Pearson
Level 5
QN: 610/2676/1
Curriculum Active
Pearson BTEC Level 5 Higher National Diploma in Early Years Professional Leadership for England
Official qualification regulated by Ofqual, awarded by Pearson. Classified as a Other Vocational Qualification. Total guided learning hours: 1920 hours.
Qualification Level
Level 5
Awarding Body
Pearson
Syllabus Units
30 Units
Guided Hours
1920 hrs
Instant access to interactive lessons, quizzes, and spaced revision.
Course Syllabus & Study Modules
Complete breakdown of verified curriculum topics and learning objectives.
1
Advanced Practice in Safeguarding and Child Protection for the Early Childhood Practitioner
Verified
Key Learning Objectives:
- Examine different considerations for early childhood practitioners in appropriately managing children’s disclosures of ab
- use or neglect.2.
- Discuss a contemporary topic within the field of child protection and its impact on the protection of children accessing own workplace setting.3.
- Explore the role of multi-agency working in supporting children who have been abused or currently at risk of ab
- use or neglect.4.
- Demonstrate the skills needed for effective implementation of child protection policies and procedures in own early education and care setting.
2
Approaches to Entrepreneurship in Early Childhood Education and Care
Verified
Key Learning Objectives:
- Investigate the key considerations when setting up an early childhood business.2.
- Demonstrate knowledge of the implications of regulations and legislation on businesses in the early childhood and care sector.3.
- Reflect on how to build a successful team who can drive forward the vision and values of a new business to support customer trust and continued growth.4.
- Discuss ways in which a business can be marketed effectively to promote themselves to their target market.
3
Child-centred Practice with Children, Families and Communities
Verified
Key Learning Objectives:
- Explore the role of the early childhood practitioner in relation to child-centred practice.2.
- Reflect on own personal values and those of others which support child-centred practice.3.
- Communicate effectively with caregivers to promote the child’s wellbeing, development, learning and social inclusion in early childhood education and care.4.
- Explain the importance of working with communities, including awareness of raising social issues facing children.
4
Comparative Education Systems: International Perspectives
Verified
Key Learning Objectives:
- Discuss a range of comparative early education systems.2.
- Review the influence of early years pioneers on comparative early education systems.3.
- Explore the role of the early childhood practitioner in a range of comparative early education systems.4. Devise comparative learning plans to support the holistic development of a child or children in own care.
5
Current and Emerging Pedagogies in Early Childhood Education and Care
Verified
Key Learning Objectives:
- Explain the influence of major theories of learning, teaching and development in early childhood education practice.2.
- Investigate international pedagogical approaches to contribute to an evaluation of local practice and curricula.3.
- Carry out recorded observations of children’s exploration and learning to support children’s progress.4.
- Implement an aspect of practice to support children’s learning and curiosity.
6
Health Education and Promotion in Action: Developing the Healthy Child
Verified
Key Learning Objectives:
- Analyse the purposes of health promotion and education in early childhood
- Explore health and wellbeing priorities in early education and care settings
- Summarise the role of practitioners in working with children, families and other professionals to promote health
- Lead on developing a health promotion activity relevant to an early education and care setting.
7
Healthcare Play
Verified
Key Learning Objectives:
- Review the impact of ill-health and hospitalisation on the child, parents or caregivers and siblings.2.
- Explore the historical context of the development of play within healthcare settings.3.
- Explore the range of therapeutic play programmes for children who are unwell in a variety of settings.4.
- Discuss the role of healthcare play specialists within the multidisciplinary team caring for the unwell child.
8
Impact of Curriculum on Early Childhood Education and Care
Verified
Key Learning Objectives:
- Explore the relationship between the purpose of learning in early childhood and curriculum approaches to learning.2.
- Discuss the extent to which early childhood curriculum models support children’s care, learning and development.3.
- Examine the features of effective curriculum management and the impact on improving outcomes for children in an early education and care environment.4.
- Assess the impact of implementing a home country early learning frame
- work in an early education and care environment.
9
Improving Quality in Early Education and Care Environments
Verified
Key Learning Objectives:
- Explain the importance of continually working to improve quality in early education and care settings.2.
- Assess how local, national and international initiatives impact on quality and quality improvement in settings.3.
- Explore different approaches to supporting quality improvement when working with others in own workplace setting.4.
- Perform an audit of an aspect of quality in a setting to implement actions for quality improvement.
10
Innovative Approaches to Children’s Play and Learning in Practice
Verified
Key Learning Objectives:
- Compare different innovative approaches in early childhood education and care practice, with reference to key literature.2.
- Discuss an area of innovative practice in supporting young children's play and the key dilemmas and debates involved.3.
- Use different observation strategies to support research and practice in young children's self-chosen play and to reflect a chosen area of contemporary research.4.
- Reflect on own use of innovative strategies in practice to enhance children’s play, learning and development.
11
Investigating Childhood: Action Research for Early Childhood Practitioners
Verified
Key Learning Objectives:
- Discuss an area of early childhood education and care practice for which a small-scale action research project can be undertaken.2.
- Explore a range of data collection tools for early childhood education and care research.3.
- Review the ethical considerations associated with undertaking action research in early childhood education and care.4. Conduct a small-scale action research project in an early education and care setting.
12
Managing and Leading People in Children’s Early Education and Care Environments
Verified
Key Learning Objectives:
- Discuss what constitutes effective management and leadership of a team in a children’s early education and care environment.2.
- Explore how communication, through planning and shared objectives, can benefit individuals and organisations in children’s early education and care environments.3.
- Examine the features of effective team performance and how these can be developed within children’s early education and care environments.4.
- Review own management and leadership practice in children’s early education and care environments.
13
Managing Children’s Early Education and Care Environments
Verified
Key Learning Objectives:
- Analyse the theoretical approaches to facilitate play and learning to support children’s holistic development in a children’s early education and care environment.2.
- Explore the strategic management of the curriculum in a children’s early education and care environment.3.
- Examine the operational management in a children’s early education and care environment that provides children with the opportunity to progress.4.
- Review own role in influencing development and change in the children’s early education and care environment through management of others.
14
Mentoring and Supervision in Early Education and Care Practice
Verified
Key Learning Objectives:
- Review theories and principles of team and individual leadership, mentoring and supervision in children’s early education and care environments.2.
- Explore how mentorship, through mentoring and supervision practices, can benefit individuals and organisations in children’s early education and care environments.3.
- Apply mentoring and supervision techniques to support mentorship of individuals in children’s early education and care environments.4.
- Review own leadership and mentoring/supervision practice in a children’s early education and care environment.
15
Outdoor Play and Learning
Verified
Key Learning Objectives:
- Explain the importance and value of access to outdoor play and learning on a frequent basis, for children in early childhood.2.
- Explore a range of theorists and approaches and consider their influence on current outdoor play and learning practices.3.
- Discuss risk benefits for children in relation to outdoor play and learning to advocate its values to others.4.
- Plan and provide outdoor play and learning opportunities which support and promote children’s holistic development.
16
Personal and Professional Development through Reflective Practice
Verified
Key Learning Objectives:
- Review key principles of reflective practice with reference to the role of early childhood practitioners.2.
- Explore purposes of engaging in reflective practice when working in early childhood education and care.3.
- Describe the skills and techniques needed for effective reflection on own practice.4.
- Implement a reflective approach to own practice through effective interactions with caregivers, colleagues and children in own workplace.
17
Play and Learning in Early Childhood
Verified
Key Learning Objectives:
- Interpret the relevance of different theories of play that inform practice in early childhood education and care.2. Compare how play is presented in different contexts in early childhood education and care.3.
- Discuss the role of observation in supporting young children's play in early childhood education and care.4.
- Determine the skills required to complete and interpret a range of observations on young children's self-chosen play in differing contexts.
18
Preparing for Research
Verified
Key Learning Objectives:
- Discuss a contemporary research topic of relevance to early childhood education and care practice.2.
- Review a range of texts relating to a chosen research topic.3.
- Explore competing ideas in a chosen research area using appropriate research methodologies.4.
- Communicate the implications of own findings for the improvement of early childhood education and care.
19
Promoting Healthy Living
Verified
Key Learning Objectives:
- Describe the importance of health and wellbeing for babies and children.2.
- Identify key issues in children’s health and wellbeing globally, nationally and locally.3.
- Explain how and why it is important to work in partnership with parents, caregivers and other professionals to promote good health and wellbeing in babies and children.4.
- Explore the role of practitioners in promoting babies’ and children’s health and wellbeing.
20
Promoting Inclusive Early Education and Care Environments
Verified
Key Learning Objectives:
- Describe inclusive practice and the significance of this in ensuring equal access to opportunities within the early education and care environment.2.
- Identify how early childhood education and care providers can develop inclusive environments through working in partnership with children, their families and local communities.3.
- Discuss the value of early intervention and support towards achieving best outcomes for children.4.
- Implement purposeful changes to support or promote effective inclusive practices.
21
Protecting Children in Early Education and Care Environments
Verified
Key Learning Objectives:
- Describe key guidance and legislation relating to safeguarding and child protection.2.
- Explore the roles and responsibilities of practitioners and organisations in the early education and care sector with regards to keeping children safe and protected.3.
- Examine the role of early childhood practitioners in relation to multi-agency working.4.
- Implement policies and procedures regarding safeguarding, child protection and health and safety and discuss their effectiveness.
22
Social Policy: Influences on Practice and Provision
Verified
Key Learning Objectives:
- Explore the current context of social policy for young children and families both nationally and internationally.2.
- Review how current legislation, policies and regulations position early education and care in the broader context of services for children and families.3.
- Examine the contexts underpinning the availability, structure and organisation of early education and care provision.4.
- Assess the effectiveness of social policy for ensuring the inclusion of all children in early education and care provision.
23
Supporting and Promoting Children’s Development (Infants and Toddlers)
Verified
Key Learning Objectives:
- Research key issues of prenatal development from conception to birth.2.
- Explore how theories of development have influenced early childhood policy and practice.3. Annotate own plan of care for an infant or toddler that includes evidence of working in partnership with others to facilitate the child’s holistic progress and development.4. Provide leadership that reflects best practice in promoting the holistic development of infants and toddlers from different backgrounds.
24
Supporting and Promoting Children’s Development (Young Children)
Verified
Key Learning Objectives:
- Explore methods of observation and assessment with specific reference to how they support a child’s development from three to eight years.2.
- Apply key principles of children’s development from three to eight years to an observation identifying next steps.3.
- Examine how child development theory informs understandings of children’s development from eight to twelve years.4.
- Implement an evidence-based planning strategy that supports children’s learning from three to eight years.
25
Supporting Children in Home-based Childcare Environments
Verified
Key Learning Objectives:
- Discuss types of learning environments for children in home-based childcare.2.
- Demonstrate how to ensure security and safety in home-based childcare environments.3.
- Analyse partnerships with parents, caregivers and other agencies in supporting children in their home-based childcare environment.4.
- Examine a range of professional practices appropriate to a home-based childcare environment.
26
Supporting Children’s Medical Needs
Verified
Key Learning Objectives:
- Explore causes and management of common acute, chronic and complex medical conditions that affect children.2.
- Explain the possible impact of having medical needs on children from a holistic perspective.3.
- Discuss the importance of working with other professionals and parents or caregivers to support children’s medical needs.4.
- Reflect on the role of the practitioner in supporting children’s medical needs.
27
Supporting Social Work with Children and Families
Verified
Key Learning Objectives:
- Investigate the factors that can lead to family dysfunction and difficulties for the child and family.2.
- Review current strategies and theoretical principles aimed at supporting early intervention in work with children and families.3.
- Discuss own role and contribution to long-term planning in supporting work with children and families.4.
- Reflect upon ways in which services work together in supporting the needs of children and families.
28
The Impact of Contemporary Global Issues on Children's Health and Wellbeing
Verified
Key Learning Objectives:
- Review the range of contemporary global issues impacting upon children’s health and wellbeing.2.
- Discuss interventions aimed at addressing the impact of contemporary global issues on children’s health and wellbeing.3.
- Examine the role of local community development support as a sustainable approach to addressing issues in the developing world.4.
- Examine how early education and care settings can raise awareness of contemporary global issues.
29
Trauma in Childhood: Addressing the Impact of Adverse Experiences on Child Health and Wellbeing
Verified
Key Learning Objectives:
- Explain how adverse childhood experiences impact upon child health and wellbeing.2.
- Review strategies used to alleviate the impact of trauma.3.
- Discuss the importance of building resilience in children.4.
- Explore interventions aimed at preventing adverse childhood experiences.
30
Working in Partnership across Health, Education and Social Care Services
Verified
Key Learning Objectives:
- Discuss different approaches to partnership working and the challenges and benefits of each.2.
- Explore the outcomes of positive partnership working across health, education and social care services.3.
- Explore how practitioners can establish effective partnership working with parents or primary caregivers.4.
- Examine own contributions to working as part of a team.
Regulatory & Verification Details
- Qualification Number (QN)
- 610/2676/1
- Regulated Status
- Available to learners
- Awarding Body
- Pearson
- Qualification Type
- Other Vocational Qualification
- Operational Start
- Sept 2025