AQA 3715 SP 2017

DRAFT SPECIFICATION

LEVEL 1/2
TECHNICAL
AWARD

CHILDREN'S
LEARNING AND
DEVELOPMENT
DRAFT 3715

Specification
For teaching from September 2017 onwards
For Level 1/2 Technical Award exams in 2018
onwards
Version 0.1 16 September 2016


DRAFT SPECIFICATION


Level 1/2 Technical Award Children's Learning and Development DRAFT 3715. Level 1/2 Technical Award exams June 2018 onwards. Version 0.1 16
September 2016

Contents
1 Introduction

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1.1 About this qualification
1.2 Support and resources to help you teach

1.3 Draft specification

DRAFT SPECIFICATION

2 Specification at a glance
2.1 Subject content
2.2 Assessments

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3 Subject content

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3.1 Unit 1: Research task
3.2 Unit 2: Child study
3.3 Unit 3: Development of the child from pre-conception
to 10 years old

4 Scheme of assessment
4.1 Aims and learning outcomes
4.2 Assessment objectives
4.3 Marking criteria for internal assessment
4.4 Transferable skills

4.5 Synoptic assessment
4.6 Guided learning hours
4.7 Total qualification time

5 Internal assessment administration
5.1 Supervising and authenticating
5.2 Avoiding malpractice
5.3 Teacher marking and standardisation
5.4 Internal standardisation
5.5 Commenting
5.6 Submitting evidence and marks
5.7 Moderation
5.8 After moderation
5.9 Factors affecting individual learners
5.10 Keeping learners' work
5.11 School and college consortia

6 General administration
6.1 Entries and codes
6.2 Overlaps
6.3 Awarding grades and reporting results

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6.4 Re-sits and shelf life
6.5 Previous learning and prerequisites
6.6 Access to assessment: diversity and inclusion
6.7 Learners with disabilities and special needs

6.8 Special consideration
6.9 Working with AQA for the first time
6.10 Private candidates

7 Grade descriptions

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DRAFT SPECIFICATION

7.1 Determining grades
7.2 Calculating grades for the external unit
7.3 Calculating grades for the internal units

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Are you using the latest version of this specification?
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•

You will always find the most up-to-date version of this specification on our website at

aqa.org.uk/3715
We will write to you if there are significant changes to the specification.

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Level 1/2 Technical Award Children's Learning and Development DRAFT 3715. Level 1/2 Technical Award exams June 2018 onwards. Version 0.1 16
September 2016

1 Introduction
1.1 About this qualification

DRAFT SPECIFICATION

Our new Level 1/2 Technical Awards in non-EBacc subjects are ideally suited to learners with a
preference for practical, rather than theoretical learning. Many of them are tailored towards specific
career areas and all have a focus on creativity.
These vocational qualifications fulfil entry requirements for academic and vocational study post-16,
and will count as equivalent to one GCSE in the Key Stage 4 performance tables.

Who is this Level 1/2 Technical award in Children's Learning and
Development for?
This course is designed for learners aged 14–16 who have an interest in children’s learning and
development and wish to develop the skills and learn the theory that can prepare them for further
study and employment within the childcare sector. It will particularly appeal to learners who are
looking for a course that is practical in nature.
The Technical Award in Children’s Learning and Development will give learners the opportunity to
study children aged 0 to 10 years, developing an understanding of:
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growth and development
communication and language development
learning and play
education provision (until the end of KS2)
child health and safety
the role of professionals and voluntary organisations.

What will learners study?
Learners will complete three mandatory units (one externally assessed and two internally
assessed) spread across 120 guided learning hours.

Unit 1: Research task
Learners will carry out an in-depth research study on a topic of their choosing, including:
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•
•
•
•
•

pre-conceptual care
ante-natal care
health, safety, diet and care of the child
play
education

support for the parent and child.

Using their research findings, learners will then carry out a practical activity such as designing an
exercise routine for a child or producing an information booklet for a pregnant woman.

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Unit 2: Child Study
Learners will work with a child aged up to 10 years over a period of 4–6 months. During this time
the learner will:
• carry out and evaluate appropriate research
• use research to select, plan and justify activities which will enable them to observe physical,
intellectual and cognitive, emotional and social, communication and language development
• carry out observations of a child to assess their development
• record observations
• analyse and evaluate observations, recognising change and progression in development and
comparing against developmental milestones.

Learners will study the fundamentals of children’s learning and development and acquire the
underpinning knowledge required to carry out the two practical units. This knowledge will be
relevant when considering future career choices and further study options. This unit covers:
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factors influencing development pre-conception and during pregnancy
growth and development
communication and language development
learning and play
education provision
child health and safety
the role of professionals and voluntary organisations.

Will the knowledge and skills developed be useful for further study?
The course will provide learners with a solid understanding of children’s learning and development
that will help them to make choices about further study and career options. They will finish the
course having developed a wide range of practical skills some of which are particularly helpful for a
career in the childcare sector such as observing, communicating and working with children and
other skills which will be valuable no matter what career path they choose. These include skills in
research, communication, decision-making and problem-solving.

Which subjects complement this course?
This qualification could be complemented by Technical Awards in subjects such as Health and
Social Care, Sport or Food and Catering. It is also a great partner for GCSEs such as Sociology,
Psychology and Biology. This course will also offer a progressive route through to A-levels,
Technical Certificates, Technical Levels and BTEC Level 3 National Diplomas.

1.2 Support and resources to help you teach
We’ve worked with experienced teachers to provide you with a range of resources that will help
you confidently plan, teach and prepare for exams.

Teaching resources
Visit aqa.org.uk/3715 to see all our teaching resources. They include:
• schemes of work and lesson plans to help you plan your course with confidence

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DRAFT SPECIFICATION

Unit 3: Development of the child from pre-conception to 10 years old


Level 1/2 Technical Award Children's Learning and Development DRAFT 3715. Level 1/2 Technical Award exams June 2018 onwards. Version 0.1 16
September 2016

• example materials to showcase sets of marked students' work supported by senior moderator
commentaries and guidance
• learner textbooks that have been checked by AQA
• training courses to help you deliver AQA qualifications
• teacher standardisation (T-OLS) system to help work through example and standardisation
material quickly and easily
• subject expertise courses for all teachers, from newly qualified teachers who are just getting
started to experienced teachers looking for fresh inspiration.

1.2.2 Preparing for exams

DRAFT SPECIFICATION

Visit aqa.org.uk/3715 for everything you need to prepare for our exams, including:
• past papers, mark schemes and examiners’ reports
• specimen papers and mark schemes for new courses
• example student answers with examiner commentaries.

Analyse your students' results with Enhanced Results Analysis (ERA)
Find out which questions were the most challenging, how the results compare to previous years

and where your students need to improve. ERA, our free online results analysis tool, will help you
see where to focus your teaching. Register at aqa.org.uk/era
For information about results, including maintaining standards over time, grade boundaries and our
post-results services, visit aqa.org.uk/results

Keep your skills up-to-date with professional development
Wherever you are in your career, there’s always something new to learn. As well as subject
specific training, we offer a range of courses to help boost your skills.
• Improve your teaching skills in areas including differentiation, teaching literacy and meeting
Ofsted requirements.
• Prepare for a new role with our leadership and management courses.
You can attend a course at venues around the country, in your school or online – whatever suits
your needs and availability. Find out more at coursesandevents.aqa.org.uk

Help and support
Visit our website for information, guidance, support and resources at aqa.org.uk/3715
If you'd like us to share news and information about this qualification, sign up for emails and
updates at aqa.org.uk/tech-awards-from-2017
Alternatively, you can call or email our subject team direct.
E:
T: 0161 957 3334

1.3 Draft specification
This draft qualification has not yet been accredited by the Department for Education (DfE). It is
published to enable teachers to have early sight of our proposed approach to Level 1/2 Technical
Award Children's Learning and Development. Further changes may be required and no assurance
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DRAFT SPECIFICATION

can be given that this proposed qualification will be made available in its current form, or that it will
be accredited in time for first teaching in September 2017 and first award in August 2019.

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Level 1/2 Technical Award Children's Learning and Development DRAFT 3715. Level 1/2 Technical Award exams June 2018 onwards. Version 0.1 16
September 2016

2 Specification at a glance
This qualification is modular and is split into three units. One is an externally assessed exam and
the other two are internally assessed.

DRAFT SPECIFICATION

2.1 Subject content
Unit 1: Research task (page 11)
Unit 2: Child study (page 13)
Unit 3: Development of the child from pre-conception to 10 years old (page 16)

2.2 Assessments
Unit 1: Research task
What's assessed
Learners will carry out an in-depth research task on a topic of their choosing, these include:
•
•
•
•
•

•

pre-conceptual care
ante-natal care
health, safety, diet and care of the child
play
education
support for the parent and child.

How it's assessed
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•
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Internally assessed
36 GLH approx
60 marks
30% of Technical Award

Evidence
Learner evidence to include a portfolio of:
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•
•
•

planning
research
practical activity

evaluation.

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Unit 2: Child study
What's assessed
Learners will work with a child aged up to 10 years old over a period of 4‒6 months. During this
time the learner will:

How it's assessed
•
•
•
•

Internally assessed
36 GLH approx
60 marks
30% of Technical Award

Evidence
Learner evidence to include a portfolio of records of observations of a child with evidence of
planning, execution and evaluation.

Unit 3: Development of the child from pre-conception to 10 years
What's assessed
1.
2.
3.

4.
5.
6.
7.

Factors influencing development pre-conception and during pregnancy
Growth and development
Communication and language development
Learning and play
Education provision (until the end of KS2)
Child health and safety
The role of professionals and voluntary organisations

How it's assessed
•
•
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Written exam: 1 hour 30 minutes
48 GLH approx
80 marks
40% of Technical Award

Questions
A mix of multiple choice, short answer and extended questions.

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DRAFT SPECIFICATION

• carry out and evaluate appropriate research
• use research to select, plan and justify activities which will enable them to observe physical,
intellectual and cognitive, emotional and social, communication and language development
• carry out observations of a child to assess their development
• record observations
• analyse and evaluate observations, recognising change and progression in development and
comparing against developmental milestones.


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3 Subject content
This subject content will challenge and inspire both teachers and learners whilst being accessible
for all types of learners. It includes topics which are at the forefront of Children's Learning and
Development to help learners of all abilities to develop a sound understanding of the industry, and
develop valuable skills to secure their progression for further study and employment.

DRAFT SPECIFICATION

3.1 Unit 1: Research task
Learners will carry out an in-depth research study on a topic of their choosing, these include:
•
•
•
•
•
•

pre-conceptual care
ante-natal care
health, safety, diet and care of the child
play
education
support for the parent and child.

This will allow for the delivery of some of the subject content at appropriate points throughout the
course.
After choosing one of the research tasks, learners are expected to:
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plan and carry out research and investigation using a variety of primary and secondary sources
select appropriate information
collate and present evidence using appropriate techniques
analyse and evaluate results
use research and investigation to produce a final practical outcome.

Within this task learners may choose to work with others, for example, to collect information.
Schools and colleges must ensure that learners provide individual and separate evidence of their
findings, analyses and evaluations so that individual learners meet the assessment evidence
requirements. Learners must submit only one task.
Learner evidence of all aspects of the task should be presented in a portfolio.
The portfolio could include:
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•

•
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written notes
a log book
video recording or photos (protecting the identity of the child)
PowerPoint presentations
mindmaps produced by the learner.

3.1.1 Task outline
3.1.1.1 Planning
Learners will be expected to produce a plan for their area of research, chosen from the list of titles
in Research task titles (page 12) which will demonstrate their understanding of the requirements
of the chosen task. The plan will include ideas for the practical outcome.

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The plan can be presented in any appropriate form, but should include details of what research will
be carried out, how and why it will be carried out and how it will be recorded, ie:
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research methods and techniques to be used
relevance/justification of chosen research
resources to be used
presentation techniques to be used.

Learners should be encouraged to use both primary and secondary research.

3.1.1.2 Research

3.1.1.3 Analysis and evaluation
Learners should analyse and evaluate the findings from their research and use their results to plan
and justify the required practical outcome.

3.1.1.4 Practical task
Learners should complete the planned practical outcome. Learners must ensure that there is
enough evidence provided to allow the activity to be thoroughly evaluated.

3.1.1.5 Final analysis and evaluation
Learners should analyse and evaluate the practical activity in relation to their original stated
purpose, commenting on the effectiveness and usefulness.

3.1.2 Research task titles
The research activity titles will remain the same for the life of the specification.
Learners should use their findings to produce a relevant practical outcome. Learners can choose
their own practical outcome or use one from the examples below.
1. Investigate why healthy eating is important for children up to the age of 10. Examples of the
practical outcome include creating a leaflet or booklet, a game to teach children about healthy
eating or a recipe for a healthy snack/drink for a child to make.
2. Investigate safety for children up to the age of 10. Examples of the practical outcome include
producing a booklet, quiz or poster about home safety or carrying out a risk assessment at a
local facility which includes suggestions for improvements.
3. Investigate the types of play facilities in your area for children up to the age of 10. Examples of
the practical putcome include producing a plan for a new play facility, designing a new type of
play equipment or producing a poster/booklet advertising your local play facilities.

4. Investigate the use of the internet and/or technology by children up to the age of 10. Examples
of the practical outcome include producing a poster, booklet or PowerPoint for children or
parents to inform them about how to use the internet to support their school work or to inform
them about internet safety.
5. Investigate pre-conceptual and antenatal care in relation to the development of children.
Examples of the practical outcome include creating a fact sheet, leaflet or PowerPoint
presentation for prospective parents or an actual or virtual pre-conceptual care kit for a woman
planning to get pregnant with an explanation of the components.

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DRAFT SPECIFICATION

Learners will carry out their planned research selecting, recording and presenting their evidence
clearly and concisely. Where appropriate they may adapt or change their plan and justify any
changes made.


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6. Investigate the role of exercise for children up to the age of 10. Examples of the practical
outcome include designing an exercise routine for children or producing a brochure/leaflet about
your local sports centre.

3.1.3 Research skills
As part of this unit learners will be assessed on their research skills. In preparation for this they
should have a knowledge and understanding of primary and secondary research sources.

DRAFT SPECIFICATION

3.2 Unit 2: Child study
The child study carries 30% of the assessment for this subject. It should be a study of a single child
up to the age of 10. The study will involve working with a child for a period of four to six months. It
should involve observations of the child’s development which will mainly address the physical,
intellectual and cognitive, emotional and social, communication and language development of the
child.

3.2.1 Format of the child study
1.
2.
3.
4.

Visit 1 ‒ introductory visit.
Visit 2 ‒ carry out first chosen activity.
Visit 3 ‒ carry out second chosen activity plus making notes on any developmental changes.
Analysis and evaluation of the study.

Learners are expected to:
• carry out and evaluate appropriate research
• use research to select, plan and justify activities which will enable them to observe physical,
intellectual and cognitive, emotional and social, communication and language development
• carry out observations of a child to assess their development
• record observations
• analyse and evaluate observations, recognising change and progression in development and
comparing against developmental milestones.
Evidence of all aspects of the task should be presented in a portfolio.
The portfolio could include:
•

•
•
•
•

written notes
a log book
video recording or photos (protecting the identity of the child)
PowerPoint presentations
mindmaps produced by the learner.

3.2.1.1 Visit 1 - Introductory visit
This visit should be carried out at the start of the study period.
Learners will be expected to demonstrate knowledge and understanding of the initial levels and/or
stages of development in relation to the child being studied.
This should be done primarily through personal observation of the child. However, learners may
also choose to interview parents/carers to support these observations.
The record of the introductory visit should include:

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• a description of the child
• relevant background information relating to the family and environment
• stages of physical, intellectual and cognitive, emotional and social, communication and
language development
• a simple conclusion.
Where appropriate, learners should support their observations with personal opinions, quotes and
text book references, using subject specific terminology where relevant.

3.2.1.2 Research and planning for visits 2 and 3
From their knowledge of the child being studied, learners should choose two activities to carry out
with the child. The choice should be justified in relation to the child.
• selective and concise background information from at least two different sources
• links to learning and development, both generally and specific to the child being studied
• the likely benefits on the physical, intellectual and cognitive, emotional, social, communication
and language development of the child
• analysis and evaluation used to identify and justify chosen activities.
Where possible, learners should use a range of communication, graphical and IT skills to record
research findings.
While it would be acceptable for learners to rely mainly on secondary research, they should also be
encouraged to include some primary research where relevant.
Learners should put together a plan for each of the visits, which should include:
• health and safety considerations (for example, a risk assessment of the chosen activity)
• practical considerations such as the resources that might be required when carrying out the
activity
• how long the activity might take.
• any instructions or mock-up examples to show the child.

3.2.1.3 Aims and expectations of each visit
For each of the two visits learners are expected to identify appropriate and relevant aims and
expectations for the activities planned.
Aims and expectations should be based on research, knowledge of the child and understanding of
development and should be used to carry out analysis and evaluation.

3.2.1.4 Visits 2 and 3 – carrying out chosen activities
For each visit learners should record:
• the date of visit and age of the child
• assessment of development during observations are recorded in sufficient detail to support
analysis and evaluation

• evidence to support the execution of the activities ‒ this could be in the form of witness
statements, photos, videos.
There should be a minimum of one month between each visit.
In visit 3 the learner will carry out the chosen activity and will gather information and review if and
how the child’s learning and development has progressed since the introductory visit. Any changes
and progression should be recognised in the following areas:
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DRAFT SPECIFICATION

Planned research should be carried out and include:


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September 2016

•
•
•
•
•

physical
intellectual and cognitive
emotional
social
communication and language.

Where appropriate learners can support their observations with personal opinions, quotes and
textbook references.

3.2.1.5 Final evaluation

DRAFT SPECIFICATION

Learners should review all aspects of their study identifying how the child’s development has
progressed since the introductory visit, commenting on the usefulness and effectiveness of the
chosen activities and evaluating the visits based on the original aims and expectations.
The final evaluation will also require the learner to reflect on their own performance including how
successful they were at:
• researching and planning the practical activities
• carrying out the practical activities and observing the child’s learning and development.
They should also identify any areas that they might have done differently. The learners should use
observations with personal opinions including quotes and text book resources.

3.2.1.6 Activity ideas
The practical activities that will be carried out during visit 2 and visit 3 should be appropriate for the
child’s stage of development and chosen from two of the following areas. Examples are provided
for each area but this list is not exhaustive.
• Literacy ‒ eg reading, writing, mark making, signs and symbols, making a book, puzzles, word
games, writing a simple play, writing a magazine article.
• Communication and language ‒ eg puppets, songs, rhymes, action songs, role play, performing.
• Mathematics and science ‒ eg shops, handling money, shapes, space, board games, opposites,
matching, dominoes, measuring accurately to a design, costing items, weighing and measuring
ingredients looking at volume using different shaped containers and water.
• Understanding the world ‒ eg jobs, indoor and outdoor play, role play about different cultures,
technology, foods from around the world, visiting a museum, researching historical artefacts.
• Expressive art and design‒ eg making a musical instrument, dancing, combining materials,
modelling printing fabric, salt dough, mosaics, collage, investigating artists.
• Construction ‒ eg small world play, sewing, threading, block building, collage, puppets, making

a simple soft toy, experimenting with different materials such as wood, fabric, paper, making
fossils using Styrofoam.
• Physical/manipulative ‒ eg throwing, catching, obstacle course, cooking/baking, salt dough,
play dough, painting, drawing, model making, printing, indoor and outdoor play, making a den,
making a card, charity cake stall, making up a dance routine, make a healthy snack.
• Sensory ‒ eg cause and effect toys, treasure baskets, sand and water play, touch and feel
books, food tasting.
• Imaginative ‒ eg pretend play, dressing up, making up stories, puppets, role play games,
performing a play, designing.
• Technology ‒ eg computer games, electronic learning toys, using apps, research through
websites, make a PowerPoint.

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3.2.2 Communication skills
As part of this unit, learners will be assessed on their communication skills. In preparation for this
they should have a knowledge and understanding of how to communicate clearly, record and
present findings.

To prepare for this unit, learners should refer back to the research they carried out in the research
task and to the findings of the child study. These units will provide a good foundation for elements
of the context to be assessed on the written paper. The synoptic nature of the written paper allows
learners to respond to a range of questions designed to assess their understanding of children’s
learning and development. The exam enables learners to demonstrate their understanding and
knowledge in a range of areas related to the development of children from 0–10 years.

3.3.1 Compulsory content
1.
2.

3.
4.
5.
6.
7.

Factors influencing development pre-conception and during pregnancy
Growth and development
Communication and language development 0 to 10 years
Learning and play
Education provision (until the end of KS2)
Child health and safety
The role of professionals and voluntary organisations.

3.3.2 Factors influencing development pre-conception and during
pregnancy
Content

Additional information

Importance of pre-conceptual care for the
healthy development of the unborn child

• The importance of a healthy diet and lifestyle
as part of preparation for pregnancy.
• The need to reduce known risks, including
smoking, alcohol, drugs, STIs, rubella
immunity and other possible diseases and
infections.
• Genetic factors which may affect the

development of the unborn baby eg cystic
fibrosis, Duchene Muscular Dystrophy and
Down’s syndrome.

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DRAFT SPECIFICATION

3.3 Unit 3: Development of the child from pre-conception
to 10 years old


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September 2016

Content

Additional information

Importance of ante-natal care for the healthy
development of the unborn child

• The range of antenatal care available,
including ante-natal clinics and classes
• Routine checks, screening and diagnostic
testing to include blood tests for anaemia/
blood groups and rhesus factor.

DRAFT SPECIFICATION

3.3.3 Growth and development
In this section learners must know and understand the physical, intellectual and cognitive,
emotional, and social, communication and language development milestones. Learners must know
what a child is expected to be able to do at each stage of development ie birth, one month, three
months, six months, nine months, twelve months, eighteen months, two years, three years, four
years, five years, six years, seven years and eight to ten years.
Content

Additional information

Growth

• Definition of the term 'growth' – the term is
used to describe cells in the body dividing
which, over time, results in an increase in
height and weight, bones and muscles
developing and the brain growing in
childhood.
• Growth supports speech, can affect social
and emotional development and affects the
way an adult responds to a child.
• Growth is measured by height and weight
and the use of centile charts.

0–10 years

Physical development
0–10 years

• Definition of term – the way children learn to

move and control their bodies.
• Gross motor skills eg sitting, crawling,
standing, walking, climbing stairs, hopping,
skipping, and running – movement of whole
limbs.
• Fine motor skills eg manipulative skills
including hand-eye coordination.
• Locomotive skills eg movement of the body
allowing ability to balance.
• Identification of the factors which affect
physical development – warmth, rest, sleep,
fresh air, exercise, health, environment, diet.

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Additional information

Intellectual development

• Definition of term – the way children learn to
think and process their thoughts/information.
• How children learn and the concept of nature
versus nurture.
• Identification of the factors which influence
intellectual development such as stimulation,
opportunity, encouragement, interaction and
support.
• Cognitive development in relation to
imagination, creativity, object permanence,

reasoning, problem solving, memory and
concentration.
• Stages of concept development including
mathematical concepts of number, size/
mass, shape and volume, colour, time, past,
present and future.

0–10 years

Emotional development
0–10 years

Social development
0–10 years

Factors influencing development

• Definition of term – how children develop
feelings and learn to express themselves. It
includes how we view ourselves.
• Identify positive and negative emotions.
• Bonding, love, security and the need for
discipline.
• Ways to encourage independence and
positive self-image to include terms selfconcept and self-esteem.
• Definition of term – social development is
about making relationships with other
people.
• The importance of the socialisation process.
• Stages of social play including solitary,

parallel, joining-in and co-operative play.
• Encouraging social development by
providing opportunities to mix and meet
other people.
• Acceptable social skills including sharing, cooperation and the concept of right and
wrong.
• Dealing with unwanted behaviour such as
tantrums, regression, bullying, biting and
kicking, and the need for fair and consistent
discipline.
How the home, poverty, culture, diet, exercise,
health, education, lifestyle and environment can
all affect development.

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DRAFT SPECIFICATION

Content


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DRAFT SPECIFICATION

3.3.4 Communication and language
Content

Additional information

Types and importance of communication and
language

• The importance of language.
• Learning to talk and understand what is
being said to them.
• Stages of non verbal and verbal
communication and pre-reading skills.
Interpreting both verbal and non-verbal
signals to include facial expressions,
posture, gestures.
• Reading.
• Stages of drawing and writing.
• Encouraging language development.

3.3.5 Learning and play
Content

Additional information

Importance of play

• The relationship between play and learning
and the five areas of development –
physical, intellectual, emotional, social,
communication and language.
• Possible consequences of play
malnourishment.

Types of play

• Stages of play – solitary, parallel, joining in
and cooperative play.
• Different types of play – creative,
imaginative, construction, sensory, physical,
manipulative and intellectual play.
• The difference between structured and
spontaneous play.

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Content

Additional information

Educational Provision

• The Early Years Foundation Stage.
• Key Stage 1 and Key Stage 2.
• What subjects children study at school up to
the end of key stage 2.
• Statutory legal requirements for education.
• The areas of learning that link to the five
areas of development – physical, intellectual,
emotional, social and communication and
language.
• The role of parents working in supporting
education.

3.3.7 Child health and safety
Content

Additional information

Child health and safety

• Internet safety – parental controls, use of
technology.
• The role of the Child Exploitation and Online
Protection Service (CEOPs).
• Basic contents of first aid box to include
cotton wool, plasters, sterile dressings, sling,
safety pins, disposable gloves, adhesive
tape, eyewash solution, antiseptic wipes.
• Simple first aid to include treatment of minor
injuries and accidents to include cuts, stings,
scalds, sunburn and the procedure for a
choking child.
• Child safety in the home and outdoors.

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DRAFT SPECIFICATION

3.3.6 Educational provision


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DRAFT SPECIFICATION

3.3.8 The role of professionals and voluntary organisations
Content

Additional information

The role of professionals and voluntary
organisations in relation to development

• Definition of statutory and voluntary sectors.
• The role of the midwife in ensuring the
healthy development of the unborn child
• The role of the health visitor in carrying out
developmental testing on young children.
• The role of the school nurse in the child’s
development.
• The support provided by Social Services in
the provision of services for children,
including support for families of children with
special needs.
• The role of local agencies in protecting
children to include children’s social care,
health professionals, 2004 Children Act and
Local Safeguarding Children Boards.
• The role of voluntary organisations to include
Children’s Society, NSPCC and Barnardo’s.

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DRAFT SPECIFICATION
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4 Scheme of assessment
Find past papers and mark schemes, and specimen papers for new courses, on our website at
aqa.org.uk/pastpapers
This specification is designed to be taken over two years but can also be taken in one.
In order to achieve the qualification, learners must complete all assessments by the end of the
course.

DRAFT SPECIFICATION

Certification for this specification is available for the first time in May/June 2019 and then every
May/June for the life of the specification.
All materials are available in English only.

4.1 Aims and learning outcomes
Courses based on this specification should encourage learners to:
• be inspired, moved and changed by following a broad, coherent, satisfying and worthwhile
course of study and gain an insight into related sectors. It should prepare learners to make
informed decisions about further learning opportunities and career choices
• actively engage in the processes of children's learning and development to develop as effective
and independent learners

• develop a critical and analytical approach to problem-solving within the children's learning and
development sectors
• develop their awareness of the influences on children's development
• develop valuable, transferrable skills such as research, written and verbal communication skills.

4.2 Assessment objectives
• AO1: Demonstrate knowledge and understanding of the content.
• AO2: Demonstrate skills by applying knowledge and understanding to practical activities.
• AO3: Analyse and evaluate performance, data and information and draw conclusions.

4.2.1 Assessment objective weightings for L 1/2 Technical Award in
Children's Learning and Development
Assessment objectives (AOs)

Unit weighting (approx %)
Unit 1

Unit 2

AO1

Unit 3
38

Overall weighting
(approx %)
38

AO2

20

22.5

42.5

AO3

10

7.5

2

19.5

Overall weighting of units

30

30

40

100

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4.3 Marking criteria for internal assessment

Assessments in Units 1 and 2 are marked by teachers using the assessment criteria grids
provided.
The assessment criteria must be applied to the assessment of learners’ work. Each grid indicates
the levels of attainment that would be expected for the award of marks in the ranges shown.
You’re required to provide a mark for each of the assessment criteria and complete a Candidate
Record Form (CRF) for each learner.

4.3.1.1 Research and planning (AO2) (20 marks)
Mark

Description

16‒20

The focus for the research is clearly defined and justified in some detail. Work has
been carried out independently. A reasoned and detailed action plan has been
produced.
An excellent range of primary and secondary sources and research methods are
clearly identified, explained and justified. Resources are explained in detail.
Research is clearly used to produce a detailed plan for a high quality practical
activity appropriate to the chosen task. Clear reasons are given for the choice of
activity.

11‒15

The focus for the research has been well explained and some good reasons are
given for choices made. Work has been carried out mainly independently. A
workable action plan has been produced.
Appropriate primary and secondary sources and research methods have been
identified and explained with some good reasons given for choices made.

Resources are explained.
Research is used to plan and carry out a good quality practical activity appropriate
to the chosen task. Good reasons are given for the choice of activity.

6‒10

The focus of the research is appropriate, though may lack detail and a simple
reason may be given. Some support may have been needed to produce a simple
action plan.
Some possible primary and secondary sources and research methods have been
identified. These may lack detail and reasons may be simple. The resources are
given but may lack depth.
Research is used to plan a satisfactory practical activity appropriate to the chosen
task. Some reasons may be given for the choice of activity.

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DRAFT SPECIFICATION

4.3.1 Internal assessment unit 1


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Mark

Description

1–5

The focus of the research is basic. Considerable support may have been needed
to produce a limited action plan.
Limited possible sources and/or research methods have been identified.
Resources have been listed. Planning may be incomplete or inappropriate.
Research is used to plan a basic practical activity. The plan and/or the practical
activity may lack focus and/or detail.

0

Nothing of any value.

DRAFT SPECIFICATION

4.3.1.2 Transferable skill: Research (AO2) (5 marks)
Mark

Description

5

Research is from a range of well chosen primary and secondary sources.
Research has been clearly and concisely recorded and presented.

4

Clear and appropriate research from both primary and secondary sources is
evident.
Research has been recorded and presented to a good standard.

3

Some research is evident.
Research is from primary and secondary sources but may not be concise or
clearly recorded or presented.

2

Limited research is evident.
Research may be mainly from secondary sources and may lack focus.

1

Little research is evident

0

Nothing of any value.

4.3.1.3 Execution of practical activity (AO2) (15 marks)
Mark

Description

12‒15

The practical activity was carried out independently to a high standard.
The quality and range of evidence provided to support the practical activity was
comprehensive and allows clear and reasoned judgements to be made about the
execution of the entire practical activity.

8‒11

The practical activity was carried out independently to a good standard.
The quality and range of evidence provided to support the practical activity is good
and allows clear judgements to be made about the execution of the practical
activity.

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