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BTEC HNCD Early Childhood Education and Care BTEC HIGHER NATIONALS Early Childhood Education and Care Specifi cation First Teaching from January 2019 First Certifi cation from 2020 Higher National Certifi cate Lvl 4 Higher National Diploma Lvl 5 Edexcel, BTEC and LCCI qualifications Edexcel, BTEC and LCCI qualifications are awarded by Pearson, the UK’s largest awarding body offering academic and vocational qualifications that are globally recognised and benchmarked. For further information, please visit our qualifications website at qualifications.pearson.com. Alternatively, you can get in touch with us using the details on our contact us page at qualifications.pearson.com/contactus About Pearson Pearson is the world's leading learning company, with 35,000 employees in more than 70 countries working to help people of all ages to make measurable progress in their lives through learning. We put the learner at the centre of everything we do, because wherever learning flourishes, so do people. Find out more about how we can help you and your learners at qualifications.pearson.com 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 publication. ISBN 978 1 446 95932 9 All the material in this publication is copyright © Pearson Education Limited 2020 EVPWI113500 – BTEC Higher Nationals in Early Childhood Education and Care – ©123rf.com Summary of changes in Pearson BTEC Higher Nationals in Early Childhood Education and Care Issue 2 Summary of changes made between previous issue and this current Page issue number 2.5.1 Progression to university University recognition and articulations section updated and 13 reflects new website 3.2.1 English language requirements Reverted wording back to previous issue 21 3.7 Dealing with Malpractice Updated section on student. tutor and centre malpractice and 26-29 sanctions and appeals 6.5.2 Compensation of HNC. Clarified statement by inserting words “attempted but” as is the 77 case with the wording on compensation of HND Changes to Learning Outcome and Assessment Criteria Tables for: Units 2, 4, TBC 17, 20, 27 Minor stylistic changes to support clarity, and correcting out-of- sequence Pass criterion references Changes to Unit Descriptors for: Units 10, 11, 13, 21, 22 TBC Amending incorrect Unit level references in line with level of unit and as per rules of combination and structure tables in the front of the specification (Level 5 units incorrectly referenced as Level 4) Minor language changes to Learning Outcome and Assessment Criteria table for Unit 25 for consistency and appropriate grammar M2: removed 'the' before different 403 P5: replaced 'education or care' with 'childhood' 404 If you need further information on these changes or what they mean, contact us via our website at: qualifications.pearson.com/en/support/contact-us.html. Contents 1 Introduction 1 1.1 The Student Voice 1 1.2 Why choose Pearson BTEC Higher Nationals? 2 1.3 HN Global 3 1.4 Qualification titles 3 1.5 Qualification codes 3 1.6 Awarding organisation 4 1.7 Key features 4 1.8 Work experience/placement requirements 5 1.9 Qualification frameworks 5 1.10 Collaborative development 6 2 Programme purpose and objectives 8 2.1 Purpose of the Pearson BTEC Higher Nationals in Early Childhood Education and Care 8 2.2 Objectives of the Pearson BTEC Higher Nationals in Early Childhood Education and Care 8 2.3 Aims of the Level 4 Higher National Certificate in Early Childhood Education and Care 10 2.4 Aims of the Level 5 Higher National Diploma in Early Childhood Education and Care 11 2.5 What could these qualifications lead to? 12 2.5.1 Progression to university 13 2.5.2 Employment 13 2.6 Use of maths and English within the curriculum 15 2.7 How Pearson BTEC Higher Nationals in Early Childhood Education and Care provide both transferable employability skills and academic study skills 16 2.8 Sector-specific knowledge and skills: Themes for effective practice in early education and care 18 3 Planning your programme 20 3.1 Delivering the Higher National qualifications 20 3.2 Entry requirements and admissions 20 3.2.1 English language requirements for Higher Nationals 21 3.2.2 Centre approval 22 3.2.3 Level of sector knowledge required 22 3.2.4 Resources required 22 3.2.5 HN Global support 22 3.2.6 Modes of delivery 22 3.2.7 Recommendations for employer engagement 23 3.2.8 Support from Pearson 23 3.2.9 Student employability 23 3.3 Access to study 24 3.4 Student registration and entry 24 3.5 Access to assessment 24 3.6 Administrative arrangements for internal assessment 25 3.6.1 Records 25 3.6.2 Reasonable adjustments to assessment 25 3.6.3 Special consideration 26 3.6.4 Appeals against assessment 26 3.7 Dealing with malpractice in assessment 26 3.7.1 Internally assessed units 27 3.7.2 Student malpractice 27 3.7.3 Staff and centre malpractice 28 3.7.4 Sanctions and appeals 28 4 Programme structure 30 4.1 Units, Credits, Total Qualification Time (TQT) and Guided Learning (GL) 30 4.2 Programme structures 31 4.2.1 Pearson BTEC Level 4 Higher National Certificate in Early Childhood Education and Care 32 4.2.2 Work placement/experience requirements 32 4.2.3 Supervision and assessment requirements on placement 33 4.2.4 Pearson BTEC Level 5 Higher National Diploma in Early Childhood Education and Care 35 4.2.5 Work placement requirements 35 4.2.6 Supervision and assessment requirements on placement 36 4.2.7 Meeting local needs (MLN) 45 4.2.8 Pearson BTEC Higher National Commissioned Development 46 4.3 Pearson-Set Assignments 46 4.4 Practice-based assessments 48 4.5 Optional units 48 4.6 The unit descriptor 50 5 Teaching and learning 53 5.1 Delivering quality and depth 53 5.2 Engaging with employers 55 5.3 Engaging with students 56 5.4 Planning and structuring a programme 56 5.4.1 Sequencing units 57 5.4.2 Condensed, expanded and mixed delivery 58 5.4.3 Drawing on a wide range of delivery techniques 60 5.4.4 Assessment considerations 62 5.4.5 Formative assessment 63 5.4.6 Summative assessment 64 5.4.7 Assessment feedback 64 5.4.8 Designing valid and reliable assessments 64 6 Assessment 66 6.1 Principles of internal assessment 67 6.1.1 Assessment through assignments 67 6.1.2 Assessment decisions through applying unit-based criteria 68 6.1.4 Effective organisation 69 6.1.5 Student preparation 69 6.2 Setting effective assignments 70 6.2.1 Setting the number and structure of assignments 70 6.2.2 Providing an assignment brief 71 6.3 Making valid assessment decisions 73 6.3.1 Authenticity of student work 73 6.3.2 Making assessment decisions using criteria 73 6.3.4 Issuing assessment decisions and feedback 74 6.4 Planning and record keeping 76 6.5 Calculation of the final qualification grade 77 6.5.1 Conditions for the award 77 6.5.2 Compensation provisions 77 6.5.3 Calculation of the overall qualification grade 78 6.5.4 Modelled student outcomes 79 7 Quality assurance 80 7.1 The approval process 80 7.2 Monitoring of internal centre systems 81 7.3 Independent assessment review 81 7.4 Annual programme monitoring report (APMR) 82 7.5 Annual student survey 82 7.6 Centre and qualification approval 82 7.7 Continuing Quality Assurance and standards verification 83 8 Recognition of Prior Learning and Attainment 85 9 Equality and diversity 86 10 Higher Nationals Early Childhood Education and Care Units 88 Unit 1: Personal and Professional Development through Reflective Practice 89 Unit 2: Protecting Children in Early Education and Care Environments 101 Unit 3: Play and Learning in Early Childhood 115 Unit 4: Supporting and Promoting Children’s Development (Infants and Toddlers) 127 Unit 5: Supporting and Promoting Children’s Development (Young Children) 141 Unit 6: Promoting Healthy Living 157 Unit 7: Preparing for Research 169 Unit 8: Promoting Inclusive Early Education and Care Environments 180 Unit 9: Investigating Childhood: Action Research for Early Childhood Practitioners 193 Unit 10: Improving Quality in Early Education and Care Environments 205 Unit 11: Current and Emerging Pedagogies in Early Childhood Education and Care 218 Unit 12: Child-centred Practice with Children, Families and Communities 230 Unit 13: Supporting Social Work with Children and Families 244 Unit 14: Impact of Curriculum on Early Childhood Education and Care 259 Unit 15: Approaches to Entrepreneurship in Early Childhood Education and Care 272 Unit 16: The Impact of Contemporary Global Issues on Children's Health and Wellbeing 283 Unit 17: Advanced Practice in Safeguarding and Child Protection for the Early Childhood Practitioner 295 Unit 18: Social Policy: Influences on Practice and Provision 307 Unit 19: Supporting Children in Home-based Childcare Environments 319 Unit 20: Health Education and Promotion in Action: Developing the Healthy Child 331 Unit 21: Trauma in Childhood: Addressing the Impact of Adverse Experiences on Child Health and Wellbeing 343 Unit 22: Supporting Children’s Medical Needs 356 Unit 23: Managing and Leading People in Children’s Early Education and Care Environments 368 Unit 24: Managing Children’s Early Education and Care Environments 380 Unit 25: Mentoring and Supervision in Early Education and Care Practice 393 Unit 26: Healthcare Play 408 Unit 27: Outdoor Play and Learning 421 Unit 28: Comparative Education Systems: International Perspectives 434 Unit 29: Innovative
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