse

the

import

ance

of

hea

lth a

nd w

ell-

bei

ng f

or

bab

ies

and c

hild

ren

H

ealthy

dev

elopm

ent;

pro

gre

ssio

n;

self-e

stee

m;

self-a

ctual

isat

ion;

soci

alis

atio

n;

inte

ract

ion;

indep

enden

ce;

mobili

ty;

lear

nin

g;

co-

ord

inat

ion;

achie

vem

ent

Ill hea

lth:

slow

/poor

achie

vem

ent

and d

evel

opm

ent;

ris

k; lac

k of

indep

enden

ce;

relia

nce

on o

ther

s; p

ract

itio

ner

/spec

ialis

t in

terv

ention;

impac

t on m

obili

ty/s

oci

alis

atio

n

3

Under

stan

d w

hy

hea

lth a

nd w

ell-

bei

ng is

import

ant

for

bab

ies

and

child

ren

3.2

D

escr

ibe

way

s of

pro

moting

hea

lthy

lifes

tyle

s fo

r bab

ies

and c

hild

ren

Im

ple

men

ting p

olic

ies

and p

roce

dure

s; s

afe

way

s of

work

ing;

role

m

odel

ling;

active

par

tici

pat

ion;

pla

y; c

reat

ivity;

pla

nnin

g;

asse

ssm

ent;

use

of

reso

urc

es;

par

tner

ship

work

ing;

hea

lthy

options;

pro

motion o

f bre

ast

feed

ing o

f bab

ies

Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

56

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.1

Anal

yse

the

role

of

pra

ctit

ion

ers

in k

eepin

g

child

ren s

afe

and s

ecure

Sec

urity

of

info

rmat

ion;

bal

anci

ng p

rote

ctio

n/s

afet

y/risk

/chal

lenge;

ris

k as

sess

men

t; s

afe

work

ing p

ract

ices

; re

port

ing;

reco

rdin

g;

safe

guar

din

g;

ro

le m

odel

ling;

enco

ura

ge

child

ren t

o k

eep t

hem

selv

es s

afe;

su

per

visi

on;

support

; sa

fety

aw

aren

ess;

tra

inin

g;

monitoring;

obse

rvin

g;

confiden

tial

ity;

sec

urity

of

sett

ing;

polic

ies

and p

roce

dure

s;

safe

way

s of

work

ing;

duty

of ca

re;

whis

tle

blo

win

g;

report

ing;

reco

rdin

g;

reas

sura

nce

; ro

les

and r

esponsi

bili

ties

; boundar

ies

4.2

Id

entify

ow

n r

esponsi

bili

ties

in

rel

atio

n t

o h

ealth a

nd

safe

ty

The

indiv

idual

duty

to t

ake

care

of

ow

n h

ealth a

nd s

afet

y an

d t

hat

of

oth

ers;

under

stan

din

g a

nd a

pply

ing r

elev

ant

legis

lation a

nd a

gre

ed

way

s of

work

ing;

resp

onsi

bili

ty t

o u

nder

take

rel

evan

t tr

ainin

g a

nd

updat

ing a

s re

quired

; co

oper

atin

g w

ith o

ther

s on h

ealth a

nd s

afet

y; u

se

of

pro

tect

ive

cloth

ing;

use

of

equip

men

t an

d s

pec

ialis

ed e

quip

men

t;

cert

ain t

asks

should

not

be

carr

ied o

ut

without

spec

ial tr

ainin

g;

firs

t ai

d

resp

onsi

bili

ties

; ad

min

iste

ring m

edic

atio

n;

hea

lth c

are

pro

cedure

s;

food

han

dlin

g a

nd p

repar

atio

n;

duty

of

care

; re

port

ing;

reco

rdin

g

4.3

Exp

lain

how

hea

lth a

nd

safe

ty is

monitore

d a

nd

mai

nta

ined

M

onitore

d:

Pro

cedure

s; c

odes

of

pra

ctic

e; p

olic

ies;

role

s/re

sponsi

bili

ties

; obse

rvat

ion

M

ainta

ined

: fe

edbac

k; r

evie

w;

eval

uat

ion;

report

ing;

insp

ection;

trai

nin

g

4

Under

stan

d h

ow

to

keep

child

ren s

afe

and s

ecure

in e

arly

ye

ars

sett

ings

4.4

D

escr

ibe

how

peo

ple

in o

wn

work

set

ting a

re m

ade

awar

e of

risk

s an

d h

azar

ds

and e

nco

ura

ged

to w

ork

sa

fely

Aw

aren

ess

of

risk

s an

d h

azar

ds:

tra

inin

g;

super

visi

on;

monitoring;

report

ing;

reco

rdin

g;

polic

ies;

pro

cedure

s; c

odes

of

pra

ctic

e

W

ork

ing s

afel

y: T

rain

ing;

super

visi

on;

feed

bac

k; c

odes

of

pra

ctic

e; r

ole

m

odel

ling;

obse

rvat

ion;

resp

onsi

bili

ty;

shad

ow

ing;

men

toring

Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

57

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

5.1

Id

entify

acc

iden

ts a

nd

emer

gen

cy s

ituat

ions

whic

h

may

occ

ur

in a

n e

arly

yea

rs

sett

ing

Acc

iden

ts:

trip

s; f

alls

; in

juries

; ch

oki

ng;

burn

s

Em

ergen

cy s

ituat

ions:

mis

sing c

hild

; in

truder

; fire

; flood;

gas

lea

k;

illnes

s; t

erro

r al

ert

5.2

Exp

lain

how

to r

espond t

o

acci

den

ts a

nd e

mer

gen

cy

situ

atio

ns

Im

med

iate

ly:

Cle

arin

g t

he

area

; re

mai

nin

g c

alm

; se

ndin

g f

or

hel

p;

calli

ng e

mer

gen

cy s

ervi

ces;

ass

essi

ng t

he

indiv

idual

for

inju

ries

; ad

min

iste

r bas

ic f

irst

aid

if

nec

essa

ry a

nd if

trai

ned

; s

tay

with t

he

per

son u

ntil hel

p a

rriv

es;

obse

rve

and n

ote

any

chan

ges

in c

onditio

n;

pro

vide

a fu

ll ve

rbal

rep

ort

; im

ple

men

ting

polic

ies,

pro

cedure

s; a

gre

ed

way

s of

work

ing;

know

ing w

hen

to a

sk f

or

assi

stan

ce

Aft

er t

he

inci

den

t: C

om

ple

te

writt

en r

eport

; re

leva

nt

docu

men

tation;

iden

tify

ing intr

uder

; par

tner

ship

work

ing;

info

rmin

g p

aren

ts/c

arer

s

5.3

Exp

lain

how

to a

void

inju

ries

in

ear

ly y

ears

set

tings

Saf

e w

ays

of

work

ing;

risk

ass

essm

ent;

mai

nte

nan

ce;

use

of

safe

re

sourc

es;

har

m r

educt

ion t

rain

ing;

role

s an

d r

esponsi

bili

ties

5

Under

stan

d h

ow

to

resp

ond t

o

acci

den

ts a

nd

emer

gen

cy

situ

atio

ns

5.4

D

escr

ibe

the

pro

cedure

s fo

r re

cord

ing a

nd r

eport

ing

acci

den

ts a

nd o

ther

em

ergen

cies

in o

wn s

etting

Corr

ect

form

s;

Rep

ort

ing o

f In

juries

, D

isea

ses

and D

anger

ous

Occ

urr

ence

s Reg

ula

tions

(RID

DO

R)

guid

elin

es;

dat

e an

d t

ime

of

the

inci

den

t; n

ature

of

the

even

t; w

ho w

as a

ffec

ted;

what

act

ion w

as t

aken

;

if it

was

rep

ort

ed t

o t

he

polic

e; p

aren

ts/c

arer

s in

form

ed;

follo

w u

p

action

Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

58

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

6.1

Exp

lain

how

to p

reven

t th

e

spre

ad

of

infe

ctio

n in

early

year

s se

ttin

gs

H

and w

ashin

g;

food h

ygie

ne;

dea

ling w

ith s

pill

ages

saf

ely;

saf

e dis

posa

l of

was

te;

usi

ng c

orr

ect

per

sonal

pro

tect

ive

equip

men

t; k

now

ledge

of

com

mon c

hild

hood illn

esse

s an

d im

munis

atio

n;

excl

usi

on p

erio

ds

for

infe

ctio

us

dis

ease

s

6.2

Id

entify

child

hood infe

ctio

ns

Mea

sles

; ch

icke

n p

ox;

flu

; pneu

monia

; ea

r in

fect

ion;

urine

infe

ctio

n;

cold

; co

ld s

ore

s; f

ungal

infe

ctio

n;

mum

ps;

sore

thro

at;

whoopin

g c

ough

6.3

D

escr

ibe

how

infe

ctio

n m

ay

be

spre

ad in e

arly

yea

rs

sett

ings

Po

or

hyg

iene;

child

/oth

ers

are

infe

ctio

us;

direc

t co

nta

ct;

the

envi

ronm

ent;

unsa

fe p

ract

ice;

poor

food h

andlin

g;

lack

of

report

ing;

inco

rrec

t dis

posa

l of

was

te;

dro

ple

t sp

read

direc

t co

nta

ct;

faec

al r

oute

; blo

od/b

ody

fluid

tra

nsm

issi

on

6.4

D

escr

ibe

legis

lation,

regula

tions

and g

uid

ance

th

at a

pply

to infe

ctio

n

pre

vention a

nd c

ontr

ol in

ea

rly

year

s se

ttin

gs

Le

gis

lation:

Hea

lth a

nd S

afet

y At

Work

etc

Act

1974;

Hea

lth a

nd S

oci

al

Car

e Act

2008;

Contr

ol of

Subst

ance

s H

azar

dous

to H

ealth (

CO

SH

H);

Rep

ort

ing o

f In

juries

, D

isea

ses

and D

anger

ous

Occ

urr

ence

s Reg

ula

tions

2013 (

RID

DO

R)

Reg

ula

tions:

Food H

ygie

ne

(Engla

nd)

Reg

ula

tions

2005;

Hea

lth

Prote

ctio

n (

Loca

l Auth

ority

Pow

ers)

Reg

ula

tions

2010

G

uid

ance

: Pu

blic

Hea

lth E

ngla

nd;

Nat

ional

Day

Nurs

erie

s Ass

oci

atio

n

guid

ance

; O

fste

d s

tandar

ds;

Infe

ctio

n P

reve

ntion S

oci

ety;

Dep

artm

ent

of

Hea

lth;

Hea

lth a

nd S

oci

al C

are

Act

2012 C

ode

of

Prac

tice

on t

he

pre

vention a

nd c

ontr

ol of

infe

ctio

ns

6

Under

stan

d

pre

vention a

nd

contr

ol of

infe

ctio

n

in e

arly

yea

rs

sett

ings

6.5

Exp

lain

the

imm

unis

atio

n

pro

gra

mm

e fo

r ch

ildre

n a

nd

its

role

in infe

ctio

n c

ontr

ol

Pu

blic

Hea

lth E

ngla

nd im

munis

atio

n p

rogra

mm

e; t

he

NH

S v

acci

nat

ion

sched

ule

; har

m r

educt

ion;

safe

ty;

good p

ract

ice;

surv

eilla

nce

; m

onitoring

Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

59

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

7.1

Exp

lain

th

e r

isk

ass

ess

men

t p

roce

ss

Id

entify

the

haz

ards;

dec

ide

who m

ight

be

har

med

and h

ow

; ev

aluat

e th

e risk

s an

d d

ecid

e on p

reca

ution;

reco

rd f

indin

gs

and im

ple

men

t th

em;

revi

ew t

he

asse

ssm

ent

and u

pdat

e as

nec

essa

ry

7.2

D

escr

ibe

how

to c

arry

out

a risk

ass

essm

ent

and r

isk

man

agem

ent

in lin

e w

ith

polic

ies

and p

roce

dure

s

Role

s/re

sponsi

bili

ties

; polic

ies

and p

roce

dure

s of

ow

n s

etting;

com

pet

ence

; iden

tify

the

haz

ard;

dec

ide

who m

ight

be

har

med

; ev

aluat

e th

e risk

fro

m t

he

haz

ards

and d

ecid

e w

hat

should

be

done

to

contr

ol th

e risk

; re

cord

fin

din

gs;

dis

sem

inat

e findin

gs;

rev

iew

the

asse

ssm

ent

and r

evis

e it if

nec

essa

ry

7

Under

stan

d h

ow

to

asse

ss h

ealth a

nd

safe

ty r

isks

in

early

year

s se

ttin

gs

7.3

Exp

lain

how

to a

sses

s in

fect

ion

an

d s

afe

ty r

isks

In

fect

ion a

nd s

afet

y risk

s to

incl

ude:

in

indoor

and o

utd

oor

pla

y an

d lea

rnin

g e

xper

ience

s

in

per

sonal

car

e ro

utines

in

pro

visi

on o

f fo

od

in

cle

anin

g a

nd m

ainta

inin

g t

he

envi

ronm

ent,

equip

men

t an

d t

oys

w

hen

tak

ing c

hild

ren o

n o

utings

from

the

sett

ing

H

azar

d;

risk

; w

ho w

ill b

e af

fect

ed;

seve

rity

; har

m r

educt

ion;

impac

t;

har

m r

educt

ion m

easu

res;

rev

iew

pro

cedure

s; p

ract

ice;

pra

ctitio

ner

co

mpet

ence

; re

sourc

es

Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

60

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

8.1

Exp

lain

the

import

ance

of

mai

nta

inin

g a

ccura

te a

nd

coher

ent

reco

rds

and

report

s

Conta

ct d

etai

ls;

med

ical

info

rmat

ion;

per

sonal

info

rmat

ion;

legal

docu

men

ts;

nec

essa

ry s

afeg

uar

ds

and a

ppro

priat

e use

s of

per

sonal

in

form

atio

n;

issu

es r

elat

ing t

o h

um

an r

ights

; duty

of

care

; ac

cura

cy;

rete

ntion;

avai

labili

ty a

nd d

isposa

l of

info

rmat

ion

8.2

Exp

lain

how

to m

ainta

in

reco

rds

an

d r

ep

ort

s

Rec

ord

ing;

enco

din

g;

legib

ility

; cu

rren

cy;

signed

/dat

ed;

safe

sto

rage;

co

mple

te a

nd u

p-t

o-d

ate;

acc

ura

te

reco

rdin

g a

nd p

assi

ng o

n

info

rmat

ion a

bout

nee

ds

and p

refe

rence

s; r

eport

ing a

ccura

te a

nd

suff

icie

nt

info

rmat

ion t

o t

he

appro

priat

e peo

ple

; sh

are

info

rmat

ion w

ith

indiv

idual

s to

enab

le u

nder

stan

din

g o

f w

hat

has

bee

n r

eport

ed a

nd

reco

rded

and w

hy;

ensu

re t

he

secu

rity

of

acce

ss t

o r

ecord

s an

d r

eport

s ac

cord

ing t

o leg

al a

nd o

rgan

isat

ional

pro

cedure

s; e

thic

al c

odes

; pro

fess

ional

sta

ndar

ds

8

Under

stan

d h

ow

to

mai

nta

in r

ecord

s an

d r

eport

s

8.3

Exp

lain

the

import

ance

of

mai

nta

inin

g t

he

confiden

tial

ity

of

reco

rds

Saf

ety

of

info

rmat

ion;

acce

ssib

ility

; sa

feguar

din

g;

confiden

ce in s

ervi

ce;

trust

; bar

rier

to a

cces

s of

info

rmat

ion;

pro

tect

ion;

har

m r

educt

ion;

anonym

ity;

priva

cy;

legal

rig

ht;

eth

ical

; good p

ract

ice;

duty

of

care

; is

sues

rel

atin

g t

o s

ecure

rec

ord

ing o

f in

form

atio

n;

syst

ems

of

man

ual

re

cord

ing,

secu

rity

of

elec

tronic

rec

ord

ing;

issu

es r

elat

ing t

o s

ecure

st

ora

ge

of

info

rmat

ion

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


61


Delivery

This unit should be delivered in a way that develops learner knowledge and understanding of health and safety in early years settings. It is suggested that learners will benefit from focusing on the overall requirements of each learning outcome, rather than focusing on each assessment criteria individually. Learners will develop knowledge and understanding of the importance of health and safety on the effective delivery of services in early years settings, as well as the effect that safe working practice can have on service provision.

Learners should be encouraged to engage with employers and other employees to gain knowledge and understanding of the provision for personal development in their organisation.


Learning outcome 1 could include a taught session on health and safety legislation and regulations. This could contain input on how health and safety legislation and regulations are implemented in early years settings; identifying where learners can get guidance when planning healthy and safe environments.

Learning outcome 2 could consist of group work where learners research how to carry out physical care routines. Learners should also explore how they would plan and carry out identified physical care routines suitable to the age, stage and needs of the child.

Linked to this is the requirement to explain the dilemmas learners may encounter between the rights and choices of children and health and safety requirements. Case studies could be provided for learners to work through in their groups.

Learning outcome 3 could be delivered by a guest speaker talking about the importance of health and well-being for babies and children. This could include how learners can promote healthy lifestyles for babies and children.

Learning outcome 4 could include a taught session relating to approaches to keeping children safe and secure in early years settings. In their groups learners should carry out an analysis of the role of practitioners in keeping children safe and secure, identifying their own specific responsibilities in relation to this.

The taught session should include how health and safety is monitored and maintained in early years settings and approaches to making people aware of risks and hazards and how people are encouraged to work safely.

Learning outcome 5 could be presented by a guest speaker on how to respond to accidents and emergency situations in the early years setting, exploring the procedures for recording and reporting accidents and other emergencies. Learners could be asked to use group work to state how injuries can be avoided in the setting.

Learning outcome 6 could comprise of case study material to enable learners to understand the importance of and approaches to the prevention and control of infection in early years settings. Learners could be asked to identify childhood infections and to describe how infection may be spread in early years settings.

In their groups learners should be asked to explore the legislation, regulations and guidance that apply to infection prevention and control in early years settings.


62

Finally in this learning outcome learners explore the immunisation programme for children and its role in infection control.

Learning outcome 7 asks learners to understand how to assess health and safety risks in early years settings, explaining the risk assessment process. Risk assessment pro-formas could be used in group work to deliver this learning outcome. Learners are also required to describe the risk assessment and risk management process in line with policies and procedures. Learners are also asked to explain the process of assessing infection and safety risks and could show this through the completion of the risk assessment forms provided.

Learning outcome 8 could be delivered through a taught session using prepared exemplar material to enable learners to explore how records and reports are maintained. The session should also highlight the importance of confidentiality and the significance of maintaining accurate and coherent records and reports.

Assessment


Witness testimony, questioning, professional discussion and written evidence are all sources of evidence which can be used.

Evidence for this unit could be presented in a variety of ways.

Learning outcome 1: using notes from the taught session, evidence could be presented in the form of an information sheet detailing the relevant health and safety legislation and regulations and how they are implemented in the early years setting. Learners should include where information and guidance can be accessed when planning healthy and safe environments.

Learning outcome 2: evidence could be presented in a PowerPoint presentation to deliver to new staff at the setting explaining how to plan and carry out physical care routines suitable to the age, stage and needs of the child. Notes from group work could be used to support this.

The presentation should include information and an activity relating to dilemmas a practitioner could be faced with in relation to the rights and choices of children and health and safety requirements.

Learning outcome 3: using materials from the guest speaker’s presentation, evidence could be provided in the form of a report analysing the importance of health and well-being for babies and children. The report should include methods of promoting healthy lifestyles for babies and children.

Learning outcome 4: evidence could be in the form of an article for the setting’s newsletter explaining a practitioners’ role and responsibilities in keeping children safe and secure. The article should also include approaches used to monitor and maintain health and safety and how people in the setting are informed of risks and hazards and encouraged to work safely at all times.

Learning outcome 5: following on from the presentation, evidence could be in the form of learner responses to a case study involving accidents and emergencies and a flowchart showing how to respond to accidents and emergency situations and the procedures for recording and reporting accidents and emergencies. Learners could also prepare a presentation explaining how injuries can be avoided in the early years setting.


63

Learning outcome 6: using the outcomes of the case study activity, evidence could be in the form of a booklet for new members of staff starting with an overview of legislation, regulations and guidance that apply to infection prevention and control in early years settings and leading on to the importance of infection prevention and control. The booklet should include what childhood infections are and how infection is spread in the setting. Finally there should be an explanation of immunisation programmes and the role they play in infection control for children.

Learning outcome 7: using the outcomes of the group work activity, evidence could be in the form of case study produced detailing key issues and approaches used to assess health and safety risks in early years settings, explaining the risk assessment and management process for infection and safety risks. Exemplar risk assessment forms could be produced for learners to complete using a range of scenarios.

Learning outcome 8: using their findings from the taught session evidence could be in the form of a training session to deliver to staff, which explains the systems and structures in place to support the maintenance of records and reports. The session should include the importance of maintaining accurate and coherent records and reports.

Suggested resource

Textbooks

Lindon, J-Safeguarding and Child Protection: 0-8 Years: Linking Theory and Practice (Hodder Education, 2012) ISBN 9781444145489

Parker, L- The Early Years Health and Safety Handbook (Routledge) ISBN 9780415675321

Rushforth, C- Safeguarding and Child Protection in the Early Years (Early Childhood Essentials) (Practical Pre-School Books 2012) ISBN 9781907241277

Tovey H-Playing Outdoors: Spaces and Places, Risks and Challenge (Debating Play) (Open University Press 2007) ISBN 9780335216413






64

Websites www.4children.org.uk - 4 Children work with children, young people and their families to ensure access to locally based, joined up support from birth to 19.




www.nspcc.org.uk - The NSPCC’s vision is to end cruelty to children in the UK.NSPCC

www.hse.gov.uk - The Health and Safety Executive is the national independent watchdog for work-related health, safety and illness.

www.playengland.org.uk/resources/managing-risk-in-play-provision-implementation-guide.aspx - Play England - Managing Risk in Play Provision

www.playengland.org.uk/charter - Play England Charter for Children’s Play


65

Unit 8: Child Protection and Safeguarding

Unit reference number: J/506/1238

QCF level: 3

Credit value: 5


Unit aim

In this unit learners will consider the concept of safeguarding and investigate the main legislation, guidelines, policies and procedures that support this, including data protection and information handling.

Learners will investigate how to respond to evidence or concerns that a child has been abused or harmed. Learners will also consider the role that risk assessment plays in keeping children safe and secure.


AC 3.1/3.2 The different types of abuse:

domestic

neglect

physical

emotional

sexual abuse

bullying

cyber bullying

AC 4.4 Policies and procedures:

policies to protect children

safe working practices

e-policy

whistle-blowing

information sharing

data protection



Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

66

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Anal

yse

legal

req

uirem

ents

and g

uid

ance

rel

atin

g t

o t

he

safe

guar

din

g

of

child

ren

1.2

Eva

luat

e th

e im

pac

t of

legal

req

uirem

ents

and g

uid

ance

on o

wn r

ole

1

Under

stan

d t

he

legal

req

uirem

ents

an

d g

uid

ance

on

safe

guar

din

g in

early

year

s se

ttin

gs

1.3

Exp

lain

child

ren’s

rig

ht

to b

e sa

fe,

with r

efer

ence

to:

th

e U

nited

Nat

ions

Conve

ntion o

n t

he

Rig

hts

of

the

Child

duty

of

care

sa

fe r

ecru

itm

ent

Ear

ly Y

ears

Foundat

ion S

tage

(EYFS

)

2.1

Exp

lain

ow

n r

esponsi

bili

ties

in r

elat

ion t

o:

co

nfiden

tial

ity

of

info

rmat

ion

sa

feguar

din

g

pro

moting t

he

wel

fare

of

child

ren

pro

tect

ion o

f se

lf a

nd o

ther

s

2.2

M

ainta

in a

ccura

te r

ecord

s re

lating t

o c

hild

ren’s

ove

rall

wel

fare

2.3

Exp

lain

why

it is

import

ant

to e

nsu

re c

hild

ren a

re p

rote

cted

fro

m

har

m w

ithin

the

work

set

ting

2

Be

able

to c

arry

out

ow

n

resp

onsi

bili

ties

in

rela

tion t

o

safe

guar

din

g

2.4

Li

sten

act

ivel

y to

child

ren a

nd v

alue

thei

r co

ntr

ibutions,

opin

ions

and

idea

s

Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

67

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Exp

lain

the

dif

fere

nt

typ

es

of

ab

use

3.2

Exp

lain

indic

ators

of

typ

es

of

ab

use

3.3

Exp

lain

the

import

ance

of

obse

rvin

g a

nd r

efle

ctin

g o

n c

han

ges

in

child

ren's

beh

avio

ur

3.4

Exp

lain

ow

n s

etting’s

pro

cedure

for

pas

sing o

n c

once

rns

about

the

pra

ctic

e of

oth

ers

that

may

im

pac

t on t

he

wel

fare

of

child

ren

3.5

Exp

lain

how

abuse

can

tak

e pla

ce b

y a

range

of

peo

ple

who h

ave

conta

ct w

ith c

hild

ren

3

Under

stan

d t

ypes

an

d indic

ators

of

child

abuse

3.6

Exp

lain

why

it is

import

ant

to w

ork

with c

hild

ren t

o e

nsu

re t

hey

hav

e st

rate

gie

s to

pro

tect

them

selv

es

4.1

D

escr

ibe

how

to r

espond t

o c

once

rns

from

colle

agues

, par

ents

and/o

r ca

rers

that

a c

hild

has

bee

n a

buse

d o

r har

med

4.2

Exp

lain

why

it is

import

ant

to b

elie

ve a

child

and a

void

judgem

ents

4.3

D

escr

ibe

the

role

s an

d r

esponsi

bili

ties

of

the

org

anis

atio

ns

that

may

be

invo

lved

when

a c

hild

has

bee

n a

buse

d o

r har

med

4

Under

stan

d h

ow

to

resp

ond t

o

alle

gat

ions

that

a

child

has

bee

n

abuse

d o

r har

med

4.4

Exp

lain

how

agen

cies

wor

k to

get

her

to d

evel

op p

oli

cies

an

d

pro

ced

ure

s fo

r sa

feguar

din

g

5.1

Exp

lain

the

pro

cess

es u

sed b

y ow

n s

etting t

o c

om

ply

with d

ata

pro

tect

ion a

nd info

rmat

ion h

andlin

g leg

isla

tion

5

Be

able

to m

ainta

in

confiden

tial

ity

of

info

rmat

ion

5.2

Exp

lain

when

info

rmat

ion c

an b

e sh

ared

in r

elat

ion t

o s

afeg

uar

din

g

Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

68

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

6.1

Car

ry o

ut

a risk

ass

essm

ent

in lin

e w

ith o

rgan

isat

ional

polic

ies

and

pro

cedure

s

6.2

Im

ple

men

t polic

ies

and p

roce

dure

s fo

r ke

epin

g c

hild

ren s

afe

in o

wn

work

set

ting

6.3

Exp

lain

how

child

ren’s

res

ilien

ce a

nd w

ell-

bei

ng a

re s

upport

ed in o

wn

work

set

ting

6

Be

able

to m

ainta

in

the

safe

ty a

nd

secu

rity

of

child

ren

in o

wn w

ork

se

ttin

g

6.4

Id

entify

ow

n s

etting’s

rep

ort

ing p

roce

dure

for

poor

pra

ctic

e or

safe

ty

conce

rns

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


69

Unit 9: Partnership Working in Early Years

Unit reference number: L/506/1239

QCF level: 3

Credit value: 3


Unit aim

The aim of this unit is to enable learners to understand the importance and value of co-operative and integrated working in early years settings. The unit also looks at the importance of working in partnership with parents and how to do this effectively.


AC 1.4 Colleagues in early years settings must include:


key person



teachers

social workers

police liaison


health visitors


dieticians


child psychiatrists

counsellors



Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

70

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Exp

lain

the

polic

ies,

pro

cedure

s an

d c

urr

ent

guid

ance

of

the

sett

ing

rela

ting t

o p

artn

ersh

ip w

ork

ing

1.2

Eva

luat

e how

inte

gra

ted w

ork

ing p

ract

ices

del

iver

bet

ter

outc

om

es f

or

child

ren a

nd f

amili

es

1.3

Anal

yse

the

resp

onsi

bili

ties

of

early

year

s pro

fess

ional

s to

work

in

par

tner

ship

1.4

Exp

lain

the

role

s an

d r

esponsi

bili

ties

of

coll

eag

ues

in e

arly

yea

rs

sett

ings

1.5

Exp

lain

why

par

tner

ship

work

ing m

ay b

e difficu

lt in a

multid

isci

plin

ary

team

1.6

Anal

yse

the

impac

t of

par

enta

l rights

on p

artn

ersh

ip w

ork

1

Under

stan

d h

ow

to

work

in p

artn

ersh

ip

in e

arly

yea

rs

sett

ings

1.7

Anal

yse

the

impac

t of

par

enta

l vi

ews

and e

xper

ience

s on p

artn

ersh

ip

work

2.1

W

ork

in p

artn

ersh

ip w

ith c

olle

agues

and o

ther

pro

fess

ional

s in

ear

ly

year

s se

ttin

gs

2

Be

able

to w

ork

in

par

tner

ship

in e

arly

ye

ars

sett

ings

2.2

Fo

llow

leg

isla

tion a

nd c

odes

of

pra

ctic

e re

lating t

o c

onfiden

tial

ity

when

w

ork

ing in p

artn

ersh

ip

Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

71

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Pr

ovi

de

guid

ance

to p

aren

ts a

nd/o

r ca

rers

to e

nab

le t

hem

to t

ake

an

active

role

in t

he

child

’s:

pla

y

le

arnin

g

dev

elopm

ent

3.2

Pr

ovi

de

support

to p

aren

ts a

nd/o

r ca

rers

to h

elp t

hem

to r

ecognis

e an

d v

alue

the

contr

ibutions

they

mak

e to

the

child

’s:

hea

lth

w

ell-

bei

ng

le

arnin

g

dev

elopm

ent

3.3

Com

munic

ate

effe

ctiv

ely

with p

aren

ts a

nd/o

r ca

rers

to s

har

e in

form

atio

n a

bout

child

ren’s

nee

ds

and d

evel

opm

ent

3.4

Rev

iew

ow

n p

erfo

rman

ce in g

ivin

g a

dvi

ce t

o p

aren

ts a

nd/o

r ca

rers

3

Be

able

to w

ork

w

ith p

aren

ts

and/o

r ca

rers

in

early

year

s se

ttin

gs

3.5

D

evel

op a

n a

ctio

n p

lan f

or

impro

vem

ent

in g

ivin

g a

dvi

ce t

o p

aren

ts

and/o

r ca

rers

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


72

Unit 10: Understanding How to Promote Play and Learning in the Early Years

Unit reference number: F/506/1240

QCF level: 3

Credit value: 9


Unit aim

This unit provides an opportunity for learners to understand how children from birth to 5 years of age learn through play. It supports understanding of how people work with children to support their play and learning, including how to plan and prepare for learning and play activities.

Essential resources



AC 1.1 Theoretical perspectives:

Cognitive (e.g. Piaget, social constructivism)

Brain development theory

Humanist (e.g. Maslow)

Social Learning (e.g. Bandura)

Classical conditioning (e.g. Skinner)

Behaviourist (e.g. Wilson)

Theoretical perspectives on learning through freely chosen play in an early years setting including Fraser Brown’s Compound Flexibility

AC 2.1 Types of play:

Creative

Physical

Dramatic


73

AC 2.1 Areas of learning and development:

Communication and language


Personal, social and emotional development

Literacy

Mathematics

Understanding the world

Expressive arts and design

AC 2.4 Key features of an effective play based learning environment:

Outdoor and indoor spaces

Equipment and materials

Planning and organisation

Well trained, supportive and encouraging people

Personalised approach to children’s learning

AC 3.1 Barriers to play based learning:

Poverty and social disadvantage

Rurality

Disability or having special educational needs

Communication barriers

Abuse or bullying

Mental and physical health

Lack of information or poor provision locally

Attitudinal

Cultural

AC 4.1 Activity plans for play and learning

These could include:

A detailed plan of an individual play and learning activity such as cooking

A plan covering play activities for a 2-hour session in a daycare setting or playgroup

A plan for play and learning activities for a baby under 1 year


Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

74

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1

Under

stan

d h

ow

ch

ildre

n f

rom

birth

to

fiv

e ye

ars

lear

n

thro

ugh p

lay

1.1

Anal

yse

the

theo

reti

cal

pers

pect

ives

take

n t

o

lear

nin

g a

nd d

evel

opm

ent

thro

ugh p

lay

Pi

aget

- c

ognitiv

e/co

nst

ruct

ivis

t, lea

rner

-cen

tred

educa

tional

philo

sophy,

le

arnin

g t

hro

ugh p

lay

Ps

ychoan

alyt

ical

- F

reud,

Eriks

on,

effe

cts

of

early

exper

ience

on

per

sonal

ity

H

um

anis

t -

Roger

s gro

wth

pro

moting c

limat

e

M

aslo

w’s

hie

rarc

hy

of

nee

ds,

sel

f-ac

tual

isat

ion,

effe

cts

on s

elf

– c

once

pt

Soci

al lea

rnin

g t

heo

ry -

Ban

dura

, obse

rvat

ional

lea

rnin

g/m

odel

ling,

posi

tive

role

model

s

Beh

avio

urist

appro

ach -

Wils

on

Ski

nner

, use

of

oper

ants

to s

hap

e an

d r

einfo

rce

beh

avio

ur,

use

of

rein

forc

emen

t to

pro

mote

lea

rnin

g

Soci

al p

edag

ogy,

holis

tic

appro

ach t

o c

hild

ren's

exp

erie

ntial

lea

rnin

g

H

ymes

-pla

y is

a lea

rnin

g e

xper

ience

and s

upport

s dev

elopm

ent

and

educa

tion

Le

v Vyg

ots

ky -

child

ren lea

rn a

ctiv

ely

and t

hro

ugh h

ands-

on

exper

ience

s: s

oci

ocu

ltura

l co

gnitiv

e th

eory

H

ow

ard G

ardner

's m

ultip

le inte

lligen

ces

theo

ry

In

form

atio

n -

pro

cess

ing t

heo

ry

The

Reg

gio

Em

ilia

Appro

ach -

a p

rogre

ssiv

e m

odel

of

early

care

and

educa

tion p

ract

ice

and c

urr

iculu

m

Le

arnin

g t

hro

ugh f

reel

y ch

ose

n p

lay

in a

n e

arly

yea

rs s

etting incl

udin

g

Fras

er B

row

n’s

Com

pound F

lexi

bili

ty

Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

75

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.2

Exp

lain

how

child

ren a

re

com

pet

ent

lear

ner

s fr

om

birth

to f

ive

year

s

Fr

om

birth

to t

wel

ve m

onth

s: u

se o

f th

e se

nse

s;

imitat

ing s

ounds;

co

nnec

tions;

exp

lore

thro

ugh t

ouch

, si

ght,

sound,

tast

e, s

mel

l an

d

move

men

t; s

enso

ry a

nd p

hys

ical

exp

lora

tions;

mim

ic;

resp

onsi

ve t

o

stim

ulu

s; m

oto

r ab

ility

Tw

elve

month

s to

tw

o y

ears

: m

oto

r ab

ility

; sa

ying w

ord

s; r

espondin

g t

o

com

man

ds;

sta

rts

to u

se s

hort

sen

tence

s;

contr

ols

and e

xplo

res

world

with lan

guag

e

Tw

o y

ears

to f

ive

year

s: u

se o

f sy

mbols

to r

epre

sent

thoughts

and

languag

e; m

akin

g c

onnec

tions;

can

com

par

e; c

ateg

oris

e; c

lass

ify;

im

agin

atio

n;

crea

tivi

ty;

sear

chin

g o

ut

pat

tern

s; s

har

ing t

houghts

, fe

elin

gs,

under

stan

din

gs

and iden

tities

thro

ugh d

raw

ing;

dan

ce;

dra

ma;

ta

lks

clea

rly;

use

s ad

ult s

pee

ch s

ounds;

has

mas

tere

d b

asic

gra

mm

ar;

rela

tes

a st

ory

Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

76

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2

Under

stan

d t

he

pla

y an

d lea

rnin

g

nee

ds

of

child

ren

2.1

Anal

yse

the

typ

es

of

pla

y

that

support

the

are

as

of

learn

ing a

nd d

evel

opm

ent

outlin

ed in s

tatu

tory

ear

ly

year

s cu

rric

ula

Com

munic

atio

n a

nd lan

guag

e: r

eadin

g;

story

tim

e; r

ole

pla

y; s

and p

lay;

cr

eative

pla

y; w

ater

pla

y; d

ram

atic

pla

y;

imag

inat

ive

pla

y; o

utd

oor

pla

y; d

raw

ing;

writing;

dough/c

lay

pla

y; t

able

-top p

lay;

sm

all w

orld

pla

y; c

onst

ruct

ion p

lay;

songs;

pla

y w

ith s

ounds

and n

ois

es

Ph

ysic

al d

evel

opm

ent:

fr

ee p

lay;

gam

es;

sand p

lay;

wat

er p

lay;

dra

mat

ic p

lay;

im

agin

ativ

e pla

y; o

utd

oor

pla

y; d

ough/c

lay

pla

y; t

able

-to

p p

lay;

sm

all w

orld p

lay;

const

ruct

ion p

lay

Pe

rsonal

, so

cial

and e

motional

dev

elopm

ent:

cre

ativ

e pla

y; r

eadin

g;

story

tim

e; r

ole

pla

y; s

and p

lay;

cre

ativ

e pla

y; w

ater

pla

y; d

ram

atic

pla

y;

imag

inat

ive

pla

y; o

utd

oor

pla

y; d

raw

ing;

writing;

dough/c

lay

pla

y; t

able

-top p

lay;

sm

all w

orld p

lay;

const

ruct

ion p

lay;

songs;

sc

ribblin

g;

musi

cal in

stru

men

ts

Li

tera

cy:

read

ing;

story

tim

e; r

ole

pla

y; lis

tenin

g;

songs;

dra

mat

ic p

lay;

dra

win

g;

writing;

scribblin

g

M

athem

atic

s: r

eadin

g;

story

tim

e; r

ole

pla

y; s

and p

lay;

cre

ativ

e pla

y;

wat

er p

lay;

dra

mat

ic p

lay;

im

agin

ativ

e pla

y; o

utd

oor

pla

y; d

raw

ing;

writing;

dough/c

lay

pla

y; t

able

-top p

lay;

sm

all w

orld

pla

y; c

onst

ruct

ion

pla

y; s

ongs

U

nder

stan

din

g t

he

world:

free

pla

y; g

ames

; sa

nd p

lay;

wat

er p

lay;

dra

mat

ic p

lay;

im

agin

ativ

e pla

y; o

utd

oor

pla

y; d

ough/c

lay

pla

y; t

able

-to

p p

lay;

sm

all w

orld p

lay;

const

ruct

ion p

lay

Exp

ress

ive

arts

and d

esig

n:

art,

musi

c an

d s

ongs,

move

men

t, d

ance

, ro

le-p

lay,

des

ign a

nd t

echnolo

gy;

rea

din

g;

story

tim

e; s

and p

lay;

cr

eative

pla

y; w

ater

pla

y; d

ram

atic

pla

y;

imag

inat

ive

pla

y; o

utd

oor

pla

y; d

raw

ing;

writing;

dough/c

lay

pla

y; t

able

-top p

lay;

sm

all w

orld

pla

y; c

onst

ruct

ion p

lay

Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

77

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.2

Exp

lain

the

effe

ct t

hat

a lac

k of

pla

y ca

n h

ave

on lea

rnin

g

La

te /

slow

dev

elopm

ent;

low

sel

f-es

teem

; im

pac

t on h

appin

ess;

wel

l-bei

ng;

soci

alis

atio

n;

cognitiv

e im

pac

t, p

hys

ical

eff

ects

; so

cial

ski

lls;

move

men

t sk

ills;

co-o

rdin

atio

n;

impac

t on life

chan

ces;

posi

tive

outc

om

es;

lear

nin

g d

elay

; co

nfiden

ce

2.3

Exp

lain

why

child

ren r

equire

a per

sonal

ised

appro

ach t

o

thei

r pla

y an

d lea

rnin

g

nee

ds

In

div

idual

dev

elopm

ent;

str

ength

s/w

eakn

esse

s va

ry;

support

s w

ider

nee

ds;

focu

ssed

ass

essm

ent;

appro

priat

e le

arnin

g

envi

ronm

ent/

reso

urc

es;

lear

nin

g o

bje

ctiv

es;

bes

t ped

agogic

appro

ach;

coher

ence

; m

onitoring;

revi

ew;

obse

rvat

ion

2.4

Anal

yse

the

key f

eatu

res

of

an e

ffec

tive

pla

y bas

ed

lear

nin

g e

nvi

ronm

ent

H

ealth a

nd s

afet

y; p

erso

nal

ised

; la

yout;

spac

e; u

se o

f sp

ace;

res

ourc

es;

pla

nnin

g;

revi

ew;

monitoring;

staf

fing lev

els/

abili

ties

/qual

ific

atio

ns;

en

ablin

g;

fit

for

purp

ose

; se

cure

; flex

ibili

ty;

range

of

options;

st

imula

ting

2.5

Exp

lain

why

both

adult

initia

ted a

nd c

hild

initia

ted

pla

y an

d lea

rnin

g a

ctiv

itie

s ar

e im

port

ant

for

child

ren

from

birth

to f

ive

year

s

Fr

om

birth

: nee

d f

or

guid

ance

/support

fro

m a

dults;

ski

lls d

evel

opm

ent;

in

dep

enden

ce;

indep

enden

ce incr

ease

s; c

reat

ivity;

dev

elopm

ent

of

imag

inat

ion;

area

s of

dev

elopm

ent

addre

ssed

; pla

nnin

g;

obse

rvat

ion;

mix

of

abili

ties

; risk

; in

dep

enden

ce;

choic

e; e

xplo

ration;

chal

lenge;

st

ruct

ure

; ex

per

iential

; goal

s; s

elf-

este

em;

achie

vem

ent;

conce

ntr

atio

n

Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

78

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

Id

entify

the

mai

n b

arr

iers

to

pla

y b

ase

d l

earn

ing

within

ear

ly y

ears

pro

visi

on

Res

ourc

es;

pla

nnin

g;

com

pet

ence

; sk

ills;

ass

essm

ent;

pro

gre

ssio

n;

hea

lth a

nd s

afet

y; a

cces

s; r

egula

tory

req

uirem

ents

; in

clusi

on;

staf

fing;

pove

rty

and s

oci

al d

isad

vanta

ge;

rura

lity;

dem

ogra

phic

s; d

isab

ility

or

hav

ing s

pec

ial ed

uca

tional

nee

ds;

com

munic

atio

n b

arrier

s; a

buse

or

bully

ing;

men

tal an

d p

hys

ical

hea

lth;

lack

of

info

rmat

ion;

poor

loca

l pro

visi

on;

attitu

din

al;

cultura

l

3.2

Anal

yse

how

bar

rier

s to

pla

y ca

n b

e ove

rcom

e

Monitoring;

fundin

g;

insp

ection;

revi

ew;

eval

uat

ion;

trai

nin

g a

nd

dev

elopm

ent;

acc

ess

audit;

recr

uitm

ent;

spac

e; s

taff

ing lev

els;

re

sourc

ing

3

Under

stan

d h

ow

bar

rier

s to

pla

y bas

ed lea

rnin

g c

an

be

ove

rcom

e

3.3

Exp

lain

way

s in

whic

h

child

ren w

ith a

dditio

nal

nee

ds

can p

artici

pat

e fu

lly in

pla

y an

d lea

rnin

g a

ctiv

itie

s

Pl

annin

g;

revi

ew;

use

of

envi

ronm

ent/

spac

e; incl

usi

on;

asse

ssm

ent;

sp

ecia

list

inte

rven

tion;

par

ent/

care

r in

volv

emen

t; a

dap

tation o

f re

sourc

e/ac

tivi

ty

Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

79

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.1

Exp

lain

how

to

pla

n a

pla

y bas

ed a

ppro

ach t

o lea

rnin

g

for

early

year

s ch

ildre

n

Envi

ronm

ent;

dis

pla

ys;

visu

al;

tact

ile;

safe

; in

clusi

ve;

mee

ting

child

ren’s

nee

ds;

acc

essi

ble

; use

of sp

ace;

chec

k hea

ting,

lighting,

ventila

tion;

monitoring;

asse

ssm

ent

4.2

Exp

lain

how

to s

upport

a

pla

y bas

ed a

ppro

ach t

o

lear

nin

g f

or

early

year

s ch

ildre

n

Ach

ieve

men

ts;

ackn

ow

ledgem

ent

of

achie

vem

ents

; pra

ise;

hel

p c

hild

ren

to m

ake

pro

gre

ss/a

chie

ve a

ppro

priat

e goal

s to

thei

r ag

e, n

eeds

and

abili

ties

; en

coura

ge

child

ren t

o p

artici

pat

e; c

onsi

sten

cy;

rea

ssura

nce

; ch

ange;

chal

lenge;

se

curity

; re

assu

rance

; so

cial

isin

g

4.3

Eva

luat

e diffe

rent

mat

eria

ls

and e

quip

men

t to

support

pla

y bas

ed lea

rnin

g

opport

unitie

s fo

r ch

ildre

n in

thei

r ea

rly

year

s

N

atura

l m

ater

ials

: sa

nd,

wat

er a

nd w

ood;

const

ruct

ional

appar

atus;

hom

e co

rner

equip

men

t an

d m

ater

ials

; dre

ssin

g u

p c

loth

es;

musi

cal

inst

rum

ents

; glu

e or

pas

te;

books

; pai

nt;

diffe

rent

pap

ers;

pla

y dough;

clay

; ca

rd o

f diffe

rent

types

; co

nst

ruct

ion e

quip

men

t; s

mal

l co

nst

ruct

ional

appar

atus;

blo

cks;

mat

eria

ls f

or

imag

inat

ive

pla

y

4

Under

stan

d h

ow

to

support

pla

y an

d

lear

nin

g a

ctiv

itie

s

4.4

Exp

lain

the

role

of

the

adult

in s

upport

ing c

hild

ren’s

pla

y bas

ed lea

rnin

g

Super

visi

on;

monitoring;

obse

rvat

ion;

role

pla

y; a

sses

smen

t;

enco

ura

gem

ent;

pra

ise;

rei

nfo

rcem

ent;

rep

ort

ing;

hea

lth a

nd s

afet

y;

risk

ass

essm

ent

Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

80

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

5.1

Exp

lain

why

child

ren n

eed t

o

be

able

to t

ake

risk

s in

pla

y

Dev

elopm

ent;

confiden

ce;

crea

tivi

ty;

indep

enden

ce;

self-e

stee

m;

ch

alle

nge;

exp

lora

tion;

self-d

evel

opm

ent;

lea

rnin

g;

self-s

uff

icie

ncy

; ru

les;

boundar

ies

5.2

Anal

yse

the

role

of

pla

y in

en

ablin

g c

hild

ren t

o lea

rn t

o

man

age

risk

for

them

selv

es

and o

ther

s

Saf

e en

viro

nm

ent;

child

ren t

esting idea

s fo

r th

emse

lves

; m

onitoring;

obse

rvat

ion;

asse

ssm

ent;

rep

ort

ing;

reco

rdin

g;

reso

urc

es;

pla

nnin

g;

goal

s; o

utc

om

es;

support

mec

han

ism

s

5.3

Id

entify

ris

ks a

nd h

azar

ds

in

an e

arly

yea

rs s

etting

Ris

ks:

the

chan

ce o

r pro

bab

ility

that

a p

erso

n w

ill b

e har

med

; sa

fety

; co

ntr

olle

d e

nvi

ronm

ent;

saf

eguar

din

g

H

azar

ds:

sourc

e of

har

m o

r dan

ger

; eq

uip

men

t; t

oys

; en

viro

nm

ent;

st

affing lev

els;

untr

ained

sta

ff;

lack

of

super

visi

on;

activi

ties

; co

nditio

ns;

act

ive

pla

y; o

utd

oors

; fa

ults;

subst

ance

s; p

oor

lighting

5

Under

stan

d t

he

princi

ple

s of

man

agin

g r

isk

in

early

year

s se

ttin

gs

5.4

Exp

lain

the

princi

ple

s of

risk

an

d b

enef

it a

sses

smen

t pro

fo

rma

for

an e

arly

yea

rs

sett

ing

H

arm

red

uct

ion;

iden

tify

the

haz

ards;

dec

ide

who m

ight

be

har

med

and

how

; ev

aluat

e th

e risk

s an

d d

ecid

e on p

reca

ution;

reco

rd f

indin

gs

and

imple

men

t th

em;

revi

ew t

he

asse

ssm

ent

and u

pdat

e as

nec

essa

ry

Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

81

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

5.5

Exp

lain

the

legal

fra

mew

ork

an

d c

urr

ent

nat

ional

guid

elin

es f

or

safe

ty in e

arly

ye

ars

sett

ings

Le

gal

fra

mew

ork

: th

e H

ealth a

nd S

afet

y at

Work

etc

Act

1974;

the

Child

care

Act

2006;

Saf

eguar

din

g V

uln

erab

le G

roups

Act

2006

(Contr

olle

d A

ctiv

ity

and P

resc

ribed

Crite

ria)

Reg

ula

tions

2012;

Rep

ort

ing

of

Inju

ries

, D

isea

ses

and D

anger

ous

Occ

urr

ence

s Reg

ula

tions

(RID

DO

R)

2013;

Saf

eguar

din

g V

uln

erab

le G

roups

Act

2006;

The

Man

agem

ent

of

Hea

lth a

nd S

afet

y at

Work

Reg

ula

tions

1999;

Man

ual

Han

dlin

g

Oper

atio

ns

Reg

ula

tions

1992 (

MH

OR)

(as

amen

ded

2002);

Lifting

Oper

atio

ns

and L

ifting E

quip

men

t Reg

ula

tions

1998 (

LOLE

R);

Hea

lth a

nd

Soci

al C

are

Act

2008;

Contr

ol of Subst

ance

s H

azar

dous

to H

ealth

(CO

SH

H);

The

Child

care

(G

ener

al C

hild

care

Reg

iste

r) R

egula

tions

2008;

Food H

ygie

ne

(Engla

nd)

Reg

ula

tions

2005;

Hea

lth P

rote

ctio

n (

Loca

l Auth

ority

Pow

ers)

Reg

ula

tions

2010

G

uid

elin

es:

Work

ing T

oget

her

to S

afeg

uar

d C

hild

ren 2

013;

Sta

tuto

ry

Fram

ework

for

the

Ear

ly Y

ears

Foundat

ion S

tage

2012;

Giv

ing

med

icat

ion t

o c

hild

ren in r

egis

tere

d c

hild

care

, O

fste

d,

2013;

Req

uirem

ents

for

risk

ass

essm

ents

, O

fste

d,

2012

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


82


Delivery

This unit should be delivered in a way that develops learner knowledge and understanding of play and learning in early years settings. It is suggested that learners will benefit from focusing on the overall requirements of each learning outcome, rather than focusing on each assessment criteria individually. Learners will develop knowledge and understanding of the importance of play and learning and its’ impact on the effective delivery of services in early years settings, as well as the effect that risk management and safe working practice can have on service provision.

Learners should be encouraged to engage with employers and other employees to gain knowledge and understanding of the provision for play and learning in their organisation.


Learning outcome 1 could comprise of a taught session on the theoretical perspectives taken to learning and development through play. This could contain input on how children are competent at learning from birth to five years

Learning outcome 2 could consist of group work where learners carry out an analysis of the types of play that support the areas of learning and development outlined in statutory early years curricula. Learners should also explore the importance of adult initiated and child initiated play and learning activities for children from birth to five years.

In addition learners should investigate the impact that a lack of play can have on children and why play and learning needs required a personalised approach.

Linked to this is the requirement to analyse the features of an effective play based learning environment. Case studies could be provided for learners to work through in their groups.

Learning outcome 3 could be delivered by a guest speaker talking about the barriers to play based learning within early years settings. This could include approaches to overcoming these barriers. The guest speaker should also explore how children with additional needs can be supported to participate fully in play and learning activities.

Learning outcome 4 could include a taught session exploring how to plan a play based approach to learning for early years children. In their groups learners should evaluate a range of materials and equipment they might use to support play based learning opportunities for children in their early years.

The taught session should include how adults support play based learning.

Learning outcome 5 could be presented by a guest speaker on managing risk in play and the role of play in enabling children to learn to manage risk for themselves and others. The guest speaker should also explore risks and hazards in an early years setting and the principles of risk and benefit assessment pro forma for an early years setting.

Learners could be asked to use group work to carry out look at the legal framework and current national guidelines for safety in early years settings.


83

Assessment


Witness testimony, questioning, professional discussion and written evidence are all sources of evidence, which can be used.

Evidence for this unit could be presented in a variety of ways.

Learning outcome 1: using notes from the taught session, evidence could be presented in the form of an information sheet detailing the theoretical perspectives taken to learning and development through play. Learners should include an explanation relating to how children are competent learners from birth to five years

Learning outcome 2: evidence could be presented in the form of a PowerPoint presentation to deliver to new staff at the setting explaining the types of play that support the areas of learning and development outlined in statutory early years curricula.

Notes from group work could be used to support this.

The presentation should include information and an activity relating to the effect that a lack of play can have on learning and why children require a personalised approach to their play and learning needs.

Detail should be provide on the key features of an effective play based learning environment case study material could be used as exemplars to highlight the reasons for the importance of adult initiated and child initiated play and learning activities for children from birth to five years.

Learning outcome 3: using materials from the guest speaker’s presentation, evidence could be provided in the form of a report identifying barriers to play based learning and an analysis of hoe these barriers can be overcome.

The report should include methods of ensuring children with additional needs can participate fully in play and learning activities.

Learning outcome 4: evidence could be in the form of an article for the setting’s newsletter explaining how to plan a play based approach to learning for early years children.

The article should also include approaches to supporting a play-based approach to learning for early years children and an evaluation of the range of materials and equipment available to support play based learning opportunities for children in their early years. Finally, learners are asked to explain the role adults play in supporting children’s play based learning

Learning outcome 5: following on from the presentation, evidence could be in the form of learner responses to a case study exploring why children need to be able to take risks in play and the role of play in enabling children to learn to manage risk for themselves and others and a flowchart showing the principles of risk and benefit assessment pro forma for an early years setting and risks and hazards in an early years setting.

Learners could also prepare a presentation explaining the legal framework and current national guidelines for safety in early years settings


84

Suggested resource

Textbooks

Beckley P, Elvidge K and Hendry H – Implementing the Early Years Foundation Stage: A Handbook (Open University Press, 2009) ISBN 9780335236152

Broadhead P, Howard J and Wood E (editors) – Play and Learning in the Early Years (Sage, 2010) ISBN 9781849200066

Brock A and Rankin C – Communication, Language and Literacy from Birth to Five (Sage, 2008) ISBN 9781412945905

Ferrett E and Hughes P - Introduction to Health and Safety at Work (Butterworth-Heinemann, 2011) ISBN 9780080970707

Health and Safety Executive – Management of Health and Safety at Work (HSE Books, 2000) ISBN 9780717624881

Henmans Solicitors - Health and Safety at Work Essentials 7th edition (Lawpack, 2012) ISBN 9781907765421

Pound, L. Thinking and Learning About Mathematics in the Early Years, (Routledge, 2008) ISBN 9780415432368

Rushforth, C- Safeguarding and Child Protection in the Early Years (Early Childhood Essentials) (Practical Pre-School Books 2012) ISBN 9781907241277

Tovey H-Playing Outdoors: Spaces and Places, Risks and Challenge (Debating Play) (Open University Press 2007) ISBN 9780335216413


Early Years Educator www.earlyyearseducator.co.uk

Nursery World www.nurseryworld.co.uk


Websites

www.4children.org.uk - 4 Children

www.britsafe.org - British Safety Council

www.challengeforyouth.org - Challenge for Youth

www.childrenslawcentre.org - Children’s Law Centre

https://www.education.gov.uk/publications/standard/AllPublications/Page1/DFE-00023-2012 - Department for Education, (2012) Statutory Framework for the Early Years Foundation Stage

www.earlyyearseducator.co.uk - Early Years Educator magazine

www.hse.gov.uk - Health and Safety Executive

www.kids.org.uk - Kids is a leading disabled children’s charity

www.ncb.org.uk - National Children’s Bureau

www.nspcc.org.uk – National Society for the Prevention of Cruelty to Children (NSPCC)

www.nurseryworld.co.uk - Nursery World magazine

www.ipaworld.org – International Play Association, promoting children’s right to play


85

Unit 11: Support Children’s Outdoor Play

Unit reference number: J/506/1241

QCF level: 3

Credit value: 4


Unit aim

The aim of this unit is to support learners to develop the knowledge, understanding and skills to be able to support children’s outdoor play. It covers the planning of activities, the use of assessment to develop and improve on plans and the importance of reflecting on own practice.




Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

86

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Anal

yse

the

ben

efits

of outd

oor

pla

y on c

hild

ren’s

H

ealth

Le

arnin

g

D

evel

opm

ent

1.2

Exp

lain

how

outd

oor

pla

y is

lin

ked t

o o

ther

are

as o

f le

arnin

g a

nd

dev

elopm

ent

1.3

Exp

lain

how

holis

tic

pla

ns

support

acc

ess

to o

utd

oor

pla

y fo

r ev

ery

child

in t

he

sett

ing,

incl

udin

g t

hose

with s

pec

ific

req

uirem

ents

1.4

Exp

lain

why

child

ren n

eed t

o e

xper

imen

t, e

xplo

re a

nd t

ake

risk

th

rough o

utd

oor

pla

y

1.5

Exp

lain

how

the

dev

elopm

ent

of outd

oor

pla

y is

support

ed t

hro

ugh

the

com

bin

atio

n o

f ad

ult-l

ed a

ctiv

itie

s an

d c

hild

-initia

ted a

ctiv

itie

s

1

Under

stan

d t

he

import

ance

of

outd

oor

pla

y fo

r ch

ildre

n’s

hea

lth,

lear

nin

g a

nd

dev

elopm

ent

1.6

Exp

lain

the

import

ance

of

mak

ing a

n a

sses

smen

t of

child

ren’s

outd

oor

pla

y

2.1

M

ake

an a

sses

smen

t of

a giv

en c

hild

’s o

utd

oor

pla

y

2.2

U

se a

sses

smen

ts a

s a

bas

is f

or

both

short

ter

m a

nd long t

erm

pla

nnin

g f

or

the

dev

elop

men

t of

outd

oor

pla

y

2

Be

able

to u

se

asse

ssm

ents

to

dev

elop p

lans

to

support

outd

oor

pla

y 2.3

Id

entify

sourc

es o

f in

form

atio

n t

o su

pport

the

dev

elopm

ent

of

outd

oor

pla

y

Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

87

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

D

evel

op a

holis

tic

pla

n w

ith input

from

a g

iven

child

, w

hic

h

inco

rpora

tes

outd

oor

pla

y, t

o incl

ude:

Envi

ronm

ents

within

the

work

set

ting

Envi

ronm

ents

outs

ide

of

the

work

set

ting

3.2

D

eliv

er a

holis

tic

pla

n w

hic

h inco

rpora

tes

the

dev

elopm

ent

of

outd

oor

pla

y

3.3

Pl

an p

lay

activi

ties

that

mak

e th

e bes

t use

of

outd

oor

spac

e

3.4

U

se o

utd

oor

pla

y w

ith c

hild

ren in e

very

day

act

ivitie

s an

d r

outines

to

support

thei

r le

arnin

g a

nd d

evel

opm

ent

3.5

Pr

ovi

de

both

str

uct

ure

d a

nd s

ponta

neo

us

opport

unitie

s an

d a

ctiv

itie

s th

at d

evel

op c

hild

ren’s

outd

oor

pla

y

3

Be

able

to u

se

activi

ties

for

the

dev

elopm

ent

of

child

ren’s

outd

oor

pla

y

3.6

Enco

ura

ge

and p

rais

e ch

ildre

n in t

hei

r cr

eative

use

of

outd

oor

pla

y

4.1

Eva

luat

e how

ow

n p

ract

ice

has

contr

ibute

d t

o t

he

dev

elopm

ent

of

child

ren’s

outd

oor

pla

y

4.2

Pl

an h

ow

to a

dap

t ow

n p

ract

ice

to s

upport

child

ren’s

outd

oor

pla

y

4

Be

able

to r

efle

ct

on o

wn

per

form

ance

in

support

ing t

he

dev

elopm

ent

of

child

ren’s

outd

oor

pla

y

4.3

Id

entify

tra

inin

g a

nd d

evel

opm

ent

nee

ds

for

the

impro

vem

ent

of

ow

n

pra

ctic

e

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


88

Unit 12: Understand How to Work With Children in Home-Based Care

Unit reference number: L/506/1242

QCF level: 3

Credit value: 9


Unit aim

The aim of this unit is to support the learner to understand how to work in home-based care. This unit supports learners to understand the value of home-based care and to be aware of how to establish a safe and healthy home-based environment for children.

The unit will enable the learner to develop an understanding of how to provide play for differing ages and how to meet the personal, social and emotional needs of children in a home-based childcare environment. Finally, the unit looks at the role of parents and/or carers and other agencies as partners in home-based childcare.

Essential resources



AC 2.1 Risks to include:

Accidents

Incidents

Children who are unwell

Medication

AC 5.4 Other agencies:

carers

foster carers

residential workers

social workers

psychologists

doctors


89

support workers

police

youth justice


inspectors

AC 5.5 Other settings:

schools

nurseries

hospitals

healthcare settings

social care settings


Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

90

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

Exp

lain

the

import

ance

of

consi

sten

t ca

re f

or

child

ren

and f

amili

es

Confiden

ce;

self-e

stee

m;

self-d

evel

opm

ent;

ach

ieve

men

t; s

oci

alis

atio

n;

stru

cture

; ro

utine;

com

fort

; sa

fety

; se

curity

; in

dep

enden

ce;

choic

es;

guid

ance

; su

pport

1.2

Id

entify

the

ben

efits

of

flex

ible

hom

e-bas

ed c

are

W

ork

ing h

ours

; co

nsi

sten

cy;

continuity;

dev

elopm

ent;

sec

urity

; fa

mili

arity;

pro

duct

ivity;

par

ents

/car

ers

can f

ocu

s on w

ork

role

; re

assu

rance

; in

spec

ted;

contr

actu

al;

emer

gen

cy c

ove

r; w

rap-a

round

care

; su

per

vise

d;

com

munity-

bas

ed;

cost

effec

tive

1.3

Id

entify

the

ben

efits

of

siblin

gs

bei

ng c

ared

for

toget

her

Continuity;

consi

sten

cy;

fam

iliar

ity;

rea

ssura

nce

; dev

elopm

ent;

cost

ef

fect

ive;

loca

tion;

acce

ss;

tim

e/re

sourc

e im

plic

atio

ns

1.4

Exp

lain

the

ben

efits

to a

ch

ild o

f ca

re in a

sm

alle

r gro

up

Pe

rsonal

ised

car

e; a

tten

tion;

monitoring;

obse

rvat

ion;

iden

tifica

tion o

f nee

ds;

inte

ract

ion;

soci

alis

atio

n;

fam

iliar

ity;

confiden

ce

1

Under

stan

d t

he

valu

e of

hom

e-bas

ed c

are

for

child

ren a

nd

fam

ilies

1.5

Exp

lain

the

import

ance

of

hom

e-bas

ed c

are

during

per

iods

of

tran

sition

Sta

bili

ty;

consi

sten

cy;

support

; co

ntinuity;

com

fort

; se

curity

; ac

cepta

nce

; re

sponsi

ve

Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

91

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

Exp

lain

the

import

ance

of

man

agin

g r

isks

within

the

hom

e-bas

ed c

hild

care

en

viro

nm

ent

Ris

k as

sess

men

t; s

afet

y; s

afeg

uar

din

g;

liabili

ty;

resp

onsi

bili

ty;

wel

l-bei

ng;

hea

lth;

chal

lenge;

rep

uta

tion;

duty

of

care

2.2

Exp

lain

the

safe

guar

din

g

polic

ies

and p

roce

dure

s re

leva

nt

to t

he

hom

e-bas

ed

child

care

envi

ronm

ent

Polic

ies:

acc

iden

t/in

ciden

t; a

dm

issi

ons;

conce

rns,

com

plim

ents

and

com

pla

ints

; sa

fe d

isposa

l of

was

te;

e-sa

fety

; sa

feguar

din

g;

infe

ctio

n

contr

ol;

hea

lth a

nd s

afet

y; illn

ess/

inju

ry;

lost

/mis

sing c

hild

; risk

as

sess

men

t; b

ehav

iour;

bully

ing

Pr

oce

dure

s: a

ccid

ent/

inci

den

t;

arriva

l/dep

artu

res;

beh

avio

ur

man

agem

ent;

co

nfiden

tial

ity;

ris

k as

sess

men

t; s

taff r

ecru

itm

ent;

in

fect

ion p

reve

ntion a

nd c

ontr

ol;

hea

lth a

nd s

afet

y; e

-saf

ety;

bully

ing;

lost

/mis

sing c

hild

; sa

feguar

din

g;

dea

ling w

ith a

llegat

ions

agai

nst

m

ember

s of

staf

f; t

he

use

of

mobile

phones

and c

amer

as;

care

routines

; ad

min

istr

atio

n o

f m

edic

atio

n

2.3

Exp

lain

the

pro

cedure

for

safe

rec

ruitm

ent

of

staf

f

Polic

y/pro

cedure

im

ple

men

tation;

emplo

ymen

t ch

ecks

; The

Dis

closu

re

and B

arring S

ervi

ce c

hec

ks (

DBS);

ref

eren

ces;

com

pet

ence

; pre

vious

exper

ience

/em

plo

yer;

vet

ting;

emplo

ymen

t ch

ecks

; re

cord

ing/s

tora

ge

of

info

rmat

ion;

role

s/re

sponsi

bili

ties

; id

entity

chec

ks

2

Under

stan

d h

ow

to

esta

blis

h a

saf

e an

d h

ealthy

hom

e-bas

ed e

nvi

ronm

ent

for

child

ren

2.4

Exp

lain

the

issu

es

conce

rnin

g c

onfiden

tial

ity

within

the

hom

e-bas

ed

child

care

envi

ronm

ent

Sto

rage

of

info

rmat

ion;

acce

ss;

nee

d t

o k

now

; priva

cy;

exch

ange

of

info

rmat

ion;

secu

rity

; ow

n f

amily

hav

ing a

cces

s to

confiden

tial

in

form

atio

n

Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

92

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.5

Eva

luat

e th

e im

pac

t to

a

lone

work

er o

f a

child

pro

tect

ion iss

ue

occ

urr

ing

on:

Sel

f

O

wn f

amily

Busi

nes

s

Sel

f: a

nxi

ety;

rep

uta

tion;

self-e

stee

m;

confiden

ce;

conce

rn;

loss

of

dig

nity;

sel

f-im

age;

tra

um

a

O

wn f

amily

: unce

rtai

nty

; w

orr

y; a

nxi

ety;

confu

sion;

conce

rn;

loss

of

priva

cy;

reputa

tion

Busi

nes

s: p

ote

ntial

loss

of

earn

ings;

rep

uta

tion;

cost

s; o

utc

om

es;

pla

nnin

g

2.6

Exp

lain

how

to p

rom

ote

hea

lthy

lifes

tyle

s in

a h

om

e-bas

ed c

hild

care

set

ting

H

ealthy

eating;

role

model

ling;

infe

ctio

n c

ontr

ol;

hyg

iene;

exe

rcis

e;

atte

ndin

g a

ppoin

tmen

ts;

per

sonal

cle

anlin

ess;

routines

Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

93

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

Exp

lain

how

to r

ecognis

e th

e pla

y nee

ds

of

diffe

rent

child

ren

O

bse

rvat

ion;

monitoring;

pla

nnin

g;

par

tner

ship

; as

sess

men

t; s

tages

of

dev

elopm

ent;

par

ent

and/o

r ca

rer

guid

ance

; in

tera

ctio

n;

gat

her

ing

info

rmat

ion

3.2

Eva

luat

e th

e im

port

ance

of

pla

y to

child

dev

elopm

ent

Soci

al,

emotional

, in

telle

ctual

and p

hys

ical

dev

elopm

ent;

soci

alis

atio

n;

chal

lenge;

indep

enden

ce;

self-e

stee

m;

hea

lth;

wel

l-bei

ng;

self-

awar

enes

s; c

onfiden

ce;

crea

tivi

ty;

imag

inat

ion;

resi

lience

; pro

ble

m

solv

ing;

inte

ract

ion

3.3

Exp

lain

how

to m

easu

re a

nd

reco

rd c

hild

ren’s

pro

gre

ss

during p

lay

M

easu

re:

obse

rvat

ion;

reflec

tion;

task

s; t

ests

; in

dic

ators

; as

pec

ts o

f dev

elopm

ent;

evi

den

ce;

skill

s; a

ttitudes

; k

now

ledge

Rec

ord

: co

nse

nt;

chec

klis

t; a

ccura

cy;

clar

ity;

leg

ibili

ty;

criter

ia;

outc

om

es;

shar

ing o

f in

form

atio

n;

confiden

tial

ity;

evi

den

ce

3.4

Eva

luat

e th

e im

port

ance

of

pla

nnin

g c

hild

ren’s

pla

y ac

tivi

ties

Conse

nt;

acc

ess;

priva

cy;

flex

ibili

ty;

pre

par

atio

n;

reco

rds;

act

ivitie

s;

inte

rruptions;

aw

aren

ess;

res

ourc

es;

staf

fing

3.5

Exp

lain

the

import

ance

of

early

inte

rven

tion t

o

child

ren’s

dev

elopm

ent

Support

ing s

pec

ific

asp

ects

of

dev

elopm

ent;

im

pac

t on a

ll ar

eas

of

dev

elopm

ent;

pro

gre

ssio

n;

achie

vem

ent;

support

in p

lace

; re

sourc

es;

asse

ssm

ent;

to e

nhan

ce d

evel

opm

ent

3.6

Exp

lain

how

to u

se e

very

day

ac

tivi

ties

to s

upport

pla

y

D

evel

opm

ent;

soci

alis

atio

n;

incl

usi

on;

pla

nnin

g;

imple

men

tation;

pre

par

atio

n;

routines

; obse

rvat

ion;

reso

urc

ing

3.7

Exp

lain

how

to e

nco

ura

ge

child

ren o

f diffe

rent

ages

to

par

tici

pat

e in

diffe

rent

types

of

pla

y at

the

sam

e tim

e

Ass

essm

ent;

iden

tifica

tion o

f nee

ds;

rev

iew

; st

ruct

ure

; fa

cilit

ate;

role

s;

variet

y; c

hoic

es;

pre

fere

nce

s; a

bili

ties

; use

of

spac

e/re

sourc

es;

enco

ura

gem

ent;

pra

ise;

holis

tic

appro

ach

3

Under

stan

d h

ow

to

pro

vide

pla

y fo

r diffe

ring a

ges

of

child

ren in a

hom

e-bas

ed

envi

ronm

ent

3.8

Eva

luat

e th

e im

port

ance

of

bal

anci

ng c

hild

-initia

ted a

nd

adult-l

ed p

lay

O

utc

om

es;

opport

unitie

s; v

aria

tion;

explo

ration;

range

of

activi

ties

; use

of

reso

urc

es;

self-i

nitia

ted;

exper

imen

tal;

invo

lvem

ent;

incl

usi

on;

dev

elopm

enta

l ar

eas;

focu

s

Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

94

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.9

Exp

lain

how

to s

how

ch

ildre

n t

hat

thei

r pla

y is

va

lued

Fe

edbac

k; p

rais

e; e

nco

ura

gem

ent;

mile

stones

; in

volv

emen

t; incl

usi

on;

pla

nnin

g;

rew

ard

Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

95

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.1

Exp

lain

the

import

ance

of

reco

gnis

ing t

he

indiv

idual

nee

ds

of

child

ren in a

gro

up

sett

ing

Rat

es o

f dev

elopm

ent;

abili

ties

; pre

fere

nce

s; c

hoic

es;

achie

vem

ent;

in

clusi

on

4.2

Exp

lain

met

hods

of

form

ing

secu

re r

elat

ionsh

ips

with

child

ren

Eff

ective

com

munic

atio

n;

incl

usi

on;

consi

sten

cy;

invo

lvem

ent;

fe

edbac

k;

continuity;

tru

st;

open

nes

s; m

eeting n

eeds;

no f

avouritism

; under

stan

din

g o

f nee

ds;

wel

com

ing e

nvi

ronm

ent

4.3

Exp

lain

the

pote

ntial

im

pac

t th

at n

ew r

elat

ionsh

ips

with

child

ren m

ay h

ave

on o

ther

ch

ildre

n in t

he

hom

e-bas

ed

child

care

envi

ronm

ent

Im

pac

t on o

wn c

hild

ren;

anxi

ety;

inse

curity

; se

lf-e

stee

m;

invo

lvem

ent;

dev

elopm

ent;

unse

ttlin

g;

routine;

str

ess;

support

ive;

dis

trac

ting;

dis

ruption

4.4

Exp

lain

the

import

ance

of

incl

udin

g c

hild

ren in d

ecis

ion

mak

ing

Choic

e; p

refe

rence

s; d

uty

of

care

; o

ptions;

lik

es;

dis

likes

; in

volv

emen

t;

abili

ties

4.5

Exp

lain

how

to m

eet

the

emotional

nee

ds

of

child

ren

in t

he

hom

e-bas

ed c

hild

care

en

viro

nm

ent

Sec

urity

; ef

fect

ive

use

of

com

munic

atio

n;

par

tner

ship

; par

enta

l/ca

rer

invo

lvem

ent;

m

onitoring;

obse

rvat

ion;

opport

unity

for

quie

t tim

es;

types

of

pla

y; u

se o

f re

sourc

es;

feed

bac

k

4.6

Exp

lain

how

to m

anag

e beh

avio

ur

in t

he

hom

e-bas

ed c

hild

care

envi

ronm

ent

Polic

y/pro

cedure

; obse

rvat

ion;

inte

ract

ion;

monitoring;

reco

rdin

g;

report

ing;

liais

on w

ith p

aren

ts/c

arer

s; r

ole

model

ling

4

Under

stan

d h

ow

to

mee

t th

e per

sonal

, so

cial

and

emotional

nee

ds

of

child

ren in a

hom

e-bas

ed

child

care

en

viro

nm

ent

4.7

Eva

luat

e th

e im

port

ance

of

incl

usi

on in t

he

hom

e-bas

ed

child

care

envi

ronm

ent

In

volv

emen

t; n

on-d

iscr

imin

atory

pra

ctic

e; e

qual

ity;

equity;

duty

of

care

; ac

hie

vem

ent;

dev

elopm

ent;

role

; re

sponsi

bili

ty

Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

96

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

5.1

Exp

lain

the

ben

efits

of

work

ing w

ith p

aren

ts a

nd/o

r ca

rers

as

par

tner

s in

hom

e-bas

ed c

hild

care

M

onitoring;

consi

sten

cy/c

ontinuity

of in

form

atio

n;

shar

ing o

f pro

gre

ss;

sh

arin

g o

f in

form

atio

n;

achie

vem

ent

of

outc

om

es ;

role

s/re

sponsi

bili

ties

; id

entifica

tion o

f is

sues

/conce

rns

5.2

Exp

lain

how

to s

upport

par

ents

and/o

r ca

rers

with

the

early

iden

tifica

tion o

f nee

ds

G

uid

ance

; in

form

atio

n;

obse

rvat

ions;

monitoring;

sign p

ost

ing;

outc

om

es;

reas

sura

nce

; re

sourc

es;

pla

nnin

g;

asse

ssm

ent

5.3

Eva

luat

e th

e im

port

ance

of

mak

ing lin

ks w

ith h

om

e le

arnin

g

Consi

sten

cy;

continuity;

adap

tation;

pla

nnin

g;

engag

emen

t;

invo

lvem

ent;

re

sourc

es;

skill

s; k

now

ledge;

ass

essm

ent

5.4

Exp

lain

the

ben

efits

of

work

ing w

ith o

ther

ag

en

cies

to s

upport

ch

ildre

n a

nd p

aren

ts a

nd/o

r ca

rers

Pr

actitioner

s; k

now

ledge;

guid

ance

; ex

per

tise

; sh

arin

g;

reso

urc

es;

outc

om

es;

shar

ed a

ims;

par

tner

ship

5.5

Exp

lain

how

to e

stab

lish

links

with o

ther

sett

ing

s

Effec

tive

com

munic

atio

n;

net

work

ing;

mee

tings;

par

tner

ship

; pro

fess

ional

ism

; su

pport

; guid

ance

; ongoin

g c

onta

ct

5.6

Anal

yse

the

import

ance

of

boundar

ies

when

work

ing

with p

aren

ts a

nd/o

r ca

rers

Pro

fess

ional

; par

tner

ship

; ro

les/

resp

onsi

bili

ties

; duty

of

care

; polic

ies;

pro

cedure

s; s

afet

y; c

om

mitm

ent;

con

flic

t; r

eport

ing;

reco

rdin

g;

consi

sten

cy;

continuity;

monitoring;

feed

bac

k

5

Under

stan

d t

he

role

of

par

ents

an

d/o

r ca

rers

and

oth

er

ag

en

cies

as p

artn

ers

in

hom

e-bas

ed

child

care

5.7

Exp

lain

the

import

ance

of

under

stan

din

g indiv

idual

ch

ildre

n’s

eth

nic

ity

Id

entity

; le

arnin

g;

self-w

ort

h;

impac

t on p

lannin

g;

incl

usi

on;

reso

urc

es;

pla

y; t

he

envi

ronm

ent;

ack

now

ledgin

g n

eeds/

pre

fere

nce

s; t

ailo

ring o

f se

rvic

e del

iver

y; d

ieta

ry n

eeds;

per

sonal

car

e nee

ds

Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

97

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


98


Delivery

This unit should be delivered in a way that develops learner knowledge and understanding of how to work in home-based care and the value of home-based care and to be aware of how to establish a safe and healthy home-based environment for children.

It is suggested that learners will benefit from focusing on the overall requirements of each learning outcome, rather than focusing on each assessment criteria individually. Learners will develop knowledge and understanding of how to provide play for differing ages and how to meet the personal, social and emotional needs of children in a home-based childcare environment. The unit also looks at the role of parents and/or carers and other agencies as partners in home-based childcare.

Learners should be encouraged to engage with employers and other employees to gain knowledge and understanding of the provision of home-based care.


Learning outcome 1 could be delivered through a taught session on the importance of care being consistent for children and families, and the benefits of flexible home-based care. The session should also cover the benefits of siblings being cared for together.

Using case study material learners could carry out a review of the benefits to a child of care in a smaller group and the importance of home-based care during periods of transition.

Learning outcome 2 could be delivered by a guest speaker and question and answer session. This should include risk management within the home-based childcare environment; safeguarding and confidentiality policies and procedures relevant to the home-based childcare environment and how to safely recruitment staff.

In addition learners should discuss in groups the impact on a lone worker of a child protection issue occurring on themselves, their family and on the business.

Finally learners are required to carry out an evaluation of approaches to promoting a healthy lifestyle in a home-based childcare setting.

Learning outcome 3 could comprise of group work using case studies exploring the play needs of different children, the importance of play to child development, methods of encouraging children of different ages to participate in different types of play at the same time and the importance of balancing child-initiated and adult-led play.

Learners should also explore, using exemplar materials, how to measure and record children’s progress during play, the importance of planning children’s play activities, the importance of early intervention to children’s development, how to use everyday activities to support play and how to show children that their play is valued.

Learning outcome 4 could be delivered through a taught session relating to how to recognise children’s individual needs in a group setting, how to form secure relationships with children and the importance of including children in decision making.


99

Group work could facilitate the exploration of the potential impact that new relationships with children may have on other children in the home-based childcare environment. Meeting the emotional needs of children is important and learners should explore how this can be done in a home-based setting.

A guest speaker could be invited to talk about behaviour management and the importance of inclusion in the home-based childcare environment.

Learning outcome 5 could be delivered through a taught session focussing on the benefits of working with parents and/or carers as partners in home-based childcare and how to support parents and/or carers with the early identification of needs.

Case study material, used in group work, will enable learners to gain an understanding of the importance of making links with home learning and the benefits of working with other agencies to support children and parents and carers; identifying how to establish links with other settings.

Lastly learners should use the case study material to explore the importance of boundaries when working with parents and carers and the importance of understanding individual children’s ethnicity.

Assessment




Evidence for this unit could be presented in a variety of ways. Suggestions for evidence are given below.

Learning outcome 1: using notes from the taught input, evidence could be in the form of a guidance document explaining how consistent and flexible care is important for children and families.

The document should include the benefits of siblings being cared for together and the benefits to a child of care in a smaller group. Learners should also include information on the importance of home-based care during periods of transition.

Learning outcome 2: evidence could be in the form of learner responses to the information provided by the guest speaker, to include an explanation of risk management in a home-based childcare environment and the safeguarding policies and procedures relevant to the setting.

Notes from the guest speaker session and question and answer session could be used to inform content. The case study could also ask learners to explain the procedure for safe recruitment of staff, issues concerning confidentiality within the home-based childcare environment and the impact to a lone worker of a child protection issue occurring on themselves, their family and the business.

Finally learners could produce a poster giving examples of how to promote healthy lifestyles in a home-based childcare setting.


100

Learning outcome 3: notes from the case study activities could inform the preparation of a seminar to deliver to staff explaining how to recognise the play needs of different children and the importance of play to child development. The seminar should include the importance of early intervention to children’s development and how to use everyday activities to support play.

To include hand-outs providing examples of how to measure and record children’s progress during play, exploring the importance of planning children’s play activities.

A guidance document for new staff to the setting could be prepared which explains how to encourage children of different ages to participate in different types of play at the same time, why it is important to balance child-initiated and adult-led play and how to show children that their play is valued.

Learning outcome 4: evidence could be in the form of an article for the company newsletter that explains the importance of recognising the individual needs of children in a group setting, the importance of inclusion in the home-based childcare environment, ways of forming secure relationships with children and the potential impact that new relationships with children may have on other children in the home-based childcare environment.

The article could be accompanied by a frequently asked questions section explaining the importance of including children in decision making, how to meet the emotional needs of children in the home-based childcare environment and behaviour management in the home-based childcare environment.

Learning outcome 5: using notes from the taught session, evidence could be in the form of a presentation to demonstrate understanding of the benefits of working with parents and carers as partners in home-based childcare.

Learners should include an explanation of how to support parents and carers with the early identification of needs, the importance of making links with home learning and the benefits of working with other agencies to support children and parents and carers.

Finally learners could prepare a short presentation, using examples to highlight key points, exploring how to establish links with other settings, the importance of boundaries when working with parents and carers and the importance of understanding individual children’s ethnicity.

Suggested resource

Textbooks

Brown S – Play: How It Shapes the Brain, Opens the Imagination, and Invigorates the Soul (J P Tarcher/Penguin Putnam, 2010) ISBN 9781583333785

Else P – The Value of Play (Continuum International Publishing Group, 2009) ISBN 9780826495655

Lee, A, The Childminder's Companion: A practical guide to looking after other people's children (How to Books 2007) ISBN 9781845281717

Lee A – Childminder's Guide to Child Development (Continuum International Publishing Group, 2008) ISBN 9781847060853

Lee A – Childminder's Guide to Play and Activities (Continuum International Publishing Group, 2007) ISBN 9780826494641


101

Lindon J – Understanding Child Development 0–8 Years (Hodder Education, 2012) ISBN 9781444167184

Minett P – Child Care and Development (Hodder Arnold, 2005) ISBN 9780340889152

Trodd L – Transitions in the Early Years: Working with Children and Families (Sage, 2012) ISBN 9781446249789


Common Threads www.commonthreads.org.uk

Early Years Educator www.earlyyearseducator.co.uk

Nursery World www.nurseryworld.co.uk


Websites






www.nspcc.org.uk - The NSPCC’s vision is to end cruelty to children in the UK.NSPCC

www.pacey.org.uk - PACEY the Professional Association for Childcare and Early Years is a standard setting organisation that promotes best practice and supports childcare professionals


102

Unit 13: Managing a Home-Based Childcare Business

Unit reference number: R/506/1243

QCF level: 3

Credit value: 5


Unit aim

The aim of this unit is to help learners to develop the personal, legal and financial skills involved in setting up a home-based childcare business. It covers the procedures required for managing an effective home-based childcare business in terms of legal responsibilities, financial accounts, marketing and communication.




Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

10

3

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Id

entify

the

rele

vant

legis

lation a

nd g

uid

ance

for

man

agin

g a

hom

e-bas

ed c

hild

care

busi

nes

s

1.2

Im

ple

men

t polic

ies

and p

roce

dure

s to

mee

t th

e re

quirem

ents

for:

Sel

f-em

plo

ymen

t

M

anag

emen

t of

staf

f

Reg

istr

atio

n a

nd q

ual

ific

atio

n

In

sura

nce

Tax

atio

n

N

atio

nal

insu

rance

Fi

nan

cial

pla

nnin

g

1.3

Id

entify

sourc

es o

f su

pport

for

man

agin

g a

hom

e-bas

ed c

hild

care

busi

nes

s

1

Be

able

to e

stab

lish

a hom

e-bas

ed

child

care

busi

nes

s

1.4

Cre

ate

a m

arke

ting s

trat

egy

for

pro

moting o

wn b

usi

nes

s

Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

10

4

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

M

anag

e tim

e ef

fici

ently

when

est

ablis

hin

g d

aily

routines

2.2

M

ainta

in a

ccura

te f

inan

cial

rec

ord

s

2.3

Kee

p a

ccura

te a

nd u

p t

o d

ate

reco

rds

on t

he

child

ren w

ithin

ow

n c

are

2.4

U

se I

CT t

o m

anag

e th

e busi

nes

s

2.5

Eva

luat

e th

e se

rvic

e pro

visi

on o

f ow

n b

usi

nes

s

2

Be

able

to m

anag

e th

e hom

e-bas

ed

child

care

busi

nes

s

2.6

D

evel

op a

n a

ctio

n p

lan f

or im

pro

ving o

wn b

usi

nes

s

3.1

D

evel

op f

orm

al p

roce

dure

s fo

r:

Shar

ing info

rmat

ion w

ith p

aren

ts a

nd/o

r ca

rers

Contr

acts

Pa

ymen

t ar

rangem

ents

Rec

ognis

ing p

aren

t an

d/o

r ca

rer’s

wis

hes

M

anag

ing d

ispute

s

Confiden

tial

ity

Eva

luat

ion o

f se

rvic

e to

par

ents

and/o

r ca

rers

3

Be

able

to m

anag

e re

lationsh

ips

with

par

ents

and/o

r ca

rers

as

cust

om

ers

in

hom

e-bas

ed

child

care

3.2

Com

munic

ate

effe

ctiv

ely

with p

aren

ts a

nd/o

r ca

rers

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


105

Unit 14: Lead and Manage a Community Based Early Years Setting

Unit reference number: Y/506/1244

QCF level: 4

Credit value: 6


Unit aim

This unit is about providing leadership and management in a community-based setting that promotes the engagement, involvement and participation of parents.


AC 2.1 Leadership skills may include, but are not limited to:

Effective communication

Negotiation and empathy

Consistency and fairness

Leading change and modelling good practice

Effective conflict management

Coaching and facilitation skills



Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

10

6

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Exp

lain

the

purp

ose

and k

ey f

eatu

res

of

a co

mm

unity

bas

ed e

arly

ye

ars

sett

ing

1.2

Eva

luat

e th

e ben

efits

aris

ing fro

m c

om

munity

bas

ed e

arly

yea

rs

pro

visi

on f

or:

Child

ren

Pa

rents

and/o

r ca

rers

The

early

year

s se

ttin

g

The

loca

l co

mm

unity

1

Under

stan

d t

he

purp

ose

s, b

enef

its

and k

ey f

eatu

res

of

com

munity

bas

ed

early

year

s pro

visi

on

1.3

Exp

lain

how

a c

om

munity

bas

ed e

arly

yea

rs s

etting c

an b

e an

agen

t of

com

munity

dev

elopm

ent

2.1

Ref

lect

on t

he

use

of

lead

ers

hip

skil

ls in o

wn p

ract

ice

2.2

Pl

an a

ctiv

itie

s to

shar

e an

d p

rom

ote

an u

nder

stan

din

g o

f good

pra

ctic

e in

the

early

year

s se

ctor

2.3

Im

ple

men

t st

rate

gie

s to

cre

ate

and m

ainta

in a

tea

m c

ulture

am

ong a

ll of

the

staf

f an

d p

aren

ts a

nd/o

r ca

rers

in a

com

munity

bas

ed e

arly

ye

ars

sett

ing

2

Be

able

to lea

d

team

s in

a

com

munity

bas

ed

early

year

s se

ttin

g

2.4

Anal

yse

the

effe

ctiv

enes

s of

imple

men

ting p

rinci

ple

s of

com

munity

bas

ed e

arly

yea

rs p

rovi

sion

Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

10

7

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

D

evel

op s

trat

egie

s fo

r w

ork

ing in p

artn

ersh

ip w

ith p

aren

ts a

nd/o

r ca

rers

in a

n e

arly

yea

rs s

etting

3.2

Pr

ovi

de

feed

bac

k to

par

ents

and/o

r ca

rers

about

the

pro

gre

ss o

f th

eir

child

’s lea

rnin

g a

nd d

evel

opm

ent

3.3

W

ork

in p

artn

ersh

ip w

ith p

aren

ts a

nd/o

r ca

rers

in d

ecis

ions

about

pla

ns

and a

ctiv

itie

s to

pro

gre

ss t

hei

r ch

ild’s

lea

rnin

g a

nd d

evel

opm

ent

3

Be

able

to e

ngag

e par

ents

and/o

r ca

rers

as

par

tner

s in

the

com

munity

bas

ed e

arly

yea

rs

sett

ing

3.4

Pl

an f

or

activi

ties

to invo

lve

par

ents

and/o

r ca

rers

in t

he

early

year

s se

ttin

g

4.1

Exp

lain

the

role

of

the

par

ent

man

agem

ent

com

mitte

e/su

pport

gro

up

in a

com

munity

bas

ed e

arly

yea

rs s

etting

4

Under

stan

d h

ow

to

invo

lve

par

ents

an

d/o

r ca

rers

in

the

man

agem

ent

dec

isio

n m

akin

g

pro

cess

es o

f an

ea

rly

year

s se

ttin

g

4.2

Pla

n s

trat

egie

s fo

r in

volv

ing p

aren

ts a

nd/o

r ca

rers

in t

he

par

ent

man

agem

ent

com

mitte

e/su

pport

gro

up o

f a

com

munity

bas

ed e

arly

ye

ars

sett

ing

5.1

Anal

yse

the

info

rmal

lea

rnin

g o

pport

unitie

s fo

r ch

ildre

n a

risi

ng f

rom

par

ents

and/o

r ca

rers

’ par

tici

pat

ion in a

ctiv

itie

s

5.2

Eva

luat

e th

e ap

pro

priat

enes

s of le

arnin

g a

ctiv

itie

s pro

vided

for

par

ents

and/o

r ca

rers

to d

evel

op t

hei

r under

stan

din

g o

f th

e ea

rly

year

s cu

rric

ulu

m

5.3

Eva

luat

e how

the

sett

ing e

nco

ura

ges

par

ents

and/o

r ca

rers

to

par

tici

pat

e in

lea

rnin

g a

ctiv

itie

s

5

Under

stan

d t

he

pro

visi

on o

f le

arnin

g

opport

unitie

s to

su

pport

par

ents

an

d/o

r ca

rers

’ par

tici

pat

ion in a

co

mm

unity

bas

ed

early

year

s se

ttin

g

5.4

Exp

lain

how

to p

rovi

de

par

ents

and/o

r ca

rers

with info

rmat

ion a

nd

reso

urc

es t

o e

nab

le t

hem

to p

artici

pat

e ef

fect

ivel

y in

the

par

ent

man

agem

ent

com

mitte

e/su

pport

gro

up

Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

10

8

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

6.1

Id

entify

the

regula

tory

req

uirem

ents

of

the

work

set

ting

6.2

Id

entify

the

lines

of

resp

onsi

bili

ty a

nd r

eport

ing o

f th

e w

ork

set

ting

6.3

Exp

lain

how

hum

an r

esourc

es a

re m

anag

ed w

ithin

the

sett

ing

6.4

Im

ple

men

t sy

stem

s of

reso

urc

e m

anag

emen

t in

the

work

set

ting

6

Be

able

to m

anag

e th

e re

sourc

e,

regula

tory

and

finan

cial

re

quirem

ents

for

a co

mm

unity

bas

ed

early

year

s se

ttin

g

6.5

M

ainta

in a

ccura

te f

inan

cial

sys

tem

s in

the

work

set

ting

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


109

Unit 15: Coordinate Special Educational Needs Provision

Unit reference number: D/506/1245

QCF level: 4

Credit value: 4


Unit aim

The aim of this unit is to provide the learner with the knowledge, understanding and skills required to work within special educational needs provision.


AC 2.2 Colleagues to include those in other agencies:


key person



teachers

social workers

police liaison


health visitors


dieticians


child psychiatrists

counsellors

AC 2.3 Assessment and planning cycle to include development, monitoring and regular updating.



Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

11

0

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

D

iscu

ss c

urr

ent

legis

lation

and c

odes

of

pra

ctic

e in

rel

atio

n t

o t

he

role

of

the

spec

ial ed

uca

tional

nee

ds

coord

inat

or

1.2

Exp

lain

the

resp

onsi

bili

ties

of

the

spec

ial ed

uca

tional

nee

ds

coord

inat

or

1.3

Exp

lain

the

import

ance

of

early

reco

gnitio

n a

nd inte

rven

tion in

rela

tion t

o s

pec

ial ed

uca

tional

nee

ds

1.4

Exp

lain

the

polic

ies

and p

roce

dure

s of

ow

n s

etting in r

elat

ion t

o

spec

ial ed

uca

tional

nee

ds

1.5

Exp

lain

how

a p

artn

ersh

ip a

ppro

ach s

upport

s ch

ildre

n w

ith s

pec

ial

educa

tional

nee

ds

1

Under

stan

d t

he

role

of

the

spec

ial

educa

tional

nee

ds

coord

inat

or

1.6

Exp

lain

the

purp

ose

of

stat

emen

ts o

f sp

ecia

l ed

uca

tional

nee

ds

and

how

thes

e im

pac

t on p

rovi

sion f

or

indiv

idual

child

ren w

ithin

ow

n

sett

ing

Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

11

1

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

Coord

inat

e th

e as

sess

men

t of

child

ren w

ith s

pec

ial ed

uca

tional

nee

ds

2.2

Pla

n t

he

nex

t st

eps

for

child

ren w

ith s

pec

ial ed

uca

tional

nee

ds

in

colla

bora

tion w

ith:

C

oll

eag

ues

Child

ren

Pa

rents

and/o

r ca

rers

2

Be

able

to

coord

inat

e as

sess

men

t an

d

pla

nnin

g t

o m

eet

the

indiv

idual

re

quirem

ents

of

child

ren w

ith

spec

ial ed

uca

tional

nee

ds

2.3

D

evel

op p

lans

that

use

the

ass

ess

men

t an

d p

lan

nin

g c

ycl

e t

o m

eet

the

spec

ial ed

uca

tional

nee

ds

of

child

ren

3.1

Ass

ess

bar

rier

s to

:

Com

munic

atio

n

Engag

emen

t

3.2

D

evel

op s

trat

egie

s fo

r ove

rcom

ing b

arrier

s to

:

Com

munic

atio

n

Engag

emen

t

3.3

D

evel

op s

trat

egie

s fo

r en

gag

ing w

ith c

hild

ren w

ho h

ave

spec

ial

educa

tional

nee

ds

3

Be

able

to e

ngag

e w

ith c

hild

ren w

ith

spec

ial ed

uca

tional

nee

ds

and t

hei

r par

ents

and/o

r ca

rers

3.4

D

evel

op s

trat

egie

s fo

r en

gag

ing w

ith p

aren

ts a

nd/o

r ca

rers

of

child

ren

with s

pec

ial ed

uca

tional

nee

ds

Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

11

2

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

Coord

inat

e pro

visi

on f

or

child

ren w

ith s

pec

ial ed

uca

tional

nee

ds

4.2

Id

entify

sourc

es o

f su

pport

and p

rofe

ssio

nal

dev

elopm

ent

for

spec

ial

educa

tional

nee

ds

pra

ctitio

ner

s an

d c

oord

inat

ors

4

Be

able

to

coord

inat

e, s

upport

an

d a

dvi

se

colle

agues

work

ing

with c

hild

ren w

ho

hav

e sp

ecia

l ed

uca

tional

nee

ds

4.3

Pr

ovi

de

feed

bac

k an

d g

uid

ance

to s

upport

and d

evel

op c

olle

agues

’ pra

ctic

e

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


113

Unit 16: Understand the Needs of Children Who Are Vulnerable and Experiencing Poverty and Disadvantage

Unit reference number: H/506/1246

QCF level: 4

Credit value: 5


Unit aim

The aim of unit is to provide learners with an understanding of the effects of poverty and disadvantage on children and young people.

Essential resources



AC 1.1 Factors:

There are many factors impacting on children’s life chances. The following are examples:

Poverty

Social and community pressures

Health status

Abuse and neglect

Violent and/or offending family or personal backgrounds

Race, gender, sexual orientation

Asylum seeking or victims of trafficking

LO 3 Vulnerable

The meaning of the term vulnerable child:

A child (and their family) who needs some additional support in order to reach the best outcomes, because of their social, economic, physical, emotional or family circumstances.


Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

11

4

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

Exp

lain

fact

ors

that

im

pac

t on o

utc

om

es a

nd life

chan

ces

for

child

ren

Pove

rty;

com

munic

atio

n s

kills

; so

cial

and c

om

munity

pre

ssure

s; h

ealth

stat

us;

abuse

and n

egle

ct;

viole

nt

and/o

r offen

din

g f

amily

or

per

sonal

bac

kgro

unds;

rac

e, g

ender

, se

xual

orien

tation;

asyl

um

see

king o

r vi

ctim

s of

traf

fick

ing;

dem

ogra

phic

s; loca

tion;

support

net

work

s; d

isab

ility

; ab

ility

; so

cial

ski

lls;

tran

sien

t lif

esty

le

1.2

Exp

lain

how

pove

rty

affe

cts

outc

om

es a

nd life

chan

ces

Poor

nutr

itio

n;

illnes

s; low

er/p

oor

achie

vem

ent;

role

model

s; a

spirat

ions;

bully

ing;

ambitio

n;

acce

ss t

o r

esourc

es/f

acili

ties

1

Under

stan

d t

he

circ

um

stan

ces

and

fact

ors

that

im

pac

t on t

he

outc

om

es

and life

chan

ces

of

child

ren

1.3

Anal

yse

a st

rate

gic

nat

ional

or

loca

l polic

y th

at h

as

posi

tive

im

pac

t on o

utc

om

es

and life

chan

ces

for

child

ren

D

epar

tmen

t fo

r Educa

tion (

2010)

Tac

klin

g C

hild

Pove

rty

and I

mpro

ving

Life

Chan

ces:

Consu

ltin

g o

n a

New

Appro

ach

D

epar

tmen

t fo

r Educa

tion (

2011)

A N

ew A

ppro

ach t

o C

hild

Pove

rty:

Tac

klin

g t

he

Cau

ses

of

Dis

adva

nta

ge

and T

ransf

orm

ing F

amili

es’ Li

ves

D

ayca

re T

rust

(2010)

The

Impac

t of th

e Spen

din

g R

evie

w o

n C

hild

care

D

epar

tmen

t fo

r Educa

tion (

2013)

Rai

sing t

he

achie

vem

ent

of

dis

adva

nta

ged

child

ren

D

epar

tmen

t fo

r Educa

tion (

2013)

‘Pre

par

ing f

or

the

futu

re,

tack

ling t

he

pas

t’

D

epar

tmen

t fo

r Educa

tion (

2013)

‘More

gre

at c

hild

care

’

D

epar

tmen

t fo

r Educa

tion (

2013)

‘More

afford

able

child

care

’;

D

epar

tmen

t fo

r Educa

tion (

2013)

Incr

easi

ng o

ptions

and im

pro

ving

pro

visi

on f

or

child

ren w

ith s

pec

ial ed

uca

tional

nee

ds

(SEN

)

D

epar

tmen

t fo

r Educa

tion (

2013)

Impro

ving t

he

qual

ity

and r

ange

of

educa

tion a

nd c

hild

care

fro

m b

irth

to 5

yea

rs

Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

11

5

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

D

epar

tmen

t fo

r Educa

tion (

2013)

Impro

ving t

he

child

mai

nte

nan

ce

syst

em

D

epar

tmen

t fo

r Educa

tion (

2013)

Suppor

ting s

oci

al w

ork

ers

to p

rovi

de

hel

p a

nd p

rote

ctio

n t

o c

hild

ren

D

epar

tmen

t fo

r Educa

tion (

2013)

Impro

ving e

duca

tion f

or

pupils

outs

ide

mai

nst

ream

sch

ool

1.4

Exp

lain

why

stra

tegic

direc

tion f

rom

nat

ional

and

loca

l polic

y is

req

uired

to

addre

ss f

acto

rs im

pac

ting o

n

outc

om

es a

nd life

chan

ces

for

child

ren

Res

ourc

ing;

drive

chan

ge;

fac

ilita

tion;

trai

nin

g;

reflec

tion;

dev

elopm

ent;

pra

ctitio

ner

input;

inte

rven

tion;

monitoring;

asse

ssm

ent;

eva

luat

ion;

impac

t; c

onsi

sten

cy;

equal

ity;

opport

unity;

curr

ency

; va

lidity;

co

ntinuity;

bes

t pra

ctic

e

2

Under

stan

d h

ow

pove

rty

and

dis

adva

nta

ge

affe

ct c

hild

ren’s

dev

elopm

ent

2.1

Anal

yse

how

pove

rty

and

dis

adva

nta

ge

may

affec

t ch

ildre

n’s

Ph

ysic

al d

evel

opm

ent

Soci

al a

nd e

motional

dev

elopm

ent

Com

munic

atio

n

dev

elopm

ent

In

telle

ctual

dev

elopm

ent

Le

arnin

g

Phys

ical

dev

elopm

ent:

illn

ess;

dis

abili

ty;

slow

er a

chie

vem

ent;

sel

f-es

teem

s; s

elf-

wort

h;

chal

lenge;

ris

k

Soci

al a

nd e

motional

dev

elopm

ent:

anxi

ety;

slo

w a

chie

vem

ent;

im

pac

t on s

oci

al s

kills

; co

nfu

sion;

stre

ss;

men

tal hea

lth

Com

munic

atio

n d

evel

opm

ent:

del

ay;

achie

vem

ent;

soci

alis

atio

n;

read

ing;

writing;

opport

unitie

s; e

xposu

re t

o lea

rnin

g/d

evel

opm

ent

In

telle

ctual

dev

elopm

ent:

lac

k of

inte

ract

ion/c

hal

lenge;

support

av

aila

ble

; en

coura

gem

ent;

ill

pre

par

ed f

or

the

futu

re;

trust

Le

arnin

g:

less

support

/input;

slo

wer

ach

ieve

men

t; lac

k of

reso

urc

es/o

pport

unitie

s; d

isin

tere

st;

low

motiva

tion

Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

11

6

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

Exp

lain

how

to iden

tify

a

child

who is:

D

isad

vanta

ged

Vuln

erab

le

D

isad

vanta

ge:

som

ethin

g t

hat

mak

es a

per

son les

s lik

ely

to s

ucc

eed

than

oth

ers;

cau

ses

difficu

lty

Vuln

erab

ility

: in

nee

d o

f ca

re o

r pro

tect

ion b

ecau

se o

f ag

e, d

isab

ility

, or

the

risk

of

abuse

or

neg

lect

. A c

hild

(an

d t

hei

r fa

mily

) w

ho n

eeds

som

e ad

ditio

nal

support

in o

rder

to r

each

the

bes

t outc

om

es,

bec

ause

of

thei

r so

cial

, ec

onom

ic,

phys

ical

, em

otional

or

fam

ily c

ircu

mst

ance

s

3.2

Exp

lain

the

import

ance

of

early

inte

rven

tion f

or

dis

adva

nta

ged

and

vuln

erab

le c

hild

ren

D

uty

of

care

; har

m r

educt

ion;

safe

ty;

safe

guar

din

g;

wel

l-bei

ng;

co-

ord

inat

ed a

ppro

ach;

par

tner

ship

; ac

cess

to r

esourc

es/p

ract

itio

ner

s;

dev

elopm

ent;

acc

ess

to f

acili

ties

3

Under

stan

d t

he

import

ance

of

early

inte

rven

tion

for

child

ren w

ho

are

dis

adva

nta

ged

an

d v

uln

era

ble

3.3

Eva

luat

e th

e im

pac

t of

early

inte

rven

tion f

or

dis

adva

nta

ged

and

vuln

erab

le c

hild

ren

W

ell-

bei

ng;

pro

gre

ssio

n;

motiva

tion;

confiden

ce;

achie

vem

ent;

outc

om

es;

choic

e; a

ppro

priat

e re

sourc

es;

par

tner

ship

work

ing;

acce

ss

to p

ract

itio

ner

s/hea

lth c

are/

soci

al c

are

Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

11

7

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.1

Eva

luat

e how

polic

ies

and

guid

ance

whic

h info

rm

support

ser

vice

s at

nat

ional

le

vel oper

ate

at loca

l le

vel

D

evolv

ed;

imple

men

tation;

focu

s gro

ups;

role

s/re

sponsi

bili

ties

; re

sourc

es;

spec

ific

guid

ance

; dem

ogra

phic

s; f

undin

g;

nee

ds;

ev

aluat

ion;

revi

ew;

monitoring;

pla

nnin

g;

par

tner

ship

4.2

Exp

lain

how

par

ents

and/o

r ca

rers

can

be

engag

ed in

the

stra

tegic

pla

nnin

g o

f se

rvic

es

Conse

nt;

mee

tings;

par

tner

ship

; ef

fect

ive

com

munic

atio

n;

role

s; u

se o

f kn

ow

ledge/

skill

s/ex

per

ience

; net

work

s; s

upport

gro

ups;

lobbyi

ng;

nee

ds

led

4.3

Anal

yse

how

pra

ctitio

ner

s ca

n e

nco

ura

ge

par

ents

an

d/o

r ca

rers

to s

upport

ch

ildre

n’s

lea

rnin

g a

nd

dev

elopm

ent

Advi

ce;

guid

ance

; under

stan

din

g,

incl

usi

on;

invo

lvem

ent;

iden

tify

ing

tim

es f

or

mee

tings;

nee

ds

of

par

ents

/car

ers;

effec

tive

com

munic

atio

n;

obse

rvat

ions;

ass

essm

ent;

focu

s/su

pport

gro

ups

4

Under

stan

d t

he

import

ance

of

support

and

par

tner

ship

in

impro

ving

outc

om

es f

or

child

ren w

ho a

re

exper

ienci

ng

pove

rty

and

dis

adva

nta

ge

4.4

Exp

lain

how

the

nee

ds

of

child

ren w

hose

par

ents

an

d/o

r ca

rers

are

use

rs o

f ad

ult s

ervi

ces

can b

e m

et

thro

ugh c

olla

bora

tive

w

ork

ing

Id

entifica

tion/a

lloca

tion o

f re

sourc

es;

signpost

ing;

asse

ssm

ent;

guid

ance

; obje

ctiv

es;

exper

tise

; fu

ndin

g;

pra

ctitio

ner

input;

acc

essi

ng

serv

ices

; ef

fect

ive

com

munic

atio

n;

appro

priat

e in

form

atio

n s

har

ing;

loca

tion o

f se

rvic

es;

flex

ibili

ty;

pro

toco

ls;

outc

om

es;

holis

tic

appro

ach;

trai

nin

g;

man

agem

ent

info

rmat

ion t

ools

Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

11

8

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

5.1

Exp

lain

how

pos

itiv

e pra

ctic

e w

ith c

hild

ren w

ho a

re

exper

ienci

ng p

ove

rty

and

dis

adva

nta

ge

may

incr

ease

re

silie

nce

and s

elf

confiden

ce

Enco

ura

gin

g;

pro

vidin

g a

ctiv

itie

s th

at e

xplo

re s

elf

iden

tity

; pre

fere

nce

s;

view

s an

d p

ersp

ective

s, d

evel

opm

ent

and a

chie

vem

ent

from

chal

lengin

g

situ

atio

ns;

to s

ee t

hei

r va

lue;

abili

ty t

o t

ry n

ew t

hin

gs;

choic

e ex

ists

; th

ey h

ave

rights

; pro

ble

m s

olv

ing;

build

frien

dsh

ips;

hig

h e

xpec

tations;

in

div

idual

ity;

sel

f-es

teem

; co

nfiden

ce;

soci

alis

atio

n;

opport

unitie

s

5.2

Exp

lain

the

import

ance

of

pra

ctitio

ner

s hav

ing h

igh

expec

tations

of

and

ambitio

ns

for

child

ren

Pr

ogre

ssio

n;

achie

vem

ent;

opport

unitie

s; p

lannin

g;

pro

visi

on;

valu

ing

stre

ngth

s/ab

ilities

; co

nfiden

ce;

stre

tchin

g o

bje

ctiv

es;

det

erm

inat

ion;

resi

lience

; as

sess

men

t; o

utc

om

es

5

Under

stan

d t

he

role

of

the

pra

ctitio

ner

in

support

ing c

hild

ren

who a

re v

uln

erab

le

and e

xper

ienci

ng

pove

rty

and

dis

adva

nta

ge

5.3

Anal

yse

why

pra

ctitio

ner

s su

pport

ing c

hild

ren w

ho a

re

vuln

erab

le a

nd/o

r ex

per

ienci

ng p

ove

rty

and

dis

adva

nta

ge

must

act

as

faci

litat

ors

of

chan

ge

in t

he

work

set

ting

Evi

den

ce;

know

ledge;

ski

lls;

duty

of

care

; sa

feguar

din

g;

liais

on;

par

tner

ship

; re

port

ing;

reco

rdin

g;

lead

ersh

ip;

role

s; r

esponsi

bili

ties

; lin

k per

son;

inte

rven

tion;

sign p

ost

ing

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


119


Delivery

This unit should be delivered in a way that develops learner knowledge and understanding of the effects of poverty and disadvantage on children and young people. It is suggested that learners will benefit from focusing on the overall requirements of each learning outcome, rather than focusing on each assessment criteria individually. Learners will develop knowledge and understanding of the impact of poverty and disadvantage and approaches which can be utilised to enable children to develop and achieve.

The effects of poverty ad disadvantage on children and families and on service provision are wide ranging and underpin many of the reasons children’s rate of development and achievement can be slower. Learners should be encouraged to engage with employers and other employees to gain knowledge and understanding of policy and practice utilised in early years provision to support children experiencing poverty or disadvantage.


Learning outcome 1 could be delivered by a guest speaker and question and answer session. This should include issues that impact on the outcomes and life chances of children and national and local policy that has positive impact on outcomes and life chances for children.

In addition, learners should discuss in groups why strategic direction from national and local policy is required to address factors that have an impact on outcomes and life chances for children. Notes made during the guest speaker’s presentation could be used to support group work.

Learning outcome 2 could be delivered through a taught session exploring how poverty and disadvantage can affect children’s


Social and emotional development

Communication development

Intellectual development

Learning.

Using case study material learners could carry out an analysis of the impact of poverty and disadvantage on children’s outcomes and life chances

Learning outcome 3 could comprise of group work initially identifying a definition for a) disadvantage and b) vulnerability. The use of case studies to support understanding of the importance and impact of early intervention for disadvantaged and vulnerable children.

Learning outcome 4 could be delivered through a taught session relating to the policies and guidance which inform support services at national level; using exemplar materials to support key points. The session should also cover how policies and guidance which inform support services at national level operate at local level and how parents and/or carers can be engaged in the strategic planning of services.


120

A guest speaker could be invited to talk about approaches to encourage parents and/or carers to support children’s learning and development and how the needs of children whose parents and/or carers are users of adult services can be met through collaborative working.

Learning outcome 5 could be delivered through a taught session focussing on how positive practice with children who are experiencing poverty and disadvantage may increase resilience and self-confidence.

Case study material, used in group work, could be used to enable learners to gain an understanding of the importance of practitioners having high expectations of and ambitions for, children and why practitioners supporting children who are vulnerable and/or experiencing poverty and disadvantage must act as facilitators of change in the work setting.

Assessment




Evidence for this unit could be presented in a variety of ways. Below are suggestions for evidence.

Learning outcome 1: evidence could be in the form of learner written or oral responses to the case study to include an explanation of factors that impact on outcomes and life chances for children.

Notes from the guest speaker session and question and answer session could be used to inform content. The case study could also ask learners to explain how strategic national or local policy has a positive impact on outcomes and life chances for children. Learners should also identify why strategic direction from national and local policy is needed to address factors impacting on outcomes and life chances for children.

Learning outcome 2: using notes from the taught input, evidence could be in the form of a guidance document explaining the impact of poverty and disadvantage on children’s


Social and emotional development

Communication development

Intellectual development

Learning


121

The document should include how poverty affects outcomes and life chances, using examples from the media or work practice.

Learning outcome 3: notes from the case study activities could inform the preparation of a seminar to deliver to staff explaining the meaning of disadvantage and vulnerability. The seminar should also address the importance and impact of early intervention for disadvantaged and vulnerable children.

Learning outcome 4: evidence could be in the form of an article for the company newsletter that identifies policies and guidance which inform support services at national level, exploring how these are implemented at local level. The article should include approaches to engaging parents and/or carers in the strategic planning of services and how this can be encouraged.

The article could be accompanied by a frequently asked questions section explaining how the needs of children whose parents and/or carers are users of adult services can be met through collaborative working.

Learning outcome 5: using notes from the taught session, evidence could be in the form of a presentation to demonstrate understanding of how positive practice with children who are experiencing poverty and disadvantage may increase resilience and self-confidence.

Learners should include an explanation of the importance of practitioners having high expectations of and ambitions for, children and why practitioners supporting children who are vulnerable and/or experiencing poverty and disadvantage must act as facilitators of change in the work setting.

Suggested resource

Child Poverty Action Group – Child Support Handbook (Child Poverty Action Group, 2013) ISBN 9781906076740

Else P – The Value of Play (Continuum International Publishing Group, 2009) ISBN 9780826495655

Lindon J – Understanding Child Development 0–8 Years (Hodder Education, 2012) ISBN 9781444167184

Minett, P, Child Care and Development (Hodder Arnold, 2005) ISBN 0340889152

Trodd L – Transitions in the Early Years: Working with Children and Families (Sage, 2012) ISBN 9781446249789


Common Threads www.commonthreads.org.uk/





122

Websites

https://www.education.gov.uk/publications/standard/publicationDetail/Page1/CM%208061 - (2011) ‘A New Approach to Child Poverty: Tackling the Causes of Disadvantage and Transforming Families’ Lives’.


www.barnardos.org.uk - Barnardo’s works to transform the lives of vulnerable children and young people s


http://www.gingerbread.org.uk - Gingerbread provides support to single parents and lobbies for issues affecting single parents include welfare and benefits, family law, employment, child maintenance and childcare

www.kids.org.uk - KIDS provides opportunities and support to disabled children, young people and their families Kids

www.ncb.org.uk - The National Children’s Bureau works closely with national and local government to improve public policy and government legislation affecting children and young people. National Children’s Bureau

www.nspcc.org.uk - The NSPCC’s vision is to end cruelty to children in the UK.


123

Unit 17: Support Disabled Children and Children With Specific Requirements


QCF level: 4

Credit value: 6


Unit aim

The aim of this unit is to assess competence in supporting disabled children and children with specific needs in partnership with their parents and/or carers. It includes partnership working with other agencies.


AC 1.5 Advocacy is independent help and support with understanding issues and assistance in putting forward a person’s own views, feelings and ideas. It is helping people to say what they want, secure their rights and represent their interests.

AC 5.1 Other agencies

carers

foster carers

residential workers

social workers

psychologists

doctors

support workers

police

youth justice


inspectors



Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

12

4

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Exp

lain

dis

able

d c

hild

ren’s

leg

al e

ntitlem

ents

for

equal

ity

of

trea

tmen

t

1.2

Exp

lain

the

princi

ple

s of

work

ing incl

usi

vely

with c

hild

ren

1.3

Com

par

e se

rvic

e-le

d a

nd c

hild

-led

model

s of

pro

visi

on f

or

dis

able

d

child

ren

1.4

Critica

lly c

om

par

e:

The

soci

al m

odel

of

dis

abili

ty

The

med

ical

model

of

dis

abili

ty

H

ow

eac

h m

odel

affec

ts p

rovi

sion

1.5

Exp

lain

the

import

ance

of

ad

vo

cacy

and f

acili

tate

d a

dvo

cacy

for

child

ren w

ho r

equire

it

1.6

Exp

lain

the

import

ance

of

the

per

sonal

ass

ista

nt

role

for

dis

able

d

child

ren

1.7

Exp

lain

the

import

ance

of

enco

ura

gin

g t

he

par

tici

pat

ion o

f dis

able

d

child

ren

1.8

D

escr

ibe

the

impac

t of

dis

abili

ty w

ithin

diffe

rent

culture

s an

d t

he

import

ance

of

cultura

lly s

ensi

tive

pra

ctic

e

1

Under

stan

d t

he

princi

ple

s of

work

ing incl

usi

vely

w

ith d

isab

led

child

ren a

nd

child

ren w

ith

spec

ific

re

quirem

ents

1.9

Exp

lain

the

import

ance

of

syst

ems

of

monitoring,

revi

ewin

g a

nd

eval

uat

ing s

ervi

ces

for

dis

able

d c

hild

ren

Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

12

5

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

Exp

lain

the

princi

ple

s of

par

tner

ship

s w

ith p

aren

ts a

nd/o

r ca

rers

of

dis

able

d c

hild

ren a

nd t

hose

with s

pec

ific

req

uirem

ents

2.2

Id

entify

the

types

of

support

and info

rmat

ion p

aren

ts a

nd/o

r ca

rers

of

dis

able

d c

hild

ren o

r th

ose

with s

pec

ific

req

uirem

ents

may

req

uire

2

Be

able

to w

ork

in

par

tner

ship

with

par

ents

and/o

r ca

rers

with

dis

able

d c

hild

ren

and c

hild

ren w

ith

spec

ific

re

quirem

ents

2.3

Pl

an s

trat

egie

s fo

r par

tner

ship

work

ing w

ith p

aren

ts a

nd/o

r ca

rers

of

dis

able

d c

hild

ren o

r th

ose

with s

pec

ific

req

uirem

ents

Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

12

6

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Pl

an s

trat

egie

s fo

r en

gag

ing w

ith d

isab

led c

hild

ren a

nd t

hose

with

spec

ific

req

uirem

ents

3.2

W

ork

in p

artn

ersh

ip w

ith c

hild

ren a

nd t

hei

r par

ents

and/o

r ca

rers

to

asse

ss a

child

’s:

Le

arnin

g n

eeds

Pl

ay n

eeds

Le

isure

nee

ds

3.3

Id

entify

solu

tions

to a

ny

bar

rier

s to

lea

rnin

g,

pla

y or

leis

ure

acc

ord

ing

to t

he

princi

ple

s of

incl

usi

on

3.4

D

evel

op a

pla

n w

ith a

n indiv

idual

child

to s

upport

thei

r:

Le

arnin

g n

eeds

Pl

ay n

eeds

Le

isure

nee

ds

3.5

Im

ple

men

t a

lear

nin

g,

pla

y or

leis

ure

pla

n a

ccord

ing t

o o

wn r

ole

and

resp

onsi

bili

ties

that

tak

es into

acc

ount

the

child

’s:

Age

D

evel

opm

enta

l st

age

In

div

idual

nee

ds

3.6

Eva

luat

e th

e ef

fect

iven

ess

of

a giv

en lea

rnin

g,

pla

y or

leis

ure

pla

n

3

Be

able

to s

upport

ag

e an

d

dev

elopm

enta

lly

appro

priat

e le

arnin

g,

pla

y an

d

leis

ure

opport

unitie

s fo

r dis

able

d c

hild

ren

and c

hild

ren w

ith

spec

ific

re

quirem

ents

3.7

D

evel

op a

pla

n f

or

impro

ving o

wn p

ract

ice

in s

upport

ing d

isab

led

child

ren a

nd t

hose

with s

pec

ific

req

uirem

ents

Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

12

7

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

Exp

lain

how

pote

ntial

bar

rier

s w

hic

h r

estr

ict

child

ren’s

acc

ess

to

lear

nin

g,

pla

y an

d lei

sure

are

ove

rcom

e in

ow

n s

etting

4.2

Eva

luat

e th

e ef

fect

iven

ess

of m

easu

res

to o

verc

om

e bar

rier

s to

in

clusi

on in o

wn s

etting

4.3

Pl

an s

trat

egie

s fo

r im

pro

ving o

wn p

ract

ice

in o

verc

om

ing b

arrier

s to

in

clusi

on

4

Be

able

to

eval

uat

e, s

upport

an

d d

evel

op

exis

ting p

ract

ice

with d

isab

led

child

ren a

nd

child

ren w

ith

spec

ific

re

quirem

ents

4.4

Id

entify

how

to a

pply

polic

ies

and p

roce

dure

s to

chal

lenge

dis

crim

inat

ory

, ab

usi

ve o

r oppre

ssiv

e beh

avio

ur

5.1

Exp

lain

the

role

s an

d r

esponsi

bili

ties

of

oth

er

ag

en

cies

who a

re

invo

lved

with d

isab

led c

hild

ren a

nd t

hose

with s

pec

ific

req

uirem

ents

5

Under

stan

d h

ow

to

work

in p

artn

ersh

ip

with o

ther

agen

cies

to

support

pro

visi

on f

or

dis

able

d c

hild

ren

and c

hild

ren w

ith

spec

ific

re

quirem

ents

5.2

Eva

luat

e th

e ef

fect

iven

ess

of ow

n p

ract

ice

in m

ulti-

agen

cy a

nd

par

tner

ship

work

ing

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


128

Unit 18: Support the Use of Medication


QCF level: 3

Credit value: 5


Unit aim

The aim of this unit is to assess support for use of medication in early years settings. It covers broad types, classifications and forms of medication, as well as safe handling and storage. It addresses practical support for use of medication that reflects the sector’s principles and values, and includes the need for accurate recording and reporting.


AC 7.3 Using medication correctly must include:

The correct medication

In the correct dose

By the correct route

At the correct time

With agreed support

With respect for dignity and privacy

AC 7.4 Practical difficulties may include:

Lost medication

Missed medication

Spilt medication

A child’s decision not to take medication

Difficulty in taking medication in its prescribed form

Wrong medication used

Vomiting after taking medication

Adverse reaction

Discrepancies in records or directions for use



Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

12

9

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Id

entify

leg

isla

tion t

hat

gove

rns

the

use

of

med

icat

ion

1.2

O

utlin

e th

e le

gal

cla

ssific

atio

n s

yste

m f

or

med

icat

ion

1

Know

the

legis

lative

fr

amew

ork

for

the

use

of

med

icat

ion

in e

arly

yea

rs

sett

ings

1.3

D

escr

ibe

why

polic

ies

and p

roce

dure

s m

ust

ref

lect

and inco

rpora

te

legis

lative

req

uirem

ents

2.1

Id

entify

com

mon t

ypes

of

med

icat

ion

2.2

Li

st c

onditio

ns

for

whic

h c

omm

on t

ypes

of

med

icat

ion m

ay b

e pre

scribed

2

Know

about

com

mon t

ypes

of

med

icat

ion a

nd

thei

r use

2.3

D

escr

ibe

chan

ges

to a

child

’s p

hys

ical

or

men

tal w

ell-

bei

ng t

hat

may

in

dic

ate

an a

dve

rse

reac

tion t

o a

med

icat

ion

3.1

Exp

lain

the

role

s an

d r

esponsi

bili

ties

of

those

invo

lved

in:

Pr

escr

ibin

g m

edic

atio

n

D

ispen

sing m

edic

atio

n

Support

ing t

he

use

of

med

icat

ion

3.2

Exp

lain

role

s an

d r

esponsi

bili

ties

rel

atin

g t

o u

se o

f ‘o

ver

the

counte

r’

rem

edie

s an

d s

upple

men

ts

3

Under

stan

d r

ole

s an

d r

esponsi

bili

ties

in

the

use

of

med

icat

ion in e

arly

ye

ars

sett

ings

3.3

Exp

lain

the

pro

cedure

for

report

ing iss

ues

ass

oci

ated

with m

edic

atio

n

Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

13

0

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

D

escr

ibe

the

route

s by

whic

h m

edic

atio

n c

an b

e ad

min

iste

red

4.2

D

escr

ibe

diffe

rent

form

s in

whic

h m

edic

atio

n m

ay b

e pre

sente

d

4

Know

tec

hniq

ues

fo

r ad

min

iste

ring

med

icat

ion

4.3

D

escr

ibe

mat

eria

ls a

nd e

quip

men

t th

at c

an a

ssis

t in

adm

inis

tering

med

icat

ion

5.1

Rec

eive

supplie

s of

med

icat

ion

5.2

Sto

re m

edic

atio

n in lin

e w

ith p

roce

dure

s of

ow

n s

etting

5

Be

able

to r

ecei

ve,

store

and d

ispose

of

med

icat

ion

supplie

s in

lin

e w

ith a

gre

ed w

ays

of

work

ing

5.3

D

ispose

of

unuse

d o

r unw

ante

d m

edic

atio

n in lin

e w

ith p

roce

dure

s of

ow

n s

etting

6.1

Exp

lain

the

princi

ple

s in

the

use

of

med

icat

ion o

f:

Conse

nt

Sel

f-m

edic

atio

n o

r ac

tive

par

tici

pat

ion

D

ignity

and p

riva

cy

Confiden

tial

ity

6.2

Exp

lain

how

ris

k as

sess

men

t ca

n b

e use

d t

o s

upport

an indiv

idual

’s

indep

enden

ce in m

anag

ing m

edic

atio

n

6

Under

stan

d h

ow

to

pro

mote

the

rights

of

the

indiv

idual

w

hen

man

agin

g

med

icat

ion

6.3

Exp

lain

how

eth

ical

iss

ues

that

may

arise

ove

r th

e use

of

med

icat

ion

can b

e ad

dre

ssed

Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

13

1

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

7.1

Id

entify

info

rmat

ion a

bout

an indiv

idual

’s m

edic

atio

n

7.2

Support

an indiv

idual

to u

se m

edic

atio

n in w

ays

that

pro

mote

:

H

ygie

ne

Saf

ety

D

ignity

Act

ive

par

tici

pat

ion

7.3

U

se s

trat

egie

s to

ensu

re t

hat

med

icat

ion is

use

d o

r ad

min

iste

red

corr

ect

ly

7.4

M

anag

e p

ract

ical d

iffi

cult

ies

that

may

arise

when

med

icat

ion is

use

d

7

Be

able

to s

upport

th

e use

of

med

icat

ion

7.5

Id

entify

sourc

es o

f fu

rther

info

rmat

ion a

nd s

upport

about

the

use

of

med

icat

ion

8.1

Rec

ord

use

of

med

icat

ion

8

Be

able

to r

ecord

th

e use

of

med

icat

ion

8.2

Rec

ord

chan

ges

in a

n indiv

idual

ass

oci

ated

with m

edic

atio

n

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


132

Unit 19: Support Children at Meal or Snack Times


QCF level: 2

Credit value: 3


Unit aim

The aim of this unit is to provide the knowledge, understanding and skills required to support children at meal or snack times. It covers the principles of healthy eating and requires demonstration of competence in supporting hygiene and positive behaviour at meal and snack times.


AC 1.2 Provide three examples of healthy meals and three examples of healthy snacks.

AC 6.2 Positive behaviour must include table manners.



Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

13

3

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

O

utlin

e th

e nutr

itio

nal

req

uirem

ents

of

a hea

lthy

die

t fo

r ch

ildre

n

1.2

D

escr

ibe

exam

ple

s of

hea

lthy

mea

ls a

nd s

nac

ks f

or

child

ren

1

Know

the

princi

ple

s of

hea

lthy

eating

for

child

ren

1.3

D

escr

ibe

how

culture

, re

ligio

n a

nd h

ealth c

onditio

ns

impac

t on f

ood

choic

es

2.1

D

escr

ibe

the

ben

efits

of

hea

lthy

eating f

or

child

ren

2.2

D

escr

ibe

the

poss

ible

conse

quen

ces

of

an u

nhea

lthy

die

t

2

Know

the

ben

efits

of

hea

lthy

eating

for

child

ren

2.3

Id

entify

sourc

es o

f in

form

atio

n a

nd a

dvi

ce o

n d

ieta

ry c

once

rns

3.1

D

escr

ibe

how

to r

ecognis

e al

lerg

enic

rea

ctio

ns

to f

ood

3

Know

how

to

reco

gnis

e an

d

resp

ond t

o

alle

rgen

ic r

eact

ions

to f

ood

3.2

D

escr

ibe

how

to d

eal w

ith a

llerg

enic

rea

ctio

ns

to f

ood

4.1

Rev

iew

the

effe

ctiv

enes

s of

the

food p

olic

y of

ow

n s

etting in

enco

ura

gin

g c

hild

ren t

o m

ake

hea

lthie

r fo

od c

hoic

es

4

Be

able

to

enco

ura

ge

child

ren

to m

ake

hea

lthie

r fo

od c

hoic

es

4.2

Pl

an s

trat

egie

s fo

r en

coura

gin

g c

hild

ren t

o:

M

ake

hea

lthie

r fo

od c

hoic

es

Eat

the

food p

rovi

ded

for

them

Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

13

4

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5.1

M

odel

good h

ygie

ne

pra

ctic

e in

rel

atio

n t

o o

wn r

ole

in f

ood h

andlin

g

and w

aste

dis

posa

l

5

Be

able

to s

upport

hyg

iene

during

mea

l or

snac

k tim

es

5.2

Pl

an s

trat

egie

s fo

r en

coura

gin

g c

hild

ren’s

per

sonal

hyg

iene

at m

eal

and s

nac

k tim

es

6.1

D

escr

ibe

the

sett

ing’s

code

of

conduct

and p

olic

ies

for

mea

l an

d s

nac

k tim

es

6.2

Apply

ski

lls a

nd t

echniq

ues

for

support

ing a

nd e

nco

ura

gin

g c

hild

ren’s

p

osi

tive b

eh

avio

ur

in t

he

din

ing a

rea

6

Be

able

to s

upport

th

e co

de

of

conduct

and

polic

ies

for

mea

l an

d s

nac

k tim

es

6.3

Apply

ski

lls a

nd t

echniq

ues

for

dea

ling w

ith inap

pro

priat

e beh

avio

ur

in

the

din

ing a

rea

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


135

Unit 20: Care for the Physical and Nutritional Needs of Babies and Young Children


QCF level: 3

Credit value: 6


Unit aim

The aim of this unit is to assess competence in caring for the physical and nutritional needs of babies and young children. This covers children up to 36 months of age. It includes the physical care routines and ensuring that the environment is suitable for children.




Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

13

6

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Show

beh

avio

ur

that

model

s cu

ltura

l an

d e

thnic

aw

aren

ess

when

ca

ring f

or

bab

ies

and y

oung c

hild

ren’s

:

Ski

n

H

air

Tee

th

N

appy

area

1.2

Pl

an s

trat

egie

s to

ensu

re t

he

pre

fere

nce

s of

care

rs a

re t

aken

into

ac

count

in t

he

pro

visi

on o

f phys

ical

car

e

1.3

Show

res

pec

tful beh

avio

ur

when

work

ing w

ith b

abie

s or

young

child

ren

1.4

Pro

vide

per

sonal

ised

phys

ical

car

e ta

ilore

d t

o indiv

idual

bab

ies

or

young c

hild

ren’s

nee

ds

1

Be

able

to p

rovi

de

resp

ectf

ul phys

ical

ca

re f

or

bab

ies

and

young c

hild

ren

1.5

Pro

vide

per

sonal

ised

phys

ical

car

e th

at f

ollo

ws

org

anis

atio

nal

and

regula

tory

pro

cedure

s th

at p

rote

ct b

abie

s, y

oung c

hild

ren a

nd

pra

ctitio

ner

s

Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

13

7

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

Pla

n d

aily

and w

eekl

y ro

utines

for

bab

ies

and y

oung c

hild

ren t

o m

eet

indiv

idual

nee

ds

2

Be

able

to p

rovi

de

routines

for

bab

ies

and y

oung c

hild

ren

that

support

thei

r hea

lth a

nd

dev

elopm

ent

2.2

Pla

n s

trat

egie

s fo

r in

corp

ora

ting e

ffec

tive

toile

t tr

ainin

g into

routines

3

Be

able

to p

rovi

de

opport

unitie

s fo

r ex

erci

se a

nd

phys

ical

act

ivity

3.1

Pl

an h

ow

to s

upport

bab

ies

or

young c

hild

ren’s

exe

rcis

e an

d p

hys

ical

ac

tivi

ty

4.1

Id

entify

polic

ies

and p

roce

dure

s th

at c

ove

r hea

lth,

safe

ty a

nd

pro

tect

ion o

f bab

ies

and y

oung c

hild

ren

4.2

Eva

luat

e th

e sa

fety

fea

ture

s w

ithin

the

envi

ronm

ent

for

bab

ies

and

young c

hild

ren

4.3

Super

vise

bab

ies

or

young c

hild

ren in o

wn s

etting

4.4

Apply

a b

alan

ced a

ppro

ach t

o r

isk

man

agem

ent

in o

wn s

etting

4

Be

able

to p

rovi

de

safe

and p

rote

ctiv

e en

viro

nm

ents

for

bab

ies

and y

oung

child

ren

4.5

Id

entify

curr

ent

advi

ce o

n m

inim

isin

g s

udden

infa

nt

dea

th s

yndro

me

in e

very

day

routines

for

bab

ies

5.1

Id

entify

curr

ent

gove

rnm

ent

guid

ance

the

nutr

itio

nal

nee

ds

of

bab

ies

until th

ey a

re f

ully

wea

ned

5.2

Pl

an a

pro

gra

mm

e of

wea

nin

g

5.3

Pre

par

e fo

rmula

fee

ds

hyg

ienic

ally

follo

win

g c

urr

ent

guid

ance

5

Be

able

to p

rovi

de

for

the

nutr

itio

nal

nee

ds

of

bab

ies

under

18 m

onth

s

5.4

Eva

luat

e th

e ben

efits

of

diffe

rent

types

of

form

ula

that

are

com

monly

av

aila

ble

Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

13

8

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

6.1

Pl

an m

eals

for

young c

hild

ren t

hat

mee

t th

eir

nutr

itio

nal

nee

ds

bas

ed

on:

Curr

ent

gove

rnm

ent

guid

ance

In

form

atio

n f

rom

car

ers

6.2

Id

entify

food a

llerg

ies

and into

lera

nce

s th

at a

young c

hild

may

ex

per

ience

6

Be

able

to p

rovi

de

for

the

nutr

itio

nal

nee

ds

of

young

child

ren f

rom

18-

36 m

onth

s

6.3

Rev

iew

pla

ns

to e

nsu

re p

aren

t an

d/o

r ca

rer’s

inst

ruct

ions

on t

he

nee

ds

of

thei

r ch

ild a

re a

ccounte

d f

or

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


139

Unit 21: Support the Development of Positive Behaviour in Children


QCF level: 3

Credit value: 3


Unit aim

The aim of this unit is to develop the knowledge, understanding and skills of the learner to support children to develop positive behaviour. It includes the setting of boundaries and goals and how to assist children to understand their behaviour.


ACs 2.4, 3.3, 4.2:

Key People:

carers

foster carers

residential workers

Others:

carers

foster carers

residential workers

social workers

psychologists

doctors

support workers

police

youth justice


inspectors


140



Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

14

1

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Under

stan

d

princi

ple

s of

support

ing t

he

dev

elopm

ent

of

posi

tive

beh

avio

ur

in c

hild

ren

1.1

O

utlin

e th

eories

of

beh

avio

ur

dev

elopm

ent

in c

hild

ren

2.1

Com

munic

ate

with a

child

about

thei

r beh

avio

ur

acco

rdin

g t

o t

hei

r le

vel of

abili

ty a

nd u

nder

stan

din

g

2.2

Exp

lain

to a

child

the

expec

tations

about

thei

r beh

avio

ur

2.3

Exp

lain

to a

child

why

goal

s an

d b

oundar

ies

must

be

set

for

thei

r beh

avio

ur

2.4

Id

entify

beh

avio

ura

l goal

s an

d b

oundar

ies

that

will

support

posi

tive

beh

avio

ur

with:

A c

hild

K

ey p

eo

ple

O

thers

2

Be

able

to e

stab

lish

beh

avio

ura

l goal

s an

d b

oundar

ies

with c

hild

ren

2.5

Rec

ord

agre

ed b

ehav

ioura

l goal

s an

d b

oundar

ies

in lin

e w

ith w

ork

se

ttin

g r

equirem

ents

Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

14

2

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Com

munic

ate

with a

child

to d

evel

op u

nder

stan

din

g o

f w

hen

thei

r beh

avio

ur

is a

ccep

table

and w

hen

it

is u

nac

cepta

ble

3.2

W

ork

with a

child

to d

evel

op u

nder

stan

din

g o

f th

e co

nse

quen

ces

of:

Acc

epta

ble

beh

avio

ur

U

nac

cepta

ble

beh

avio

ur

3.3

W

ork

with a

child

to d

evel

op r

ecog

nitio

n o

f th

e ben

efits

of

posi

tive

beh

avio

ur

for

Them

selv

es

K

ey p

eo

ple

O

thers

3.4

Com

munic

ate

with a

child

to d

evel

op a

n u

nder

stan

din

g o

f w

hy

they

beh

ave

in c

erta

in w

ays

3

Be

able

to s

upport

ch

ildre

n t

o

under

stan

d t

hei

r beh

avio

ur

3.5

W

ork

with a

child

to d

evel

op a

n u

nder

stan

din

g o

f how

they

are

fee

ling

when

they

engag

e in

unac

cepta

ble

beh

avio

ur

Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

14

3

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

W

ork

with a

child

to iden

tify

beh

avio

urs

that

show

that

they

are

m

eeting b

ehav

ioura

l goal

s

4.2

W

ork

with k

ey p

eo

ple

and o

thers

to p

rovi

de

consi

sten

t su

pport

to a

ch

ild t

o h

elp t

hem

mee

t beh

avio

ura

l goal

s an

d a

gre

ed b

oundar

ies

4.3

U

se s

tim

ula

ting a

nd a

chie

vable

act

ivitie

s to

engag

e ch

ildre

n t

o

support

them

to m

eet

agre

ed b

ehav

ioura

l goal

s an

d b

oundar

ies

4.4

Pro

vide

const

ruct

ive

feed

bac

k to

a c

hild

on m

eeting b

ehav

ioura

l goal

s an

d a

gre

ed b

oundar

ies

4.5

U

se p

rais

e to

rei

nfo

rce

posi

tive

beh

avio

ur

in a

child

4.6

Support

the

posi

tive

beh

avio

ur

of

child

ren t

hro

ugh o

wn a

ctio

ns

4.7

U

se a

gre

ed inte

rven

tions

to h

elp a

child

end a

n inst

ance

of

unac

cepta

ble

beh

avio

ur

4.8

W

ork

with a

child

to d

evel

op t

hei

r under

stan

din

g o

f w

hy

they

engag

ed

in u

nac

cepta

ble

beh

avio

ur

4.9

W

ork

with a

child

to d

evel

op t

hei

r under

stan

din

g o

f how

they

mig

ht

hav

e beh

aved

diffe

rently

4.1

0

Rec

ord

pro

gre

ss t

ow

ards

the

achie

vem

ent

of

beh

avio

ura

l goal

s in

lin

e w

ith w

ork

set

ting r

equirem

ents

4.1

1

Rec

ord

inst

ance

s of

unac

cepta

ble

beh

avio

ur

in lin

e w

ith w

ork

set

ting

requirem

ents

4

Be

able

to s

upport

ch

ildre

n t

o a

chie

ve

beh

avio

ura

l goal

s an

d a

dher

e to

ag

reed

boundar

ies

4.1

2

Iden

tify

sourc

es o

f hel

p a

nd s

upport

wher

e th

ere

are

conce

rns

about

the

beh

avio

ur

of

a ch

ild

Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

14

4

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


145

Unit 22: Contribute to Effective Team Working in Health and Social Care or Children’s Settings


QCF level: 3

Credit value: 4


Unit aim

The aim of this unit is to develop the knowledge, understanding and skills of learners to enable them to contribute to effective team work in health and social care or children’s settings. It covers the principles and practice of effective team work, as well as the process for improvement.


AC 1.1 Teams could include:

Within the organisation/service

Multi-disciplinary

Multi-agency

AC 3.4 Others could include:

Team members and colleagues

Other professionals

Line manager



Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

14

6

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Eva

luat

e m

odel

s of

team

work

ing

1.2

Exp

lain

the

pro

cess

of

team

dev

elopm

ent

1

Under

stan

d

theo

ries

of

team

s an

d t

eam

work

ing

1.3

Anal

yse

the

effe

ct o

f sh

ared

tea

m g

oal

s

2.1

Exp

lain

why

team

s nee

d:

Cle

ar o

bje

ctiv

es

Cle

arly

def

ined

role

s an

d r

esponsi

bili

ties

Tru

st a

nd a

ccounta

bili

ty

Confiden

tial

ity

Effec

tive

com

munic

atio

n

Conflic

t re

solu

tion

2.2

Exp

lain

why

mutu

al r

espec

t an

d s

uppor

t pro

mote

s ef

fect

ive

team

work

2.3

Exp

lain

how

the

valu

es o

f ow

n o

rgan

isat

ion influen

ces

the

work

ing o

f ow

n t

eam

2.4

Exp

lain

how

tea

ms

man

age

chan

ge

2

Under

stan

d t

he

princi

ple

s th

at

under

pin

effec

tive

te

am w

ork

2.5

Exp

lain

the

ben

efits

of

effe

ctiv

e te

am p

erfo

rman

ce

Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

14

7

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Id

entify

ow

n r

ole

and r

esponsi

bili

ty in t

he

team

3.2

Com

munic

ate

effe

ctiv

ely

with t

eam

mem

ber

s

3.3

Pla

n s

trat

egie

s fo

r in

volv

ing t

eam

mem

ber

s in

dec

isio

n m

akin

g

3.4

See

k su

pport

and a

dvi

ce f

rom

oth

ers

3.5

O

ffer

support

to o

ther

tea

m m

ember

s

3.6

Exp

lain

lin

es o

f re

port

ing a

nd r

esponsi

bili

ty in t

he

team

3

Be

able

to w

ork

as

par

t of

a te

am

3.7

Anal

yse

the

stre

ngth

s an

d c

ontr

ibutions

of

oth

er t

eam

mem

ber

s to

th

e w

ork

of

the

team

4.1

Pr

ovi

de

enco

ura

gem

ent

and s

uppor

t to

indiv

idual

tea

m m

ember

s w

ithin

thei

r ro

les

4

Be

able

to s

upport

in

div

idual

tea

m

mem

ber

s 4.2

Pr

ovi

de

const

ruct

ive

feed

bac

k on p

erfo

rman

ce t

o indiv

idual

tea

m

mem

ber

s

5.1

Ref

lect

on o

wn p

erfo

rman

ce in w

ork

ing a

s par

t of

a te

am

5.2

Rev

iew

tea

m p

erfo

rman

ce in a

chie

ving o

r w

ork

ing t

ow

ards

goal

s

5

Be

able

to r

evie

w

the

work

of

the

team

5.3

Contr

ibute

to t

he

dev

elopm

ent

of

continuous

impro

vem

ent

within

the

work

of

the

team

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


148

Unit 23: Working Within a Social Pedagogic Framework With Children

Unit reference number: A/506/1253

QCF level: 3

Credit value: 5


Unit aim

This unit is aimed at supporting learners who are using social pedagogy principles as part of their work with children. This unit will provide the learner with knowledge and understanding of social pedagogical principles. The learner will be able to describe how they reflect on their experience and apply this in practice with children in their care.


AC 1.2 Aspects:

Personal

Private

Professional

LO2 Holistic wellbeing and happiness:

The pedagogue understands all aspects of a child’s physical, emotional, psychological and social needs. The focus is on the child as a whole person and support for the child’s overall development.

AC 2.2 Zone of proximal development: the distance between what the child can do unaided and what they require adult assistance with.

AC 3.3 Creative skills could include:

Drama

Art

Music

Sport

Physical movement

Learning is most successful in a social context, meaning that people learn more and develop further when they are supported by a mentor who is more advanced in a certain area and functions.


149



Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

15

0

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Exp

lain

how

soci

al p

edag

ogic

al p

rinci

ple

s ca

n b

e ap

plie

d in w

ork

ing

with c

hild

ren:

As

indiv

idual

s

In

gro

up s

ettings

1.2

Exp

lain

how

to u

se t

he

diffe

rent

asp

ect

s of

ped

agogy

in d

evel

opin

g

rela

tionsh

ips

1

Under

stan

d h

ow

to

apply

the

princi

ple

s of

soci

al p

edag

ogy

1.3

Exp

lain

how

to u

se t

he

princi

ple

s of

soci

al p

edag

ogy

in e

ngag

ing w

ith

child

ren a

nd y

oung p

eople

2.1

Exp

lain

how

to w

ork

with a

holis

tic

appro

ach t

o t

he

wel

lbei

ng a

nd

hap

pin

ess

of

a ch

ild b

y su

pport

ing t

he

dev

elopm

ent

of

thei

r:

Em

otional

nee

ds

Ph

ysic

al n

eeds

Psy

cholo

gic

al n

eeds

Soci

al n

eeds

2.2

Exp

lain

how

the

conce

pt

of

zon

e o

f p

roxim

al

develo

pm

en

t ap

plie

s to

ho

list

ic w

ell

bein

g a

nd

hap

pin

ess

2

Under

stan

d t

he

conce

pt

of

ho

list

ic

well

bein

g a

nd

h

ap

pin

ess

of

indiv

idual

child

ren

2.3

Exp

lain

the

ben

efits

of w

ork

ing w

ith c

hild

ren:

As

a gro

up

As

indiv

idual

s

Pea

rson E

dex

cel Le

vel 3 D

iplo

ma

in C

hild

ren’s

Lea

rnin

g a

nd D

evel

opm

ent

(Ear

ly Y

ears

Educa

tor)

(Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

15

1

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

D

evel

opin

g s

afe,

support

ing a

nd n

urt

uring r

elat

ionsh

ips

with c

hild

ren

3.2

U

se o

wn r

elat

ionsh

ip t

o c

reat

e le

arnin

g o

pport

unitie

s w

ith c

hild

ren

3.3

Pl

an a

ctiv

itie

s th

at u

se c

reati

ve s

kil

ls t

o c

reat

e le

arnin

g

opport

unitie

s w

ith c

hild

ren

3

Be

able

to e

ngag

e w

ith c

hild

ren o

r yo

ung p

eople

to

crea

te s

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152

12 Further information and useful publications

To get in touch with us visit our ‘Contact us’ pages:

Edexcel: www.edexcel.com/contactus

BTEC: www.edexcel.com/btec/Pages/Contactus

Pearson Work Based Learning and Colleges: www.edexcel.com/about.wbl/Pages/Contact-us

books, software and online resources for UK schools and colleges: www.pearsonschoolsandfecolleges.co.uk

Key publications:

Adjustments for candidates with disabilities and learning difficulties – Access and Arrangements and Reasonable Adjustments, General and Vocational qualifications (Joint Council for Qualifications (JCQ))

- Equality Policy (Pearson)

- Recognition of Prior Learning Policy and Process (Pearson)

- UK Information Manual (Pearson)

- UK Quality Vocational Assurance Handbook (Pearson).

All of these publications are available on our website.

Further information and publications on the delivery and quality assurance of NVQ/Competence-based qualifications are available on our website, at www.pearsonwbl.edexcel.com/NVQ-competence-based.

Our publications catalogue lists all the material available to support our qualifications. To access the catalogue and order publications, please go to www.edexcel.com/resources/publications.


153

13 Professional development and training

Pearson supports UK and international customers with training related to our qualifications. This support is available through a choice of training options and sector events, or through customised training at your centre.

The support we offer focuses on a range of issues, including:

planning for the delivery of a new programme

planning for assessment

building your team and teamwork skills

developing learner-centred learning and teaching approaches

building functional skills into your programme

building in effective and efficient quality assurance systems.

For more information on training options and upcoming events, please visit our website for details. You can request customised training by completing the enquiry form on our website and we will contact you to discuss your training needs.

Support services

Face-to-face support: our team of Regional Quality Managers, based around the country, are responsible for providing quality assurance support and guidance to anyone managing and delivering NVQs/Competence-based qualifications. The Regional Quality Managers can support you at all stages of the standard verification process as well as in finding resolutions of actions and recommendations as required. A UK map showing the Regional Quality Managers’ contact details can be found at www.btec.co.uk/support.

Online support: find the answers to your questions by browsing over 100 FAQs on our website or by submitting a query using our Work Based Learning Ask the Expert Service. You can search the database of commonly asked questions relating to all aspects of our qualifications in the work-based learning market. If you are unable to find the information you need, send us your query and our qualification or administrative experts will get back to you. The Ask the Expert service is available via the contact us page of the website.

Online forum

Pearson Work Based Learning Communities is an online forum where employers, further education colleges and workplace training providers are able to seek advice and clarification about any aspect of our qualifications and services, as well as share knowledge and information with others. The forums are sector specific and cover Business Administration, Customer Service, Health and Social Care, Hospitality and Catering and Retail. The online forum is available via the Work Based Learning website.


154

14 Contact us

We have a dedicated Account Support team, based throughout the UK, to give you more personalised support and advice. To contact your Account Specialist you can use any of the following methods:

Email: [email protected] Telephone: 0844 576 0045

If you are new to Pearson and would like to become an approved centre, please contact us at:

Email: [email protected] Telephone: 0844 576 0045

Complaints and feedback

We are working hard to provide you with excellent service. However, if any element of our service falls below your expectations, we want to understand why, so that we can prevent it from happening again. We will do all that we can to put things right.

If you would like to register a complaint with us, please email [email protected].

We will formally acknowledge your complaint within two working days of receipt and provide a full response within seven working days.


155

Annexe A: Assessment Principles

Early Years Educator Qualifications Assessment Principles

1. Introduction

1.1 This document sets out those principles and approaches to unit/qualification assessment for qualifications approved by the National College for Teaching and Leadership (NCTL). The information is intended to support the quality assurance processes of those Awarding Organisations that offer EYE qualifications in the Sector. It should also be read alongside individual unit assessment requirements where appropriate.

1.2 These principles will ensure a consistent approach to those elements of assessment which require further interpretation and definition, and support sector confidence.

2. Assessment Principles

2.1 Assessment decisions for competence based learning outcomes must be made in a real work environment by an occupationally competent assessor. Any knowledge evidence integral to these learning outcomes may be generated outside of the work environment but the final assessment decision must be within the real work environment.

2.2 Assessment decisions for competence based learning outcomes must be made by an assessor qualified to make assessment decisions.

2.3 Competence based assessment must include direct observation as the main source of evidence

2.4 Simulation may only be utilised as an assessment method for competence based learning outcomes where this is specified in the assessment requirements by the individual Awarding Organisation.

2.5 Given the nature of work with children and their families, which may from time to time include sensitive situations requiring confidentiality/privacy, there may be a need to make use of an Expert Witness testimony as a source of performance evidence in the workplace. Expert witnesses can be drawn from experienced individuals who can attest to the learner's performance in the workplace. This may include line managers or other experienced colleagues from inside an organisation or from other agencies. This may prove particularly important for those learners who work unsupervised, but who have contact with a range of different professionals in the course of their work activities.

Expert witnesses must only be used for observation where they have occupational expertise for specialist areas or the observation is of a particularly sensitive nature. It is not necessary for expert witnesses to hold an assessor qualification, as a qualified assessor must assess the testimony provided by an expert witness when making summative assessment decisions.

2.6 Assessment of knowledge based learning outcomes may take place in or outside of a real work environment.

2.7 Assessment decisions for knowledge based learning outcomes must be made by an occupationally knowledgeable assessor.

2.8 Assessment decisions for knowledge based learning outcomes must be made by an assessor qualified to make assessment decisions.


156

3. Internal Quality Assurance

3.1 Internal quality assurance is key to ensuring that the assessment of evidence for units is of a consistent and appropriate quality. Those carrying out internal quality assurance must be occupationally knowledgeable in the area they are assuring and be qualified to make quality assurance decisions.

4. Definitions

4.1 Competence based learning outcomes:

These are learning outcomes beginning with ‘be able to’.

4.2 Specialist areas:

A specialist is a person who has a particular skill or knows a lot about a particular subject OR a person who specialises in or devotes themselves to a particular area of activity, field of research, etc.

4.3 Knowledge based learning outcomes:

These are learning outcomes beginning with ‘know’ or ‘understand’.

4.4 Occupationally competent:

This means that each assessor must be capable of carrying out the full requirements within the competency units they are assessing. Being occupationally competent means they are also occupationally knowledgeable. This occupational competence should be maintained through clearly demonstrable continuing learning and professional development.

4.5 Occupationally knowledgeable:

This means that each assessor should possess relevant knowledge and understanding, and be able to assess this in units designed to test specific knowledge and understanding, or in units where knowledge and understanding are components of competency. This occupational knowledge should be maintained through clearly demonstrable continuing learning and professional development.

4.6 Qualified to make assessment decisions:

This means that each assessor must hold a qualification suitable to support the making of appropriate and consistent assessment decisions. Awarding Organisations will determine what will qualify those making assessment decisions according to the unit of competence under assessment. (Appendix 1 list of acceptable qualifications).

4.7 Qualified to make quality assurance decisions:

Awarding Organisations will determine what will qualify those undertaking internal quality assurance to make decisions about that quality assurance.


157

5. Expert witness:

Evidence from expert witnesses must meet the tests of validity, reliability and authenticity. Expert witnesses will need to demonstrate:

they have a working knowledge of the units on which their expertise is based

they are occupationally competent in their area of expertise

they have EITHER a qualification in assessment of workplace performance OR a professional work role which involves evaluating the everyday practice of staff

They have current or recent (within the last 2 years) experience of working at or above the level for which they are attesting competence

They can demonstrate appropriate, continuous professional development relevant to the sector for which they are attesting competence

That they have no conflict of interest in the outcome of the evidence.

Appendix 1

List of acceptable qualifications

Holders of any of the qualifications below must also meet the requirements set out in sections 4.2- 4.6 of this document.

D32 Assess Candidate Performance and D33 Assess Candidate Using Differing Sources of Evidence

A1 Assess Candidate Performance Using a Range of Methods and A2 Assessing Candidates' Performance through Observation

QCF Level 3 Award in Assessing Competence in the Work Environment (for competence/skills learning outcomes only)

QCF Level 3 Award in Assessing Vocationally Related Achievement (for knowledge learning outcomes only)

QCF Level 3 Certificate in Assessing Vocational Achievement

Qualified Teacher Status

Certificate in Education in Post Compulsory Education (PCE)

Social Work Post Qualifying Award in Practice Teaching

Certificate in Teaching in the Lifelong Learning Sector (CTLLS)

Diploma in Teaching in the Lifelong Learning sector (DTLLS)

L&D9DI - Assessing workplace competence using Direct and Indirect methods (Scotland)

L&D9D - Assessing workplace competence using Direct methods (Scotland)

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Pearson Edexcel Level 3 Diploma in Children’s Learning and ... · Pearson Edexcel Level 3 Diploma in Children’s Learning and Development (Early Years Educator) (QCF) Specification