Aims The aims of these awards are:

2. Aims • The aims of these awards are: •  To increase awareness of the range of opportunities both within formal and informal learning to support a child’s learning and development •  To promote the value of learning within a family unit •  To enable the learner to identify their own future learning and development needs •  To encourage the learner to progress to employment or further learning opportunities • Target Group • This qualification is aimed at adult learners with children or those caring for children. These learners may have been out of education or employment for some time. • Award of the Qualification • This qualification is offered at Entry 3 and Level 1. • To achieve the Award in Supporting a Child’s Learning and Development the learner must obtain a minimum of 4 credits. • The certificate will state the level achieved and the learner transcript will record all the units achieved and their credit value. Unit certification is available. • To achieve a unit the learner must satisfy all the assessment criteria within the unit specification. • Ofqual Qualification Accreditation Number • Entry 3- 500/5639/6 • Level 1- 500/5638/4 • Ofqual Qualification Accredited Unit Numbers

3. The Role of Family Learning J/502/1712 L/502/1713 • Keeping up with your Child (Literacy) R/502/1714 Y/502/1715 • Keeping up with your Child (Numeracy) D/502/1716 H/502/1717 • Learning Together (Healthy Living, Healthy Eating) K/502/1718 M/502/1719 • Learning Together (Carrying out an Activity) H/502/1720 K/502/1721 • Developing Early Literacy, Language and Numeracy Skills M/502/1722 T/502/1723 • Supporting a Child’s Learning in School A/502/1724 F/502/1725 • Group B • Managing Own Money F/502/0462 R/502/0479 • Preparation for Work A/502/0461 J/502/0477 • Keeping a Child Healthy and Safe J/502/1726 L/502/1727 • Safeguarding the welfare of children and young people (Level 2) K/601/3323

4. Ascentis Level 1 Award in Supporting a Child’s Learning and Development • Credit Value Minimum 4 credits • Maximum 12 credits • Minimum credits to be achieved at Level 1 3 credits • Minimum credits from Group A Optional units 2 credits • Group A Level Credit • The Role of Family Learning E3/L1 2 • Keeping up with your Child (Literacy) E3/L1 1 • Keeping up with your Child (Numeracy) E3/L1 1 • Learning Together (Healthy Living, Healthy Eating) E3/L1 2 • Learning Together (Carrying out an Activity) E3/L1 2 • Developing Early Literacy, Language and Numeracy Skills E3/L1 1 • Supporting a Child’s Learning in School E3/L1 2 • Group B • Managing Own Money E3/L1 2 • Preparation for Work E3/L1 2 • Keeping a Child Healthy and Safe E3/L1 1 • Safeguarding the welfare of children and young people Level 2 3 • The Entry 3 versions of a unit cannot be combined with the equivalent Level 1 version

5. Foundation Learning Tier Progression Pathways • This qualification is recognised as Foundation Learning Tier Provision, Personal and Social Development Strand within the following progression pathways: •  Full level 2 •  Independent living / supported employment •  Skilled employment including apprenticeships. • Recommended Prior Learning • No recommended prior learning or experience is required. • Opportunities for Progression • It is intended that this qualification will help learners towards the following progression routes: •  Lateral or vertical progression to Skills for Life or Functional Skills qualifications •  Vocational or subject specific learning at Entry Level 3 or Level 1 e.g. Ascentis Personal and Professional Awards and Certificates at Entry 3 and Level 1 which can be used to make up a progression pathway. As this qualification is recognised within the personal and social development strand of the FLT pathways the achievement of this award may be used to contribute to achievement of a full progression pathway

6. ASSESSMENT AND MODERATION ARRANGEMENTS • Overview • All units are assessed internally through the building up of a portfolio of evidence. • To achieve a unit, all assessment criteria within the unit specification must be achieved. • Internal and external moderation are a requirement for each unit. On completion of the candidates’ evidence for either the individual units or the full award, the assessor is required to complete the Summary Record of Achievement for each learner. This form is provided as Appendix 1. The form asks assessors and the external moderator to confirm that the rules of combination have been followed this is particularly important in cases where a learner has taken units at different levels. • The centre must retain all evidence for 4 weeks after the date of moderation in case of appeal. • Internal Assessment • The portfolio of evidence will be assessed by the assessor at the centre, who may or may not be the tutor teaching the course. • Portfolios should include a variety of evidence to demonstrate that the assessment criteria for each unit have been met. Examples of evidence that could be included are: •  Records of observation •  Written or oral responses to questions •  Records of discussions •  Photographs or video e.g. of an activity taking place or a resource developed •  Worksheets •  Tape recordings •  Artefacts of learning resources developed. • The emphasis within the course should be on practical activities and this should be reflected in the evidence that is provided. An over-reliance on the candidate producing written work for activities which are essentially practical should not be encouraged. • Candidates’ work should be assessed and internally moderated at regular points during the course. This allows any problems to be identified at an early stage and can provide important feedback to the candidate. If on completion of the portfolio, it fails to meet all the assessment criteria for the units being claimed, there is insufficient coverage, or the work is not at a sufficient standard for the level, the candidate can be provided with feedback in order that this can be rectified. There are no limits set by Ascentis in terms of how many times the portfolio can be resubmitted to the assessor, but it is recommended that if this occurs on more than three occasions further support is provided by the tutor in order that the candidate can make the required standard. • All portfolios must include a tracking sheet to show where the evidence for each assessment criteria is to be found. Some activities could produce evidence for more than one unit, which is acceptable as long as there is clear reference to this on the tracking sheet. Examples of tracking sheets are found in Appendix 2. • An example of an observation record form is found in Appendix 3.

7. Internal Moderation • Internal moderation is the process of ensuring that everyone who assesses a particular unit in a centre is assessing to the same standards. Internal moderation of this programme will be co-ordinated by a named Foundation Co-ordinator at each centre, who will liaise with Ascentis. The Foundation Co-ordinator may also act as the Internal Moderator. Internal moderation will be carried out through standardisation activities including the internal moderation of the portfolio of evidence across all the groups of learners, to include all the assessors and the full range of units. This should be carried out according to Ascentis’ model of moderation which is available from the website at www.Ascentis.co.uk or the Ascentis office. It is the responsibility of Internal Moderators to ensure that assessors’ decisions are sampled and monitored to ensure consistency and fairness. Internal Moderators are also responsible for supporting assessors by offering advice and guidance.

8. External Moderation • Accredited centres will normally be visited twice a year for external moderation. The focus of the external moderation visits will include: •  Staff development, including guidance and support for all assessors and internal moderators •  Moderation of a sample of the learners’ evidence to ensure that internal assessment decisions are valid, reliable, fair and consistent with standards across other centres •  Confirmation of coverage of all the assessment criteria needed for unit certification and completion of credit value at the appropriate level according to the rules of combination for the full award.

9. Unit 1 The Role of Family Learning – 10 hours • Introduction • In this unit the learner will identify those individuals involved in a child’s learning. An appreciation of how family learning can raise achievement in a child will be gained. Activities and techniques which can contribute to a child’s learning will be identified .The learner will identify ways in which they themselves can develop and evaluate their own learning.

10. Today • 1. Know the range of individuals involved in a child’s learning • 1.1 Identify own role in supporting a child’s learning • 1.2 Identify the role of others in a child’s learning • 1.1 Outline own role in supporting a child’s learning • 1.2 Outline the role of others in a child’s learning • 2. Understand the factors which contribute to a child’s learning, including the role of family learning • 2.1 State factors which contribute to a child’s learning • 2.2 State some ways that family learning can help raise the achievement of a child • 2.1 Outline the factors contributing to a child’s learning and how these can be used to determine approaches to learning • 2.2 Outline the importance of family learning to the family as a whole • 2.3 Describe how family learning can help raise the achievement of a child

11. Indicative Content • Individuals involved in a child’s learning e.g. parents, extended family, carers, teachers, teaching assistants, nursery practitioners, support workers in extended schools services, learning support workers, community workers etc. • Factors contributing to a child’s learning e.g. influence on child’s learning preference (visual, kinaesthetic, auditory, logical), support from home environment, active learning, meaningful activities, motivation-positive reward and positive parenting • Active communication and positive interaction with children e.g. clear realistic expectations of child, making time to interact with child, giving choices, unconditional love, challenge behaviours not the child, focus on the positive, praise, setting boundaries • Develop and evaluate own learning e.g. learning preferences; organisation of portfolio; logical order, page numbered, contents page, name and date titles to each piece of work etc.

12. Speaking, listening and communication •  Take full part in formal and informal • discussions and exchanges that include • unfamiliar subjects •  Make relevant and extended • contributions to discussions, allowing for • and responding to others‟ input •  Prepare for and contribute to the formal • discussion of ideas and opinions •  Make different kinds of contributions to • discussions •  Present information/points of view • clearly and in appropriate language • Reading •  Read and understand a range of • straightforward texts •  Identify the main points and ideas and • how they are presented in a variety of • texts •  Read and understand texts in detail •  Utilise information contained in texts •  Identify suitable responses to texts in • more than one type of text • Writing •  Write a range if texts to communicate • information, ideas and opinions, using • formats and styles suitable for their • purpose and audience •  Write clearly and coherently, including • an appropriate level of detail •  Present information in a logical • sequence •  Use language, format and structure • suitable for purpose and audience • (Weighting: 55-60% of component) •  Use correct grammar, including correct • and consistent use of tense •  Ensure written work includes generally • accurate punctuation and spelling and • that the meaning is clear in more than • one type of text • (Weighting: 40-45% of component)