Pearson BTEC Nationals in Children’s Play,
Learning and Development
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New for 2017–18 applications
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Guide to the new BTEC Nationals
in Children’s Play, Learning and
Development
From 2017, you will start to receive applications from
students who have taken the new BTEC Nationals courses
which start in 2016. This Guide clarifies:
• What’s changedPage 2
• Courses at a glance
Page 3
• AssessmentsPage 4
• Courses in depth
u
Mandatory unit breakdown
Page 5-6
u
Full lists of units
Page 7
• Contact usPage 8
Why are BTEC Nationals changing?
BTEC Nationals prepare many students each year for progression
to Higher Education (HE) programmes, in fact UCAS has reported
that the proportion of 18 year-olds in England entering HE with a
BTEC has more than doubled between 2008 and 2014. The Higher
Education Statistics Agency also confirmed that the number of
UK students entering HE with a combination of BTEC and A levels
increased nearly four-fold in the same period.
So to ensure BTECs continue to support progression into higher
education, we have developed new BTEC Nationals for students
starting their courses in September 2016. After over two years
working closely with HE, professional bodies and industry, we are
confident these new qualifications are fit for purpose, delivering
university applicants with the right balance of research skills,
professional behaviours and up-to-date industry knowledge.
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What’s changed?
Changes to the new BTEC Nationals reflect HE requirements for students entering degree-level study:
• Assessments taken by all students
In addition to the traditional BTEC assignments, all of the new courses now include assessments set and
marked by Pearson (including written exams, tasks and performances) taken under test conditions.
At least 33% of the BTEC Nationals in Children’s Play, Learning and Development courses are now assessed
in this way.
• Core of mandatory content
There is now a larger core of mandatory units in the National Extended Certificate (340 GLH) and the
National Foundation Diploma (540 GLH) which provides a solid foundation of knowledge and skills for all students.
At least 77% of the BTEC Nationals in Children’s Play, Learning and Development courses is mandatory.
• Research skills
The course content and assessments put more emphasis on research skills and this is now mandatory for the
National Extended Diploma and all externally assessed units.
• English and maths
English and maths skills are strengthened in all courses, where appropriate.
The qualification titles have changed
The same size as:
Guided learning hours
(GLH)
Current title:
New title:
1 A level
360
Subsidiary Diploma in Children’s Play,
Learning & Development
National Extended Certificate in Children’s Play,
Learning & Development
1.5 A levels
540
90-Credit Diploma in Children’s Play,
Learning & Development
National Foundation Diploma in Children’s Play,
Learning & Development
2 A levels
720
Diploma in Children’s Play,
Learning & Development
National Diploma in Children’s Play,
Learning & Development (Early Years Educator)
3 A levels
1080
Extended Diploma in Children’s Play,
Learning & Development
National Extended Diploma in Children’s Play,
Learning & Development (Early Years Educator)
Pearson BTEC Level 3
Pearson BTEC Level 3
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Courses at a glance
Here is a breakdown of the units for each qualification showing the core of mandatory units and the range
of assessment types, ensuring a core of consistency across all students.
Extended Certificate
360 GLH
Foundation Diploma
510 GLH
Early Years Educator Diploma
720 GLH
Early Years Educator
Extended Diploma
1080 GLH
TOTAL: 4 UNITS
TOTAL: 7 UNITS
TOTAL: 10 UNITS
TOTAL: 15 UNITS
3 MANDATORY UNITS
4 MANDATORY UNITS
10 MANDATORY UNITS
11 MANDATORY UNITS
1. Children’s Development (120 GLH)
1. Children’s Development (120 GLH)
1. Children’s Development (120 GLH)
1. Children’s Development (120 GLH)
2. Development of Children’s Communication,
Literacy and Numeracy Skills (120 GLH)
2. Development of Children’s Communication,
Literacy and Numeracy Skills (120 GLH)
2. Development of Children’s Communication,
Literacy and Numeracy Skills (120 GLH)
2. Development of Children’s Communication,
Literacy and Numeracy Skills (120 GLH)
3. Enquiries into Current Research in Early Years
Practice (120 GLH)
4. Keeping Children Safe (60 GLH)
11.Play and Learning (60 GLH)
11.Play and Learning (60 GLH)
1 OPTIONAL UNIT
4. Keeping Children Safe (60 GLH)
4. Keeping Children Safe (60 GLH)
5. Children’s Physical Development, Care and
Health Needs (60 GLH)
5. Children’s Physical Development, Care and
Health Needs (60 GLH)
6. Children’s Personal, Social, and Emotional
Development (60 GLH)
6. Children’s Personal, Social, and Emotional
Development (60 GLH)
7. Working with Parents and Others in Early Years
(60 GLH)
7. Working with Parents and Others in Early Years
(60 GLH)
8. Observation, Assessment and Planning (60 GLH)
8. Observation, Assessment and Planning (60 GLH)
9. Reflective Practice (60 GLH)
9. Reflective Practice (60 GLH)
10.The Early Years Foundation Stage (60 GLH)
10.The Early Years Foundation Stage (60 GLH)
11.Play and Learning (60 GLH)
11.Play and Learning (60 GLH)
3 OPTIONAL UNITS
0 OPTIONAL UNITS
4 OPTIONAL UNITS
Optional Unit (60 GLH)
Optional Unit (60 GLH)
Supervised work placements:
Optional Unit (60 GLH)
Supervised work placements:
Optional Unit (60 GLH)
- Mandatory
Optional Unit (60 GLH)
- Mandatory
Optional Unit (60 GLH)
- At least 750 hours
Optional Unit (60 GLH)
- At least 50 hours
Supervised work placements:
Optional Unit (60 GLH)
- Mandatory
Types of assessment
Supervised work placements:
- At least 300 hours
Assignment - Set and marked internally
- Mandatory
Task - Set and marked by Pearson
Written exam - Set and marked by Pearson
- At least 750 hours
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A range of vocational assessments
The new BTEC Nationals in Children’s Play, Learning and Development use a
combination of assessment styles to give students the study skills needed
to continue their learning and also the confidence to apply their knowledge
in the workplace.
Assignments
Tasks
Written exams
Set and marked by:
Set and marked by:
Set and marked by:
Centre (school, college
or training provider)
Pearson
Pearson
What’s involved?
What’s involved?
What’s involved?
Students complete a
series of activities set
in a work-related
scenario which may
be tailored to local
industry needs.
Students complete, in
controlled conditions,
a task tackling an
everyday challenge;
some tasks also draw
on pre-released
information.
Students draw on
essential information to
create written answers
to practical questions
in test conditions.
What’s the result?
What’s the result?
What’s the result?
Students generate
relevant evidence,
drawing on their
knowledge,
understanding and
skills to complete an
assignment over a
period of time, working
either individually or in
a team.
Students show they
can apply their
learning successfully to
situations they could
encounter regularly
in the workplace or
on a higher education
course.
Students can
confidently recall and
apply technical
knowledge, a skill
which provides a solid
foundation for working
life and further study.
Verified by:
Pearson
© 123rf/Yuanyuan Xie
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Mandatory units - a solid foundation for all learners
The larger core of mandatory content in the new BTEC Nationals means that you can be confident that
BTEC-qualified students are well prepared for higher level study and assessment methods.
This table breaks down the mandatory unit content and explains what the students learn and which
skills they develop.
Unit title
What will students study?
Assessment
1. Children’s
Development
This unit covers key theories that govern all aspects of working practice in early years education.
Exam
Students study:
• the principles of growth and development and how they are applied from birth up to 8 years
• children’s physical development during this period and how it may be supported and promoted
• theories of cognition, language and communication development
• social and emotional development and how those theories are applied to early years practice.
The examination assesses students’ understanding of the principles, theories and models of
development and their ability to apply them to real life situations. It also assesses their ability to
analyse and interpret theories, how those theories relate to other domains of development and their
impact on early years practice.
2. Development of
Children’s
Communication,
Literacy and
Numeracy Skills
Students study the stages of speech, communication and language development and their link to
overall domains of development. They consider the development of literacy and numeracy and how
adults may support children in the development of these skills. The unit also covers approaches to
meeting the requirements of individual children, including those who are multilingual and those with
additional language needs.
Task
3. Play and Learning
Students study the benefits of play and how to provide and support purposeful play and learning
activities for children. They consider theoretical perspectives, philosophies and curriculum
approaches to play and how they influence practice in early years settings. They explore the skills
that are essential for early years professionals and are required to apply their own skills to support
purposeful play and learning experiences.
Assignments
4. Enquiries into
Current Research
in Early Years
Practice
Students learn different research methods, which can be used to gather information, and explore
ethical issues that will need to be considered. They develop the skills to enable them to carry out
secondary research.
Task
In the assessment, students review research carried out into a contemporary issue in the sector, and
then carry out their own secondary research into the issue. They consider how the research findings
may improve practice and make recommendations for further research.
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Unit title
What will students study?
Assessment
5. Keeping Children
Safe
Students investigate legal responsibilities and approaches to health and safety, and explore
procedures for prevention and control of infection in early years settings. They examine how early
years professionals safeguard children and respond to concerns that a child has been abused.
They also learn how to recognise and assess hazards and risks to children, and respond to
emergencies in an early years setting.
Assignments
6. Children’s Physical
Development, Care
and Health Needs
This unit builds on content in Unit 1. Students learn about the physical care needs of children and the
role of the early years professional in meeting those needs. They consider how early years provision
promotes children’s physical development and impacts on their holistic development. Students plan
and support care routines and activities that meet a child’s physical care needs. They investigate
how to recognise when a child is ill, the correct action to take and how to care for children who have
ongoing health conditions
Assignments
7. Children’s
Personal, Social,
and Emotional
Development
Students build on their knowledge and understanding gained in Unit 1 of theories that help to
explain children’s personal, social and emotional development and develop an appreciation of the
importance of building professional relationships with children. They explore how to prepare and
support children through transition and significant life events, and how to support and promote
children’s positive behaviour.
Assignments
8. Working with
Parents and
Others in Early
Years
Students examine parent-child relationships and factors that affect parenting styles. They explore
approaches to developing effective partnerships with parents and partnership working with
colleagues and other professionals to achieve the best possible outcomes for children.
Assignments
9. Observation,
Assessment and
Planning
Students gain an appreciation of the importance of observation to inform the planning process to
support children’s play, learning and development. They consider a range of observational methods
used and how to present records of observations. They learn how to interpret observations to make
accurate assessments of children. In addition, through careful observation, students learn to adapt
and modify activities to ensure purposeful play and learning. As part of the assessment, students are
required to create, implement and review activity plans for children.
Assignments
10. Reflective
Practice
Students examine how effective recruitment and selection contribute to business success.
Assignment
11. The Early Years
Foundation Stage
Students develop an understanding of the legal status, principles, themes and aims of the Early
Years Foundation Stage and how these can influence the way that the curriculum is organised.
They study its learning and development, assessment, safeguarding and welfare requirements.
On their work placement, as part of the assessment, students are required to demonstrate their own
skills in supporting children towards the statutory requirements
The assessment requires students to provide evidence of effective partnership working with parents
and others in their work placement in an early years setting.
They undertake a recruitment activity to demonstrate the processes leading to a successful job offer
and then reflect on the recruitment and selection process and their individual performance.
Assignment
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Courses in depth
Here’s a complete list of all the units available in the BTEC Nationals in Children’s Play, Learning and
Development courses. You’ll be able to see which are mandatory and optional, and how each unit is assessed.
Unit (Number&Title)
GLH
Extended
Certificate
(360 GLH)
Foundation
Diploma
(510 GLH)
Early Years
Educator Diploma
(720 GLH)
Early Years
Educator Extended
Diploma
(1080 GLH)
4 UNITS
6 UNITS
10 UNITS
15 UNITS
3 MANDATORY
4 MANDATORY
10 MANDATORY
11 MANDATORY
1 Optional
3 Optional
0 Optional
4 Optional
1. Children’s Development
120
M
M
M
M
2. Development of Children’s Communication,
Literacy and Numeracy Skills
120
M
M
M
M
3. Enquiries into Current Research in Early Years
Practice
120
M
O
M
M
M
O
O
M
M
O
M
M
O
M
M
O
M
M
M
M
O
M
M
M
M
M
4. Keeping Children Safe
60
5. Children’s Physical Development, Care and
Health Needs
60
6. Children’s Personal, Social, and Emotional
Development
60
7. Working with Parents and Others in Early Years
60
8. Observation, Assessment and Planning
60
9. Reflective Practice
60
10. The Early Years Foundation Stage
60
O
11. Play and Learning
60
M
12. Children’s Development Outdoors
60
O
13. Children and Food
60
O
14. Montessori Approach in Early Years
60
O
15. Development of English For Children With
Another Home Language
60
16. Working With Children Who Have Additional
Needs
60
17. Services for Children and Their Families
60
O
18. Working With Children Under 3 Years
60
O
19. Digital Technologies in Early Years Practice
60
O
20. Career Development in the Early Years Sector
60
O
21. Children’s Imaginative Play and Creativity
60
Work experience
Types of assessment
O
O
O
O
50 hours
300 hours
750 hours
750 hours
Types of unit
Assignment - Set and marked internally
M
Mandatory Unit
Task - Set and marked by Pearson
O
Optional Unit
Written Exam - Set and marked by Pearson
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Contact details
If you have any questions or would
like further details please contact
David MacKay,
Head of Awarding Body
Stakeholder Engagement,
(Higher Education),
Pearson UK
[email protected]
U793b
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