Course syllabus

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CACHE Level 2 Diploma for the Early Years Practitioner Curriculum Intent:

The intent of the level 2 CACHE programme is to engage learners in a suitable course that is solely assessed through internal assessment measures whilst allowing the opportunity to re-sit their GCSE Maths and English where required. Traditionally this course allows progression onto both Health and Social Care and Early Years level 3 programmes. However learners may progress onto any college level 3 course dependent upon specific entry criteria. 60% progression to level 3 ASFC, with all other learner’s positive progression to further training at other establishments.

The level 2 course has mandatory placement requirements embedded into the course delivery. Learners undertake one day a week and occasional block week’s placements in a variety of Early Years settings within the local community. This is linked to learner tasks to ensure that practical skills are supported by theoretical knowledge.   

English and Maths skills are embedded into the level 2 curriculum, but these can also be studied in greater depth to form part of the learners overall study programme alongside their level 2 qualification. This allows learners to gain the skills required and to ensure progression and wider skills for their chosen destinations. The intention of this programme is that personal learning and thinking skills are developed within the vocational setting and college, consequently allowing our learners the best opportunities on completion of their course.

On completion of this course, in addition to achieving their qualification, our students should:

  • Develop a wide range of vocationally relevant skills
  • Gain in confidence when interacting in a professional setting
  • Have a understanding of the structure of the early years sector
  • Develop their knowledge of the related curriculum
  • Be prepared to work with children 0-5 years with knowledge of children up to 7 years

Learners will be assessed through a range of methods, including: direct observation within the workplace, a port-folio of evidence, written assignments, presentations, posters, professional discussions and other tasks set by their teacher and placement mentor. This provides for the different learning styles and individual needs of learners.  Within the criteria there is a section of ‘Be able to’ assessments, this criteria will be assessed at placement at appropriate times throughout the year depending on your placement provider.

All units are graded as PASS, in-order to prepare learners and to ensure that suitable progression routes are mapped to career aspirations learners complete a college set task under examined conditions. This is graded at A-D and informs part of the discussion on progression to level 3, apprenticeship or alternative routes.

Sequencing of Learning:

When?

What?

Why?

By the end of the induction period...

Knowledge: You will already have a basic understanding of the care needs of children and how they develop as you experienced this when you were a child and may have observed it with family members. However this course is designed to build on this and develop your expertise to prepare you for a career as a professional carer or educator. We will begin this as part of the induction programme and continue through the entirety of your studies.

 

Skills: You will start to develop your communication and interaction skills as you form working relationships with your new peers. This will enhance your team working and ability to work with others in a different setting

In the induction period you have the chance to realise your ambitions and your knowledge and skills prior to undertaking the course. This period gives you the time to understand the course a little and for the teachers to see what skills and knowledge you already have so that we can build upon these.

By the end of December………

Knowledge: You will have almost completed the assignment work element of the units. The ‘Be able to’ assessments for each unit will be assessed at placement at appropriate times throughout the year depending on your placement provider.

Each teacher will deliver and assess a different unit. Your first unit with Jo will be Unit 14 – Supporting the needs of the child in preparing for school. During this unit you will learn:.

·         Understand how working in partnership with others contributes to school readiness

·         How to support children’s language and communication needs in preparation for school readiness

·         How to support children’s mathematical development in preparation for school readiness.

·         Support children’s early interest and development in mark making, writing, reading and being read to.

You will also complete the assignment work element for Unit 5- Understand how to support children’s development with Jo this term. This will include:

·         Understand the stages of child development from birth to seven years

·         Understand influences on children’s learning and development

·         Understand the importance of attachment for holistic development

·         Understand the needs of babies and young children during transitions

With Joanne you will have completed the assignment work element for Unit 7 – Support the planning and delivery of activities, purposeful play opportunities and educational programmes. This incorporates:

·         Understand about adult and child-initiated play

·         Provide adult-led and child-initiated activities and play opportunities and educational programmes to support babies and young children’s holistic development through a range of play, creativity, social development and learning

·         Describe the statutory framework, including the learning and development requirements for babies and young children that must be implemented in an Early Years Setting

With Guy you will have completed the assignment work element of Unit 3 Equality, diversity and inclusive practice in Early Years settings. This incorporates:

·         Understand legislation and statutory guidance for practice in the early years

·         Understand how policies and procedures inform equality, diversity and inclusive practice

·         Be able to work in ways which support equality, diversity and inclusive practice in an Early Years Setting

·          

With Jo you will have completed the assignment work element of Unit 4 Safeguarding, protection and welfare of babies and young children in Early Years Settings. This incorporates:

·         Understand legislation and guidelines for the safeguarding, protection and welfare of babies and young children

·         Understand whistleblowing

·         Understand how to respond to evidence or concerns that a baby or child has been or is at risk of serious harm or abuse

Skills:

·         Be able to follow statutory requirements for learning and development in an Early Years Setting

·         Be able to support babies and young children through purposeful play activities and educational programmes

·         The use of observation and assessment in planning.

·         Be able to use different observation methods

·         Be able to support children’s creative play

·         The skills required to support children during school transition

·         How to support children’s language and communication needs in preparation for school readiness

·         How to support children’s mathematical development in preparation for school readiness.

·         Plan to meet the individual needs of children

·         Be able to Interact with babies, young children, parents/carers in a way that values them and meets their individual needs

·         Be able to reflect on the impact of own attitudes, values and behaviour when supporting equality, diversity and inclusive practice

·         Be able to locate policies and procedures for safeguarding babies and young children

Units 14, 5, 7, 3 and 4 are specifically chosen to be the first units you complete as they are a good introduction to the course and link to induction. Unit 3 Equality and Diversity, should give you a good understanding before you start placement; you will be in a range of diverse settings and interacting and supporting children from different cultural backgrounds.  

 

They will also provide you with the basis of knowledge you will need to start your placement in October as you develop an understanding of the development of children (Unit 5), how to support children during transitions (Unit 14), observation and assessment of children (unit 7). Along with (Unit 3) Equality and diversity and (Unit 4) Safeguarding, protection and welfare of children from birth to seven years.

 

You will need to have a basic knowledge of this in-order to work within the Early years setting and understand the needs of the children in your care.

 

By Easter break:

Knowledge: You will have almost completed the assignment course element of several units. Each teacher will deliver and assess a different unit.

Your next unit with Guy will be Unit 1 Roles and responsibilities of the Early Years Practitioner. During this you will:

·         Understand the role of the Early Years Practitioner

·         Be able to locate policies and procedures in an Early Years Setting

·         Discuss duties and responsibilities, limits and boundaries of the Early Years Practitioner

·         Summarise the responsibilities and accountabilities of the Early Years Practitioner in relation to policies and procedures

·          

Your next unit with Guy will be Unit 6 Support Care routines for babies and young children. During this unit you will:

·         Understand the care needs of babies and young children

·         Understand hygienic practice in relation to control of infection in Early Years Settings in line with statutory requirements

·         Understand rest and sleep needs of children

·         Understand childhood immunisation

·         Explain safe sleep practices which minimise the risk of sudden infant death syndrome (SIDS)

 

With Guy you will have completed Unit 12 Promote positive behaviour in Early Years Settings. During this unit you will:

·         Understand policies and procedures relating to positive behaviour in Early Years Settings

·         Explain the need for a consistent approach in applying boundaries

·         Identify policies and procedures relating to children’s behaviour

 

With Guy you will have completed Unit 13 Partnership working in the early years. During this unit you will:

·         Understand the principles of partnership working in relation to current frameworks when working with babies and young children

·         Understand how to work in partnership

·         Understand challenges to partnership working

·         Explain benefits of working in partnership with parents/carers

·         Describe partnership working in relation to current framework

With Joanne you will have completed Unit 8 Promote play in an Early Years Setting. During this unit you will:

·         Understand the play environment

·         Understand how the Early Years Practitioner supports children’s behaviour and socialisation within play environments

·         Describe the role of the Early Years Practitioner in supporting children’s socialisation within play environments

 

With Jo you will have completed Unit 9 Support well-being of babies and young children for healthy lifestyles. During this unit you will be able to:

·         Understand the impact of food and nutrition on children’s health and development

·         Understand the impact of health and well-being on babies and young children’s development

·         Understand individuals’ dietary requirements and preferences

·         Explain the impacts of poor diet on babies and young children’s health, development and well-being in the:

·         short-term

·         long-term

Skills:

·         Be able to communicate with babies and young children in ways that will be understood, including verbal and non-verbal communication

·         Be able to encourage babies and young children to use a range of communication methods

·         Be able to use a range of communication methods to exchange information with young children and adults

·         Be able to work alongside parents and/or carers and recognise their role in the baby’s/child’s health, well-being, learning and development

·         Be able to encourage parents and/or carers to take an active role in the baby’s/child’s care, play, learning and development

·         Be able to explain the role of the Early Years Practitioner in meeting children’s individual dietary requirements and preferences

·         Be able to reflect on own role when supporting healthy eating in own setting

·         Be able to follow policies and procedures to carry out personal care routines in relation to: eating (feeding and weaning/complimentary feeding), nappy changing procedures, potty/toilet training, care of skin, teeth and hair and rest and sleep provision.

These units are specifically chosen as they allow you to further develop your understanding and build upon the skills and knowledge you have developed in your first term at college and placement.

Unit 1 provides the learner with an introduction to the roles and responsibilities of the Early Years Practitioner. Unit 6 skills to support care routine for babies and young children. All care routines should be discussed with parents/carers to ensure consistency of care. Assessment Criteria 3.7 and 3.8 from the unit also appears in EYP 11 – 6.2 and 6.3.  Assessment Criterion 3.8 from this unit also appears in EYP 13-3.3

Unit 8 provides understanding and skills required to promote play in an Early Years Unit 9 Setting support well-being of babies and young children for healthy lifestyles.

Unit 12 will help with understanding and skills required to promote positive behaviour in Early Years Settings

Unit 13 enhances knowledge to understand how to work in partnership in the early years. Assessment criteria 3.3 and 3.4 from this unit also appears in unit 11:6.3 and 6.4. Assessment criterion 3.3 from this unit also appears unit 1:3.8

Unit 6 – 6.2 Develop personal hygiene practices may be evidenced through a combination of activities and experiences, role modelling, routine and positive reinforcement.

 

 

You will have completed a significant number of placement hours and developed your skills when working with children. Unit 13 will now introduce the importance of working in a professional manner within a team, as part of a multi-agency group and with parents.

 

By the end of your course:

 Knowledge: You will be coming towards the end of your course, and be finishing the last few units.

With Guy you will have completed Unit 11 Support the needs of babies and young children with special educational needs. During this unit you will be able to:

·         Understand statutory guidance in relation to the care and education of children with Special Educational Needs and Disabilities (SEND)

·         Understand how children learn and develop in the early years

·         Understand the impact of transition

·         Understand best practice for meeting the individual needs of young children

·          

With Joanne you will have completed Unit 10 Support babies and young children to be physically active. During this unit you will:

·         Understand babies and young children’s need to be physically active

·         Outline the benefits to babies and young children of being physically active

·         Understand the current guidance for early years and explain why it is important for babies and young children to be physically active

With Guy you will have completed the coursework element of Unit 2 Health and safety of babies and young children in the early years. During this unit you will:

·         Understand legislation and guidelines for health and safety in Early Years Settings

·         Understand policies and procedures for health and safety in Early Years Settings

·         Understand risk management in Early Years Settings

·         Explain how legislation and guidelines for health and safety inform day-to-day practice with babies and young children

·         Describe the roles and responsibilities of the Early Years Practitioner, including reporting, in the event of identifying risks and hazards

·         Understand the roles and responsibilities of the Early Years Practitioner in recognising allergies and intolerances in babies and young children

 

Skills:

·         Be able to work in ways that value and respect the developmental needs and stages of babies and children, including supporting children during a range of transitions

·         Explain partnership working, including work with parents/carers, in relation to working effectively with children with SEND

·         Be able to support the assessment, planning, implementation and reviewing of each baby and young child's individual plan for their care and participation in line with the Graduated Approach

·         Be able to plan activities which support babies and young children’s physical activity in an indoor and outdoor space

·         Be able to share information with parents/carers about the importance of physical activity for babies and young children’s health and well-being

·         Be able to use equipment, furniture and materials safely, following the manufacturers’ instructions and setting’s requirements

·         Be able to encourage children to be aware of personal safety and the safety of others

The final units are selected as they build on prior learning and prepare you for your progression.

Unit 10 will give you the knowledge, understanding and skills to support babies and young children to be physically active.

Unit 2 will enhance your skills development to support the health and safety of children from birth to seven years.

This will look at how you have developed throughout your course, what skills have you acquired and what have you learnt that have supported you in your role as an Early year’s practitioner.

Unit 11 provides skills for best practice supporting children with Special Educational Needs and Disability (SEND) in the early years. This unit also meets Continuing Professional Development (CPD) requirements for SEND at Level 2.

Unit 11: Assessment criterion 6.2 from this unit also appears in Unit 1:3.7. Assessment criterion 6.3 from this unit also appears in Unit 1:3.8 and Unit 13:3.3. Assessment criterion 6.4 from this unit also appears in Unit 13:3.4.

 

Embedding of Equality, Diversity, Inclusion and British Values:

The whole of your course covers how we promote equality and prevent discrimination within the Early Years. You will begin to study the rule of law regarding this in unit 3. Fostering good relations and working with others is embedded into your other units.

During unit 3 you will gain a clear understanding of the necessity for equality and diversity and the importance of challenging discrimination within your vocational placements. You will be working within diverse settings with children from differing cultures and religions. All children will have differing needs including learning difficulties and possibly disability and the children within your settings will be part of differing family structures. You will also need to ensure that you promote inclusive practice, linking to unit OP1 and ensure that your activities for all units are differentiated to meet the individual needs of the children.

Enrichment opportunities and Development of employability skills / Gatsby Benchmarks:

Induction- group work on care needs of gerbils and the introduction of our class pets

Placement – you will develop a wide range of practical skills and an understanding of what you have learnt in college as it is demonstrated within the early years setting.

Visits – you will visit a university to see progression routes and possible future study and careers

Guest speakers – you will guest speakers visit you during your course, for instance the Breast feeding support clinic will explain the benefits of breast feeding.

 

Course summary:

Date Details Due