Head of Department
Mrs G Glover
Subject Overview
At Cornwallis Academy the Vocational Department provides access to all subjects and an insight into how they operate. We are an energetic and ambitious team, who seek to provide lessons that enthuse our students and help to develop the skills they need to support future aspirations. Subjects will be supported by visits and speakers where course appropriate and where topics are not covered but felt important to give a more rounded insight into the qualification being studied.
Key Stage 5
BTEC National Extended Certificate in Children’s Play, Learning and Development
Examining Body
Edexcel
Overview of the course
This course is a 2-year programme designed to give students years. This programme is designed to help you build the knowledge and childcare skills needed when working with children and young people from birth to eight years. It is aimed at those who wish to work, or are working at an unsupervised level in the children and young people’s workforce in England. The programme will prepare you to work in a wide range of settings, with different professionals and volunteers who provide services for children and their families.
What Will You Study
There are 3 Mandatory units and 1 optional. Students will be required to produce a portfolio of coursework with will be externally moderated. The Units of study may include:
- Unit 1 Children’s Development
- Unit 2 Development of Children’s Communication, Literacy and Numeracy Skills
- Unit 3 Play and Learning
- Unit 5 Keeping Children Safe
Assessment:
This course is a combination of examination, externally set and assessed units and internally set and assessed units.
Practical work-based training forms a large part of this programme. You are required to undertake a minimum of 50 placement hours in a minimum of one setting. You will complete a Practical Evidence Portfolio to evidence you time in placement.
Possible Career Paths:
Students who follow this path may continue on to higher education courses, not necessarily in Child Care related subjects, work apprenticeships or directly into the work place. Careers students can go into include: Health Worker, Social Worker, Teacher, Midwife, Childminder, Nursing.
Year 12 and 13 are currently taught together and the units alternate
During 2020-21 Students will be focusing on:
- Unit 1 – The World of Tourism (examination)
- Unit 3 – Principles of Marketing in Travel and Tourism
| Topic/Tasks | This is the overview of the topics in Term 1 Unit 1 – Children’s Development (examination) Learning Aim A – The principles of growth and development and how they are applied from birth to seven years 11 months Principles and patterns of growth and development Areas of development Patterns of development Learning Aim B – Physical development from birth up to seven years 11 months Physical development Promoting children’s physical development |
| Useful Websites | https://kidshealth.org/en/parents/development-sheets.html https://www.nhsggc.org.uk/kids/child-development/ https://www.cdc.gov/ncbddd/childdevelopment/facts.html http://www.howkidsdevelop.com/developSkills.html https://www.simplypsychology.org/piaget.html https://www.learning-theories.com/social-learning-theory-bandura.html https://www.firstdiscoverers.co.uk/lev-vygotsky-child-development-theories/ |
| Assessment | Students will have a variety of different activities throughout the term based on the Children’s, play, learning and development concepts being taught, which they will complete during lesson. These will be assessed regularly to check for understanding. The overall content of this Learning Aim will be assessed through a class test during the last week of Term 1. |
| Topic/Tasks | This is the overview of the topics in Term 2 Unit 1 – Children’s Development (examination) Learning Aim C – Cognition, language and communication development Theoretical approaches Applying theories to early years practice Learning Aim D – Theories of social and emotional development The self, others and place in the world Applying theories of social and emotional development to early years practice |
| Useful Websites | https://kidshealth.org/en/parents/development-sheets.html https://www.nhsggc.org.uk/kids/child-development/ https://www.cdc.gov/ncbddd/childdevelopment/facts.html http://www.howkidsdevelop.com/developSkills.html https://www.simplypsychology.org/piaget.html https://www.learning-theories.com/social-learning-theory-bandura.html https://www.firstdiscoverers.co.uk/lev-vygotsky-child-development-theories/ |
| Assessment | Students will have a variety of different activities throughout the term based on the CPLD concepts being taught, which they will complete during lesson. These will be assessed regularly to check for understanding. The overall content of this Learning Aim will be assessed through a class test during the last week of Term 2. Students will also sit their PPE during this term |
| Topic/Tasks | This is the overview of the topics in Term 3 Revision, exam questions and exam practice on Unit 1 – Children’s Development to be ready for the exam at the beginning of February. Following the exam Unit 3 – Play and Learning Learning Aim B – Investigate theoretical perspectives to learning and development, curriculum approaches to play and their influence on current early years practice Theoretical perspectives to learning and development Curriculum approaches to play Influence on current early years practice Year 13 have already completed Learning Aim A |
| Useful Websites | www.montessori.org.uk Playing to Learn article: https://www.atl.org.uk/Images/Playing%20to%20learn%20%20-%20Feb%202012.pdf |
| Assessment | This Learning Aim will be assessed through a coursework piece of work once all input has been complete. Students will have regular book checks and content knowledge tests to ensure full comprehension of the input prior to the coursework. |
| Topic/Tasks | This is the overview of the topics in Term 4 Unit 3 – Play and Learning Learning Aim B – Investigate theoretical perspectives to learning and development, curriculum approaches to play and their influence on current early years practice Theoretical perspectives to learning and development Curriculum approaches to play Influence on current early years practice |
| Useful Websites | www.montessori.org.uk Playing to Learn article: https://www.atl.org.uk/Images/Playing%20to%20learn%20%20-%20Feb%202012.pdf |
| Assessment | This Learning Aim will be assessed through a coursework piece of work once all input has been complete. Students will have regular book checks and content knowledge tests to ensure full comprehension of the input prior to the coursework. |
| Topic/Tasks | This is the overview of the topics in Term 5 Unit 3 – Play and Learning Learning Aim C – Demonstrate skills required by early years professionals to support children’s purposeful play and learning opportunities Professional skills for supporting purposeful play and learning Support children’s purposeful play and learning activities |
| Useful Websites | Playing to Learn article: https://www.atl.org.uk/Images/Playing%20to%20learn%20%20-%20Feb%202012.pdf EYFS, Development Matters: http://www.foundationyears.org.uk/files/2012/03/Development-Matters-FINAL-PRINT-AMENDED.pdf |
| Assessment | This Learning Aim will be assessed through a coursework piece of work once all input has been complete. Students will have regular book checks and content knowledge tests to ensure full comprehension of the input prior to the coursework. |
| Topic/Tasks | This is the overview of the topics in Term 6 Year 12 Students only Unit 3 – Play and Learning Learning Aim A – Examine types of play and learning activities and the benefits for children’s learning and development Play types and opportunities The benefits of play for children |
| Useful Websites | www.montessori.org.uk Playing to Learn article: https://www.atl.org.uk/Images/Playing%20to%20learn%20%20-%20Feb%202012.pdf |
| Assessment | This Learning Aim will be assessed through a coursework piece of work once all input has been complete. Students will have regular book checks and content knowledge tests to ensure full comprehension of the input prior to the coursework. |
During 2021-22 Students will be focusing on:
- Unit 2 – Development of Children’s Communication, Literacy and Numeracy skills (examination)
- Unit 3 – Unit 5 – Keeping children Safe
| Topic/Tasks | This is the overview of the topics in Term 1 Unit 2 – Development of Children’s Communication, Literacy and Numeracy skills (examination) Learning Aim A – Stages of speech, communication and language development and its link to overall domains of development The role of speech, communication and language in children’s development Developing children’s speech, communication and language |
| Useful Websites | https://www.thecommunicationtrust.org.uk/media/600981/ite_resource_1.pdf https://app.croneri.co.uk/feature-articles/supporting-language-development-early-years https://www.silkysteps.com/forum/showthread.php?t=21580 |
| Assessment | Students will have a variety of different activities throughout the term based on the Children’s, play, learning and development concepts being taught, which they will complete during lesson. These will be assessed regularly to check for understanding. The overall content of this Learning Aim will be assessed through a class test during the last week of Term 1. |
| Topic/Tasks | This is the overview of the topics in Term 2 Unit 2 – Development of Children’s Communication, Literacy and Numeracy skills (examination) Learning Aim B –Supporting children’s literacy and numeracy skills through speech, communication and language development Development of literacy skills Development of numeracy and mathematical skills Supporting literacy development Supporting writing development Supporting numeracy development Learning Aim C –Approaches to the varied needs of individual children Supporting the concept of multilingualism Understand how adults support children who have additional language needs |
| Useful Websites | https://www.thecommunicationtrust.org.uk/media/600981/ite_resource_1.pdf https://app.croneri.co.uk/feature-articles/supporting-language-development-early-years https://www.silkysteps.com/forum/showthread.php?t=21580 |
| Assessment | Students will have a variety of different activities throughout the term based on the CPLD concepts being taught, which they will complete during lesson. These will be assessed regularly to check for understanding. The overall content of this Learning Aim will be assessed through a class test during the last week of Term 2. Students will also sit their PPE during this term |
| Topic/Tasks | This is the overview of the topics in Term 3 Revision, exam questions and exam practice on Unit 2 – Development of Children’s Communication, Literacy and Numeracy skills (examination) to be ready for the exam at the beginning of February. Following the exam Unit 5 – Keeping children Safe Learning Aim A – Investigate legal responsibilities and approaches to health and safety in early years settings Responsibilities to children’s health and safety Approaches to promoting children’s health and safety |
| Useful Websites | www.foundationyears.org.uk/eyfs-statutoryframework/ Statutory Guidance for the Early Years Foundation Stage 2014 www.gov.uk/government/publications/what-todo-if-youre- worried-a-child-is-being-abused–2 What to do if you’re worried a child is being abused: advice for practitioners 2015 www.gov.uk/government/publications/workingtogether-to- safeguard-children–2 Working together to safeguard children A guide to interagency working to safeguard and promote the welfare of children 2015 www.gov.uk/government/organisations/publichealth-england Guidance on infection prevention and control www.hse.gov.uk Health and Safety Executive – statutory guidance on health and safety issues www.nspcc.gov.uk The National Society for Prevention of Cruelty to Children to include current safeguarding legislation |
| Assessment | This Learning Aim will be assessed through a coursework piece of work once all input has been complete. Students will have regular book checks and content knowledge tests to ensure full comprehension of the input prior to the coursework. |
| Topic/Tasks | This is the overview of the topics in Term 4 Unit 5 – Keeping Children Safe Learning Aim B – Explore procedures for prevention and control of infection in early years settings Statutory requirements and procedures for infection prevention and control Learning Aim C – Examine how early years professionals safeguard children and respond to concerns that a child has been abused Types and indicator of abuse Safeguarding children Responding to concerns about abuse |
| Useful Websites | www.foundationyears.org.uk/eyfs-statutoryframework/ Statutory Guidance for the Early Years Foundation Stage 2014 www.gov.uk/government/publications/what-todo-if-youre- worried-a-child-is-being-abused–2 What to do if you’re worried a child is being abused: advice for practitioners 2015 www.gov.uk/government/publications/workingtogether-to- safeguard-children–2 Working together to safeguard children A guide to interagency working to safeguard and promote the welfare of children 2015 www.gov.uk/government/organisations/publichealth-england Guidance on infection prevention and control www.hse.gov.uk Health and Safety Executive – statutory guidance on health and safety issues www.nspcc.gov.uk The National Society for Prevention of Cruelty to Children to include current safeguarding legislation |
| Assessment | This Learning Aim will be assessed through a coursework piece of work once all input has been complete. Students will have regular book checks and content knowledge tests to ensure full comprehension of the input prior to the coursework. |
| Topic/Tasks | This is the overview of the topics in Term 5 Unit 5 – Keeping Children Safe Learning Aim C – Examine how early years professionals safeguard children and respond to concerns that a child has been abused Types and indicator of abuse Safeguarding children Responding to concerns about abuse Learning Aim D – Demonstrate how to recognise and assess hazards and risks to children and respond to emergencies in an early years setting Risk assessment in early years Recognising accidents and emergencies |
| Useful Websites | www.foundationyears.org.uk/eyfs-statutoryframework/ Statutory Guidance for the Early Years Foundation Stage 2014 www.gov.uk/government/publications/what-todo-if-youre- worried-a-child-is-being-abused–2 What to do if you’re worried a child is being abused: advice for practitioners 2015 www.gov.uk/government/publications/workingtogether-to- safeguard-children–2 Working together to safeguard children A guide to interagency working to safeguard and promote the welfare of children 2015 www.gov.uk/government/organisations/publichealth-england Guidance on infection prevention and control www.hse.gov.uk Health and Safety Executive – statutory guidance on health and safety issues www.nspcc.gov.uk The National Society for Prevention of Cruelty to Children to include current safeguarding legislation |
| Assessment | This Learning Aim will be assessed through a coursework piece of work once all input has been complete. Students will have regular book checks and content knowledge tests to ensure full comprehension of the input prior to the coursework. |
