Our aims are:
- To provide a basic introduction to the child care sector;
- To meet the differing needs of each learner;
- To support pupils entering a modern workforce.
Through the child care course, which is a GCSE equivalent qualification, the units we offer cover two different areas:
- an introduction to working with children and young people;
- development and well-being of children aged 0-5 years.
Unit one examines an introduction to working with children. It covers areas such as different provisions both locally and nationally; responsibility of Early Year Workers before and on placement; discovering their own learning style and how to get the best study results; how to reference within their work using the Harvard system; meeting the individual needs of children.
Unit two examines the development and well-being of children aged 0-5 years. It covers areas such as physical, intellectual, language, social and emotional development; observations; transitions; care needs; holistic development and the creation of a bibliography. More able pupils will relate topics to theorists and have wider discussions.
Pupils are required to gain at least 35 marks out of a possible 100 to achieve a D grade for each unit in their portfolio. However, the grading increases to A*, which is attainable.
Unit 3 is graded A*-D, assessed by an externally set and externally marked synoptic scenario based short answer examination.
Pupils at the academy can sometimes struggle to maintain focus so a variety of ways to learn and achieve are required. Each lesson objective incorporates Bloom’s taxonomy and is personalised as pupils work at different paces.
Class discussions are held when introducing new topics and to reinforce learning. Being aware of pupils’ learning styles and using VAK every lesson is very useful – this can be through using worksheets, books, internet, PowerPoint, discussion and simply listening. Documents, such as the Early Years Foundation Stage Statutory Framework, are used for reference.
Topics are related to real-life situations where possible and the introduction of an imaginary early year’s worker helps to do this.
In order to reinforce learning, we use quizzes, play bingo and perform other activities so that pupils take part in revising without realising they are doing so.
Assessment of all work is in accordance with the CACHE grading scheme. Each topic relates to an objective of which key words (such as evaluate, describe) need to be satisfied. We have a stringent internal moderation system at the academy which standardises the teacher’s marking and award of marks. It is a process that involves two members of staff.
Mock exams are also held in order to assess pupils’ ability to recall information. The results of this highlight any areas of weakness which can then be cemented in future lessons.
A matrix is also completed, on an on-going basis, of marks given for pupils’ portfolio work which they can access and which is updated regularly.
The academy has direct claim status for this qualification which means that an External Quality Assurer moderates a sample of the cohorts work in order to check the grade given by the teacher.
All pupils complete a baseline upon entry to the academy. However, whilst this can be used to predict grades to a certain point, all pupils need to achieve a D grade to gain a pass. Some, however, are able to achieve a lot more - and do.
Those who struggle to achieve the D grade are identified at an early stage through the moderation and matrix processes. These pupils can then receive intervention from the academy, helping them to secure the necessary grade and knowledge required for the qualification.
- Pre-school assistant
- Primary school teacher
- Family support worker
- Special education teacher
- Social worker
- Education welfare officer
Workplace based nurseries (places)
Communication/lines of reporting (people)
Transition, diversity (religious festivals/understanding other Cultures)
Geography (local provisions)
Health & Safety