Child Development and Care in the Early Years
OVERALL INTENT
A Child Development and Care in the Early Years student should develop knowledge of the practical and technical skills required to support the care and development of children within the early years.
A Child Development and Care in the Early Years student should:
- Develop as effective independent learners.
- Use specialist vocabulary; effectively and confidently utilise appropriate terminology in written work and verbally.
- Acquire knowledge and understanding of Child Development and Care in the Early Years; developing an understanding of how research and theory can help to explain the practical and technical skills required to support the care and development of children within the early years
- Take a critical approach to evidence, developing as reflective thinkers.
- Develop knowledge of the contribution of Child Development and Care in the Early Years to individuals, government, culture and society.
IMPLEMENTATION
The Child Development and Care in the Early Years course is an NCFE Level 1/Level 2 course, which is designed to match the rigour and challenge of GCSE study. This qualification has been designed to sit alongside the requirements of core GCSE subjects and is appropriate for learners who are motivated and challenged by learning through practical opportunities and experiences.
Learners are encouraged to apply their knowledge and work through a range of case studies that will challenge them to problem solve and relate their understanding of the early years practitioner role and child development. The information below outlines the course content areas:
- Content area 1: Child development
- Content area 2: Factors that influence the child’s development
- Content area 3: Care routines, play and activities to support the child
- Content area 4: Early years provision
- Content area 5: Legislation, policies and procedures in the early years
- Content area 6: Expectations of the early years’ practitioner
- Content area 7: Roles and responsibilities within early years settings
- Content area 8: The importance of observations in early years childcare
- Content area 9: Planning in early years childcare
The specification and module content dictate the order of delivery, with the content area being taught in numerical order. During year 10, leaners will develop their knowledge and understanding of all the content areas. Their comprehension of these topics will be tested during year 11. The qualification has two assessments externally set by NCFE: one Non-Exam Assessment (NEA) and one written Examined Assessment (EA).
Assessment breakdown
Non-exam assessment (Coursework) – September to January of Year 11
- 14 hours non-exam assessment
- Weighting (50%)
Examined assessment (Exam) – February to May of Year 11
- 1 hour 30 minutes examined assessment
- Weighting (50%)
Literacy
Child Development and Care in the Early Years is a new subject to all students and hence has lots of new concepts in each content area. Each lesson focuses heavily on learning new terms and applying them appropriately. Students have an opportunity to utilise this knowledge in their non-exam assessment (NEA), which they will produce early in year 11. To help students produce written work to the best of their ability, they complete practice tasks prior to starting their NEA. The latter part of year 11 is spent developing exam technique and exam literacy in preparation for their exam.
Progression
As well as the specific subject knowledge gained from studying Child Development, you will develop many transferable and work-related skills that are highly valued by employers and sixth-form providers. This has enabled our students to progress to a range of Level 3 programmes, including the Pearson Level 3 Alternative Academic Qualification BTEC National in Health and Social Care. Some students have opted to take a subject oriented apprenticeship in a specialised area within the Health, Social Care and early year’s sector.
Child Development and Care in the Early Years Qualification Specification
