Presentation on theme: "-Why the diploma came out? -How the diploma is structured?"— Presentation transcript:
-Why the diploma came out? -How the diploma is structured?
The Diploma sets out what is the best practice in the workplace as well as supporting government policy Government policy is bringing together services for children, young people and their carers in a much more integrated way Diploma focuses on supporting children and young people to achieve the positive outcomes set out in the Every Child Matters agenda. (5 outcomes) The introduction of the Diploma has taken place at the same time as all vocational qualifications across all types of work are changing and becoming part of the Qualifications and Credit Framework (QCF)
The Diploma brings together 3 specialist pathways into one qualification Early Learning and Childcare Pathway-suitable for eg day care settings practitioners Children’s and Young People’s Social Care Pathway- suitable for, eg practitioners in residential care Learning, Development and Support Services Pathway- suitable for, eg Connexions staff and learning mentors
This qualification meets the needs of candidates who work in health or social care settings, for example in the roles of: Care worker Childminding Early years Practitioner Nursery Nurse Education Welfare Officer Connexions Worker Learning Mentor Careers Adviser Youth and community Worker Foster carer Speech and language therapist
What is the QCF? The Qualifications and Credit Framework (QCF) is a new framework for recognising and accrediting qualifications in England, Wales and Northern Ireland. The framework is at the heart of a major reform of the vocational qualifications system that is simpler to understand and use. The intention is to make both the system and the qualifications offered far more relevant to the needs of employers and more flexible and accessible for learners. The migration of vocational qualifications from the National Qualification Framework (NQF) to Qualifications and Credit Framework (QCF) offers the opportunity to design qualifications that better meet both employer and learner needs
What are the key benefits of the QCF? The Qualifications Credit Framework (QCF) will simplify the qualification system by making it easier to understand and to recognise the difference between qualifications. This will mean: Employers can have in-house training and employee achievement recognised in terms everyone can understand Providers will be able to design more flexible programmes that allow learners to move more easily in and out of learning, which will deliver improved retention and progression rates Learners will be able to learn in a more flexible manner and track their achievements on a new online record of achievement.
Structure of the Level 3 Diploma The Diploma is made up of QCF units of assessment Each unit has a ‘level’ and a credit value Level- This is decided by its content -depth and coverage of the subject matter - the application of knowledge and understanding Level 3 is equivalent to ‘A’ levels in the QCF Credit-The credit value of the units gives you an idea of the size of the unit
Unit Structure Each unit has a number of learning outcomes and for each of these there are a number of assessment criteria Units are divided into : -Units that are about what you know and understand (Knowledge and understanding) -Units that include knowledge, understanding and practical skills (competence units)
Learners must gain a minimum of 65 credits to achieve a Level 3 Group A- 11 units to complete (27 credits) Group C- 5 units to complete (22 credits) Group F- 3 option units to complete (17 credits) 19 units in total to complete
Shared core units (SC)Credit value ‘Knowledge and Understanding’ or ‘Competence’ Promote communication in children’s and young people’s settings 3 Competence Promote equality and inclusion in young people’s setting 3Competence Engage in personal development in children's and young people’s setting 3Competence Principles for implementing duty of care in children’s and young people’s settings 1Knowledge and understanding
Children and Young People’s Core units (CYP) Credit Value‘Knowledge and Understanding’ or ‘Competence’ Understand child and young person development 4Knowledge and Understanding Promote child and young person development 3Competence Understand how to safeguard the well-being of children and young people 3Knowledge and Understanding Support children and young people’s health and safety 2Competence Develop positive relationship with children, young people and others involved in their care 1Competence Working together for the benefit of children and young people 2Competence Understand how to support positive outcomes for children and young people 3Knowledge and Understanding
Early Years Mandatory Pathway units (EYMP) Credit value ‘Knowledge and Understanding’ or ‘Competence’ Context and principles for early years provision 4 Competence Promote learning and development in the early years 5Competence Promote children’s welfare and well-being in the early years 6Competence Professional practice in early years settings 3Competence Support children’s speech, language and communication 4Competence
Study skills In terms of the study skills, you will need:- Read around a subject, understand it and be able to summarise and extract the key points Use a computer and access the internet for relevant information Research in journals, books and newspapers Present information clearly and concisely sometimes using diagrams, graphs and pictures Write logically and present material clearly in your own words Reference your findings from books, journals and internet
Assessment and Marking All evidence requirements labelled Knowledge will be assessed and marked by the tutor. This will include such criteria requests to Identify, Explain, and Describe. All evidence requirements labelled Competence will be the responsibility of the assessor and will not need to be reproduced by the candidate. This includes any criteria requests to Demonstrate. We are proposing that a whole (and holistic) assessment book be produced, specifically tailored to meet the dual requirements of the Knowledge and Competency Outcomes. We are working on this at present and should have the prototype completed within a week.
Set Assignments You need to complete all parts of an assignment to meet all the assessment criteria in order to gain a pass/merit/distinction for that assignment. You can re- submit if you fail or would like to achieve a higher grade. You only have 2 opportunities to submit each individual assignment