Study with the several resources on Docsity
Earn points by helping other students or get them with a premium plan
Prepare for your exams
Study with the several resources on Docsity
Earn points to download
Earn points by helping other students or get them with a premium plan
Information for centres and learners regarding the impact of remote work placements on mandatory units and assessments in the BTEC Technical Diploma in CPLD (Early Years Practitioner) and BTEC Nationals in Children’s Play, Learning and Development. It outlines the suggested adaptations for units requiring evidence from work placement and the possibility of remote meetings and Expert Witness testimonies.
Typology: Study Guides, Projects, Research
1 / 23
This page cannot be seen from the preview
Don't miss anything!
Introduction It is expected that COVID-19 will continue to impact upon teaching, learning and assessment through the academic year, impacting those learners who are part-way through their qualifications and those who are commencing this academic year. We are committed to ensuring that learners continue to benefit from the breadth of content of BTEC qualifications through adaptations in teaching and learning. This document is intended to provide you with guidance for how you might adapt delivery for the sector’s BTEC qualifications in the academic year of 2020-2021. We continue to work with our regulators and relevant sector bodies on any possible adaptations or accommodations in line with the OFQUAL and DfE consultations. Key aspects such as social distancing, safety, lost teaching time, subject content and practical activities have been considered from a sector perspective for your reference. However, it should be noted that all of the guidance provided here must only be followed within the context of the guidance issued by your own centre, relevant governing and industry bodies, local and national government. For further advice and guidance, please refer to the Teaching, Learning and Assessment pages on Pearson’s website or contact us via the Customer Support portal. We look forward to continuing to support you and your learners throughout this challenging time and wish you well for the coming year.
The delivery and assessment of most units within these qualifications do not require specialist equipment to support classroom teaching learning and assessment. Centre specific risk assessments would determine risks and control measures for social distancing and risk assessments should be considered for control measures being used in the work placement. Some assessment does require learners to be in close proximity (e.g. role plays). Centres are encouraged to have measures in place to enable them to be carried out safely and in line with COVID- 19 safety policies and procedures.
Many learners will have lost teaching and work placement time between March and July, and this could possibly impact on planning in 2020/2021, particularly where units require evidence from work placement or are needed for synoptic assessment later in the programme. Loss of work placement hours and experience could impact on learners’ ability to draw on different examples to meet assessment requirements across different age ranges. Those learners who have missed some teaching during early to mid-2020 may require some sessions to overcome this lost learning time where the theory and understanding will support units being delivered during 2020/2021. It is encouraged that centres revisit Assessment Plans to identify units that could be taught and assessed together and make use of optional units that do not require assessment based on placement experience.
For Early Years qualifications the delivery and assessment require evidence from the work placements to demonstrate core skills for working in the early years. Centres could adapt their delivery model, delivering more units long and thin, concentrating on teaching and assessing the theory elements of units and then practical
elements later in the academic year, when work placements may be more accessible. Well-written scenarios could be used for some practical elements, where it would not be possible to carry out in the work placement. Adaptations could be made, where learners observe and reflect on the practice of professionals, which could be supported by a professional discussion to confirm understanding and relevance in early years. This would provide flexibility when supporting practical elements of the course, which may be limited due to social distancing and/or the work placements own risk assessments.
Centres must ensure that all mandatory units are completed when a learner is undertaking a Licence to Practice size of the qualification. Due to the possible restrictions of access to Early Years settings, it is advised that centres choose units/learning aims that are more theory than practical based to ensure learners are not disadvantaged. If learners do have access to Early Years settings it should be encouraged that they focus on the set of the Practical Evidence Portfolio skills as soon as possible. Making use of Expert Witness Testimonies, and reflective accounts to demonstrate successful completion of the skills.
Learners completing the BTEC National Diploma/Extended Diploma in CPLD (Early Year Educator) in Summer 2021 For those learners certificating in Summer 2021 , the 750 placement hours will be managed pragmatically, with the overarching consideration being that the EYE criteria, as appropriate, is met during the learner's time on the programme. To meet the work placement criteria this academic year a learner needs to demonstrate the following:
BTEC Technical Diploma in CPLD (Early Year Practitioner) Learners registered on the BTEC Technical Diploma in CPLD (Early Years Practitioner) carry out a minimum of 280 hours of practical work placement that will take place in early years settings that offer provision to children aged 0–5. The Setting Supervisor assesses the learner’s practice skills and formally records this at two stages on the interim and final Form TD-CPLD 2. Learners are visited twice by the School/College Assessor/Placement officer and this is evidenced using the Form TD-CPLD 3. The Form TD-CPLD 3 should be completed during each placement visit. The School/College Assessor completes honest and comprehensive records about the learner’s practice skills in relation to the unit assessment criteria. Form TD-CPLD 5 – Final sign-off sheet is used at the end of the learner's placement and completed by the School/College Assessor. It includes comments on the extent to which the learner has achieved each element of the Portfolio of Evidence. Learners completing the BTEC Technical Diploma in CPLD (Early Year Practitioner) in Summer 2021 For those learners certificating in Summer 2021 , the 280 placement hours will be managed pragmatically, with the overarching consideration being that the EYP criteria, as appropriate, is met during the learner's time on the programme. Learners should focus on the completion of the criteria contained within the Placement Experience Assessment Portfolio of Evidence (EYP) Guidance 2020- 2021 for support with the practical criteria that can be assessed by either a simulated activity or evidence gained from work placement. We understand that there are currently restrictions due to COVID-19 on School/College assessors accessing Early Years settings to undertake learner observations. During 2020/21, centres can make use of Setting Supervisors in completing Witness Testimonies/Form TD-CPLD 3 to provide evidence of learner competencies/skills.
Unit Title Remote delivery possible ( ✔ /X) Socially distanced possible Comments
Component 1: Growth and Development ✔ ✔^ This unit is application of knowledge and would not need adaptations. Component 2: Play and Learning (^) ✔ ✔ Learning Aim A could be delivered and assessed via both remote and socially distanced learning. Learning Aim B does benefit from learners being able to participate in play activities to support knowledge. It may be useful for learners to see videos from television programmes such as ‘The secret life of 4 and 5 year olds’. There are also a range of short recordings on ‘You Tube’ to enable learners to contextualise their learning and provide support through the assessment. It is important to note that whilst all five areas of development should be taught, only a minimum of three are required to be assessed in Learning Aim B.
Unit 3: Developing Professional Practice Skills for Work in Early Years Settings (^) Partial ✔ This unit links directly to work in the setting. Some elements can be delivered via remote learning e.g. theory. However, the ‘Demonstrate’ assessment requires evidence of practice in work placement. If a learner cannot be observed in the workplace, by a centre work placement officer, then an Expert Witness testimony and a remote meeting could take place between the centre work placement officer and the Early Years setting supervisor Mandatory Work Placement – Please see above section ‘Work Placement – Helpful suggestions’ for additional support Unit 4: Supporting Children’s Physical Care Routines (^) Partial ✔ This unit links directly to work in the setting. Some elements can be delivered via remote learning e.g. theory. However, the ‘Demonstrate’ assessment requires evidence of practice in work placement. If a learner cannot be observed in the workplace, by a centre work placement officer, then an Expert Witness testimony and a remote meeting could take place between the centre work placement officer and the Early Years setting supervisor Mandatory Work Placement – Please see above section ‘Work Placement – Helpful suggestions’ for additional support
Unit 7: Developing Professional Practice in Early Years Setting Partial ✔ If a learner cannot be observed in the workplace, by a centre work placement officer, then an Expert Witness testimony and a remote meeting could take place between the centre work placement officer and the Early Years setting supervisor This unit is assessed through evidence from the work placement. This unit is designed to be assessed towards the end of the programme. If learners are in work placement, even if this is delayed, they should still be able to provide evidence for this unit. This unit could have some adaptations to the assessment requirements but would require evidence from work placement, so it does not impact on the validity of the qualification. Learning Aim A could be assessed without evidence from work placement. Learning Aim B & C - If a learner cannot not be observed in the workplace, by a centre work placement officer, then an expert witness testimony and/or remote meeting could take place between the teacher in centre and the Early Years setting supervisor Learning Aim D could not be adapted as this requires learners to reflect on evidence from work placement and a skills audit. As this is likely to be assessed at the very end of the programme, it would be anticipated that learners will have been able to attend work placement and completed all other internal units, so should be able to present suitable evidence for assessment. Mandatory Work Placement – Please see above section ‘Work Placement – Helpful suggestions’ for additional support.
Unit 3: Play and Learning Please note – There will be No adaptations to assessment available for this unit for those learners completing the Licence to Practice sizes of the qualification (Diploma and Extended Diploma) ✔ ✔ This unit requires some evidence from work placement. All theory can be delivered remotely and socially distanced. Consider delivering this unit long and thin, to allow for any delays in work placements. Learning Aim B and C requires learners to make links to work placement or a familiar Early Year setting. If learners are temporarily unable to access work placement, they could be provided with well-written case studies and/or You Tube clips demonstrating good practice. It is also encouraged that learners ‘demonstrate’ the support they would provide through role plays. Mandatory Work Placement – Please see above section ‘Work Placement – Helpful suggestions’ for additional support. Unit 5 : Keeping children safe Please note – There will be No adaptations to assessment available for this unit for those learners completing the Licence to Practice sizes of the qualification (Diploma and Extended Diploma) ✔ ✔ This unit requires some evidence from work placement. All theory can be delivered remotely and socially distanced. Consider delivering this unit long and thin, to allow for any delays in work placements. Parts of this unit are assessed through work placement experience.
Learners would be able to plan activities to support physical play but may not be able to support them. Reflecting on good practice in supporting activities and/or observing staff implementing activities could provide evidence for this. Mandatory Work Placement – Please see above section ‘Work Placement – Helpful suggestions’ for additional support. Unit 7: Children’s Personal, Social and Emotional Development. Diploma and Extended Diploma only Please note – There will be No adaptations to assessment available for this unit for those learners completing the Licence to Practice sizes of the qualification (Diploma and Extended Diploma) ✔ ✔ This unit requires some evidence from work placement. All theory can be delivered remotely and socially distanced. Consider delivering this unit long and thin, to allow for any delays in work placements. Much of this unit is theoretical and therefore would benefit from case studies, You Tube clips of television programmes/documentaries to provide learners with a contextual understanding through the delivery of this unit. Mandatory Work Placement – Please see above section ‘Work Placement – Helpful suggestions’ for additional support. Unit 8: Working with Parents and Others in Early Years Diploma and Extended Diploma only Please note – There will be No adaptations to assessment available for this unit for those learners completing the Licence to Practice sizes of the qualification (Diploma and Extended Diploma) ✔ ✔ This unit requires some evidence from work placement. All theory can be delivered remotely and socially distanced. Consider delivering this unit long and thin, to allow for any delays in work placements. Learner could observe staff working with parents and reflect on good practice seen. Learners could engage in professional discussion to show knowledge of good practice in working with parents and colleagues.
If a learner is not able to be observed in the setting, a professional discussion between supervisors and Centre Work Placement Officers could take place remotely to collate evidence. Mandatory Work Placement – Please see above section ‘Work Placement – Helpful suggestions’ for additional support Unit 9: Observation, Assessment and Planning Diploma and Extended Diploma only Please note – There will be No adaptations to assessment available for this unit for those learners completing the Licence to Practice sizes of the qualification (Diploma and Extended Diploma) ✔ ✔ This unit requires some evidence from work placement. All theory can be delivered remotely and socially distanced. Consider delivering this unit long and thin, to allow for any delays in work placements. High quality video clips are available to support learners in practicing and completing observations Mandatory Work Placement – Please see above section ‘Work Placement – Helpful suggestions’ for additional support Unit 10: Reflective Practice Diploma and Extended Diploma only Please note – There will be No adaptations to assessment available for this unit for those learners completing the Licence to Practice Partially Partially This unit requires some evidence from work placement. All theory can be delivered remotely and socially distanced. It is strongly recommended that this unit is delivered towards the final term of the 2 nd^ year of programme, to consider any delays in work placement Learning Aim A and B would not require any adaptations. Learners in year 2 are likely to have had experience in work placement, to draw on examples for Learning Aim B.
Unit 1: Understanding Children’s Development Partial Partial This unit links directly to work in the setting. Some elements can be delivered remotely e.g. theory, but the assessment requires evidence of practice in work placement It is recommended that this unit is delivered long and thin, to allow assessment to take place towards the end of the year, when there may be less restrictions in work placement. Mandatory Work Placement – Please see above section ‘Work Placement – Helpful suggestions’ for additional support Unit 2: Keeping Children Safe ✔ ✔ This unit would be suitable for both remote and socially distanced learning. Whist it is best practice to complete a first aid certificate as part of this unit, evidence could be generated by centre devised assessment and/or online first aid courses. Mandatory Work Placement – Please see above section ‘Work Placement – Helpful suggestions’ for additional support
Unit 3: Communication with Children and Adults Partial Partial This unit links directly to work in the setting. Some elements can be delivered remotely e.g. theory, but the assessment requires evidence of practice in work placement It is recommended that this unit is delivered long and thin, to allow assessment to take place towards the end of the year, when there may be less restrictions in work placement. Professional discussion could be used with tutors and learners to demonstrate communication skills and this could be supported by scenarios to show how/when different communication skills could be used. If a learner could not be observed in placement, by a Centre Work Placement Officer, then an Expert Witness Testimony and remote meeting could take place between the Centre Work Placement Officer and settings staff. Evidence of communication skills could be provided by an Expert Witness from the work placement. Mandatory Work Placement – Please see above section ‘Work Placement – Helpful suggestions’ for additional support Unit 4: Preparing and Maintaining Environments for Child Care ✔ ✔ This unit would be suitable for both remote and socially distanced learning, with some adaptations. It may be useful for learners to see videos from television programmes such as ‘The secret life of 4 and 5 year olds’. There are also a range of short recordings on ‘You Tube’ to enable learners to contextualise their learning and provide support through the assessment. Mandatory Work Placement – Please see above section ‘Work Placement – Helpful suggestions’ for additional support
