AQA 3715 SP 2017

The Technical Award in Children’s Learning and Development will give learners the opportunity to study children aged 0 to 10 years, developing an understanding of: • growth and developme

Version 0.1 16 September 2016

DRAFT SPECIFICA

1.2 Support and resources to help you teach 6

3.3 Unit 3: Development of the child from pre-conception

5.1 Supervising and authenticating 35

5.9 Factors affecting individual learners 37

5.11 School and college consortia 38

6.4 Re-sits and shelf life 39

6.5 Previous learning and prerequisites 39

6.6 Access to assessment: diversity and inclusion 39

6.7 Learners with disabilities and special needs 40

7.2 Calculating grades for the external unit 41

7.3 Calculating grades for the internal units 42

Are you using the latest version of this specification?

• You will always find the most up-to-date version of this specification on our website at

aqa.org.uk/3715

• We will write to you if there are significant changes to the specification

1 Introduction

1.1 About this qualification

Our new Level 1/2 Technical Awards in non-EBacc subjects are ideally suited to learners with a

preference for practical, rather than theoretical learning Many of them are tailored towards specificcareer areas and all have a focus on creativity

These vocational qualifications fulfil entry requirements for academic and vocational study post-16,and will count as equivalent to one GCSE in the Key Stage 4 performance tables

Who is this Level 1/2 Technical award in Children's Learning and

Development for?

This course is designed for learners aged 14–16 who have an interest in children’s learning and

development and wish to develop the skills and learn the theory that can prepare them for further

study and employment within the childcare sector It will particularly appeal to learners who are

looking for a course that is practical in nature

The Technical Award in Children’s Learning and Development will give learners the opportunity to

study children aged 0 to 10 years, developing an understanding of:

• growth and development

• communication and language development

• learning and play

• education provision (until the end of KS2)

• child health and safety

• the role of professionals and voluntary organisations

What will learners study?

Learners will complete three mandatory units (one externally assessed and two internally

assessed) spread across 120 guided learning hours

Unit 1: Research task

Learners will carry out an in-depth research study on a topic of their choosing, including:

• support for the parent and child

Using their research findings, learners will then carry out a practical activity such as designing an

exercise routine for a child or producing an information booklet for a pregnant woman

Unit 2: Child Study

Learners will work with a child aged up to 10 years over a period of 4–6 months During this time

the learner will:

• carry out and evaluate appropriate research

• use research to select, plan and justify activities which will enable them to observe physical,

intellectual and cognitive, emotional and social, communication and language development

• carry out observations of a child to assess their development

• record observations

• analyse and evaluate observations, recognising change and progression in development and

comparing against developmental milestones

Unit 3: Development of the child from pre-conception to 10 years old

Learners will study the fundamentals of children’s learning and development and acquire the

underpinning knowledge required to carry out the two practical units This knowledge will be

relevant when considering future career choices and further study options This unit covers:

• factors influencing development pre-conception and during pregnancy

• growth and development

• communication and language development

• learning and play

• education provision

• child health and safety

• the role of professionals and voluntary organisations

Will the knowledge and skills developed be useful for further study?

The course will provide learners with a solid understanding of children’s learning and development

that will help them to make choices about further study and career options They will finish the

course having developed a wide range of practical skills some of which are particularly helpful for a

career in the childcare sector such as observing, communicating and working with children and

other skills which will be valuable no matter what career path they choose These include skills in

research, communication, decision-making and problem-solving

Which subjects complement this course?

This qualification could be complemented by Technical Awards in subjects such as Health and

Social Care, Sport or Food and Catering It is also a great partner for GCSEs such as Sociology,

Psychology and Biology This course will also offer a progressive route through to A-levels,

Technical Certificates, Technical Levels and BTEC Level 3 National Diplomas

1.2 Support and resources to help you teach

We’ve worked with experienced teachers to provide you with a range of resources that will help

you confidently plan, teach and prepare for exams

Teaching resources

Visit aqa.org.uk/3715 to see all our teaching resources They include:

• schemes of work and lesson plans to help you plan your course with confidence

• example materials to showcase sets of marked students' work supported by senior moderator

commentaries and guidance

• learner textbooks that have been checked by AQA

• training courses to help you deliver AQA qualifications

• teacher standardisation (T-OLS) system to help work through example and standardisation

material quickly and easily

• subject expertise courses for all teachers, from newly qualified teachers who are just getting

started to experienced teachers looking for fresh inspiration

1.2.2 Preparing for exams

Visit aqa.org.uk/3715 for everything you need to prepare for our exams, including:

• past papers, mark schemes and examiners’ reports

• specimen papers and mark schemes for new courses

• example student answers with examiner commentaries

Analyse your students' results with Enhanced Results Analysis (ERA)

Find out which questions were the most challenging, how the results compare to previous years

and where your students need to improve ERA, our free online results analysis tool, will help you

see where to focus your teaching Register at aqa.org.uk/era

For information about results, including maintaining standards over time, grade boundaries and ourpost-results services, visit aqa.org.uk/results

Keep your skills up-to-date with professional development

Wherever you are in your career, there’s always something new to learn As well as subject

specific training, we offer a range of courses to help boost your skills

• Improve your teaching skills in areas including differentiation, teaching literacy and meeting

Ofsted requirements

• Prepare for a new role with our leadership and management courses

You can attend a course at venues around the country, in your school or online – whatever suits

your needs and availability Find out more at coursesandevents.aqa.org.uk

Help and support

Visit our website for information, guidance, support and resources at aqa.org.uk/3715

If you'd like us to share news and information about this qualification, sign up for emails and

This draft qualification has not yet been accredited by the Department for Education (DfE) It is

published to enable teachers to have early sight of our proposed approach to Level 1/2 Technical

Award Children's Learning and Development Further changes may be required and no assurance

can be given that this proposed qualification will be made available in its current form, or that it will

be accredited in time for first teaching in September 2017 and first award in August 2019

2 Specification at a glance

This qualification is modular and is split into three units One is an externally assessed exam and

the other two are internally assessed

2.1 Subject content

Unit 1: Research task (page 11)

Unit 2: Child study (page 13)

Unit 3: Development of the child from pre-conception to 10 years old (page 16)

• support for the parent and child

How it's assessed

Unit 2: Child study

What's assessed

Learners will work with a child aged up to 10 years old over a period of 4‒6 months During this

time the learner will:

• carry out and evaluate appropriate research

• use research to select, plan and justify activities which will enable them to observe physical,

intellectual and cognitive, emotional and social, communication and language development

• carry out observations of a child to assess their development

• record observations

• analyse and evaluate observations, recognising change and progression in development and

comparing against developmental milestones

How it's assessed

Learner evidence to include a portfolio of records of observations of a child with evidence of

planning, execution and evaluation

Unit 3: Development of the child from pre-conception to 10 years

What's assessed

1 Factors influencing development pre-conception and during pregnancy

2 Growth and development

3 Communication and language development

4 Learning and play

5 Education provision (until the end of KS2)

6 Child health and safety

7 The role of professionals and voluntary organisations

How it's assessed

• Written exam: 1 hour 30 minutes

3 Subject content

This subject content will challenge and inspire both teachers and learners whilst being accessible

for all types of learners It includes topics which are at the forefront of Children's Learning and

Development to help learners of all abilities to develop a sound understanding of the industry, and

develop valuable skills to secure their progression for further study and employment

3.1 Unit 1: Research task

Learners will carry out an in-depth research study on a topic of their choosing, these include:

• support for the parent and child

This will allow for the delivery of some of the subject content at appropriate points throughout the

course

After choosing one of the research tasks, learners are expected to:

• plan and carry out research and investigation using a variety of primary and secondary sources

• select appropriate information

• collate and present evidence using appropriate techniques

• analyse and evaluate results

• use research and investigation to produce a final practical outcome

Within this task learners may choose to work with others, for example, to collect information

Schools and colleges must ensure that learners provide individual and separate evidence of their

findings, analyses and evaluations so that individual learners meet the assessment evidence

requirements Learners must submit only one task

Learner evidence of all aspects of the task should be presented in a portfolio

The portfolio could include:

Learners will be expected to produce a plan for their area of research, chosen from the list of titles

in Research task titles (page 12) which will demonstrate their understanding of the requirements

of the chosen task The plan will include ideas for the practical outcome

The plan can be presented in any appropriate form, but should include details of what research will

be carried out, how and why it will be carried out and how it will be recorded, ie:

• research methods and techniques to be used

• relevance/justification of chosen research

• resources to be used

• presentation techniques to be used

Learners should be encouraged to use both primary and secondary research

3.1.1.2 Research

Learners will carry out their planned research selecting, recording and presenting their evidence

clearly and concisely Where appropriate they may adapt or change their plan and justify any

changes made

3.1.1.3 Analysis and evaluation

Learners should analyse and evaluate the findings from their research and use their results to plan

and justify the required practical outcome

3.1.1.4 Practical task

Learners should complete the planned practical outcome Learners must ensure that there is

enough evidence provided to allow the activity to be thoroughly evaluated

3.1.1.5 Final analysis and evaluation

Learners should analyse and evaluate the practical activity in relation to their original stated

purpose, commenting on the effectiveness and usefulness

3.1.2 Research task titles

The research activity titles will remain the same for the life of the specification

Learners should use their findings to produce a relevant practical outcome Learners can choose

their own practical outcome or use one from the examples below

1 Investigate why healthy eating is important for children up to the age of 10 Examples of the

practical outcome include creating a leaflet or booklet, a game to teach children about healthy

eating or a recipe for a healthy snack/drink for a child to make

2 Investigate safety for children up to the age of 10 Examples of the practical outcome include

producing a booklet, quiz or poster about home safety or carrying out a risk assessment at a

local facility which includes suggestions for improvements

3 Investigate the types of play facilities in your area for children up to the age of 10 Examples of

the practical putcome include producing a plan for a new play facility, designing a new type of

play equipment or producing a poster/booklet advertising your local play facilities

4 Investigate the use of the internet and/or technology by children up to the age of 10 Examples

of the practical outcome include producing a poster, booklet or PowerPoint for children or

parents to inform them about how to use the internet to support their school work or to inform

them about internet safety

5 Investigate pre-conceptual and antenatal care in relation to the development of children.

Examples of the practical outcome include creating a fact sheet, leaflet or PowerPoint

presentation for prospective parents or an actual or virtual pre-conceptual care kit for a woman

planning to get pregnant with an explanation of the components

6 Investigate the role of exercise for children up to the age of 10 Examples of the practical

outcome include designing an exercise routine for children or producing a brochure/leaflet aboutyour local sports centre

3.1.3 Research skills

As part of this unit learners will be assessed on their research skills In preparation for this they

should have a knowledge and understanding of primary and secondary research sources

3.2 Unit 2: Child study

The child study carries 30% of the assessment for this subject It should be a study of a single child

up to the age of 10 The study will involve working with a child for a period of four to six months It

should involve observations of the child’s development which will mainly address the physical,

intellectual and cognitive, emotional and social, communication and language development of the

child

3.2.1 Format of the child study

1 Visit 1 ‒ introductory visit.

2 Visit 2 ‒ carry out first chosen activity.

3 Visit 3 ‒ carry out second chosen activity plus making notes on any developmental changes.

4 Analysis and evaluation of the study.

Learners are expected to:

• carry out and evaluate appropriate research

• use research to select, plan and justify activities which will enable them to observe physical,

intellectual and cognitive, emotional and social, communication and language development

• carry out observations of a child to assess their development

• record observations

• analyse and evaluate observations, recognising change and progression in development and

comparing against developmental milestones

Evidence of all aspects of the task should be presented in a portfolio

The portfolio could include:

• written notes

• a log book

• video recording or photos (protecting the identity of the child)

• PowerPoint presentations

• mindmaps produced by the learner

3.2.1.1 Visit 1 - Introductory visit

This visit should be carried out at the start of the study period

Learners will be expected to demonstrate knowledge and understanding of the initial levels and/or

stages of development in relation to the child being studied

This should be done primarily through personal observation of the child However, learners may

also choose to interview parents/carers to support these observations

The record of the introductory visit should include:

• a description of the child

• relevant background information relating to the family and environment

• stages of physical, intellectual and cognitive, emotional and social, communication and

language development

• a simple conclusion

Where appropriate, learners should support their observations with personal opinions, quotes and

text book references, using subject specific terminology where relevant

3.2.1.2 Research and planning for visits 2 and 3

From their knowledge of the child being studied, learners should choose two activities to carry out

with the child The choice should be justified in relation to the child

Planned research should be carried out and include:

• selective and concise background information from at least two different sources

• links to learning and development, both generally and specific to the child being studied

• the likely benefits on the physical, intellectual and cognitive, emotional, social, communication

and language development of the child

• analysis and evaluation used to identify and justify chosen activities

Where possible, learners should use a range of communication, graphical and IT skills to record

research findings

While it would be acceptable for learners to rely mainly on secondary research, they should also be

encouraged to include some primary research where relevant

Learners should put together a plan for each of the visits, which should include:

• health and safety considerations (for example, a risk assessment of the chosen activity)

• practical considerations such as the resources that might be required when carrying out the

activity

• how long the activity might take

• any instructions or mock-up examples to show the child

3.2.1.3 Aims and expectations of each visit

For each of the two visits learners are expected to identify appropriate and relevant aims and

expectations for the activities planned

Aims and expectations should be based on research, knowledge of the child and understanding of

development and should be used to carry out analysis and evaluation

3.2.1.4 Visits 2 and 3 – carrying out chosen activities

For each visit learners should record:

• the date of visit and age of the child

• assessment of development during observations are recorded in sufficient detail to support

analysis and evaluation

• evidence to support the execution of the activities ‒ this could be in the form of witness

statements, photos, videos

There should be a minimum of one month between each visit

In visit 3 the learner will carry out the chosen activity and will gather information and review if and

how the child’s learning and development has progressed since the introductory visit Any changes

and progression should be recognised in the following areas:

• physical

• intellectual and cognitive

• emotional

• social

• communication and language

Where appropriate learners can support their observations with personal opinions, quotes and

textbook references

3.2.1.5 Final evaluation

Learners should review all aspects of their study identifying how the child’s development has

progressed since the introductory visit, commenting on the usefulness and effectiveness of the

chosen activities and evaluating the visits based on the original aims and expectations

The final evaluation will also require the learner to reflect on their own performance including how

successful they were at:

• researching and planning the practical activities

• carrying out the practical activities and observing the child’s learning and development

They should also identify any areas that they might have done differently The learners should use

observations with personal opinions including quotes and text book resources

3.2.1.6 Activity ideas

The practical activities that will be carried out during visit 2 and visit 3 should be appropriate for thechild’s stage of development and chosen from two of the following areas Examples are provided

for each area but this list is not exhaustive

• Literacy ‒ eg reading, writing, mark making, signs and symbols, making a book, puzzles, word

games, writing a simple play, writing a magazine article

• Communication and language ‒ eg puppets, songs, rhymes, action songs, role play, performing

• Mathematics and science ‒ eg shops, handling money, shapes, space, board games, opposites,matching, dominoes, measuring accurately to a design, costing items, weighing and measuring

ingredients looking at volume using different shaped containers and water

• Understanding the world ‒ eg jobs, indoor and outdoor play, role play about different cultures,

technology, foods from around the world, visiting a museum, researching historical artefacts

• Expressive art and design‒ eg making a musical instrument, dancing, combining materials,

modelling printing fabric, salt dough, mosaics, collage, investigating artists

• Construction ‒ eg small world play, sewing, threading, block building, collage, puppets, making

a simple soft toy, experimenting with different materials such as wood, fabric, paper, making

fossils using Styrofoam

• Physical/manipulative ‒ eg throwing, catching, obstacle course, cooking/baking, salt dough,

play dough, painting, drawing, model making, printing, indoor and outdoor play, making a den,

making a card, charity cake stall, making up a dance routine, make a healthy snack

• Sensory ‒ eg cause and effect toys, treasure baskets, sand and water play, touch and feel

books, food tasting

• Imaginative ‒ eg pretend play, dressing up, making up stories, puppets, role play games,

performing a play, designing

• Technology ‒ eg computer games, electronic learning toys, using apps, research through

websites, make a PowerPoint

3.2.2 Communication skills

As part of this unit, learners will be assessed on their communication skills In preparation for this

they should have a knowledge and understanding of how to communicate clearly, record and

present findings

3.3 Unit 3: Development of the child from pre-conception

to 10 years old

To prepare for this unit, learners should refer back to the research they carried out in the research

task and to the findings of the child study These units will provide a good foundation for elements

of the context to be assessed on the written paper The synoptic nature of the written paper allows

learners to respond to a range of questions designed to assess their understanding of children’s

learning and development The exam enables learners to demonstrate their understanding and

knowledge in a range of areas related to the development of children from 0–10 years

3.3.1 Compulsory content

1 Factors influencing development pre-conception and during pregnancy

2 Growth and development

3 Communication and language development 0 to 10 years

4 Learning and play

5 Education provision (until the end of KS2)

6 Child health and safety

7 The role of professionals and voluntary organisations.

3.3.2 Factors influencing development pre-conception and during

pregnancy

Content Additional information

Importance of pre-conceptual care for the

healthy development of the unborn child

• The importance of a healthy diet and lifestyle

as part of preparation for pregnancy

• The need to reduce known risks, includingsmoking, alcohol, drugs, STIs, rubellaimmunity and other possible diseases andinfections

• Genetic factors which may affect thedevelopment of the unborn baby eg cysticfibrosis, Duchene Muscular Dystrophy andDown’s syndrome

Content Additional information

Importance of ante-natal care for the healthy

development of the unborn child

• The range of antenatal care available,including ante-natal clinics and classes

• Routine checks, screening and diagnostictesting to include blood tests for anaemia/

blood groups and rhesus factor

3.3.3 Growth and development

In this section learners must know and understand the physical, intellectual and cognitive,

emotional, and social, communication and language development milestones Learners must knowwhat a child is expected to be able to do at each stage of development ie birth, one month, three

months, six months, nine months, twelve months, eighteen months, two years, three years, four

years, five years, six years, seven years and eight to ten years

Content Additional information

Growth

0–10 years

• Definition of the term 'growth' – the term isused to describe cells in the body dividingwhich, over time, results in an increase inheight and weight, bones and musclesdeveloping and the brain growing inchildhood

• Growth supports speech, can affect socialand emotional development and affects theway an adult responds to a child

• Growth is measured by height and weightand the use of centile charts

• Fine motor skills eg manipulative skillsincluding hand-eye coordination

• Locomotive skills eg movement of the bodyallowing ability to balance

• Identification of the factors which affectphysical development – warmth, rest, sleep,fresh air, exercise, health, environment, diet

Content Additional information

• Cognitive development in relation toimagination, creativity, object permanence,reasoning, problem solving, memory andconcentration

• Stages of concept development includingmathematical concepts of number, size/

mass, shape and volume, colour, time, past,present and future

Emotional development

0–10 years

• Definition of term – how children developfeelings and learn to express themselves Itincludes how we view ourselves

• Identify positive and negative emotions

• Bonding, love, security and the need fordiscipline

• Ways to encourage independence andpositive self-image to include terms self-concept and self-esteem

Social development

0–10 years

• Definition of term – social development isabout making relationships with otherpeople

• The importance of the socialisation process

• Stages of social play including solitary,parallel, joining-in and co-operative play

• Encouraging social development byproviding opportunities to mix and meetother people

• Acceptable social skills including sharing, operation and the concept of right and

co-wrong

• Dealing with unwanted behaviour such astantrums, regression, bullying, biting andkicking, and the need for fair and consistentdiscipline

Factors influencing development How the home, poverty, culture, diet, exercise,

health, education, lifestyle and environment canall affect development

3.3.4 Communication and language

Content Additional information

Types and importance of communication and

language

• The importance of language

• Learning to talk and understand what isbeing said to them

• Stages of non verbal and verbalcommunication and pre-reading skills

Interpreting both verbal and non-verbalsignals to include facial expressions,posture, gestures

• Reading

• Stages of drawing and writing

• Encouraging language development

3.3.5 Learning and play

Content Additional information

Importance of play • The relationship between play and learning

and the five areas of development –physical, intellectual, emotional, social,communication and language

• Possible consequences of playmalnourishment

Types of play • Stages of play – solitary, parallel, joining in

and cooperative play

• Different types of play – creative,imaginative, construction, sensory, physical,manipulative and intellectual play

• The difference between structured andspontaneous play

3.3.6 Educational provision

Content Additional information

Educational Provision • The Early Years Foundation Stage

• Key Stage 1 and Key Stage 2

• What subjects children study at school up tothe end of key stage 2

• Statutory legal requirements for education

• The areas of learning that link to the fiveareas of development – physical, intellectual,emotional, social and communication andlanguage

• The role of parents working in supportingeducation

3.3.7 Child health and safety

Content Additional information

Child health and safety • Internet safety – parental controls, use of

• Simple first aid to include treatment of minorinjuries and accidents to include cuts, stings,scalds, sunburn and the procedure for achoking child

• Child safety in the home and outdoors

3.3.8 The role of professionals and voluntary organisations

Content Additional information

The role of professionals and voluntary

organisations in relation to development

• Definition of statutory and voluntary sectors

• The role of the midwife in ensuring thehealthy development of the unborn child

• The role of the health visitor in carrying outdevelopmental testing on young children

• The role of the school nurse in the child’sdevelopment

• The support provided by Social Services inthe provision of services for children,including support for families of children withspecial needs

• The role of local agencies in protectingchildren to include children’s social care,health professionals, 2004 Children Act andLocal Safeguarding Children Boards

• The role of voluntary organisations to includeChildren’s Society, NSPCC and Barnardo’s

DRAFT SPECIFICA