Pearson BTEC Level 2 Diploma For Early Years Practitioners
PearsonBTEC Level 2 Diplomafor Early Years PractitionersSpecificationCompetence-based qualification (England only)First registration September 2019
Edexcel, BTEC and LCCI qualificationsEdexcel, BTEC and LCCI qualifications are awarded by Pearson, the UK’s largest awardingbody offering academic and vocational qualifications that are globally recognised andbenchmarked. For further information, please visit our qualifications website atqualifications.pearson.com. Alternatively, you can get in touch with us using the details onour contact us page at qualifications.pearson.com/contactusAbout PearsonPearson is the world's leading learning company, with 35,000 employees in more than 70countries working to help people of all ages to make measurable progress in their livesthrough learning. We put the learner at the centre of everything we do, because whereverlearning flourishes, so do people. Find out more about how we can help you and yourlearners at qualifications.pearson.comReferences to third party material made in this specification are made in good faith. Pearsondoes not endorse, approve or accept responsibility for the content of materials, which may besubject to change, or any opinions expressed therein. (Material may include textbooks, journals,magazines and other publications and websites.)All information in this specification is correct at time of publication.ISBN 978 1 446 96316 6All the material in this publication is copyright Pearson Education Limited 2019
Contents1Introducing BTEC Competence-based qualifications1Overview1Sizes of competence-based qualifications22Qualification summary and key information33Qualification purpose4Qualification objectives4Relationship with previous qualifications5Progression opportunities6Industry support and recognition7Qualification structure8Pearson BTEC Level 2 Diploma for Early Years Practitioners8Programme delivery9Elements of good practice9456Centre resource requirements117Access and recruitment12Prior knowledge, skills and understanding12Access to qualifications for learners with disabilities or specific needs12Assessment13Language of assessment13Internal assessment13Assessment strategy14Types of evidence14Assessment of knowledge and understanding15Appeals15Dealing with malpractice15Reasonable adjustments to assessment18Special consideration18Centre recognition and approval19Centre recognition19Approvals agreement19Quality assurance208910
11Units21Unit format21Unit 1:Legislation, Policy and Procedures for Working in Early YearsSettings23Unit 2:Child Development from Birth up to Seven Years30Unit 3:Contribute to the Health and Safety of Babies and YoungChildren37Unit 4:Safeguarding the Welfare of Babies and Young Children43Unit 5:Supporting Babies and Young Children with Special EducationalNeeds and Disabilities51Unit 6:Supporting Children’s Communication, Literacy and LanguageDevelopment56Unit 7:Understand Partnership Working for the Benefit of Babies andYoung Children62Unit 8:Promote the Health and Wellbeing of Babies and YoungChildren in Early Years Settings69Unit 9:Supporting Children’s Learning through Play75Unit 10:Contribute to Observation, Assessment and Planning toSupport Children’s Development81Introduction to Personal Development for Early YearsPractitioners88Unit 11:12Further information and useful publications9313Professional development and training9414Contact us95Annexe A: Assessment principles96
1Introducing BTEC Competence-basedqualificationsOverviewThe apprenticeships reform in England includes changes that move the design ofapprenticeships into the hands of employers, with the aim of making them morerigorous and responsive to employers’ needs. Employer groups now lead on thedevelopment of apprenticeships for occupations where they identify the need forapprentices.Competence-based qualifications are outcome based, with no fixed learningprogramme, allowing flexible delivery to meet the individual needs of learners andtheir employers. Learners will work towards their qualifications primarily in theworkplace or in settings that replicate the working environment as specified in theassessment requirements.Competence-based qualifications are also based on standards for the appropriatesector. Standards define what employees, or potential employees, must be able to doand know, to demonstrate their competence and be a safe practitioner.Pearson has been working closely with employer groups in the development ofdifferent types of assessment programmes and qualifications to support the deliveryof these competence-based qualifications.Employers, or colleges and training centres, working in partnership with employers,can offer these qualifications as long as they have access to appropriate physical andhuman resources, and the necessary quality assurance systems are in place.Pearson BTEC Level 2 Diploma for Early Years PractitionersSpecification – Issue 1 – September 2019 Pearson Education Limited 20191
Sizes of competence-based qualificationsFor all regulated qualifications, Pearson specifies a total number of hours that it isestimated learners will need to complete to show achievement of the qualification –this is the Total Qualification Time (TQT). The TQT value indicates the size of aqualification.Within the TQT, Pearson identifies the number of Guided Learning Hours (GLH) thatwe estimate a centre delivering the qualification might provide. Guided learningmeans activities such as lessons, tutorials, online instruction, supervised study andgiving feedback on performance, that directly involve tutors and assessors in teaching,supervising and invigilating learners. Guided learning includes the time required forlearners to complete external assessment under examination or supervisedconditions.In addition to guided learning, other required learning directed by tutors or assessorsincludes private study, preparation for assessment and undertaking assessment whennot under supervision, such as preparatory reading, revision and independentresearch.As well as TQT and GLH, qualifications may also have a credit value – equal toone-tenth of TQT, rounded to the nearest whole number. TQT and credit values areassigned after consultation with users of the qualifications.NVQs/Competence-based qualifications are generally available in the following sizes: Award – a qualification with a TQT value of 120 or less(equivalent to a range of 1–12 credits) Certificate – a qualification with a TQT value in the range of 121–369(equivalent to a range of 13–36 credits) Diploma – a qualification with a TQT value of 370 or more(equivalent to 37 credits and above).Other size references, such as the Extended Diploma, can be used in a suite ofqualifications depending on the specific needs of different sectors.2Pearson BTEC Level 2 Diploma for Early Years PractitionersSpecification – Issue 1 – September 2019 Pearson Education Limited 2019
2 Qualification summary and key informationQualification titlePearson BTEC Level 2 Diploma for Early YearsPractitionersQualification Number (QN)603/4999/2Regulation start date09/08/2019Operational start date01/09/2019Approved age ranges16–1819 Please note that sector-specific requirements orregulations may prevent learners of a particularage from embarking on this qualification.Please refer to the assessment requirements given inSection 8 Assessment.Total Qualification Time(TQT)375Guided Learning Hours(GLH)258Credit value38AssessmentPortfolio of evidence (internal assessment).Grading informationThe qualification and units are graded pass/fail.Entry requirementsNo prior knowledge, understanding, skills orqualifications are required before learners registerfor this qualification. However, it is expected thatcentres follow the guidance given in our document Aguide to recruiting with integrity and enrolling learnersonto qualifications (see Section 7 Access andrecruitment).FundingQualifications eligible and funded for post-16-yearolds can be found on the funding Hub.Centres will need to use the Qualification Number (QN) when they seek public fundingfor their learners. The qualification title, unit titles and QN will appear on eachlearner’s final certificate. Centres should tell learners this when recruiting them andregistering them with Pearson. There is more information about certification in ourUK Information Manual, available on our website, qualifications.pearson.comPearson BTEC Level 2 Diploma for Early Years PractitionersSpecification – Issue 1 – September 2019 Pearson Education Limited 20193
3 Qualification purposeQualification objectivesThe aim of this qualification is to give learners knowledge and understanding ofbabies and young children from birth to seven years of age with applied knowledge inthe early years, birth–5 years.This qualification meets the Department for Education (DfE) Level 2 criteria that setout the knowledge, understanding and skills that a practitioner must demonstrate toachieve an Early Years Practitioner (Level 2) qualification and be considered asqualified to support young children aged from birth to five in the Early YearsFoundation Stage (EYFS).On completion of the qualification, learners can be counted towards the statutoryframework for the EYFS staff: child ratio at Level 2.The Pearson BTEC Level 2 Diploma for Early Years Practitioners is for learners who areemployed in, or who are interested in working in, the early years settings in the role ofEarly Years Practitioner.The qualification gives learners the opportunity to: develop the fundamental technical skills and underpinning knowledge andunderstanding required to become competent in the job role; for details of theunits included in this qualification develop appropriate professional attitudes and behaviours that will supportpersonal success in their job role and the long-term success of their organisation develop a range of interpersonal and intrapersonal skills to support progressionto, and success in, further study and career advancement achieve a nationally recognised Level 2 qualification demonstrate the behaviours expected of all Early Years Practitioners carrying outtheir role:4ocare and compassion - provide the very best childcare to every child every daycombined with the ability to identify opportunities for development.ohonesty, trust and integrity - develop trust by working in a confidential, ethicaland empathetic manner with a common sense and professional attitude.opositive work ethic – maintains professional standards within the workenvironment providing a positive role model for children.obeing team-focused - work effectively with colleagues and other professionalsand support the learning and development of others.Pearson BTEC Level 2 Diploma for Early Years PractitionersSpecification – Issue 1 – September 2019 Pearson Education Limited 2019
ocommitment - to improving the outcomes for children through inspiration andchild centred care and education.owork in a non- discriminatory way - by being aware of differences and ensuringall children have equal access to opportunities to learn, develop and reach theirpotential. work in ways which consider fundamental British values includingdemocracy, the rule of the law, individual liberty and mutual respect andtolerance of those with different faiths and beliefs.oprofessional practice – be a reflective practitioner with a commitment tocontinued professional development adhering to legislation, policy andprocedure with a positive disposition to work.Relationship with previous qualificationsThis qualification replaces the Pearson Edexcel Level 2 Certificate for the Children andYoung People’s Workforce (500/9940/1).Pearson BTEC Level 2 Diploma for Early Years PractitionersSpecification – Issue 1 – September 2019 Pearson Education Limited 20195
Progression opportunitiesLearners who achieve the Pearson BTEC Level 2 Diploma for Early Years Practitionerscan progress to working as a practitioner confirming competency in the job rolestated on the previous page. In the longer term, learners can progress to Early YearsEducator roles and other relevant Level 3 qualifications.Learners can progress to either the Pearson Edexcel Level 3 Diploma in Children'sLearning and Development (Early Years Educator) as an apprentice or to the PearsonBTEC Level 3 National Diploma in Children’s Play, Learning and Development(Early Years Educator) in order to progress to higher education.6Pearson BTEC Level 2 Diploma for Early Years PractitionersSpecification – Issue 1 – September 2019 Pearson Education Limited 2019
Industry support and recognitionBTEC specialist and professional qualifications have been developed in consultationwith industry and appropriate sector bodies to ensure that the qualification contentand approach to assessment aligns closely to the needs of employers. Where theyexist, and are appropriate, National Occupational Standards (NOS) and professionalbody standards have been used to establish unit content.In this qualification, all content has been mapped to the DfE Early Years Practitionercriteria for entry to employment as a qualified practitioner. It meets the Departmentfor Education (DfE) Level 2 criteria that set out the knowledge, understanding andskills that a practitioner must demonstrate to achieve an Early Years Practitionerstatus and be counted in the ratios.Pearson BTEC Level 2 Diploma for Early Years PractitionersSpecification – Issue 1 – September 2019 Pearson Education Limited 20197
4 Qualification structurePearson BTEC Level 2 Diploma for Early Years PractitionersLearners will need to meet the requirements outlined in the table below before thequalification can be awarded.Minimum number of units that must be achieved11UnitnumberMandatory unitsLevelCreditGuidedLearningHours1Legislation, Policy and Procedures forWorking in Early Years Settings23252Child Development from Birth up to SevenYears24303Contribute to the Health and Safety ofBabies and Young Children24274Safeguarding the Welfare of Babies andYoung Children24235Supporting Babies and Young Children with 2Special Educational Needs and Disabilities3206Supporting Children’s Communication,Literacy and Language Development23257Understand Partnership Working for thebenefit of Babies and Young Children23208Promote the Health and Wellbeing ofBabies and Young Children in Early Yearssettings23239Support Children’s Learning Through Play242410Contribute to Observation, Assessmentand Planning to support Children’sDevelopment242711Introduction to Personal Development forEarly Years Practitioners23148Pearson BTEC Level 2 Diploma for Early Years PractitionersSpecification – Issue 1 – September 2019 Pearson Education Limited 2019
5 Programme deliveryCentres are free to offer this qualification using any mode of delivery that meetslearners’ and employers’ needs.Most learners will work towards their qualification in the workplace or in settings thatreplicate the working environment as specified in the assessmentrequirements/strategy for the sector.Centres must make sure that learners have access to specified resources and to thesector specialists delivering and assessing the units. Centres must adhere to thePearson policies that apply to the different models of delivery. Our Collaborative andconsortium arrangements for the delivery of vocational qualifications policy documentcan be found on our website.There are various approaches to delivering a successful, competence-basedqualification. The section below outlines elements of good practice that centres canadopt, as appropriate to the requirements of the programme.Elements of good practice Carrying out a thorough induction for learners to ensure that they completelyunderstand the programme and what is expected of them. The induction couldinclude, for example, the requirements of the programme, an initial assessment ofcurrent competency levels, assessment of individual learning styles, identificationof training needs, an individual learning plan, details of training delivery and theassessment process. Having regular progress meetings with learners to keep them engaged andmotivated, and ensuring that there are open lines of communication among allthose involved in delivering the training and assessment. Using flexible delivery and assessment approaches to meet the needs of learnersand the organisational context and requirements through the use of a range ofapproaches, for example virtual learning environments (VLEs), online lectures,video, printable online resources, virtual visits, webcams for distance training,eportfolios.Pearson BTEC Level 2 Diploma for Early Years PractitionersSpecification – Issue 1 – September 2019 Pearson Education Limited 20199
Balancing on-the-job and off-the-job training. Trainers need to use a range ofteaching and learning methods to deliver this training effectively while still meetingvarying learner needs. Examples of teaching and learning methods for off-the-jobtraining include: enquiry-based learning, real-world problem solving, reflectivepractice, questioning and discussions, demonstration, practising (‘trial and error’),simulation and role play, peer learning and virtual environments. Trainers alsoneed to plan opportunities for the development and practising of skills on the job.The on-the-job element of the programme offers opportunities for assessmentand plays an important role in developing the learner’s routine expertise,resourcefulness, craftspersonship and business-like attitude. It is important thatthere is intentional structuring of practice and guidance to supplement thelearning and development provided through engagement in every day workactivities. Teaching and learning methods, such as coaching, mentoring,shadowing, observation, collaboration and consultation, could be used in thisstructured on-the-job learning. Developing a holistic approach to assessment by matching evidence to therequired competencies, as appropriate and, wherever possible, to reduce theassessment burden on learners and assessors. It is good practice to draw up anassessment plan that aligns the competencies to be achieved with the learningprocess and which indicates how and when assessment will take place. Discussing and agreeing with the learner and their line manager suitable times,dates and work areas where assessment will take place. Learners and managersshould be given regular and relevant feedback on performance and progress. Ensuring that learners are allocated a mentor in the workplace to assist them inthe day-to-day working environment and to act as contact for the assessor/trainer. Ensuring that sufficient and relevant work is given to learners in order to allowthem to gain wider employment experience and to enable them to develop, withintheir contracted working hours, the competencies and the related knowledge, skillsand behaviours required for this qualification. Legislation cited in the content is current at the time of publication. Wherelegislation is taught, centres must ensure that it is current and up to date.10Pearson BTEC Level 2 Diploma for Early Years PractitionersSpecification – Issue 1 – September 2019 Pearson Education Limited 2019
6 Centre resource requirementsAs part of the approval process, centres must make sure that the resourcerequirements below are in place before offering the qualification. Centres must have the appropriate physical resources to support delivery andassessment of the qualification. For example, a workplace in line with industrystandards, or a Realistic Working Environment (RWE), where permitted, asspecified in Skills for Care and Development Assessment Principles, equipment, IT,learning materials, teaching rooms. Where RWE is permitted, it must offer the same conditions as the normal,day-to-day working environment, with a similar range of demands, pressures andrequirements for cost-effective working. Centres must meet any specific human and physical resource requirementsoutlined in the
Pearson BTEC Level 2 Diploma for Early Years Practitioners 8 5 Programme delivery 9 Elements of good practice 9 6 Centre resource requirements 11 7 Access and recruitment 12 Prior knowledge, skills and understanding 12 Access to qualifications for learners with disabilities or specific needs 12 8 Assessment 13 Language of assessment 13 Internal assessment 13 Assessment strategy 14 Types of .
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