pearson btec level 2 technical diploma in children s play

Pearson BTEC Level 2 Technical Diploma in Children’s Play, Learning and Development (Early Years Practitioner)

First teaching September 2019

Sample Assessment Materials:

Unit 1: Policy and Practice for

Working in Early Years Settings

Edexcel, BTEC and LCCI qualifications

Edexcel, 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 qualification websites at www.edexcel.com, www.btec.co.uk or www.lcci.org.uk. Alternatively, you can get in touch with us using the details on our contact us page at qualifications.pearson.com/contactus

About Pearson

Pearson is the world's leading learning company, with 40,000 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

References to third-party material made in this specification are made in good faith. We do 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.)

ISBN 978 1 4469 4352 6 All the material in this publication is copyright © Pearson Education Limited 2016

Pearson Level 2 BTEC Technical Diploma in Children’s Play, Learning and Development (Early Years Assistant) -Sample Assessment Materials – Final Pre-publication Version 1.0 - © Pearson Education Limited 2016

1

1Pearson BTEC Level 2 Technical Diploma in Children’s Play, Learning and Development (Early Years Practitioner) – Unit 1 Final Sample Assessment Materials – Issue 1 – December 2016 © Pearson Education Limited 2016


2

2 Pearson BTEC Level 2 Technical Diploma in Children’s Play, Learning and Development (Early Years Practitioner) – Unit 1 Final Sample Assessment Materials – Issue 1 – December 2016 © Pearson Education Limited 2016


3

3Pearson BTEC Level 2 Technical Diploma in Children’s Play, Learning and Development (Early Years Practitoner) – Unit 1 Final Sample Assessment Materials – Issue 1 – December 2016 © Pearson Education Limited 2016


4



5



6



7



8



9



10



11



12



13



14



15



16



17



18



19



20



21



22



23



24



25



26



1

Unit 1: Policy and Practice for working in Early Years Settings – sample mark scheme

General marking guidance

● All learners must receive the same treatment. Examiners must mark the first learnerin exactly the same way as they mark the last.

● Mark schemes should be applied positively. Learners must be rewarded for whatthey have shown they can do, rather than be penalised for omissions.

● Examiners should mark according to the mark scheme, not according to theirperception of where the grade boundaries may lie.

● All marks on the mark scheme should be used appropriately.

● All the marks on the mark scheme are designed to be awarded. Examiners shouldalways award full marks if deserved, i.e. if the answer matches the mark scheme.Examiners should be prepared to award zero marks if the learner’s response is notworthy of credit according to the mark scheme.

● Where some judgement is required, mark schemes will provide the principles bywhich marks will be awarded and exemplification may be limited.

● When examiners are in doubt regarding the application of the mark scheme to alearner’s response, the team leader must be consulted.

● Crossed-out work should be marked UNLESS the learner has replaced it with analternative response.

Specific marking guidance for levels-based mark schemes

Levels-based mark schemes (LBMS) have been designed to assess learners’ work holistically. They consist of two parts: indicative content and levels-based descriptors. Indicative content reflects specific content-related points that learners might make. Levels-based descriptors articulate the skills that learners are likely to demonstrate in relation to the Assessment Outcomes being targeted by the question. Different rows within the levels represent the progression of these skills. When using a levels-based mark scheme, the ‘best fit’ approach should be used. ● Examiners should first make a holistic judgement on which band most closely

matches the learner response and place it within that band. Learners will be placed inthe band that best describes their answer.

● The mark awarded within the band will be decided based on the quality of the answerin response to the assessment focus/outcome and will be modified according to howsecurely all bullet points are displayed at that band.

● Marks will be awarded towards the top or bottom of that band depending on howthey have evidenced each of the descriptor bullet points.

Pearson BTEC Level 2 Technical Diploma in Children’s Play, Learning and Development (Early Years Assistant) – 27 Unit 1 Final Sample Assessment Materials – Issue 1 – December 2016 © Pearson Education Limited 2016


2

Question number

Acceptable answer Mark

1 Paper records (1)

Question number


2 Any two triggers from: heat hot weather perfume in toiletries soap animal hair sand water woollen or nylon material food allergies.

(2)

Question number


3 Forehead (1)

Question number


4 Something that can cause harm – Hazard An unexpected event causing harm – Accident

(2)

Question number


5 37.0 C (1)

Question number


6 When children share hair brushes When children's heads make close contact

(2)

34Pearson BTEC Level 2 Technical Diploma in Children’s Play, Learning and Development (Early Years Practitioner) –Unit 1 Final Sample Assessment Materials – Issue 1 – December 2016 © Pearson Education Limited 2016


3

Question number


7 Bandage Disposable gloves

(2)

Question number


8 Being constantly hungry Wearing clothes that are dirty

(2)

Question number


9 Store children's written records securely Keep children's information confidential

(2)

Question number


10 Any two explanations that include a way (1) and a linked justification of how that way could keep children safe (1).

Check all exit areas are kept clear (1) to allow for safeevacuation in an emergency (1).

Check all gates are secured (1) so that children cannot wanderoff (1).

Make sure children are carefully supervised (1) so that staff canrespond to any accidents immediately (1).

Check play equipment is safe and not broken (1) so thatchildren are not harmed in any way (1).

Accept any other appropriate response.

(4)

Question number


11 Any two ways from:

close supervision small group of children/not too many children explain rules to children beforehand make children wash their hands before the activity adult to put cakes into oven check if any children have food allergies.


(2)

Pearson BTEC Level 2 Technical Diploma in Children’s Play, Learning and Development (Early Years Practitioner) – 35 Unit 1 Final Sample Assessment Materials – Issue 1 – December 2016 © Pearson Education Limited 2016


4

Question number


12 Any two pieces of information from:

time of accident injury treatment given who gave treatment where it happened how it happened early years practitioner's signature parent signature.

(2)

Question number


13 Ask another adult to help you Bend your knees when lifting it

(2)

Question number


14 Run the hand under cold water for 10 minutes (1)

Question number


15 Remove it from the play area (1)

Question number


16 One mark for one in the right place and 2 marks for all three in the right place. Correct order is: Reassure the child Put on disposable gloves Wash the wound Put a dressing on the knee Wash your hands

(2)

Question number


17 To make sure children do not choke on the food (1)



5

Question number


18 Any two reasons from:

to reduce the amount of bacteria on the toys to reduce the spread of infection/prevent cross-infection to improve hygienic practice.

(2)

Question number


19 Any two explanations that include a legal requirement (1) and a linked justification of that legal requirement (1).

Manager must notify health and safety executive (1) to meetthe requirements of Reporting of Injuries, Diseases andDangerous Occurrences Regulations (RIDDOR) (1).

Manager must notify Ofsted (1) to meet the welfarerequirements of The Early Years Foundation Stage (EYFS) (1).

Notifying parents of other children in the setting (1) so they canwatch for signs and symptoms of this infectious illness (1).

Do not accept answers that simply state it is a legal requirement. Accept any other appropriate response.

(4)

Question number


20 Any two explanations that include a procedure (1) and a linked justification of that procedure (1).

Taking off Amnah’s clothes/sponging her with tepid water/givingher cool drinks (1) to try and reduce her high temperature (1).

Contacting her parents immediately (1) so that they can comeand collect her (1).

Reassuring Amnah by talking calmly and quietly (1) to reduceAmnah’s distress (1).

Isolating Amnah/taking her to another room on her own (1) toreduce the risk of spreading the infection (1).

Writing what treatment was given in the incident book (1), tocomply with RIDDOR (1).


(4)



6

Question number


21 Each explanation should include a benefit (1) and a linked justification of that benefit (1).

Helps/encourages him to develop gross/fine motor skills (1),which supports his physical development (1).

Edward will enjoy learning new things (1), which aids hisemotional development/boosts self-esteem.

Builds his confidence (1), which will encourage him to attemptnew things/more likely to try new skills/experiences (1).

It enables Edward to make choices (1), which empowers him(1).


(4)

Question number


22 Any two explanations that include a way (1), plus two linked justifications of that way (1) + (1).

Have appropriate size cutlery (1), which will be easier forEdward to use (1) so he is more likely to feed himself (1).

Encourage/praise Edward when he tries to feed himself/dresshimself/wash his own hands (1), this will boost his confidence(1) so that he will feel more able to do the action again in thefuture (1).

Show Edward how to wash his hands/be a role model (1) sothat he would watch and try to copy (1), this will encourage himto practise washing his own hands in the future.

Answers must be specific and linked appropriately.

(6)



7

Question number


23 Any two reasons from:

to meet legal requirements to make sure that Ivan is included in all activities to ensure equality of opportunity for Ivan to meet the needs of any child with additional needs to prevent discrimination to keep up to date and not follow the old policy.


(2)

Question number


24 The explanation should include a benefit (1) and a linked justification of that benefit (1).

To identify the specific hazards for Ivan when he uses hiswalking frame (1) so that actions are put in place to reduce riskfrom injury before he starts the nursery/to ensure that Ivan cantake part in all activities/so that he has equal opportunity toparticipate (1).

The risk assessment process is a way of checking theenvironment is safe for Ivan (1), which means that anysteps/measures/adjustments have been taken and recorded(1).

The risk assessment identifies the severity of the risk for Ivanmoving around the nursery (1) so extra resources/supervisionfor Ivan can be provided for higher risk activities (e.g. outdoorplay) (1).


(2)



8

Question number

Indicative content

25 Observing him and seeing what his individual needs/interests are. Having resources that reflect children with a range of disabilities. Adapting activities so that he can join in. Making sure that he can access all physical areas of the nursery:

o providing ramps instead of stepso making sure doors are wide enougho ensuring that walkways are kept clearo easy access to outside area.

If he is able to move around easily then he will be able to take part in allparts of the nursery life.

Talk to other professionals, such as physiotherapist or occupationaltherapist, to get advice.

Discuss requirements with the parents to make sure that his needs arebeing met and their wishes followed.

An inclusive environment will boost Ivan's self-esteem because he won'tbe excluded.

Make an individual plan for emergency evacuation for Ivan. Links to Equality Act 2010.

Level Mark

0 No rewardable material.

1 1–2 Demonstrates isolated knowledge and understanding of relevantinformation; there may be major gaps or omissions.

Provides little evidence of weighing up competing arguments/prosand cons in context; discussion likely to consist of basicdescription of information.

Meaning may be conveyed but in a non-specialist way; responselacks clarity and fails to provide an adequate answer to thequestion.

2 3–4 Demonstrates accurate knowledge and understanding of relevantinformation with a few gaps or omissions.

Discussion is partially developed but will be imbalanced. Evidencesthe weighing up of competing arguments/pros and cons incontext.

Demonstrates the use of logical reasoning, clarity, and appropriatespecialist technical language.

3 5–6 Demonstrates accurate and thorough knowledge andunderstanding of relevant information; any gaps or omissions areminor.

Displays a well-developed and balanced discussion, demonstratinga thorough grasp of competing arguments/pros and cons incontext.

Logical reasoning evidenced throughout response that is clear anduses specialist technical language consistently.


BTEC Level 2 Technical Diploma in

BTEC is a registered trademark of Pearson Education Limited Pearson Education Limited. Registered in England and Wales No. 87282Registered Office: 80 Strand, London WC2R 0RLVAT Reg No GB 278 537121

CHILDREN’S PLAY, LEARNING AND DEVELOPMENT (EARLY YEARS ASSISTANT)

SAMPLE ASSESSMENT MATERIALS (SAMs)

pearson btec level 2 technical diploma in children s play

Documents