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(England only) First registration September 2019  \nEdexcel, BTEC and LCCI qualifications  \nEdexcel, BTEC and LCCI qualifications are awarded by Pearson, the UK’s largest awarding body offering academic and vocational qualifications that are globally recognised and benchmarked. For further information, please visit our qualifications website at [qualifications.pearson.com. Alternatively](qualifications.pearson.com. Alternatively), you can get in touch with us using the details on our contact us page [at qualifications.pearson.com/contactus](at qualifications.pearson.com/contactus)  \nAbout Pearson  \nPearson is the world's leading learning company, with 35,000 employees in more than 70 countries working to help people of all ages to make measurable progress in their lives through learning. We put the learner at the centre of everything we do, because wherever learning flourishes, so do people. Find out more about how we can help you and your learners [at qualifications.pearson.com](at qualifications.pearson.com)  \nReferences to third party material made in this specification are made in good faith. Pearson does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)  \nAll information in this specification is correct at time of publication.  \nISBN 978 1 446 96316 6  \nAll the material in this publication is copyright © Pearson Education Limited 2019  \nContents  \n1 Introducing BTEC Competence-based qualifications 1  \nOverview 1  \nSizes of competence-based qualifications 2  \n2 Qualification summary and key information 3  \n3 Qualification purpose 4  \nQualification objectives 4  \nRelationship with previous qualifications 5  \nProgression opportunities 6  \nIndustry support and recognition 7  \n4 Qualification structure 8  \nPearson BTEC Level 2 Diploma for Early Years Practitioners 8  \n5 Programme delivery 9  \nElements of good practice 9  \n6 Centre resource requirements 11  \n7 Access and recruitment 12  \nPrior knowledge, skills and understanding 12  \nAccess to qualifications for learners with disabilities or specific needs 12  \n8 Assessment 13  \nLanguage of assessment 13  \nInternal assessment 13  \nAssessment strategy 14  \nTypes of evidence 14  \nAssessment of knowledge and understanding 15  \nAppeals 15  \nDealing with malpractice 15  \nReasonable adjustments to assessment 18  \nSpecial consideration 18  \n9 Centre recognition and approval 19  \nCentre recognition 19  \nApprovals agreement 19  \n10 Quality assurance 20  \n11 Units 21  \nUnit format 21  \nUnit 1: Legislation, Policy and Procedures for Working in Early Years Settings 23  \nUnit 2: Child Development from Birth up to Seven Years 30  \nUnit 3: Contribute to the Health and Safety of Babies and Young Children 37  \nUnit 4: Safeguarding the Welfare of Babies and Young Children 43  \nUnit 5: Supporting Babies and Young Children with Special Educational Needs and Disabilities 51  \nUnit 6: Supporting Children’s Communication, Literacy and Language Development 56  \nUnit 7: Understand Partnership Working for the Benefit of Babies and Young Children 62  \nUnit 8: Promote the Health and Wellbeing of Babies and Young Children in Early Years Settings 69  \nUnit 9: Supporting Children’s Learning through Play 75  \nUnit 10: Contribute to Observation, Assessment and Planning to Support Children’s Development 81  \nUnit 11: Introduction to Personal Development for Early Years  \nPractitioners 88  \n12 Further information and useful publications 93  \n13 Professional development and training 94  \n14 Contact us 95  \nAnnexe A: Assessment principles 96  \n1 Introducing BTEC Competence-based qualifications  \nOverview  \nThe apprenticeships reform in England includes changes that move the design of apprenticeships into the hands of employe","cbCaiohcnnmPFoOM","https://ap.wps.com/l/cbCaiohcnnmPFoOM","pdf",757573,104,"English","# Introducing BTEC Competence-based qualifications\n## Overview\n## Sizes of competence-based qualifications\n# Qualification summary and key information\n# Qualification purpose\n## Qualification objectives\n## Relationship with previous qualifications\n# Assessment\n## Language of assessment\n## Internal assessment\n## Assessment strategy\n## Types of evidence\n## Appeals\n## Dealing with malpractice\n## Reasonable adjustments to assessment\n## Special consideration\n# Units\n## Unit 1: Legislation, Policy and Procedures for Working in Early Years Settings\n## Unit 2: Child Development from Birth up to Seven Years\n## Unit 3: Contribute to the Health and Safety of Babies and Young Children\n## Unit 4: Safeguarding the Welfare of Babies and Young Children\n## Unit 5: Supporting Babies and Young Children with Special Educational Needs and Disabilities","[{\"question\":\"What is the Pearson BTEC Level 2 Diploma for Early Years Practitioners designed to achieve?\",\"answer\":\"It is a competence-based qualification intended to develop practitioners’ abilities in early years settings by focusing on outcomes and sector standards.\"},{\"question\":\"How is learning typically delivered and where do learners work towards achievement?\",\"answer\":\"Learners work towards their qualifications primarily in the workplace or in settings that replicate the specified working environment in the assessment requirements.\"},{\"question\":\"What assessment topics and support arrangements does the specification cover?\",\"answer\":\"It covers language of assessment, internal assessment, assessment strategy and evidence types, as well as appeals, malpractice, reasonable adjustments, and special consideration.\"}]","Pearson BTEC Level 2 Diploma for Early Years Practitioners - Specification - Issue 1 - September 2019 | PDF",1792473158,262]