Childcare

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/TasksThis 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 Websiteshttps://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/    
AssessmentStudents 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/TasksThis 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 Websiteshttps://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/  
AssessmentStudents 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/TasksThis 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 Websiteswww.montessori.org.uk   Playing to Learn article: https://www.atl.org.uk/Images/Playing%20to%20learn%20%20-%20Feb%202012.pdf  
AssessmentThis 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/TasksThis 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 Websiteswww.montessori.org.uk   Playing to Learn article: https://www.atl.org.uk/Images/Playing%20to%20learn%20%20-%20Feb%202012.pdf  
AssessmentThis 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/TasksThis 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 WebsitesPlaying 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  
AssessmentThis 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/TasksThis 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 Websiteswww.montessori.org.uk  

Playing to Learn article: https://www.atl.org.uk/Images/Playing%20to%20learn%20%20-%20Feb%202012.pdf  
AssessmentThis 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/TasksThis 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 Websiteshttps://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  
AssessmentStudents 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/TasksThis 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 Websiteshttps://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  
AssessmentStudents 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/TasksThis 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 Websiteswww.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
AssessmentThis 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/TasksThis 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 Websiteswww.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
AssessmentThis 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/TasksThis 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 Websiteswww.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
AssessmentThis 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.