2 UPDATE- HNC Early Education & Childcare: G7CX 15 QDT formed in May of this yearSurvey Monkey questionnaire posted online in June, with 51 responses to date.Currently in process of identifying areas in need of revision/replacementTitle identified as needing updated, with ‘Working in Childhood Practice’ a strong contender.
3 UPDATE- HNC Early Education & Childcare: G7CX 15 Framework to be revised, with final decision made after the forthcoming Sector ConsultationQDT set to wrap up by Christmas 2010, with a spring 2011 launchFull complement of support materials to debut alongside revised award.
4 UPDATE- Childhood Practice As you may be aware SQA are in the process of developing an SCQF level 9 Childhood Practice qualification. Leading on this development are the Playwork team who can be contacted at:(Qualifications Manager) (Qualifications Officer)
5 HND Childhood Practice The HND Childhood Practice is an award for those aspiring to: advancetheir practice/apply knowledge and skills to professional practice.In this respect, candidates should:Be working in or have access to a prolonged practice learning opportunity in a childcare, early years or playwork settingHave an appropriate SCQF level 7 award.Programme providers should also develop partnership arrangements with employers and practice learning providers to identify the roles of managers, tutors, assessors and learners within a service level agreement.
6 HND Childhood Practice Recommended Core Skills Entry Level The recommended Core Skills entry level for the HNDChildhood Practice is as follows:Communication SCQF level 6Numeracy SCQF level 6Problem Solving SCQF level 6Information and Communication Technology SCQF level 6Working with Others SCQF level 6The recommended Core Skills entry level has beenadopted to allow candidates from a wide range ofbackgrounds to access the award.
7 HND Childhood Practice Early years and childcare workers play a pivotal role in thecare and early education that children need to help them getthe best start in life.The HND in Childhood Practice provides articulation pathways to higher education to SCQF level 9 or above qualifications in related fields.The nature of the subject discipline encourages self-reflective independent learning, while the award structure ensures the on-going development of transferable skills developed through knowledge and understanding.
8 HND Childhood Practice: Professional Practice Aims of professional practice:Increase capacity, confidence and trust in early years, childcare, children and families and playwork servicesProvide better outcomes for children and young peopleEnable children to be successful learners capable of meeting their potentialWork in partnership with families and communitiesBe clear about candidates’ own professional identity and that of other professionalsContribute to the development of high quality and flexible early years, childcare and playwork servicesCollaborate with other agencies and other children’s services
9 HND Childhood Practice: Knowledge & Skills Aims of Knowledge and Skills:Promote a common core value base within the wider childhood practice sectorDevelop research capabilities and apply to professional childhood practiceDevelop skills and knowledge to conduct research on professional childhood practiceExamine, apply and evaluate range of theoretical & practice based perspectives relating to assessment, planning, implementation and review to their specific areas
10 HND Childhood Practice: Knowledge & Skills Critically examine the legislative and policy context of professional childhood practiceDemonstrate leadership and visionBe able to contribute to the development of the professionDevelop knowledge and skills of reflective practice at SCQF level 8 in childhood practice
11 RegistrationOn completion of the HND Childhood Practice candidates will be able to register with the Scottish Social Services Council (SSSC) at practitioner level if they have undertaken Route 1, Route 2 or Route 3. However, candidates must contact the Scottish Social Services Council (SSSC) with all registration queries.
12 It also provides a platform for Continuous Professional Development. Professional Development Award in Educational Support Assistance at SCQF Level 6: G9G4 46The purpose of this PDA is to prepare candidates for support roles in an education settingIt also provides a platform for Continuous Professional Development.
13 The general aims of the PDA are: To progress and develop personally and professionally either before or whilst in employmentTo enable progression within the SCQF levels.To develop Core Skills.To develop study and research skills.To open up career opportunities within the education sector and to prepare candidates for further studies.
14 Specific aims of the Group Award To enable candidates to develop the specific skills of an Education Support Assistant.To enable candidates to develop specific knowledge of issues associated with children and young people in educational settings.To provide candidates with opportunities to gain a deeper knowledge of Additional Support Needs across a broad spectrum of specific needs and disabilities.To develop personal effectiveness in a variety of educational settings.To prepare candidates for employment in a variety of education settings.
15 Mandatory Units: knowledge outcomes To attain the award you will need to attain a total of 8credits (48 SCQF credit points).There are 5 mandatory Units giving 6 credits (36 SCQFcredit points) which will give you specific knowledge of thefollowing:The development of children and young people from birth to 18Supporting the behaviour of children and young peopleProviding support to children and young people in schoolSupporting children and young people with Additional Support NeedsKnowledge and understanding about what ‘professional practice’ means
16 Optional Units: knowledge outcomes In consultation with your course lecturer you will select 2 optional Units (for theremaining 2 credits), from a list of 10 Units. Specific knowledge gained couldinclude:Knowledge about the rights and entitlements of children and young peopleHow Information and Communication Technology is used in schoolsWorking with children and young people with autismWorking with children and young people with visual impairmentsWorking with children and young people with hearing lossWorking with physically disabled children and young peopleThe importance of Play and active learning in the learning and development of children and young peopleFirst AidInformation Technology