Study Programme
Handbook
CACHE Level 3 Diploma in Childcare and
Education (Early Years Educator)
2016/17
Student Name:
Personal Tutor:
Welcome to your course!
This handbook contains information about your course and settling in to college life.
About the Study Programme:
The CACHE Level 3 Diploma in Childcare and Education (Early Years Educator
)
course content:
Your course will consist of........
Unit 9: Supporting emergent literacy
This unit explores literacy development from birth to seven years of age. The unit is
broad to include:
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a definition of the terms: speech, language and communication
stages of literacy development
factors effecting language development
creating a language rich environment
current educational frameworks
strategies for emergent literacy
systemic phonics
activities, opportunities to promote the development of literacy
partnership working
supporting additional needs with regard to literacy development.
A useful way to begin this unit would be to consider the normative pattern, stages
and sequences of language development. This will lead to a discussion about holistic
developmental interdependency and speech, language and communication
development.
Unit 10: Supporting emergent mathematics
This unit provides the learner with knowledge and understanding of emergent
mathematical skills.
This unit considers:
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mathematics in everyday life
factors affecting mathematical development
an environment to enable mathematical development
educational frameworks in relation to mathematical development
the role of the early years practitioner in relation to mathematical
development
partnership working and mathematical development.
This unit should begin by reassuring the learners with regard to emergent
mathematical skills in children. In order to emphasise and appreciate how
Mathematics can be part of everyday life, learners could engage in activities such as
those listed below. It would be great fun to enjoy activities outdoors wherever
possible.
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Matching socks on a simple washing line.
Hanging socks according to size.
Setting the table.
Action rhymes.
Dressing dolls/teddies.
Simple water play to explore volume and capacity.
Weighing out ingredients for a simple cooking activity.
Counting steps to designated spaces and identifying shapes.
Measuring with hand spans.
Completing simple tally charts and corresponding graphs.
Activities considering time and money can be introduced with older
children.
When considering activities and opportunities for children to create an environment
which supports emergent mathematical development explore how activities promote:
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numbers and counting
measure, shape, size and pattern
weight, volume and capacity
space and time
matching and sorting
data representation
problem solving.
As well as considering mathematical concepts as listed above, discuss the role of the
early years practitioner in relation to supporting:
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sustained shared thinking
group learning
socialisation
scaffolding mathematical activities
building on interest and the reasons for this
using mathematical language.
The activities can be explored and discussed in preparation for a practical workshop.
For the practical workshop learners will need to plan activities for children of specific
ages:
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plan activities to support emergent mathematics
provide a rationale for the activity which links to the educational framework
as appropriate.
Unit 11: Preparing for school readiness
This unit provides the learner with knowledge and understanding of the holistic needs
of children as they prepare for school.
This unit considers:
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the holistic developmental needs of children as they prepare for school
exploring requirements of the educational framework including prime and
specific areas of learning and development:
communication and language
physical development
personal, social and emotional development
literacy
mathematics
understanding the world
expressive arts and design
monitoring children’s progress
partnership working.
This unit could begin by discussing the holistic needs of children when preparing for
school. Exploring the term ‘school readiness’ will give learners the opportunity to
identify the expectations of school and therefore a realistic requirement of children in
relation to their development. The link below is a useful source of information
including multi-media that can be used with your learners.
Unit 12: International perspectives
This unit provides the learner with knowledge and understanding of international
approaches to learning. Some of the approaches will have been introduced in Unit 5
and the delivery of this unit could then be a recap and a more focused and thorough
exploration of the influence these approaches have on current early years practice.
This unit considers:
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different ways children learn
international approaches
strategies to promote learning
international perspectives in relation to educational frameworks.
This unit could begin by discussing different ways children learn. Start by exploring
different ways of learning. How do individuals learn? How do you learn? What factors
influence learning?
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http://learningguide.org/learningstyles.htm
Once a range of different learning styles have been explored, it will be useful to think
about how young children learn. Think about the different experiences offered in an
early years setting and the opportunities offered, for example:
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exploration and sensory learning
trial and error - discovery learning
experiential - learning from experience
schematic - increasing information
social learning - learning from others.
This will also offer the learners an opportunity to refresh learning in relation to theory.
A range of theory can be explored here, both traditional and contemporary. For
example the work of Bruner, Piaget and Vygotsky can be explored alongside more
modern influential theorists such as Cathy Nutbrown, Chris Athey and Anna Craft.
Learners could be asked to consider school readiness from Unit 11, this time with an
emphasis on school starting age.
Unit 13: Reflective practice for professional development
This unit provides the learner with knowledge and understanding of reflective
practice.
This unit considers:
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continuing professional development
professional development and training needs
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professional development plans
work roles across the sector
CV writing
theoretical perspectives in relation to reflective practice
the reflective practitioner.
Teaching and learning and wider reading hints
It may be useful to introduce this unit with a CV. This will mark a starting point and
may be a good opportunity to set targets in relation to current study programmes. An
example of a CV template is included here.
Unit 14: Professional partnerships in early years
This unit provides the learner with knowledge and understanding of professional
partnerships in early years.
This unit considers:
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reasons for partnership working
early years frameworks and partnership working
family structures
how to build professional relationships with parent/carers
how to engage and involve parents/carers
record keeping and information sharing
confidentiality across procedures
dilemmas
barriers to effective partnership working and how to overcome them.
Unit 15: Professional Practice Portfolio 2
The aim of this unit is to provide learners with knowledge, understanding and skills
required to work with children. This is divided into two halves: a knowledge based
component and a skills based component. The knowledge is addressed through unit
knowledge and understanding in relation to Units 9 to 14 and the skills or ‘Be able to’
assessment criteria, require practical application/competence in relation to practical
placement experience.
It is possible to deliver Unit 15 alongside other relevant units by taking a holistic
approach or using time for Unit 15 on a timetable to complete any knowledge
assessment criteria.
In addition to your CACHE Level 3 Diploma in Childcare and Education (Early Years
Educator) qualification, you will also undertake –
Placement - 385 hours of work experience during year 2 of the CACHE Level 3
Diploma in Childcare and Education (Early Years Educator). A placement will be
arranged for you, offering experience in full day care nursery and school
environments. The age groups you will work with are;
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Birth up to 1 year, 11 months
2 – 2 years11 months
3 -5 years
5–7
Disclosure and Barring Service ~ DBS
The check will inform us of any convictions you may have – even minor ones. Minor
convictions will not necessarily mean you cannot continue with the course. This
process must be completed with payment prior to enrolling on course.
Enrichment
There will be regular opportunity for you to take part in enrichment activities to
enhance your learning and experiences at College.
How you will be assessed:
Units are assessed internally, marked by your tutor. Once you have started work on
an assignment, your tutor cannot give specific assessment feedback on the evidence
that you have produced before it is submitted for marking. You must achieve a D
grade to be awarded the unit.
Submission of Assignments:
Only one submission is allowed for each assignment and you must sign and date the
declaration of authenticity to confirm that all the work is your own. Instances of
malpractice or plagiarism will be dealt with in accordance with College policy and will
result in disciplinary action.
It is extremely important that assignments are submitted by the deadline.
Occasionally, you may have good reason for not being able to meet a deadline e.g.
sickness. If this happens, you need to discuss it with your Personal Tutor before the
deadline and they may be able to arrange an extension.
Opportunities for resubmission of evidence:
Because every assignment contributes to the final qualification grade, under
exceptional circumstances, it may be appropriate for you to be given one opportunity
to resubmit evidence to meet assessment criteria targeted by an assignment.
A resubmission can only be authorised if:
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You have met initial deadlines set in the assignment, or have met an agreed
deadline extension
Your tutor judges that you can provide improved evidence without further help
Evidence submitted has a signed and dated declaration of authenticity.
Any resubmission evidence must be submitted within 10 working days of receiving
the results of the original assessment.
External Assessment
You will have to complete an external assessed External Assessment Task which
covers 100% of the certificate contents. This will be completed in January 2017 with
results for this going to your final grade in March 2017. Submission of this practice
study task will be required you to use self- directed and research skills to enable you
to successfully complete this task.
Placement Assessment
An assessor will be allocated to you to support you in the work placement. You are
expected to work with the assessor and work placement to agree plans and set dates
for assessment to take place in the workplace.
Grading:
Unit Grading:
Units are graded D to A* You must achieve all the relevant criteria up to and
including the grade achieved.
Qualification Grading:
You have to pass all units to pass the qualification and the overall qualification is
graded as D to A*.
Qualification grades are calculated through an aggregation process using a point
based score. Your Personal Tutor will explain this in detail.
Attendance Standards
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All learners are required to attend all lessons and work placements, the
attendance required to complete a course at WCC is 95%. If you cannot
attend college or your work placement for any reason you must ring your tutor
on the day of your absence.
Take a note of WCC Care department’s telephone numbers, at the end of this
handbook, and save it in your mobile phone.
Punctuality Standards
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All lessons will start on time. Learners are expected to arrive promptly so that
learning is not disrupted for others. You will be expected to arrive at least five
minutes before the start time.
Behaviour Standards
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It is expected that learners will behave maturely and respectfully. Whilst staff
will reinforce positive behaviours, any inappropriate behaviours will be
challenged by all staff. In particular, swearing, spitting, sitting on
floors/corridors, not wearing identity badges and smoking will be tackled by all
staff.
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There is a code of dress to be adhered to. Learners should ensure that they
dress appropriately for the industry in which they intend to work. Your tutor will
advise you of this at induction. Outdoor coats should be removed before the
start of each lesson.
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Piercings should be removed or covered. Tattoos should, where possible, be
covered.
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Learners are encouraged to bring bottled water to keep hydrated. No other
drinks (hot or cold) or food is to be brought into the teaching area.
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Mobile phones should be either turned off, set to airplane mode or on silent
when in the teaching area. Use of mobile phones is not permitted in the
teaching area unless your tutor has authorised you.
The Childcare contact number is:01244 656328 (Admin Office) Please ring from 8.30am to speak with a member of
staff. There is also a voicemail facility. Remember to speak slowly giving your full
name, the course or level you are studying, and the reason for absence. You should
contact college every day of your absence unless the doctor has signed you off, due
to illness.
NB: Appointments other than Hospital Clinics will be taken outside college and
placement times. If you need to attend hospital, evidence of the appointment should
be shown to your tutor and your absence recorded on ProMonitor.
You will need:
A4 File
A4 lined Paper
Dividers and plastic wallets
Pencil Case with pens, pencils, felt pens, ruler, eraser etc.
1 USB Pen Drive (recommended)