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Student handbook

Reaching for Excellence

BTEC HND Advanced Practice in Work with Children and FamiliesCourse Rationale, Time Commitments, Workshops

Level 4/5

Welcome to ICE AcademyHND Advanced Practice in Work with Children and FamiliesThis programme aims to help you to enhance your leadership skills and to enable you to be an effective manager and provide a progress route in to University or to higher-level qualifications.

The college has helped me understand myself better and provided a wonderful opportunity for me to create a future for myself.

2nd Year, Student

We enjoy working in a co-operative environment.

Teaching staff

Reaching for excellenceEdexcel BTEC HND Advanced Practice in Work with Children and Families

IntroductionThis course handbook and programme specification is designed to explain to you the main structure of the programme, details of the programme delivery and the nature and expectations of the work that you will produce. Within this handbook you will find information, which clarifies the level of service, which you may expect from us and also what the programme expects from you.

“We look forward to working with you over the course of the programme and hope that you enjoy your period of study with us.”

Programme aims To deliver a programme that encourages a serious approach to leadership, management and development of Advanced Practice in Work with Children and Families

Edexcel/BTEC qualifications are designed to develop your skills and education so that you can progress into further studies. Edexcel is one of the leading providers of qualifications and they are recognised across the world.

The delivery of the qualification is designed to:

• Enhance overall operational/strategic management skills, while reflecting on your own skills and knowledge

• Develop a new generation of leaders equipped with the transferable skills needed to make a difference in a diverse, dynamic, challenging and changing environment

• Provide a forum for developing best practice, challenging current thinking, and developing independent thought

• Equip you with the leadership skills to make a difference both in the workplace and in the communities you will serve

• Enable open discussion of contemporary issues and challenges faced by leaders and managers

• Encourage like-minded learners to gain new perspectives on management skills, techniques through collaborative learning

• Provide a framework of practical leadership skills that will enhance your future performance and make you a valued member of a management team.

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Course ContentEdexcel BTEC L4/L5 HND in Advanced Practice in Work with Children and Families

Mandatory Units 1 Continuing Development H22 Communicating, Values and Leadership in an Early Years Environment H23 Theories of Development: Birth to Three H14 Early Years Curriculum, Play and Learning H15 Theories of Development: Three Plus H16 Early Years Research and Project H27 Understanding Children’s Behaviour H18 Child Protection H2

9 Professional Practice * H1

Specialist Units10 Health Promotion for Early Years Practitioners H211 Understanding Medical Conditions for Early Years Practitioners H112 Contemporary Issues in Child Health H213 Promoting Language Development H214 Promoting Numeracy Skills H116 Effective Resource Management H117 Effective Leadership H118 Managing the Inspection H219 Working with Families H2

Edexcel BTEC Higher Nationals are designed to provide a specialist vocational programme, linked to professional body requirements and National Occupational Standards where appropriate. They offer a strong, sector-related emphasis on practical skills development alongside the development of requisite knowledge and understanding.The qualifications provide a thorough grounding in the key concepts and practical skills required in their sector and their national recognition by employers allows direct progression to employment. A key progression path for Edexcel BTEC HND learners is to the third year of a Degree or Honours Degree programme.

All materials and intellectual properties including all copyrights belong to ICE ACADEMY and cannot be reproduced in any way whatsoever.

Reaching for excellence


Edexcel BTEC Higher Nationals have been developed to focus on:

• Providing education and training for a range of careers in business such as management, administration, personnel, marketing, accounting, and law

• Providing a general qualification which allows flexibility of study to meet local or specialist needs

• Providing specialist options which meet the needs of the major functions in business and allow specialisation with career progression and professional recognition in mind

• Providing opportunities for learners to focus on the development of higher-level skills in a business context

• Providing opportunities for learners to develop a range of skills and techniques and attributes essential for successful performance in working life

• Providing opportunities for individuals in employment to achieve a nationally recognised Level 4 vocationally specific qualification

• Providing opportunities for learners to gain a nationally recognised vocationally specific qualification to enter employment in Early Years or progress to higher education.

• holders of the qualification with a nationally recognised vocationally specific qualification which confers qualified practitioner status

This qualification aims to meet the needs of the rationale by:

• Equipping individuals with knowledge, understanding and skills for success in a range of administrative and management positions in business

• Providing specialist routes of study which relate to individual professions within the business world in which learners are working or intend to seek employment

• Enabling progression to an undergraduate degree or further professional qualification in business or a related area

• Eupporting individuals employed or entering employment in the business field

• Developing the individual’s ability in the business field through effective use and combination of the knowledge and skills gained in different parts of the programme

Edexcel BTEC HND Advanced Practice in Work with Children and Families


ICE Academy06 www.iceacademy.org

Entry Requirements:The HNC (Higher National Certificate) is equivalent to the first year of a University Degree and the HND (Higher National Diploma) is equivalent to the first two years. They are often referred to as level 4 and level 5. Therefore, they require a high ability to analyse key concepts, a thirst for learning, and an ability to work alone.

In order to enter the course you will need to fill in an application form. Once this has happened, you will be called to interview where you will be given more information about the course and asked to prove technical and academic aptitude.

Generally, learners wishing to come onto the HND will need one of the following Qualifications:

• A Level 3 vocational qualification• A minimum of 1 A Level in a related

subject• An advanced vocational qualification

such as a BTEC National• NVQ or Advanced Apprenticeship in a

related area

Note: MERIT or DISTINCTION grades are required at Level 3 to progress onto the course. For mature students (over 25) practical experience will also be taken into consideration.However, sometimes potential students will have few prior qualifications but may have lots of hands on experience in the industry, or be able to demonstrate a particular creative gift for the level of work. If you feel that the course is of interest and that you have sufficient experience in one of the two key strands

of the course then potential learners are encouraged to apply.

When you attend for an interview, and you do not have the formal requirements we will set you a piece of written work to assess your ability to communicate to the required level . This allows the course leaders to assess your levels in literacy and numeracy and identify applicants preferred learning styles to best tailor the course to those undertaking it.

What you can expect of usThe HND is a challenging and rewarding practical way to learn and start your career. ICE Academy, will ensure that our learners are at the centre of what we do.

Therefore, any learner wishing to undertake the HND at the College can expect:

• A personal tutor who will help with pastoral elements of your study

• Relevant resources

• Relevant work practice opportunities

• A well planned course that meets learning outcomes and that is relevant for any potential progression you may wish to undertake

• 100% commitment to student centred learning

• Support with progression into industry and / or university

• Additional support and sign-posting when needed

• Qualified tutors who maintain a high level of practice in their fields




What we expect of youThe College recognises that all learners have the right to learn in a safe environment. The college promotes equality of opportunity for all. In addition, the project based elements will require lots of teamwork and an understanding for how each other learn.

Therefore, the following expectations are held for learners:

• All assessments to be completed on time• Professional conduct at all times• Professional conduct when on

work placement• Punctuality and readiness to learn during lessons• Independent work is conducted when necessary• Respect for those delivering the

programme• Participation in lessons and workshops• Co-operation while undertaking group activity

The College will provide support to learners who feel that they need it, and for those whom we recommend additional support to support a successful outcome from the programme. However, for students who do not observe the expectations above then they are liable to enter the college’s disciplinary procedure.

Equal opportunities ICE Academy believes in equality of opportunity for all students and

staff. We are opposed to any form of action, words or institutional practice which discriminates against people on the basis of race, colour, culture, religion, language, ability, disability, gender, age, marital status, sexuality or political affiliation. This means that we are committed to the elimination of discrimination in all forms. Furthermore we recognise the effect of past discrimination and will seek through programmes of legally acceptable positive action to increase the level of participation of students and staff of those groups that are currently under-represented.

We aim to celebrate the diversity of backgrounds of all of our students and staff and we will challenge discriminatory language or behaviour whenever necessary.

Mode of study

The programme will be delivered over 34 weeks and there will be 18 hours of classes, or guided learning per week. You will be expected to complete a range of assignments by given deadlines. These deadlines will be strictly applied.

You will have a course tutor who will council you in respect to the progress you are making on your course and academic progress. You will also have a tutor who will be there to provide personal support in terms of your social and personal issues/problems or concerns.

You will have a fixed tutorial meeting slot, which you will be expected to attend.


Key Programme Themes There are key themes that run throughout the programme and you should consider these when planning a piece of work for submission or presentation. These will vary according to your specific programme and are outlined in the Programme specification.

These are:

Leadership, diversity, cultural changes and challenges, collaboration and communication, stakeholder power, community

Induction At the start of your programme, there will be an induction, to consider aspects of your learning styles and to find out more about the structure and content of the course.

You will learn how to put together a Portfolio, and participate in an Action Learning Set. The induction session will introduce you to the broad aims and objectives of the programme, outlining the programme requirements with regard to attendance, assessment and unit content.

Web based support Web ICT will provide you with additional resources for the programme, and you will be able to access lecture notes and presentations at and other resource materials processions and workshops.

The website includes a discussion area, e-mail facilities to tutors and direct links to the chartered management Institute, and other appropriate web sites.

Training on the use of Web ICT and student passwords and user id will be provided in a Research Workshop.

Classes The classes will allow you to explore the theories and methodology that underpin the knowledge and practical requirements of the programme relevant to your study, and will prepare you for further study if required.

Personal development The programme includes a unit which enables you to draw up a personal development plan (PDP), which is specific to your particular needs. This PDP is to be treated as a working document, which is to be reviewed and updated regularly throughout the programme.

The review will enable you to use the Self-Development Journal to track your learning throughout the course.

Action learning sets A key feature of the programme is the continued support of your peers through the use of Action Learning Sets. You will have the opportunity during the induction session to work in groups to experience action learning which will support your progress through the programme.

We would recommend that you review your self-development Journal after each



action learning set in order to embed your own learning.

Presentations This programme provides you with the opportunity of improving your presentation skills. There will be some individual presentations and opportunities for group presentations. Some of the presentations will be to your fellow students and others will be to college staff. An additional workshop will be provided to help you to enhance your skills.

Skills workshops will be provided also for academic and research skills, financial literacy and report writing.

Course content The course contains sixteen units, which are set out in the Programme Specification in Appendix 1A of the Handbook. Each unit has learning outcomes and an assignment. You may be asked to make a presentation, prepare a report or proposal, or to write an academic essay. Due to the practical nature of this programme, most of the assignments will relate very directly to scenarios based within a workplace or current economic setting.

The programme uses a variety of assessment methods to ensure a rigorous approach will maintain the consistency and quality of the work.

In order to fully complete the programme you will need to meet each and every learning outcome. You will have more than one opportunity to meet some of the

learning outcomes, but they all need to be evidenced.

Your assignments will be selected and assessed externally by an External Examiner from Edexcel.

Your assignments should be submitted for assessment on the date agreed. They should be posted to or e-mailed with a front sheet. The assignment will be forwarded to the tutor for assessment who will arrange for them to be returned to you. When you send an assignment in for marking you will receive an e-mail to confirm receipt.

Extensions:

It is always recommended on any programme study that you make every effort to achieve all of the target deadlines to avoid work mounting up. However we do appreciate that mature learners with jobs and lives and families sometimes need to extend the submission date. Should you need to extend the submission date you must in apply in writing to the course manager before the date that you were due to submit your assignment. You will need to offer a revised submission date no more than four weeks further into the future. Where there are clearly genuine reasons for extending the deadline by four weeks then these are normally granted.



Plagiarism: acknowledging and referencing the work of others

It is really important when embarking on any programme of academic study that you understand the difference between submitting your own work and ideas and submitting the work of other people.

When you are relying on ideas suggested or written by other people then those ideas need to be properly acknowledged. We use the Harvard referencing system, the details of which are in Appendix 1B of the Student Handbook.

When you do not acknowledge the work of others through proper referencing of your sources of information, this amounts to plagiarism, which is a serious breach of college regulations and Awarding Body Regulations. (see the Plagiarism Policy)

Students found to be in breach of plagiarism regulations may be asked to leave the programme with immediate effect.

Presentation of assignments for verification purposes By the end of your studies you will have assembled a portfolio, which will be submitted for external verification. The portfolio will contain a range of the assignments and evidence that support your claim for certification with each assignment cross-referenced to the assessment criteria for each relevant module.

Your Portfolio should contain, in the following order:

• A Reflective Statement, see below

• Your assessed evidence, i.e. your individual assignments for each module.

• Any materials used in your presentation, together with the feedback from the observing tutor

• A copy of your project, with associated tutor feedback

• Copies of all assignments

Reflective Statement:

Part of the programme requires students to produce a Personal Development Plan (PDP). The reflective statement requires you to revisit your PDP and update this in light of your course studies and recent experiences, where applicable.

Assessment of this statement will be undertaken as part of the portfolio review. The Self- Reflective Logs that you were asked to compile for the ongoing Personal Development Review and Action Learning Sets, should be included.






• What were your initial objectives and expectations at the start of the programme?

• What were the areas you identified as the focus for development?

• What areas have been developed through this course?

• What part did Action Learning play in your development?

• If applicable, what areas have been developed at work during the course?

• Has anything outside the course contributed to your development during the time of the course?

• What obstacles did you encounter in tackling this development programme?

• What areas did you find most rewarding and most difficult?

• How do you feel about your achievements during this course?

• What areas do you feel still need developing and how do you intend to continue with your professional development?

Reading List You have embarked on an academic course of study. You are encouraged to support their studies through background reading, which will also act as a source of academic references.

You will be provided with a core text book, for use on the course.

Your tutors will recommend additional reading during the course of study.

The statement should consist of no more than 750 words and answer the following questions:

Quality Assurance: Internal Verification

A comprehensive system has been developed which ensures a systematic approach to ensuring that standards of assessment are maintained and meet required national awarding body standards, and that assessors have the necessary support and development required.

The Internal Verifiers will monitor assessments, and may sample your work in order to carry out such checks. The Internal Verifier has the authority to amend grades awarded by the first line assessor. The Internal Verifier will produce a written record of the verification, which will be maintained for review by the programme team and the External Verifier.


External Verification The Standards Verifier allocated to the college may wish to speak to you regarding the Quality of the programme, as well as sampling your portfolio and/or discuss the evidence to check on the assessment and internal verification systems.

Appeals Procedure

The following procedure will apply to students who are dissatisfied with an assessment decision.

• Students should firstly discuss the matter with the tutor responsible for marking their assignment.

• If the matter cannot be resolved the student can appeal in writing, outlining their dissatisfaction to the Internal Verifier.

• The Verifier will acknowledge receipt of the letter within seven working days, and will respond to the appeal within 14 working days.

• Should the student remain dissatisfied with the outcome of the appeal, the Standards Verifier from Edexcel will be notified, and his/her decision will be final.

(For further details see the Academic appeals Policy.)



HND Advanced Practice in Work with Children and Families Programme Specification and Description

Awarding body: EDEXCEL

Qualification: HND

Programme title: HND in Advanced Practice in Work with Children and Families

Aims of Programme:To deliver a programme that encourages a serious approach to leadership, management and development of Advanced Practice in Work with Children and Families.

Higher Nationals in Advanced Practice in Work with Children and FamiliesProfessional Practice Requirements

1. Learners who do not hold a licence to practise are required to complete 800 hours of work placement. They should complete 400 hours in relation to Unit 9 Professional Practice and 400 hours in relation to Unit 1 Continuing Development. Learners must also complete a Professional Practice Logbook

2. Learners who already hold a licence to practise from the BTEC National Certificate or Diploma in Early Years programme (or other recognised qualification) must demonstrate competence by completing 400 hours of work experience in relation to Unit 1Continuing Development.

They must also complete a reflective log which demonstrates how they have met and continue to meet the assessment criteria for Unit 9 Professional Practice

3. Learners who are not currently working in sufficient capacity to complete the reflective log for Unit 9 Professional Practice can utilise the 400 hours of work experience from Unit 1 Continuing Development for this purpose.




Aims and Outcomes The subject specific learning outcomes of the programme include the following:

To critically review the accounting process that results in the preparation and production of accounting reports for external use, and the meaning and analysis of such reports. It will also examine conventional accounting principles to allow an appreciation of the importance of accounting information in internal planning, decision-making and control.

To examine operations management and study the processes that directly produces and deliver the services or products of organisations from all economic sectors.

To examine the critical application of classical and contemporary theory to the advancement of management practice from both macro and micro organisational perspectives.

To critically consider research techniques in management and business as a strategic activity that occurs within the context of limited resources and within a framework of ethical, legal and social constraints.

To critically evaluate how leaders and managers generate and implement strategies in global markets using resources in a global context.

To develop an in-depth understanding of Human Resource Management issues in an International Business Context.

To develop an in-depth understanding of Organisational and Management issues.

To develop an understanding of Human Resource Strategy formulation, evaluation and implementation in an international context.

To develop an in-depth appreciation for the International Business and Human Resource Management Environment.

Development of Personal Skills The cognitive and non-subject specific skills developed by each student should include:

To develop both communication and numeric skills, and an ability to draw reasoned conclusions, and to gain an appreciation of statistical concepts.

To develop students’ ability in critical thinking and creativity; managing creative processes, organising thoughts, analysis, synthesis, and critical appraisal.

To be able to deal with complex issues in business and finance both systematically and creatively.

To demonstrate self-direction and originality in solving problems and independent learning ability.

To demonstrate the ability to employ advanced skills to conduct research and to evaluate such research in a critical and analytical manner.


81% of students notice that their confidence has been increased during the course.




Mandatory Units

Specialist Units

1 Continuing Development H22 Communicating, Values and Leadership in an Early Years Environment H23 Theories of Development: Birth to Three H14 Early Years Curriculum, Play and Learning H15 Theories of Development: Three Plus H16 Early Years Research and Project H27 Understanding Children’s Behaviour H18 Child Protection H29 Professional Practice * H1

10 Health Promotion for Early Years Practitioners H211 Understanding Medical Conditions for Early Years Practitioners H112 Contemporary Issues in Child Health H213 Promoting Language Development H214 Promoting Numeracy Skills H116 Effective Resource Management H117 Effective Leadership H118 Managing the Inspection H219 Working with Families H2

HND in Advanced Practice in Work with Children and Families - Unit Details


Unit detailsMandatory Units

Unit 1:

Continuing Development

Learning hours: 60NQF level 4: BTEC Higher National -H2

For this unit will have already demonstrated professional competence as a qualified practitioner or through the achievement of the professional practice unit.

The professional roles and responsibilities of a range of adults working in multi-disciplinary contexts will be considered in relation to the contribution being made to the holistic needs of the individual.

Learners will be visited in their settings by members of the course team and reports on their continuing development will be made. Emphasis will be placed on the learner’s ability to adopt a reflective and reflexive stance when evaluating their own developing professionalism and the qualities and attributes of those observed. To achieve this unit 400 hours of supervised practical placement are a minimum requirement.

Unit 2:

Communicating, Values and Leadership in an Early Years Environment


The unit aims to develop high level communication skills, knowledge and understanding in students operating as advanced practitioners working with children.

The unit also aims to integrate concepts of the values and principles of work with children, which are transmitted through communication. Central to the content of this unit is the concept of leadership in an advanced practitioner, who will lead through communicating with others and in upholding values and principles.



Unit 3:

Theories of Development: Birth to Three


This unit provides the learner with the opportunity to develop knowledge and skills of child development essential to the advanced practitioner.

Learners are encouraged to analyse and evaluate a range of observational techniques and to refine and enhance the outcome of observation, allowing a deeper holistic understanding of children’s development to emerge.

Unit 4:

Early Years Curriculum, Play and Learning


This unit is concerned with the nature of the curriculum, the importance of play and how to provide a developmentally appropriate and play-based learning environment.

It will examine the role of adults in supporting and extending learning and the importance of partnership with parents. Learners will develop a critical understanding of the legislated curriculum and other curriculum models from a national and international perspective

The analysis of the curriculum in these terms will enable learners to develop an understanding of the breadth and balance of the learning processes in the young child. Current research into issues of creativity, quality and diversity will be examined, and on achievement of this unit learners will be able to critically evaluate a range of curriculum models and reflect on implications for the adult and child within the learning context.







Unit 6:

Early Years Research and Project


This unit aims to equip learners with the evaluative skills to consider the purposes, types, outputs, processes and ethics of research in early years care and education.

It aims to provide learners with personal and professional competence to undertake their own research project on a chosen subject relating to early years professional practice, and to be able to identify appropriate methods of research. The unit will encourage the development of skills in data research methodology, data presentation and analysis.

Unit 5:

Theories of Development: Three Plus


This is a core unit in the BTEC Higher National Diploma and a specialist unit in the BTEC Higher National Certificate.

It focuses on the development of children from three to eight years.

This unit provides the learner with the opportunity to develop knowledge and skills of child development essential to the advanced practitioner, building on Unit 3: Theories of Development: Birth to Three.

Learners will be analysing, evaluating and refining a range of observational techniques to enhance the outcome of observation, allowing a deeper holistic understanding of children’s development to emerge.





Unit 7:

Understanding Children’s Behaviour


This unit is designed to enable learners to investigate and synthesise a variety of psychological perspectives in regard to behaviour in children.

The unit explores a range of topics concerned in understanding children’s behaviour. Learners are required to relate these to children in an early years care/education setting.

Unit 8:

Child Protection


This unit enables learners to gain the in-depth knowledge and understanding required to identify and respond appropriately to children suffering abuse and to support children and their families where abuse is suspected or confirmed.

The unit enhances the learner’s understanding of the range of responsibilities of an early years worker.




Unit 9:

Professional Practice


This is a mandatory unit, which needs to be delivered in the first year of the programme and is supported by a minimum of 400 hours work experience. Assessment will include reports from visits to the setting by members of the course team. Work placement experience is an essential component of this unit. Learners must gain experience of working with children, from birth to eight years, in a variety of settings. Experience of working with children with special needs, who may be over this age, could also be included. The unit also provides the opportunity for learners to reflect on, and analyse their own personal development. Issues of equal opportunities and safety are to be explored to underpin the outcomes.

This unit will provide learners with the opportunity to develop and demonstrate the practical competencies required of the professional early years worker.

Learners who already hold qualified practitioner status must provide evidence of work experience and complete a reflective account covering their continuing professional development.

Work placement experience is an essential component of this unit. Learners must gain experience of working with children, from birth to eight years, in a variety of settings.




Unit detailsSpecialist Units

Unit 10:

Health Promotion for Early Years Practitioners


Health promotion is a key role for all early years practitioners as it seeks to improve the physical, mental and emotional health of children and their families/primary carers.

It is a component of the SureStart programme — Birth to Three Matters framework. This unit intends to give early years practitioners an insight into the nature of health promotion both from a theoretic viewpoint and also through its practical application.

Unit 11:

Understanding Medical Conditions for Early Years Practitioners


This unit aims to explore the common causes, signs and characteristics of a range of medical conditions.

Learners will also research the process of referral, assessment, diagnosis and intervention for children and the provision of appropriate support. This unit complements Unit 12: Contemporary Issues in Child Health.

This unit is designed to give learners an in-depth knowledge and understanding of medical conditions, which is essential for the advanced practitioner in support of today’s dynamic and inclusive early years philosophy.

The following range of conditions must be explored: asthma, eczema, cystic fibrosis, epilepsy, sickle cell disease , thalassaemia,



Unit 12:

Contemporary Issues in Child Health


Professionals working in early years settings are increasingly required to care for children with challenging health care needs.

This unit requires learners to understand the causes of disease and know how to respond appropriately to issues such as treatment regimes and ethical and cultural considerations.

The unit is designed to equip learners with the professional knowledge of the causes of ill health, the needs of the child and family and the care of them.

The learner will acquire knowledge of the range of settings in which sick children are cared for and the roles and responsibilities of all the staff involved.

diabetes mellitus, attention deficit disorder/attention deficit hyperactivity disorder, Autistic Spectrum Disorder (including MMR immunisation controversy), HIV and AIDS, allergies, mental health problems (eg depression, eating disorders, self-harm), chicken pox, measles, rubella, mumps, meningitis, tuberculosis, thread worms, scabies, diarrhoea and vomiting, conjunctivitis, head lice, febrile convulsions, common syndromes (eg Down’s syndrome, William’s syndrome).






Unit 13:

Promoting Language Development


This unit builds upon the learner’s understanding of child development, focusing on the nature, function and use of language.

The relationship between language and learning is explored and investigated and a range of theories on how language develops will be evaluated. By studying the way early language develops, much can be learned about young children’s cognitive growth. Learners are encouraged to respond with sensitivity, awareness and skill to children’s language and learning needs and to reflect upon their own experiences as language users. This unit investigates how children communicate. Learners will be encouraged to explore the changing field of language and literacy studies with special relevance to educational policy and practice including bilingualism and multi-lingualism.

Learners are required to extend their ability to explore, plan, resource and implement language activities with individuals and/or groups of children. The implication of dialects, accents and a language rich curriculum, recognising the importance of bilingualism and mutil-lingualism are explored together with the role of language and social identity, all of which are integral to all learning objectives in this unit.

Learners are encouraged to respond with sensitivity, awareness and skill to children’s language and learning needs and to reflect upon their own experiences as language users.




Unit 16:

Effective Resource Management


This unit addresses the needs of managers in early years settings to achieve and maintain quality service provision.

This includes managing the recruitment process, retaining staff, and managing resources within the workplace, in order to provide a cost effective and quality service.This unit will allow learners to gain insight and develop understanding of the skills required to recruit and retain staff, and evaluate the process of effective resource allocation and management including managing shortfalls and making recommendations for expenditure.

Unit 14:

Promoting Numeracy Skills


This unit has been designed to promote the learner’s confidence and develop competence in supporting the development of children’s understanding of mathematics/numeracy in the early years.

Learners build on their understanding of child development, focusing on the unique characteristics of mathematical activity and thinking, helping them to view mathematics as a creative and problem-solving activity which is relevant to everyday life. Links between mathematics and areas of learning such as language and science are highlighted. Learners develop their ability to explore, plan, resource and implement mathematical activities with groups of children and are able to recognise that mathematics is both a creative, problemsolving activity and a dynamic body of knowledge. Emphasis is placed on the relevance of mathematics to everyday life and

its pan-cultural nature. Learners are encouraged to identify a range of contexts within which mathematical activity takes place. Learners are asked to demonstrate an awareness of the structure and content of mathematical development.





Unit 17:

Effective Leadership


Unit 18:

Managing the Inspection


This unit aims to develop an understanding of how leadership differs from management, and how it impacts on the success of a team and organisation.

Learners will investigate a range of theoretical perspectives, leadership styles, approaches to team development, recruitment and selection practices, supporting individuals and evaluate the impact these have on a team and organisation.

This unit will allow learners to develop knowledge and understanding of the inspection requirements in England/Wales.

Learners will explore the purpose, requirements and process of inspection and how to manage the impact on child-care and educational organisations.

Understanding the inspection process is essential for the advanced practitioner and managers in order to support staff and the organisation effectively, achieve maximum benefit from inspection and to effectively engage and work with inspectors.


Assessment Rationale

All assessment is done through 100% coursework. You will notice that each unit you do has a series of learning outcomes. These combine the key skills and knowledge you will have gained in the classroom and will be expected to apply in practical situations. You will be able to gain a pass mark if you achieve all the criteria. The Merit and Distinction Criteria are based upon your ability to produce original research and analysis of information, as well as meeting deadlines and managing your work effectively.

The assessment process is designed for you to be able to show that you thoroughly understand the learning outcomes. After you have handed your work in it will be formatively marked and written and verbal feedback will be given to you. You will then make the changes as discussed and, at that point, you will be able to re-submit your work. Work will then be assessed and given a final grade.


Unit 19:

Working with Families


This unit focuses on the professional practice of people employed in early years settings, working with both children and families.

It will facilitate learners’ development of the knowledge and skills necessary to respond appropriately to the needs of children and their families. Learners will develop an evaluative approach to childcare practice, as an on-going process and for enhancing the quality of service delivery.



Student Guide to Referencing Work

Assessment Process

Your assignment brief will detail how to complete your assignment, along with a range of the ways in which you will be assessed.

Whenever you submit work it should have:

• A cover sheet declaring the work is the student’s own

• Single leafed pages which are numbered

• Typing must be size 12 Arial, double lined spaced

• Work should be submitted in a folder

• Any additional research must be kept in the form of appendices

• All work must be referenced following the Harvard Referencing system



1. Cite sources in your workIn most cases where you are referring to a source, after you have mentioned the information (the quote) you have taken from the source, simply insert the authors name and date of the publication in brackets after the quotation

Example: Workers in teams tend to adopt particular roles (Belbin 1996)

2. Where the authors name appear naturally in your work

Also in many cases, you can simply insert the authors name followed by the date of publication in brackets , in to your work.

Example: Role theory applied to the behaviour of individuals in teams was first elaborated on by Belbin (1996) who suggested that…..

The reader can easy locate the full description of the item you have cited in bibliography at the end of the document.


Student Guide to Referencing Work3. Where the author is a company

or organisationCite them in the text as a person

Example: Some further research in this area conducted by the Stroke Care Association (2007) seemed to show that many patients regard their interactions with nursing staff as…

4. Citing without an author

If the source is anonymous use the title and date of the publication instead

Example: It has been stated that this disease occurs most frequently in woman between 30-40 years old (Women’s health issues, 2006)

5. If there is no date on the source

If you do not know the date of publication, use ‘n.d.’ (which stands for ‘not dated’ . This is often used when citing websites.

Example: All twenty five claims were found fraudulent (Jones n.d.).

6. Multiple authors – one, two or three on same work

Give the names of the authors, separated by commas and an ampersand ‘&’ or the word ‘and’. Followed by the date in brackets, Or add the authors and date at the end of your summary, in brackets.

Example: Shield, Ford and Taylor (2004) discuss the various uses of commas.

Or

The manual attempts a definitive ruling on the uses of Commas (Shield, Ford and Taylor, 2004)

7. Four or more authors

Use the first author, followed by either the words ‘and others’ or ‘et al’.

Which ever form you use, make sure you use the same throughout your work.

Example: Johnson and others (2008) highlighted some potential problems...





Student Guide to Referencing Work8. Direct quotation

If you are directly quoting the authors own words in your writing you should enclose these in quotation marks and give the author, date and page number(s) that the quotation was taken in brackets.

Example: ‘Whilst this planet has gone cycling on according to the fixed law of gravity’ (Darwin,1859, p.490).

9. Bibliography

• Organised in alphabetically by author

• Must be consistent for all the references in Bibliography.

• Web pages – internet base material may only be available for a short time, for this reason include the date accessed the information in your reference

10. Books

In order:

a. Author(s)

b. Year of publication – in brackets

c. Title and subject (underline, or bold or in italic ) followed by a full stop.

d. Series and individual volume number (if any) followed by a full stop.

e. Edition, if not the first, for example ‘2nd ed.’

f. Place of publication if known – followed by comma

g. Publisher – followed by full stop.

Examples: Bowlby, J. (1951) Maternal care and mental Health. Monograph

Series, no. 2. Geneva, World Health Organisation.

Morris, B. (2004) Program evaluation. 3rd ed. London, Hadlow.

11. Research reports

The correct content and order is the same as for the books.

Example: O’Hare, N. (2006) Peak Oil Production: new perspectives. Research Report 32. Chicago, Economic Study Unit.



Ensuring Quality and SustainabilityICE Academy as a private Independent College is committed to achieving and Reaching Excellence. We are always developing work relationships and collaborations with local Higher Education and Further Education colleges, to provide complimentary support services to enhance the learning experiences of the communities.

We are NOT a franchise of provision and ICE Academy does not engage in any franchise activity whatsoever. In meeting HEFCE regulations and guidelines, ICE Academy has focused on sustainable

growth, and target improvements in quality of provision to ensure that it has high success rates for learners. Ice Academy does not engage in any type of franchise activity as all our learners and their learning is directly managed and operated by us. We also ensure that our Quality of learning is consistently managed.




ICE Academy is a college for Higher Education & Professional Studies and offers a range of BTEC HND courses in Business, Creative Media Production, Hospitality Management, Travel & Tourism, Sports Management, Working with Children and Families.

We also offer other accredited management and media training programmes. The college delivers a range of programmes by qualified and experienced British professionals in the UK, as well as overseas.

All of our staff have a teaching qualification, or are completing a PGCE or similar teaching qualification. We recognise the growing demand for qualifications especially in Business, Travel & Tourism, Sports Management,

Working with Children and Creative Media Production which lead to a British accredited degree and post graduate qualifications.

Our programmes provide a truly professional route to educational & professional development for all students and learners. Many of our learners are from the minority communities, and we provide an environment that is supportive of the needs of these learners.

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Main Campus details

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