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Exam Board: CACHE
This course provided the opportunity to gain a vocational qualification that gives a basic introduction to the sector. This includes the knowledge and understanding of child development and well-being necessary for working with children in a variety of settings. It gives learners an insight into their preferred learning styles and assists in developing their ability to study.
There are 3 units:
Units 1 and 2 are internally assessed coursework grades A* to D, while unit 3 in externally assessed through a short answer question.
Assessment: 20% examination, 80% controlled assessment.
Exam Board: Edexcel
BTEC Nationals are vocational qualifications that are designed to provide specialist work-related qualifications in a range of sectors. This course offers students opportunity to learn about concepts related to human development, health, safety, security, issues such as equality, diversity and the various social care and health care provisions in the UK. The Extended Certificate requires students to complete 4 units over 2 years. These are assessed via external exams and internal marked coursework. These include compulsory units:
Assessment: 50% external exam and 50% coursework.
Exam Board: NCFE CACHE
This qualification prepares learners to become Early Years Educators, enabling them to work with children from birth to 5 years and gain knowledge of children aged 5-7 years. Upon achievement of the qualification, learners will be able to enter the workforce as Early Years Educators or access Higher Education.
The course has 750 hours of real work environment experience that will be assessed through placement hours and observations.
Assessment: Portfolio of evidence – graded A*-D.
These are internally assessed. Professional Practice Portfolio – graded Achieved / Not Yet Achieved; Synoptic assessments at the end of each year. This is externally set and externally assessed. These contribute 30.8% towards the final qualification grade for the diploma
Units 1-7 are completed during the first year and Units 9-14 are completed during the second year
Term 1: PIES development (task 1)
Term 2: Evaluation of types of observation (task 2)
Term 3: Ways observations can support development (task 2)
Term 4: Factors that effect holistic development (task 3)
Term 5: Activities to support care needs and well-being (task 4)
Term 6: Transitions and the effect they have on a child's development and ways childcare workers can support them (task 4-5)
Term 1: Unit 2 - Evaluate the importance of knowing and understanding the pattern of a child's development (A1)
Term 2: Unit 2 - Consolidation of the unit and design revision resources of unit 2
Term 3: Unit 1 - Research the different types of childcare provision (task 1)
Term 4: Unit 1 - Preparation for working in a child care provision
Term 5: Unit 1 - Roles and responsibilities of a child care worker and the concequences of not maintaining them (task 2)
Term 6: Unit 1 - Identifying how to meet the individual needs of the children and the responsibility of the child care worker through an examination of inclusion and diversity (task 3)
Term 1: Unit 1 - Identify study skills and learning styles
Term 2: Unit 1 - continue with study skills, examination techniques and design revision
Term 3: Unit 2 - Revision
Term 4: Unit 3 - Multiple Choice Examination
Term 5: Unit 1 and 2 reflection and upgrades
Term 6: Unit 3 - resit for those who require
Unit 1 Human Lifespan Development
Unit 5 Meeting individual Care and Support Needs
Unit 14 Physiological Disorders and their care
Government Department of Health
Health and Safety Executive
Equal Opportunities Commission
Royal National Institute of Blind People
Social Care Institute for Excellence
Skills for Health
SBillingham et al – BTEC National Health and Social Care Student Book 1 (Pearson, 2016) ISBN 978 129212 601 2
Support is offered to the student during lunch and after school sessions.