Diploma for the Early Years Workforce (Early Years Educator) CACHE Level 3 (RQF) Course

The new CACHE Level 3 Diploma for the Early Years Workforce (Early Years Educator) qualification (QRN: 601/2629/2) (verify) has been approved by the National College of Teaching and Leadership. It has been introduced to entirely replace the current Level 3 Diploma for the Children and Young People’s Workforce (RQF) from September 2014.

This qualification sets the standards that all early years practitioners must meet to ensure that they are able to support and promote children’s early education and that children develop correctly taking care to see that they are kept safe and healthy. The course promotes teaching and learning to make sure that children have the skills they need to start school with a broad range of knowledge.

The CACHE Level 3 Diploma for the Early Years Workforce (Early Years Educator) training course and subsequent qualification will enable you to enjoy a childcare work in partnership with colleagues, parents/carers or other professionals.

What is an Early Years Practitioner (EYP)?

From September 2014 anybody who wishes to work as a fully qualified Early Years Practitioner will be required to complete this Early Years Educator course. It will be the only level 3 vocational qualification that will allow you to fully engage in childcare.

Early Years Practitioners will work in various settings to care for babies and children aged from birth to five years old and have an understanding of children aged 5 – 7 years. It will be the role of the Early Years Educator to help the children learn, develop and prepare for school. The EYP may support Early Years teachers or indeed may deliver the childcare and teaching themselves.

Am I required to do a placement?

In order to achieve your CACHE Level 3 Diploma for the Early Years Workforce (Early Years Educator) qualification you will be required to do a minimum of 350 hours in a suitable placement.

In order to get the most out of your placement, we strongly advise that placements should be done in I or 2 settings to cover the following age ranges:

Age range                                                                                         Hours

0 – 1 year 11 months (working with babies)                                         25

2 – 2 years 11 months (working with toddlers)                                    133

3 – 5 years (working with pre-school children)                                    192

Practical evidence is required for all age groups in all units so we recommend that you complete the hours for all age groups throughout the length of your time studying. This will ensure you are able to meet the practical evidence requirements to pass the qualification.

If you have a placement in a setting which provides care and education for children and allows you to get the required experience across these three age ranges (for example a nursery looking after babies from 6 weeks to 5 years) then you do not need to do a placement outside of this one setting.

What about the theory aspect of the training?

Our course is designed to be as flexible as possible and allows you to fit it in with your existing commitments. Unlike a traditional college (where you are required to attend lessons at set times) you will be able to study the theory element in your own time and in the privacy of your own home either online or via printed material through the post. Also your tutor will come out to visit you 3 times in your work setting. This will give you the opportunity to work with your tutor face to face which is a real benefit for anybody considering studying this home study course.

What can I do on completion of the Early Years Educator course?

Once you have your Early Years Educator qualification you will have a full authorisation to practise as an Early Years Educator. You will be able to work in the statutory, voluntary or private sectors doing things like:

1. Nursery Nurse
2. Nursery Practitioner
3. Early Years Practitioner
4. Day Nursery Practitioner
5. Pre School Practitioner
6. Nursery Teacher
7. Early Years Teacher
8. Reception Class Teacher
9. Pre-School Assistant
10. Nursery Worker
11. Home based child carer
12. Nanny
13. Child-minder

"Qualified and experienced nursery workers can earn between £15,000 and £22,000, depending on responsibilities." - Source: National Careers Service

How can I progress further with my studies?

On completion of your CACHE Level 3 Diploma for the Early Years Workforce (Early Years Educator) qualification, which has been assigned 61 credits on the RQF (QRN: 601/2629/2), you will be able to progress onto a foundation degree/higher education.

Syllabus

The Early Years Educator Qualification is structured around four themes:

Theme 1: Health and well-being

Unit 1.1 (L/505/9300) Support healthy lifestyles for children through the provision of food and nutrition            

The learning outcomes for this unit are:

• Understand the impact of food and nutrition on children’s health and development.
• Understand how food choices impact on health and development during pre-pregnancy, pregnancy and breastfeeding.
• Understand the nutritional needs of children.
• Understand the impact of poor diet on children’s health and development.
• Understand individuals’ dietary requirements and preferences.
• Be able to support healthy eating in own setting.

Unit 1.2 WB (A/505/9809) Promote healthy lifestyles for children through exercise

The learning outcomes for this unit are:

• Understand children’s need for exercise.
• Be able to support children’s exercise in an indoor and outdoor space

Unit 1.3 WB (M/505/9810) Support physical care routines for children  

The learning outcomes for this unit are:

• Understand the physical care needs of children.
• Be able to use hygienic practice to minimise the spread of infection.
• Understand rest and sleep needs of children.
• Understand childhood immunisation.
• Be able to support children in personal physical care routines.

Unit 1.4 WB (T/505/9811) Promote children’s emotional well-being

The learning outcomes for this unit are:

• Understand children’s needs in relation to emotional well-being.
• Understand the requirements for promoting emotional well-being in relation to current frameworks.
• Understand the needs of children during transition and significant events.
• Be able to promote the emotional well-being of children in own setting.

Unit 1.5 (A/505/9812) Understand how to support children who are unwell       

The learning outcomes for this unit are:

• Know common childhood illnesses.
• Know the signs of ill health in children.
• Understand legal requirements for reporting notifiable diseases.
• Understand the role of the early years practitioner in minimising ill health in children.
• Understand care routines when a child is ill.
• Understand how to support children for planned hospital admission.
• Understand the therapeutic role of play in hospitals.
• Understand the role of the early years practitioner when supporting children who are chronically ill.

Theme 2: Legislation, frameworks and professional practice

Unit 2.2 (F/505/9813) Understand legislation relating to the safeguarding, protection and welfare of children

The learning outcomes for this unit are:

• Understand legislation and guidelines for the safeguarding, protection and welfare of children.
• Understand policies and procedures for the safeguarding, protection and welfare of children.
• Understand how to respond to evidence or concerns that a child has been abused or harmed.
• Understand the purpose of serious case reviews.

Unit 2.3 WB (J/505/9814) Follow legislation relating to the health and safety of children            

The learning outcomes for this unit are:

• Understand legislation and guidelines for health and safety.
• Understand policies and procedures for health and safety.
• Be able to manage risk within an environment which provides challenge for children.
• Be able to identify, record and report accidents, incidents and emergencies.

Unit 2.4 WB (L/505/9815) Follow legislation relating to equality, diversity and inclusive practice

The learning outcomes for this unit are:

• Understand how legislation, policies and procedures inform equality, diversity and inclusive practice.
• Be able to use information, advice and support to promote equality, diversity and inclusion.
• Be able to work in ways which support equality, diversity and inclusive practice.

Unit 2.5 WB (R/505/9816) Working in partnership           

The learning outcomes for this unit are:

• Understand the principles of partnership working in relation to current frameworks when working with children.
• Understand how to work in partnership.
• Understand challenges to partnership working.
• Be able to work with parents/carers in a way which encourages them to take an active role in their child’s play, learning and development.
• Be able to complete records.

Theme 3: Play, development and learning for school readiness

Unit 3.1 (Y/505/9817) Understand the value of play in early years           

The learning outcomes for this unit are:

• Understand the role of play.
• Understand children’s rights in relation to play.
• Understand play at different stages of children’s development.
• Understand different types of play for all children.
• Understand inclusive play practice.

Unit 3.2 WB (D/505/9818) Plan, lead and review play opportunities which support children’s learning and development               

The learning outcomes for this unit are:

• Understand theoretical perspectives and philosophical approaches which support play.
• Be able to apply theoretical perspectives and philosophical approaches in planning play opportunities.
• Be able to lead and support play opportunities.
• Be able to review how planned play opportunities contribute to own practice.

Unit 3.4 WB (H/505/9819) Promote enabling play environments

The learning outcomes for this unit are:

• Understand the play environment.
• Understand how the early years practitioner supports children’s behaviour and socialisation within play environments.
• Be able to support children’s behaviour and socialisation within play environments.
• Understand how the characteristics of an enabling indoor and outdoor play environment meet the age, stage and needs of children.
• Be able to provide enabling play environments.
• Be able to plan and lead opportunities which support children’s understanding of the world.
• Be able to plan and lead opportunities which encourage children’s engagement in expressive arts and design.

Unit 3.5 WB (Y/505/9820) Developing children’s emergent literacy skills            

The learning outcomes for this unit are:

• Understand the language and communication needs of children.
• Be able to support children’s language and communication needs.
• Understand strategies which support emergent literacy.
• Be able to use strategies to plan and lead activities which support emergent literacy.
• Be able to review how planned activities support emergent literacy.
• Be able to work with parents/carers in a way which encourages them to take an active role in their child’s play, learning and development.

Unit 3.6 WB (D/505/9821) Developing children’s emergent mathematical skills

The learning outcomes for this unit are:

• Understand how mathematics relates to children’s everyday lives.
• Understand how working with others supports children’s emergent mathematical development.
• Understand how to create an environment which supports children’s emergent mathematical development.
• Understand the role of the early years practitioner in relation to supporting children’s emergent mathematical development.
• Understand how opportunities support children’s emergent mathematical development.
• Be able to implement activities to support children’s emergent mathematical development.
• Be able to review how planned activities support children’s emergent mathematical development.
• Be able to work with parents/carers in a way which encourages them to take an active role in their child’s play, learning and development.

Unit 3.7 WB (H/505/9822) Support children’s transition to school           

The learning outcomes for this unit are:

• Understand ‘school readiness’ in relation to the role of the early years practitioner.
• Understand ‘school readiness’ in relation to the current framework.
• Be able to work in partnership with others to support children’s readiness for school.

Unit 3.9 WB (K/505/9823) Develop children’s cognitive skills    

The learning outcomes for this unit are:

• Understand about cognitive development in children.
• Understand theory underpinning cognitive development.
• Be able to implement a learning experience which supports the development of sustained shared thinking in children.
• Be able to evaluate the provision for supporting cognitive development in own setting.

Unit 3.10 WB (M/505/9824) Promote children’s speech, language and communication 

The learning outcomes for this unit are:

• Understand theory and current frameworks which underpin children’s speech, language and communication development.
• Understand how the early years practitioner supports the development of speech, language and communication of children.
• Be able to create a language rich environment to develop the speech, language and communication of children in own setting.
• Be able to lead activities which support the development of speech, language and communication of children.

Unit 3.11 WB (A/505/9826) Promoting children’s physical development              

The learning outcomes for this unit are:

• Understand physical development of children.
• Understand theory and current frameworks in relation to children’s physical development.
• Be able to implement opportunities which promote the physical development of children.

Unit 3.12 WB (T/505/9825) Promoting children’s personal, social and emotional development

The learning outcomes for this unit are:

• Understand personal, social and emotional development of children.
• Understand theory and current frameworks underpinning personal, social and emotional development of children.
• Be able to promote the personal, social and emotional development of children.
• Be able to implement an opportunity which promotes the personal, social and emotional development of children.

Unit 3.13 (F/505/9827) Support children with additional needs

The learning outcomes for this unit are:

• Understand biological, environmental and developmental factors which may result in children needing additional support.
• Understand how personal experiences, values and beliefs impact on the role of the early years practitioner.
• Understand the principles of inclusive practice.
• Understand the role of early intervention in partnership working.
• Be able to support the additional needs of children.
• Be able to critically evaluate the provision for children with additional needs in own setting.

Unit 3.14 (J/505/9828) Use observation, assessment and planning to promote the development of children     

The learning outcomes for this unit are:

• Understand the role of observation when working with children.
• Understand observation methods.
• Understand professional practice in relation to the observation of children.
• Be able to carry out observations in own setting in line with current frameworks.
• Be able to work with parents/carers in a way which encourages them to take an active role in their child’s play, learning and development.

Unit 3.15 (L/505/9829) Use longitudinal studies to observe, assess and plan for children’s needs

The learning outcomes for this unit are:

• Understand the purpose of undertaking Longitudinal Studies.
• Be able to use observations to assess and plan for the developmental needs of children in line with current frameworks.
• Be able to critically evaluate the outcomes of Longitudinal Studies.

Theme 4: Professional development

Unit 4.1 (F/505/9830) Engage in professional development        

The learning outcomes for this unit are:

• Understand professional development.
• Understand theoretical perspectives in relation to reflection.
• Be able to use reflective practice to contribute to own professional development.

How long will the course take to complete?

The course has been assigned approximately 486 guided learning hours. You should reasonably expect the course to take you 18-24 months to complete, although the course can be completed faster if you are able to dedicate more time to your studies, there is no time limit set for this or any other of our courses.

Study Hours

This is only an approximate figure and is dependant upon how much time you can dedicate to your studies and how well you grasp the learning concepts in the course material. Furthermore, at the end of each lesson there is a question paper that needs to be completed and returned to your tutor. You should allow at least 1 - 2 hours of study to complete each question paper.

The approximate amount of time required to complete the course is: 485.99 hrs.

The Access to Higher Education (A2HE) Consortium is a group of organisations who work together to promote and deliver excellence within the A2HE experience. By working in partnership the A2HE Education Consortium is able to call upon the significant expertise of each partner organisation to deliver the best possible learning journey and experience for our A2HE learners.

Access to Higher Education courses are ideal for learners wanting to start a university course but that have no formal qualifications. By working in partnership the A2HE Consortium is able to:

• Recruit, signpost and navigate learners through their decision to register on an A2HE programme of study.
• Provide learners with the most comprehensive Information, Advice and Guidance prior to registration.
• Provide learners with a range of funding options including; payment in full, payment using consumer credit and payment using a government backed Advanced Learning Loan.
• Give learners access to cutting edge technology to support the delivery of their A2HE programme.
• Allow learners to customise their A2HE programme so that it is bespoke to their own learning needs, challenges them throughout and delivers additional learning in areas such as Maths, English and Soft Skills (Confidence, Resilience, Team working etc.).
• Learners access high quality learning materials that are rich and engaging supported by a team of committed and talented tutors and assessors.
• Course accreditation and certification from Open College Network West Midlands, a QAA (Quality Assurance Agency for Higher Education) licenced Access Validating Agency (AVA).

Who are the partners?

The Stonebridge Group (SAC) The Stonebridge Group of Training Companies is a conglomerate of 6 separate independent training providers established in 1997 and continually growing. Currently the group trains more than 70,000 learners per annum in a wide range of subjects areas from A-Levels to Web Design and IT with everything in-between. The Group currently employs almost 200 staff who work in all areas including learner recruitment, course development, course delivery, admin, finance and tutorial support Stonebridge Associated Colleges are currently a Gold Trusted Merchant with an average Service Rating of over 98% from 854 Independent Feefo Reviews. The Group specialises in training, digital marketing and learner recruitment including advice and guidance to ensure the right learners are placed on the right programme of study. Please click here for more information
Pearltech UK Ltd (PEARL) PEARL (Personalised e-Assisted Responsive Learning) is uniquely innovative Virtual Learning Environment (VLE) that delivers customised and responsive learning based on individual learner’s needs. The system is available entirely online which means that learners can access all aspects of their learning, assessment and eportfolio 24/7 and from any location in the World using a variety of devices. Pearl encourages learner development beyond academic skills and includes proprietary responsive algorithms which present different learning exercises or challenges unique to each learner. This means that every learner has the ability to customise their course and to enrich their learning experience.
Enabling Development Opportunities Ltd (EDO) EDO has been working with businesses and learners since 2007. The team of directors and staff have decades of experience in skills training. All learners are supported throughout their studies by a talented group of tutors and assessors who are responsible for ensuring that all learners on the A2HE programmes are supported in a way that makes them feel “special” and gives them the best possible chance of succeeding. As part of the A2HE Consortium, EDO are responsible for delivering the training and accessing Advanced Learning Loan (if required) funding for learners. EDO also quality assure the programmes and claim the final certificate for learners from Open College Network West Midlands on successful completion of the A2HE programme. Please click here for more information

The Advanced Learning Loan (ALL) Consortium is a group of organisations who work together to promote and deliver excellence within the ALL experience. By working in partnership the ALL Education Consortium is able to call upon the significant expertise of each partner organisation to deliver the best possible learning journey and experience for our Advanced Learning Loan learners.

Advanced Learner Loan funding is ideal for learners who are not able to fund their own learning and are seeking a government backed loan in order to do so. By working in partnership the ALL Consortium is able to:

• Recruit, signpost and navigate learners through their decision to register on a programme of study using an Advanced Learning Loan.
• Provide learners with the most comprehensive Information, Advice and Guidance prior to registration.
• Provide learners with a range of funding options including; payment in full, payment using consumer credit and payment using a government backed Advanced Learning Loan.
• Give learners access to cutting edge technology to support the delivery of their Advanced Learning Loan funded programme.
• Allow learners to customise their Advanced Learning Loan funded programme so that it is bespoke to their own learning needs, challenges them throughout and delivers additional learning in areas such as Maths, English and Soft Skills (Confidence, Resilience, Team working etc.).
• Learners access high quality learning materials that are rich and engaging supported by a team of committed and talented tutors and assessors.
• Course accreditation and certification from various Ofqual regulated Awarding Bodies.

Who are the partners?

The Stonebridge Group (SAC) The Stonebridge Group of Training Companies is a conglomerate of 6 separate independent training providers established in 1997 and continually growing. Currently the group trains more than 70,000 learners per annum in a wide range of subjects areas from A-Levels to Web Design and IT with everything in-between. The Group currently employs almost 200 staff who work in all areas including learner recruitment, course development, course delivery, admin, finance and tutorial support Stonebridge Associated Colleges are currently a Gold Trusted Merchant with an average Service Rating of over 98% from 854 Independent Feefo Reviews. The Group specialises in training, digital marketing and learner recruitment including advice and guidance to ensure the right learners are placed on the right programme of study. Please click here for more information
Pearltech UK Ltd (PEARL) PEARL (Personalised e-Assisted Responsive Learning) is uniquely innovative Virtual Learning Environment (VLE) that delivers customised and responsive learning based on individual learner’s needs. The system is available entirely online which means that learners can access all aspects of their learning, assessment and eportfolio 24/7 and from any location in the World using a variety of devices. Pearl encourages learner development beyond academic skills and includes proprietary responsive algorithms which present different learning exercises or challenges unique to each learner. This means that every learner has the ability to customise their course and to enrich their learning experience.
Dimensions Training Solutions (DTS) DTS was originally formed in 1973 and has been responsible for training thousands of apprentices and adult learners since then. DTS aim to help learners broaden their skills, gain knowledge; build on experience, to make a positive change to their career and life with dozens of apprenticeships and distance learning QCF courses that can really kick start a new career. Judged Good by OFSTED in October 2015: Just some of the reasons why DTS are a GOOD Training provider, very close to OUTSTANDING, but we don’t like to brag... Learners really enjoy their learning Effective employer involvement helps learners to link work-related activities well with their qualification Good quality workplaces, with a diverse range of clients Highly effective development of Apprentices’ English & Maths skills Employers provide a high quality working environment Consistent, high level of achievement for learners As part of the ALL Consortium, DTS are responsible for delivering the training and accessing the Advanced Learning Loan (if required) funding for learners. DTS also quality assure the programmes and claim the final certificate for learners from the relevant awarding body on successful completion of the programme. Please click here for more information

What's included

What's Included

• All study materials
• Study Guide
• Full Tutor and Admin support
• The course fee includes the awarding body registration and certification fee (valued at up to £125.00).
• 3 personal tutor visits

Tutor Support

With this course you will have unlimited access to your own personal tutor who specialises in their field of study. It is your personal tutor's role to ensure that you receive constructive feedback and to deal with any queries you may have. You are more than welcome to telephone, fax or email your personal tutor.

You will also have access to a dedicated and friendly team of administrators and course advisors who offer sound and professional guidance and advice when you need it. This ensures that you will never feel neglected and that you will always succeed!

Assessment Method

After each lesson there will be a question paper, which needs to be completed and submitted to your personal tutor for marking. This method of continual assessment ensures that your personal tutor can consistently monitor your progress and provide you with assistance throughout the duration of the course.

Qualifications

Qualification: CACHE Level 3 Diploma for the Early Years Workforce (Early Years Educator) (RQF)

CACHE is the UK's only specialist awarding organisation for the children and adult care sectors. CACHE continue to develop the most up to date and relevant qualifications for the new RQF and work closely with Sector Skills Councils to ensure the highest level of quality and a cutting-edge service to their customers, our learners, and the sector.

Requirements for Entry

As detailed in the course description you need to have a placement(s) of 350 hours in a suitable child care setting. This can be full or part time, paid or unpaid.  

GCSE English and Maths at grade C or above are required before your Level 3 Diploma for the Early Years Workforce qualification can be counted in any employer’s setting ratio numbers at level 3.

Please note: We do offer GCSE courses that you can study alongside your qualification if you have not yet achieved the required grades: GCSE Maths, GCSE English.

Professional Membership

On completion of this course you will be eligible to join the following Professional Associations(s):

CACHE

CACHE is the UK's only specialist awarding organisation for the children and adult care sectors, with a portfolio of qualifications ranging from Entry to Level 5. Last year, over 150,000 learners registered with CACHE from over 1000 UK based Centres and overseas.

CACHE is an internationally recognised, specialist Awarding Organisation in the fields of Early Years, Care and Education, and Playwork. An Awarding Organisation is officially recognised and designated by the regulatory authorities to award qualifications in particular subject areas.

CACHE designs courses and qualifications in the care and education of children and young people. CACHE are the UK's only specialist Awarding Organisation to do this. CACHE's courses range from entry level to advanced qualifications for sector professionals.

CACHE continue to develop the most up to date and relevant qualifications for the new QCF and work closely with Sector Skills Councils to ensure the highest level of quality and a cutting-edge service to their customers, our learners, and the sector.

Please click here to visit the CACHE website.

Qualifications Register

Anyone who is studying for or has completed a course endorsed by an Ofqual approved awarding body is eligible to join Qualifications Register.  The Qualifications Register (QR) is an independent register that aims to serve both members of the public and those professionals who hold recognised qualifications.

QR's primary aim is to provide transparency to members of the public and employers. The QR is a searchable database that allows them to find a practitioner and view the relevant qualification and endorsements the practitioner holds. The member of the public is then able to make an informed decision in relation to the suitability of the practitioner.  QR also tracks whether practitioners have insurance, again something that is useful for members of the public.  QR can also help professionals gain insurance or find professional indemnity cover.  Click here to find out more.

Members of the public can check an independent source with complete confidence that the practitioner has the qualification(s) they claim to have and that any additional CPD the practitioner has, is verified and quality assured to make sure that the CPD is being done on a regular basis. QR tracks a practitioners endorsed CPD (in unison with our CPD accreditation partner Lifetime Awarding) and other key signals to help members of the public and employers to come to a more informed decision about the professional they intend to use. This is an enormously valuable signal that's increasingly important as business becomes more deregulated and privatised.

For practitioners QR helps you market your skills, endorsements and feedback transparently to a wider audience. It also gives you access to a community to help make you more able to progress and succeed in your field of expertise.  Click here to find out more.

Professional Membership

On completion of this course you will be eligible to join the following Professional Associations(s):

CACHE

CACHE is the UK's only specialist awarding organisation for the children and adult care sectors, with a portfolio of qualifications ranging from Entry to Level 5. Last year, over 150,000 learners registered with CACHE from over 1000 UK based Centres and overseas.

CACHE is an internationally recognised, specialist Awarding Organisation in the fields of Early Years, Care and Education, and Playwork. An Awarding Organisation is officially recognised and designated by the regulatory authorities to award qualifications in particular subject areas.

CACHE designs courses and qualifications in the care and education of children and young people. CACHE are the UK's only specialist Awarding Organisation to do this. CACHE's courses range from entry level to advanced qualifications for sector professionals.

CACHE continue to develop the most up to date and relevant qualifications for the new QCF and work closely with Sector Skills Councils to ensure the highest level of quality and a cutting-edge service to their customers, our learners, and the sector.

Please click here to visit the CACHE website.

Qualifications Register

Anyone who is studying for or has completed a course endorsed by an Ofqual approved awarding body is eligible to join Qualifications Register.  The Qualifications Register (QR) is an independent register that aims to serve both members of the public and those professionals who hold recognised qualifications.

QR's primary aim is to provide transparency to members of the public and employers. The QR is a searchable database that allows them to find a practitioner and view the relevant qualification and endorsements the practitioner holds. The member of the public is then able to make an informed decision in relation to the suitability of the practitioner.  QR also tracks whether practitioners have insurance, again something that is useful for members of the public.  QR can also help professionals gain insurance or find professional indemnity cover.  Click here to find out more.

Members of the public can check an independent source with complete confidence that the practitioner has the qualification(s) they claim to have and that any additional CPD the practitioner has, is verified and quality assured to make sure that the CPD is being done on a regular basis. QR tracks a practitioners endorsed CPD (in unison with our CPD accreditation partner Lifetime Awarding) and other key signals to help members of the public and employers to come to a more informed decision about the professional they intend to use. This is an enormously valuable signal that's increasingly important as business becomes more deregulated and privatised.

For practitioners QR helps you market your skills, endorsements and feedback transparently to a wider audience. It also gives you access to a community to help make you more able to progress and succeed in your field of expertise.  Click here to find out more.

Career Transition Partnership (CTP)

We are proud to be working with Career Transition Partnetship (CTP) as a CTP Preferred Suplier. We are able to offer ex-service personnel access to funding for our whole range of military resettlement courses.

As a CTP Preferred Supplier we are able to accept your IRTC (Individual Resettlement Training Costs) grant or ELC (Enhanced Learning Credits) for any of the following courses:

• Assessing Vocational Achievement (CAVA)
• Beauty Therapy (Massage Route) Dual Course
• Business Administration
• Certificate in Education and Training
• Counselling Skills
• Early Years Workforce (Early Years Educator)
• Foot Health Care Practitioner
• Health and Social Care (Adults)
• Hospitality Supervision and Leadership
• Playwork (NVQ)
• Preparing to Work in Adult Social Care
• Principles of Customer Service course
• Principles of End of Life Care Course
• Specialist Support for Teaching and Learning in Schools
• Supporting Teaching and Learning in Schools Certificate

If you are ex-service personnel and would like more information on how to claim this funding, please contact the college or speak to your Service Resettlement Advisor.

For more information on CTP, please visit www.ctp.org.uk

Study Options

In order to offer our students the most convenient and flexible distance learning courses, Stonebridge Associated College offers you the option to study for your course via two methods:

• 1. Via the traditional paper-based method.
• 2. Through the online method.

Study Hours

This is only an approximate figure and is dependant upon how much time you can dedicate to your studies and how well you grasp the learning concepts in the course material. Furthermore, at the end of each lesson there is a question paper that needs to be completed and returned to your tutor. You should allow at least 1 - 2 hours of study to complete each question paper.

The approximate amount of time required to complete the course is: 485.99 hrs.

Further Information

If you would like any further information regarding this course, please call an advisor today on 0121 392 8288 ( or email enquiries@stonebridge.uk.com

Tutor Support

With this course you will have unlimited access to your own personal tutor who specialises in their field of study. It is your personal tutor's role to ensure that you receive constructive feedback and to deal with any queries you may have. You are more than welcome to telephone, fax or email your personal tutor.

You will also have access to a dedicated and friendly team of administrators and course advisors who offer sound and professional guidance and advice when you need it. This ensures that you will never feel neglected and that you will always succeed!

Assessment Method

After each lesson there will be a question paper, which needs to be completed and submitted to your personal tutor for marking. This method of continual assessment ensures that your personal tutor can consistently monitor your progress and provide you with assistance throughout the duration of the course.

Student Zone

We understand that studying from home may be a new experience for you. You may even be feeling a bit apprehensive because you will not be studying in a traditional "classroom environment".

To help you overcome these concerns we have developed the Student Zone. The Student Zone, to which all of our students receive access, encourages a high level of interaction with your tutor and other like-minded students. Within this area you can:

• Access the Student Learning Community which allows you to connect with fellow students and gain the help and support you need.
• View your tutor's feedback on your marked assignments.
• View optional reading lists for your course (where available).
• Access free online games, for when you need a break from studying.
• View the study guide with plenty of useful hints and tips on how to get the most out of your course.
• Access free courses such as: Improving Learning Skills; Job Interview Skills; The Effective Learner; Goal Setting and Time Management; and Ten Tips to Complete a Good Test Paper.
• Find details on our generous Referral Programme.
And don’t forget our Facebook page where you will find tips, resources, games, competitions, and plenty of engagement and interaction from fellow students.