(nvq/qcf) children and young people’s workforce ...(nvq/qcf) children and young people’s...
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(NVQ/QCF)ChildrenandYoungPeople’sWorkforceAdvancedApprenticeshipLevel3
Thisqualificationisaimedatthosewhoworkin,orwhowanttoworkin,thechildrenandyoungpeople’sworkforceinEngland.Itcoverstheagerangefrombirthto19years.ItalsoreflectstherangeanddepthofcompetenceinCYPWskills,requiredbyindividualsworkinginthisindustry.Thequalificationisdesignedtohavelearnersspendtimeinarealworkenvironment.
Components DiplomafortheChildrenandYoungPeople’sWorkforceLevel3,BTECDiplomafor Residential Childcare Level 3, Diploma in Children’s Learning andDevelopment (Early Years Educator) Level 3, Functional Skills -Math Level 2,English Level 2, ICT level 2, Employment Rights and Responsibilities (ERR)[Award in ERR in Health, Social Care and Children and Young People’sSettings Level 2] and Personal Learning and Thinking Skills (PLTS) [All havebeenmappedqualificationwithintheApprenticeship]
AwardingBody EDEXCEL
Overview Industry recognised certification for thosewishing to enter the Children andYoungPeople’sWorkforceinEngland
Duration 12monthsminimum
Requirements To complete this qualification, candidates must achieve 190 Credits from achoiceofunitsspecialisingwithinyourservicesector.
Delivery Allworkplacebased(forindividualgroups)
Assessment Observation, discussion, personal statement, supporting documentation,testimony,questioning.
LearnerSupport Learningmaterial,optionalin-companyworkshops
Progression Job roles such as Youth and Community and CareWorker, Careers Advisor,Foster Carer, Healthcare Assistant, Registered Childminder/Nanny/ChildcareWorker
Fees Subjecttoeligibility
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(Level3NVQ/QCF)DiplomainChildrenandYoungPeople’sWorkforce-QualificationstructureToachievetheCYPWfullLevel3qualification,thelearnermustcompleteaminimumofsixty-fivecredits,ofwhichtwenty-sevencreditsmustbecompletedfromGroupAMandatoryUnits.Learnersmustalsoselectonemandatorypathwayfromthefollowingpathways:-EarlyLearningandChildcare(twenty-twocredits)-SocialCare(thirteencredits)-Learning,DevelopmentandSupportServices(thirteencredits)TheremainingcreditsmustbeachievedfromGroupBoptionalunits.
GroupA-MandatoryUnits QCFlevel Credit
UnderstandChildandYoungPersonDevelopment 3 4
PromoteChildandYoungPersonDevelopment 3 3
UnderstandHowtoSafeguardtheWellbeingof
ChildrenandYoungPeople
3 3
SupportChildrenandYoungPeople'sHealthand
Safety
3 2
DevelopPositiveRelationshipswithChildren,Young
PeopleandOthersInvolvedinTheirCare
3 1
WorkingTogetherfortheBenefitofChildrenand
YoungPeople
3 2
UnderstandHowtoSupportPositiveOutcomesfor
ChildrenandYoungPeople
3 3
PromoteCommunicationinHealth,SocialCareor
Children’sandYoungPeople’sSettings
3 3
EngageinPersonalDevelopmentinHealth,Social
CareorChildren’sandYoungPeople’sSettings
3 3
PromoteEqualityandInclusioninHealth,SocialCare
orChildren’sandYoungPeople’sSettings
3 2
PrinciplesforImplementingDutyofCareinHealth,
SocialCareorChildren’sandYoungPeople’sSettings
3 1
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EarlyLearningandChildcare(EYMP)pathway QCFlevel Credit
ContextandPrinciplesforEarlyYearsProvision 3 4
PromoteLearningandDevelopmentintheEarlyYears 3 5
PromoteChildren’sWelfareandWellbeinginthe
EarlyYears
3 6
ProfessionalPracticeinEarlyYearsSettings 3 3
(1*)SupportChildren’sSpeech,Languageand
Communication
3 4
SocialCare(SCMP)pathway QCFlevel Credit
AssessmentandPlanningwithChildrenandYoung
People
3 5
PromotetheWellbeingandResilienceofChildrenand
YoungPeople
3 4
ProfessionalPracticeinChildrenandYoungPeople’s
SocialCare
3 4
Learning,DevelopmentandSupportServices
(LDSSMP)pathway
QCFlevel Credit
(2*)SupportChildrenandYoungPeopletoAchieve
TheirEducationPotential
3 4
SupportChildrenandYoungPeopletoMakePositive
ChangesinTheirLives
3 4
ProfessionalPracticeinLearning,Developmentand
SupportServices
3 5
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GroupB-OptionalUnits QCFlevel Credit
WorkwithBabiesandYoungChildrentoPromote
TheirDevelopmentandLearning
3 6
CareforthePhysicalandNutritionalNeedsofBabies
andYoungChildren
3 6
LeadandManageaCommunity-basedEarlyYears
Setting
4 6
PromoteYoungChildren’sPhysicalActivityand
MovementSkills
3 3
UnderstandHowtoSetUpaHome-basedChildcare
Service
3 4
SupportDisabledChildrenandYoungPeopleand
ThosewithSpecificRequirements
4 6
(3*)PromoteCreativityandCreativeLearningin
YoungChildren
4 5
(4*)SupportYoungPeopletoDevelop,Implement
andReviewaPlanofAction
3 3
ProvideInformationandAdvicetoChildrenand
YoungPeople
3 3
DevelopInterviewingSkillsforWorkwithChildren
andYoungPeople
3 3
CaseloadManagement 3 3
SupportYoungPeopletoMoveTowards
IndependenceandManagetheirLives
3 3
(5*)SupportChildrenandYoungPeopletoAchieve
TheirLearningPotential
3 3
SupportChildrenandYoungPeopletoHavePositive
Relationships
3 3
SupportPositivePracticewithChildrenandYoung
PeoplewithSpeech,LanguageandCommunication
Needs
3 4
CoordinateSpecialEducationalNeedsProvision 4 5
UnderstandtheNeedsofChildrenandYoungPeople
WhoAreVulnerableandExperiencingPovertyand
Disadvantage
4 5
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GroupB-OptionalUnitsCont. QCFlevel Credit
SupportYoungPeopleWhoAreInvolvedinAnti-social
and/orCriminalActivities
3 2
SupportYoungPeopleWhoAreLookedAfterorAreLeavingCare
3 3
(6*)SupportSpeech,LanguageandCommunicationDevelopment
3 3
WorkwithParents,FamiliesandCarerstoSupportTheirChildren’sSpeech,LanguageandCommunicationDevelopment
3 3
UnderstandtheSpeech,Languageand
CommunicationNeedsofChildrenandYoungPeople
withBehavioural,SocialandEmotionalDifficulties
3 3
SupporttheSpeech,LanguageandCommunication
DevelopmentofChildrenWhoAreLearningMore
ThanOneLanguage
3 3
(7*)SupportChildrenandYoungPeople’sSpeech,
LanguageandCommunicationSkills
3 3
SupportYoungPeopleWhoAreSociallyExcludedor
ExcludedFromSchool
3 2
SupportYoungPeopleinRelationtoSexualHealth
andRiskofPregnancy
3 2
EnableParentstoDevelopWaysofHandling
RelationshipsandBehaviourthatContributeto
EverydayLifewithChildren
3 3
WorkwithParentstoMeetTheirChildren'sNeeds 3 3
SupportYoungPeoplewithMentalHealthProblems 3 3
(8*)SupporttheCreativityofChildrenandYoung
People
3 3
WorkwithChildrenandYoungPeopleinaResidential
CareSetting
3 5
SupportChildrenorYoungPeopleinTheirOwnHome 3 4
EngageYoungParentsinSupportingTheirChildren's
Development
3 3
EngageFathersinTheirChildren'sEarlyLearning 3 3
EngageParentsinTheirChildren'sEarlyLearning 3 3
PromotePositiveBehaviour 3 6
SupportCareWithinFosteringServicesforVulnerable
ChildrenandYoungPeople
3 3
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GroupB-OptionalUnitsCont. QCFlevel Credit
ImprovingtheAttendanceofChildrenandYoung
PeopleinStatutoryEducation
3 5
FacilitatetheLearningandDevelopmentofChildren
andYoungPeoplethroughMentoring
3 4
SupporttheReferralProcessforChildrenandYoung
People
3 3
SupportUseofMedicationinSocialCareSettings 3 5
ContextandPrinciplesforEarlyYearsProvision 3 4
PromoteLearningandDevelopmentintheEarlyYears 3 5
PromoteChildren'sWelfareandWellbeinginthe
EarlyYears
3 6
ProfessionalPracticeinEarlyYearsSettings 3 3
SupportChildren'sSpeech,Languageand
Communication
3 4
AssessmentandPlanningwithChildrenandYoung
People
3 5
PromotetheWellbeingandResilienceofChildrenand
YoungPeople
3 4
ProfessionalPracticeinChildrenandYoungPeople's
SocialCare
3 4
SupportChildrenandYoungPeopletoAchieveTheir
EducationPotential
3 4
SupportChildrenandYoungPeopletoMakePositive
ChangesinTheirLives
3 4
ProfessionalPracticeinLearning,Developmentand
SupportServices
3 5
UnderstandtheContextofSupportingChildrenand
YoungPeopleThroughFosterCare
3 5
PracticeasaFosterCarer 3 5
SupportPositiveAttachmentsforChildrenandYoung
People
3 7
Barredcombinationofunits(1*)&(6*)(1*)&(7*)(2*)&(4*)(2*)&(5*)(3*)&(8*)
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(Level3NVQ/QCF)BTECDiplomaforResidentialChildcare(England)-QualificationstructureToachievetheresidentialchildcarefullLevel3qualification,thelearnermustcompleteaminimumofsixty-onecredits,ofwhichfifty-threecreditsmustbecompletedfromGroupAMandatoryUnitsandtheremainingeightcreditsmustbeachievedfromGroupBoptionalunits.
GroupA-MandatoryUnits QCFlevel Credit
UnderstandtheDevelopmentofChildrenandYoung
PeopleinResidentialChildcare
3 3
UnderstandHowtoSafeguardandProtectChildren
andYoungPeopleinResidentialChildcare
3 7
UnderstandHowtoSupportChildrenandYoung
PeopleWhoHaveExperiencedHarmorAbuse
3 3
PromoteEffectiveCommunicationandInformation
HandlinginResidentialChildcareSettings
3 3
SupportRiskManagementinResidentialChildcare 3 2
AssessmentandPlanningwithChildrenandYoung
PeopleinResidentialChildcare
3 3
SupportGroupLivinginResidentialChildcare 3 3
UnderstandHowtoSupportPositiveOutcomesfor
ChildrenandYoungPeopleinResidentialChildcare
3 2
SupportAttachmentandPositiveRelationshipsfor
ChildrenandYoungPeopleinResidentialChildcare
3 4
SupporttheWell-beingandResilienceofChildrenand
YoungPeopleinResidentialChildcare
3 3
SupportChildrenandYoungPeopleinResidential
ChildcaretoAchieveTheirLearningPotential
3 4
SupportChildrenandYoungPeopleinResidential
ChildcaretoManageTheirHealth
3 2
SupporttheDevelopmentofSociallyAware
BehaviourwithChildrenandYoungPeoplein
ResidentialChildcare
3 5
EngageinProfessionalDevelopmentinResidential
ChildcareSettings
3 3
SupporttheRights,DiversityandEqualityofChildren
andYoungPeopleinResidentialChildcare
3 3
ParticipateinTeamstoBenefitChildrenandYoung
PeopleinResidentialChildcare
3 3
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GroupB-OptionalUnits(mustchoosea
minimumof3unitsfromthisgroup)
QCFlevel Credit
UnderstandtheCareSystemandItsImpacton
ChildrenandYoungPeople
4 3
UnderstandtheYouthJusticeSystemasItRelatesto
ResidentialChildcare
4 3
SupportYoungPeopleLeavingCare 3 6
UnderstandResidentialChildcareforChildrenand
YoungPeoplewithComplexDisabilitiesorConditions
3 3
UnderstandSupportforYoungPeoplewithComplex
DisabilitiesorConditionsMakingtheTransitioninto
Adulthood
3 3
WorkwiththeFamiliesofChildrenandYoungPeople
inResidentialChildcare
3 2
SupportUseofMedicationinSocialCareSettings 3 5
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Pleasenote:
Qualificationsatlevel3andabovethatmeettheEarlyYearsEducatorcriteriabelowwillbeconsideredfullandrelevant.
Tocountintheratiosatlevel3,staffholdinganEarlyYearsEducatorqualificationMUSTalsohaveachievedGCSEsinEnglishandmathsatgradeCorabove.
ThefollowingqualificationshavebeenagreedasacceptableequivalenciestoGCSEsinEnglishandMathsatGradeCorabove:
• UKrecognisedpredecessorqualifications:‘O’levelA–CorCSEGrade1• RecognisedScottish,NorthernIrishandWelshequivalents• ASandA/2levels• AccreditedGCSEswhichcounttowardstheEnglishBaccalaureate• InternationalqualificationsdefinedbyUKNARICasmeetingGCSEA*-C.
Ifyouholdalevel3earlyyearseducatorqualificationbutdonothaveaGCSEinEnglishandmathsatGradeCorabove,youcanbecountedwithinthestafftochildratiosatlevel2only.
TherequirementforEarlyYearsEducatorqualificationsandGCSEsinEnglishandmathswillnotbeappliedretrospectively.StaffandlearnerswhoholdorareworkingtowardsexistingfullandrelevantqualificationswillstillbeabletopracticeandwillnotneedGCSEsinEnglishandmathsatGradeCorabove.
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(Level3NVQ/QCF)DiplomainChildren’sLearningandDevelopment(EarlyYearsEducator)-QualificationstructureToachievethechildren’slearninganddevelopmentfullLevel3qualification,thelearnermustcompleteaminimumofsixty-fourcredits,ofwhichforty-sixcreditsmustbeachievedatlevel3orabove.Forty-sixcreditsmustbecompletedfromGroupAMandatoryUnitsandtheremainingeighteencreditsmustbeachievedfromGroupBoptionalunits.
GroupA-MandatoryUnits QCFlevel Credit
UnderstandChildren’sEarlyYearsEducationand
Development
3 9
ImplementingEarlyYearsFoundationStage 3 6
Diversity,EqualityandInclusioninEarlyYearsSettings 3 5
PlanandProvideEffectiveTeachingandLearningin
EarlyYearsSettings
3 5
MakeAccurateandProductiveUseofAssessmentin
EarlyYearsSettings
3 5
DevelopEffectiveandInformedProfessionalPractice
inEarlyYearsSettings
3 4
PromotetheHealth,SafetyandWell-beingof
ChildreninEarlyYearsSettings
3 4
ChildProtectionandSafeguarding 3 5
PartnershipWorkinginEarlyYears 3 3
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GroupB-OptionalUnits QCFlevel Credit
UnderstandingHowtoPromotePlayandLearningin
theEarlyYears
3 9
SupportChildren’sOutdoorPlay 3 4
UnderstandHowtoWorkWithChildreninHome-
BasedCare
3 9
ManagingaHome-BasedChildcareBusiness 3 5
LeadandManageaCommunityBasedEarlyYears
Setting
4 6
CoordinateSpecialEducationalNeedsProvision 4 4
UnderstandtheNeedsofChildrenWhoAre
VulnerableandExperiencingPovertyand
Disadvantage
4 5
SupportDisabledChildrenandChildrenWithSpecific
Requirements
4 6
SupportTheUseofMedication 3 5
SupportChildrenatMealorSnackTimes 2 3
CareforthePhysicalandNutritionalNeedsofBabies
andYoungChildren
3 6
SupporttheDevelopmentofPositiveBehaviourin
Children
3 3
ContributetoEffectiveTeamWorkinginHealthand
SocialCareorChildren’sSettings
3 4
WorkingWithinaSocialPedagogicFrameworkWith
Children
3 5
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