Childcare Studies (BTEC HND) Course
A distance learning course is the ideal way to gain a higher diploma in Childcare Studies . Whether you're looking to go on to further education, improve your job prospects or expand your knowledge, distance learning Childcare Studies is a flexible and convenient course, which allows you to comprehensively prepare for an exam or career through home study. What's more, because the distance learning BTEC (HND) Childcare Studies course is a fully comprehensive course.
This course is suitable for anyone wishing to learn the knowledge, skills and tools essential to the many facets of childcare. The childcare vocational training course will prepare you to enter a higher education degree programme, or enter directly into employment in the childcare field.
You will have the opportunity to learn about child psychology, physical, mental and emotional development of children, childcare legislation, professional responsibilities, current issues in childcare, and much more.
You may take up to 2 years to complete this course and you will receive unlimited tutor support throughout.
About BTEC HNDs
BTEC (Business Technical Education Council) courses are vocational-related training courses that prepare you to enter either into a higher education degree program, or directly into employment. BTECs are developed with key representatives from their respective industry and are built to progress the learner along a vocational path. The courses are continually updated with employers’ needs in mind so that you are given the knowledge, skills and tools most suitable for your field. BTECs also provide direct advancement into university programmes.
BTEC HNDs (Higher National Diplomas) are at the fifth level of the BTEC scale. They are worth 240 credits and are equivalent to a Foundation Degree or HE (Higher Education) Diploma.
You can take BTEC courses together with, or instead of A-levels.
What Can I Do After Completing This BTEC Childcare Course?
Once you have successfully completed this course you will be able to use your HND in Childcare Studies as a qualification to enter into university, complete a final year of study, and obtain a full degree.
Course Key Topics
The BTEC (HND) in ChildcareStudies is divided into sixteen comprehensive modules.
Unit 1: Using information, communication and technology ICT in the study of Childcare Studies
(see full course syllabus below for more information)
Home Study Tutor Support
You will be provided with comprehensive materials designed to provide you with everything required to complete BTEC (HND) in ChildcareStudies course. You will have your own personal tutor helping you with your course work and with any questions you may have. Plus you can contact our Student Advisors by email or phone for all the practical advice you may need – so we really are with you 100%.
What's more, you'll have access to the online student portal, where you can interact with other students, browse our resource library and manage your account.
The BTEC (HND) in Childcare Studies is made up of a set of 16 units, which may be delivered and assessed independently. All units are assessed by coursework activities, and the compilation of an e-portfolio. The HND subject requires successful completion of all 16 units. Learners are able to complete units at a pace appropriate to their resources, commitments and study plans.
It is expected that a full set of subject units will be completed within 2 academic years of initial enrolment.
Credit is awarded for successful completion of each unit. Any units which are not successfully completed may be repeated but this is subject to the college’s discretion and criteria. All the learning outcomes attached to each unit must be met in order for credit to be awarded. Coursework is subject to marking criteria which will be outlines within each unit.
We recommend you spend approximately 1200 hours of your time studying for BTEC (HND) in ChildcareStudies course.
Course Entry Requirements
All students must be 17 years of age and above. Students should have completed a Level 3 Diploma or Professional Diploma or A level standard course (or equivalent) before the Level 5 qualification.
HE diplomas should be targeted at those learners who have the ability to benefit from the course and progress to Level 6. They should also have success at level 3. This is a prerequisite to undertaking the course, as is sufficient skills in English, Maths and ICT.
You have the freedom to start the course at any time and continue your studies at your own pace for a period of up to 24 months from initial registration with full tutor support.
Course Enrolment Fees
Our aim is to provide you with the best deal available, therefore any registration fee, certification fee and full tutor support is included in the course price for you. The enrolment fee for the BTEC (HND) in Childcare Studies home study course is £4812.5, though for a limited time we are offering you the opportunity to pay only £3850 which is a 20% discount if you enrol online and pay in full.
How is the course structured?
Unit 1: Using information, communication and technology ICT in the study of Childcare Studies
1.Information, communication and technology (ICT) comprises core skills for learning. In this distance learning course utilisation of methods, tools and strategies of ICT is important in order to establish and maintain a sound working relationship with tutors and the college. Students will need to develop ICT skills in order to communicate effectively and maximise their study progression.
2.The first unit explains how to set up an ePortfolio which students will use during the lifetime of the course for storage of all their files including coursework, self-assessment activities, independent research notes and reflective journals. The ePortfolio may be requested from time to time by tutors and moderators. Students will be asked at various points in the course to upload files for this purpose. The ePortfolio will not only provide students with a structured system of unique information but once completed can be used as a resource for continuing professional development (CPD), and a body of revision for future studies.
3.Independent research is fundamental to level H5 study and also equips students with confidence to source and evaluate information relevant to the core course topics. In this first unit students are presented with tools and strategies with which to begin to undertake independent research and integrate this into coursework activities, for example suggesting ways to read research articles and assimilate types of information from these.
4.The development of knowledge and understanding through writing skills is important for communicating ideas and arguments to tutors and other readers of written work. Therefore this unit reviews writing skills, and incorporates reflective writing into both the course and coursework activities. Reflective writing is a way that individuals can review their own approaches to learning and communication; and it also promotes pro-active implementation of skills enhancement through tutor feedback and self-assessment.
Unit 2: Essential anatomy and physiology part 1
1.Homeostasis can be described as a basic principle of biological order in which a constant condition of balance between opposing forces within the body can be maintained. The body’s internal environment is rigidly controlled and this state needs to remain as constant as possible within certain ranges. The process of homeostasis is controlled by sophisticated mechanisms which are sensitive to changes that affect the body’s internal environment, and they respond accordingly
2.The circulatory system incorporates the cardiovascular system, respiratory system and components of blood. Oxygen transportation and removal of waste products of respiration are also included in this section
3.The unit also examines the structure and functions of the musculoskeletal system and central nervous system, incorporating relevant discussion of homeostatic maintenance
To achieve this unit a learner must :
1 Demonstrate knowledge and understanding of anatomy and physiology of the circulatory systems, musculoskeletal system and central nervous system
2 Identify key homeostatic mechanisms related to the human body and the body systems covered in the unit
3 Be able to discuss negative and positive feedback loops in homeostatic maintenance
4 Understand the physiological processes in growth and repair of the body systems covered in the unit
Unit 3: Essential anatomy and physiology part 2
1.The digestive system is a group of organs responsible for digestion, or the process by which food is broken down and used for energy within the body. This unit examines the structure and function of each of these organs and explains the processes by which energy transfer occurs
2.The endocrine system consists of several unconnected glands. These glands contain groups of secretory cells which are surrounded by dense networks of capillaries, allowing the diffusion of the hormones they produce, into the bloodstream. Hormones are chemical messengers which target specific organs and tissues in the body, influencing growth and metabolism. Although the endocrine system, which is under the control of the ANS is partially responsible for homeostatic maintenance, its main role is control of precise and slow changes of this state.
3.The unit also describes the role of the special senses in homeostatic maintenance through explanation of structure, function and other mechanisms. Within this section the urinary system, together with osmoregulation and thermoregulation are described and explained.
4.Reproductive processes, together with DNA replications is described and explained
Unit 4: Embryology and foetal development
1.The human embryo develops across three interrelated phases which are dependent upon timed development of organs and structures. This unit describes each stage. The change from embryo to foetus signifies that the growing individual has now assumed human characteristics and will continue to grow, develop and mature within the uterus. The mechanisms of this change are explained
2.There are several times during the gestational period when the developing embryo and foetus is particularly vulnerable. Damage may occur through exposure to toxic substances, and in addition, maternal factors can impair growth or even kill the embryo. Exposure to these substances may result in congenital abnormalities developing. The unit explores these periods and explains the possible consequences and outcomes of exposure
3.Embryonic and foetal anatomy and physiology are described in detail and the homeostatic processes which maintain life in utero are discussed
Unit 5: Birth and beyond
1.Labour is the process by which the foetus is expelled by the action of the uterus contracting. His process is thought to be under the influence of placental and uterine hormone actions. The unit explains and describes each of the stages of labour and expulsion, together with post partum processes
2.The Apgar test refers to a series of tests carried out on the new born baby to assess certain characteristics of development. The tests are carried out at repeated intervals following birth, with the initial one occurring usually within the first 5 minutes following delivery. During the first year of life many milestones are reached in a baby’s life, in addition to the maturation of body systems, and psychological adjustment to life outside the uterus. The following table gives a basic outline of some of these milestones. Bear in mind that the specified times vary for each individual, and non-conformation to these guidelines does not automatically indicate that there are developmental problems with the child.
Years 1 to 4. During this period the child begins to develop their cognitive skills and language. Years 4 to 9 covers the period when the child starts school and can be difficult emotionally, both for parents and children
3.Developmental progress is measured by height and weight. Several accepted ranges which correlate to age are used to assess a child’s physical progress, and indeed whether they are underweight, overweight, or not tall enough for their age. These measurements can be an indication that there is something wrong with the child, and failure to thrive is usually investigated by professionals.
4.Adolescence is seen as a transition between childhood and adulthood, and has been recognised as a life stage since the late 19 th century when it became apparent that individuals required specific educational and developmental attention during this phase of life. More recently adolescents have become the key focus within family groups, for government policy development and within service provision frameworks.
Unit 6: Language, speech development and attachment
1.We are all guilty to a greater or lesser degree, of taking language and the ability to speak, for granted. Most of us are amazed at the utterance of the baby’s first word, and yet know little about the processes by which the first steps to vocalization of thoughts and perceptions are enabled. In addition to relating words to specific objects, people, places and time, there are the more complex components of language to acquire; plurals, verbs, nouns, adjectives, and so on. In isolation, the words are just empty containers with no meaning. Without the knowledge of meaning, repetition of words is pointless and of little relevance within the process of human interaction. Therefore these key issues are explored in the unit
2.From the sights and sounds in their world, babies quickly learn the skills of recognition and categorization. This is when words are recognized and then grouped according to type of object, place, person etc. This makes it easier to recall the word from memory when exposed to an item from a particular category
3.Babies and children are ardent communicators and have innate qualities and characteristics which enable them to form and develop relationships with those around them. Adults respond to this communication by lavishing attention on the baby or child providing numerous and different stimuli. The unit identifies these stimuli and discusses how babies and children develop their communication skills
4.Attachments are emotional bonds between one person and their ‘attachment object‘. For babies and young children these objects are the people that care for them. As we grow up and progress through life, the attachment objects are extended and change to include perhaps siblings, friends, partners, children, and grand children. For babies, attachments are particularly important, as they are so vulnerable and reliant on their caregivers. In this section of the unit attachment theories are discussed and evaluated
Unit 7: Childhood illness
1.This unit presents comprehensive details about the signs, symptoms and treatments of common childhood illnesses
2.We have been able to make use of the immune system's memory to make people immune artificially to certain diseases even without ever having caught them. The trick is to inject with an antigen that will promote the primary immune response, but has been modified so that it is non-virulent (or non-pathogenic), i.e. will not cause the disease. The immune system is thus fooled into making memory cells so that if the person is ever infected to the real virulent pathogen, the more powerful secondary immune response is triggered and the pathogen is killed before it can cause the disease. This technique is called vaccination and is commonly used to provide artificial immunity to a number of potentially-fatal diseases. In the UK, children are commonly vaccinated against diphtheria, tetanus, whooping cough, polio, measles, mumps, rubella and TB.
3.There are several different ways of making vaccines. In each case the aim is to make an antigen that is good enough to bind to antibodies and so stimulate an immune response, but defective in some way so that it will not cause a disease. This section examines the history of vaccine and how different vaccines are currently produced
4.Vaccines are effective in preventing disease not only in individuals, but also in communities, and therefore can be useful in epidemiology. This type of protection is called herd immunity due to the spread of infection being from one individual to another. The vaccine works by reducing susceptibility and this eventually breaks the disease cycle altogether resulting in eradication or ultimate control of the disease. His section of the unit discusses specific eradication and also presents example immunisation schedules
Unit 8: Basic nutrition for children
1.. All living organisms, including humans, need food and water, for the following reasons:
2.We can define hunger as the natural, protective means of ensuring our body receives the fuel it needs to function well. Whereas appetite is a trained response to food; a reaction (of senses or psychological) that encourages an involuntary physiological response
3.The nutrients in our food provide energy, promote growth and development and regulate our bodily functions. A variety of these nutrients are needed to keep fit and healthy particularly if you are generally active. Our body depends on these nutrients, as it is unable to produce sufficient amounts on its own. There are six major groups of nutrients: carbohydrates, proteins, fats and oils (otherwise known as lipids), vitamins, minerals and water.
They all work together in our bodies to provide good nutrition to enable us to achieve optimal health, with each nutrient performing a specific function. If just one of these nutrients is missing from our diet, then, our bodies are at a disadvantage.
4.Nutritional and dietary intake depends on the age of the child. Up to about three months they will be on a milk diet (either breast or formula). After this solids are gradually introduced. By about six months the child will be eating a large proportion of their daily calorific intake via solids and weaning may begin. This is entirely dependent upon the wishes of the parents, and the progress the individual child has made in this area. Generally, once a child has been fully weaned, the diet should be balanced and contain all food groups. There may be restrictions if there is milk intolerance or allergies. If you are working with children, these will be specifically noted on child records.
Unit 9: Cognitive development
1.Cognition is the process of knowing, in other words, knowing something about an object, person or event in terms of structure, form or purpose. Cognition also can be described as the perception of the object, person or event. For example the recognition of another person by knowing certain characteristics about them from previous encounters and memories that are laid down.
2.Our visual systems really begin to develop in complex terms during the first year of life. Although it is difficult to establish exactly how immature the system is at any given time, through the evidence of discriminatory and recognition studies, a fairly accurate overview can be obtained, and these developments have direct bearing on cognition.
3.As with vision, there has been suggestion that there is some form of innate auditory preference in the new born child but their preferences could easily be learned ones. We know, for example, that babies in the womb can hear sounds, and become accustomed to the pitch and tones of their mother’s voice. They can hear music, loud noises, and specifically attune to the mother’s heartbeat. If this is accepted as fact, then the new born infant would already have experience and limited knowledge of sounds which would lead to them expressing auditory preferences. Equally, during the first months of life, the infant is bombarded with auditory stimuli which may mistakenly present as auditory preference when it is in fact a learned response. Again, each individual will have their own opinion on the evidence of studies, and of course, as with vision, this may change with experience and gaining further knowledge of the subject.
4.The unit will present extensive evaluation of theories relating to cognitive development
Unit 10: Educational development
1.This unit is comprehensively integrated with theories and critical evaluation. It also draws comparisons between UK and other international education development strategies, and looks at education for social perspectives. In the UK virtually all children between the ages of five and 16 spend about half their waking hours in school during term time, which amounts to around 15,000 hours of their lives in total. Regardless of the medium of delivery, education is of vital importance to society and, as such, is of considerable interest to sociologists. This interest is wide ranging and is not only confined to schools, but includes lifelong learning and encompasses a great many social contexts.
2.Both functionalists and Marxists agree that one of educations’ most essential functions is to reproduce culture through socialisation. However, they vehemently disagree on the outcome of such social reproduction, especially on the aspect of education known as the ‘hidden curriculum’. Proponents of both theories agree that there is a strong link between education and the economy, although – again – they profoundly disagree as to the benefits of this link. Functionalists see the economic functions of society as benefiting all its members, while Marxists see them as primarily benefiting an economic elite.
3.The correlation between attainment and social class is well established and this section of the unit deals with class-related underachievement. Children from less affluent backgrounds achieve less well than their richer counterparts at every key stage level of education, and are significantly under- represented in post-compulsory education. Although the attainment of children from poor backgrounds has improved, so has that of more affluent children. This means that the gap between rich and poor has actually increased over the past century.
4.From the 1980s onwards parents were able to choose their children’s schools, supported by data from Ofsted reports and national league tables. The impetus behind this policy was to empower parents and to turn education into a competing market in order to improve standards.
Unit 11: History of the child
1.We take childhood for granted with respect to tradition and its place in society today. However, over the past several hundred years a child’s early experiences have changed dramatically. Their place in society and family structure has become valued and one of nurture.
2.In this unit we explore the history of childhood in Britain and look at how the role of the child has changed and been shaped by historical events such as the industrial revolution. We also look at how the beginning and end of childhood has changed in terms of social perspectives and family expectations. Students will be charged with drawing comparisons to the historical similarities and differences in other countries and cultures
3.The definition of childhood is very important as the moment in which they acquire certain rights and also when they lose certain protection measures. Childhood is a fundamental stage and its influence extends into adult life. To guarantee that children and adolescents have the best possible start in life is the way to ensure the development and progress of nations.
4.Today’s child has quite a complex existence which is shaped by legislation, intervention, communication and education. The school leaving age in the UK is currently 16 years with the preference that all school leavers will go onto further or higher education. Therefore children are delaying entering the workplace until a much later age – sometimes 25 or 26 years. There is a legal requirement for parents to see that their children attend school, and there are legal sanctions if this is not observed.
Child healthcare begins before birth with the ante-natal care of the mother. Following birth and until the age of 5 years children are regularly seen by the health visitor and allied healthcare professionals to check on their wellbeing, growth and development.All these changing aspects of chide development relating to childcare are discussed
Unit 12: Child psychology
1.One would think that with a broad range of general psychology branches we would not need a separate one for children. However when considering the uniqueness of childhood development and experience it will become clear that our modern society demands specific methodologies and approaches tailored to children. Within this unit the aims and objectives of child psychology are examined. Methods of research will be presented and discussed, together with ethical considerations which are specific to children.
2.There will be discussions on the justification of a separate branch of psychology for children and exploration of what this means in terms of the social perspective. Also in this unit we look athow children are reared and common practices, legislation and influences which shape this process. What are the influences that parents bring to bear during this process, and what are the long term effects of this? Today’s childhood experience is unique in terms of expectations, opportunity and social perspectives. The module looks at the experience of the modern child from an holistic viewpoint and asks ‘what is that experience’?
Unit 13: Learning through play and interaction
1.In previous units the psychological and sociological perspectives on cognition were explored, as well as learning and education. This section looks at learning through play and interaction.
2.Most activities we undertake as children or adults have some structure to them, even if is by way of putting aside time to undertake the activity. The educational type structure refers mainly to play that has a particular outcome in mind, for example it intends to improve literacy. Quality play could be described as play which has a specific purpose or aim. It is probably planned and structured, task-centred and designed to develop specific skills and cognitive behaviour.
3.Adults enable play through a variety of methods. They are also essential for appropriate assessment of children’s needs and therefore providing the correct stimuli. Adults also give support to the children during development of cognitive skills and engage in play activities with the children.
Unit 14: Understanding relationships
1.Building relationships is a key skill within any educational or childcare setting setting. Here we look at the underpinning theories and psychological background. Positive learning experiences is dependent on positive relationships; therefore we look at communication in detail, for example listening, body language etc. these were briefly covered in an earlier unit but here we look at how communication takes place at different ages.
2.There are many general and specialized methods and forms of communication; many we use every day without conscious thought but several are specifically learnt new or enhanced skills to use within specific learning support environments, for individuals and groups who have particular needs and requirements. Whatever method of communication is used it has a cyclical process which is the conveyance and reception of messages that need to be disseminated.
3.Whatever method of communication is used to engage in conversation with children, it is an invaluable tool for information exchange and builds a trusting and collaborative relationship.
4.Most activities we undertake as children or adults have some structure to them, even if is by way of putting aside time to undertake the activity. The educational type structure refers mainly to play that has a particular outcome in mind, for example it intends to improve literacy.
Unit 15: Working with children
1.In the United Kingdom there are several provisions for childcare and pre-school education both in local authority run establishments, privately run premises and voluntary centres. Students are charged with drawing comparisons to their own locality, region and wider demographic area
2.Everyone within the childcare environment needs to have clearly defined roles and responsibilities. Inclusion in decision making processes is essential for staff involved. Those who work in these settings should have clear job descriptions, and volunteers must also have a definitive, if informal agreement.
3.The unit looks at a variety of roles, responsibilities, training prerequisites and other skills related to working with children. Students will have the opportunity in the end of unit activities to research roles specific to their won demographic location
Unit 16: Legislation and safe practice for child care work
1.This unit concentrates on presenting and evaluating legislation, policy and protocol related to working with children. Much of the legislation is generic and some is applicable to UK based work. However students will be given the opportunity to undertake independent research of current legislation relating to working with children in their own demographic area and draw comparisons between the similarities and differences that may be apparent between localities, regions and countries.
BTEC Higher National Diploma in Childcare Studies
This course has been designed to meet specific learner requirements. Accreditation by Edexcel is a guarantee of quality. It means that this learning programme has been scrutinised and approved by an independent panel of experienced educational professionals and is quality audited by Edexcel.
Childcare inspectors make sure the quality of childcare for children from birth to eight years is as good as it can be. Their inspections include crèches, childminders and school care. It also includes local authority or privately owned nurseries. If you love children and want to help make sure they get the best possible care, this job could be perfect for you.
To be a childcare inspector, you should have good organisational skills. You will need to manage your work schedule well and meet deadlines. You’ll also need to be able to give advice and feedback in a sensitive way.
To be a childcare inspector you would need a degree in a subject related to childcare, health, social work or education. You would also need clearance from the Disclosure and Barring Service (formerly the Criminal Records Bureau)
Your course fee covers everything you will need to successfully complete the BTEC (HND) in ChildcareStudies home study course and earn your HND qualification:
1. All textbooks, study folders, and/or online learning aids designed for distance learning
3. An accredited award upon successful course completion directly from the awarding body Edexcel
Distance Learning Explained
Distance Learning is a term used to describe a method of learning where you; the learner, are not physically required to be ‘onsite’ to be guided through learning materials. Learners and tutors will use methods such as email and telephone to communicate, with you deciding how, when and where you learn.
UK Learning College gives you the flexibility to complete our programmes as quickly or as slowly as is convenient for you. To make this possible, our learning programmes have been written and prepared in such a way that it enables you to take control over these decisions. We also have a varied range of e-learning courses available to complement our full portfolio of distance learning courses.
Distance Learning allows you to develop the personal confidence and independence needed for success. Once you have become familiar with your distance learning course materials and you feel you know your way around the programme, then it is time to put together your own personal study plan to help you decide how best to study. We would advise that you write down your plan to assist you in following your timetable.
Although our distance learning course guides are primarily aimed at the first time user, you may already have some experience of distance learning. Whatever your experience, it is important to understand that to be a successful distance learner you need to become familiar and comfortable with the learning materials.
Online Learning Explained
Online learning descends from computer-based training, interactive multimedia and integrated learning centers and is the delivery of a learning, training or education program by electronic means. With the internet boom in the mid '90s, the concept of online learning has spread broadly.
Online learning or e-learning (electronic learning) is a term used to describe learning materials that are not physically provided to you, but are accessible online where you; the learner, are not physically required to be ‘onsite’ to be guided through any of these online learning materials. Learners and tutors will use methods such as email and telephone to communicate, with you deciding how, when and where you learn.
UK Learning College gives you the flexibility to complete our online courses as quickly or as slowly as is convenient for you. To make this possible, our online learning courses have been written and prepared in such a way that they enable you to take control over these decisions.
Online learning allows you to develop the personal confidence and independence needed for success. Once you have become familiar with your online course and you feel you know your way around the program, then it is time to put together your own personal study plan to help you decide how best to study. We would advise that you write down your plan to assist you in following your online course study timetable.
Home Study Explained
Home Study Courses are a type of learning material in the form of manuals, CD Roms, Online courses etc. where you; the learner, are not physically required to be ‘onsite’ to be guided through any of these learning materials. Learners and tutors will use methods such as email and telephone to communicate, with you deciding how, when and where you learn.
UK Learning College gives you the flexibility to complete our home study courses as quickly or as slowly as is convenient for you. To make this possible, our home learning courses have been written and prepared in such a way that they enable you to take control over these decisions.
Home study courses allow you to develop the personal confidence and independence needed for success. Once you have become familiar with your home learning course materials and you feel you know your way around the course, then it is time to put together your own personal study plan to help you decide how best to study. We would advise that you write down your plan to assist you in following your home study timetable.
Although our home learning course guides are primarily aimed at the first time user, you may already have some experience of home learning. Whatever your experience, it is important to understand that to be a successful home study course learner, you need to become familiar and comfortable with the learning materials.
We understand that studying from home may be a new experience for you. You could even be excused for feeling a little daunted since you will not be studying in a traditional "classroom environment". To help our students overcome these concerns we have developed a friendly online student community. The Student Community encourages a high level of interaction with your tutor and other like-minded students.
All of our students receive access to the Student Community. You will be able to use the student community for the following:
Access free courses such as: Improving Learning Skills, Job Interview Skills, The Effective Learner, Goal Setting and Time Management, Ten Tips to Complete a Good Test Paper
Below you will find a list of courses that previous students have taken to complement their course. We hope that this list will give you some idea of the types of progression courses we offer, or alternative course options that may be of interest to you.
Child Minder (Level 3) - The demand for trained people in the area of childcare has never been so great. If you like the idea of working with young children, the Child Minder course can show you just how rewarding it can be – both emotionally and financially..... Read More »
Child Day Care (Level 3) - The Child Day Care Diploma Course has been specifically designed to assist you in either setting up your own Child Day Care centre or gaining employment in an existing centre. The course covers many of the fundamental concepts that need to be understood before one can embark on..... Read More »
Nursery Management (Level 3) - Child care is becoming an increasingly popular career choice for many people. This Nursery Management course has been designed to meet the needs of those wishing to pursue a career in Nursery or Pre-School Management...... Read More »
Special Educational Needs (Level 3) - For those interested in pursuing a career in Social Care will find this course will provide essential background for the child related disciplineThis course is divided into four units, each of which deals with one or more learning outcomes related to one or more aspects of working with children who have specific needs and requirements....... Read More »
Supporting Teaching & Learning in Schools (Level 3) - The Level 3 Certificate in Supporting Teaching and Learning in Schools qualification is suitable for learners working in roles that support pupil’s learning such as: Teaching Assistants, Learning Support Assistants and Special Needs Assistants........ Read More »
If your course is being delivered online, please ensure you meet the minimum requirements below.
From time to time we may enrol our students with our partner sites; this is dependent on the number of students enrolling on a particular course and course material availability. If this happens, nothing changes for you other than the name of the college administering your course. We will continue to be your point of contact; you will get the exact same course you have enrolled on with the same high level of quality content and support.
The course can be enrolled upon by students Internationally. There are no deadlines for enrolments.
Course Frequently Asked Questions
Q. How does distance learning work?
To ensure studying is flexible and convenient, most of our courses are divided into sections. You work through each section at your own pace and time. Once completed, send the test paper back to your personal tutor for marking. You will then move onto the next section once successfully completing the previous section. The support period is dependent on the type of course you choose; our minimum support period is one year.
Q. When can I start the course?
The answer is simple, when YOU want; you can start the course at any time we do not have any set enrolment dates. Most of our courses don’t require any previous experience or qualifications. All you need is a desire and motivation to succeed. You can even start right now - call and speak to one of our Professional Course Advisors.
Q. How long do the courses take?
This is dependent upon your choice of course and how fast you want to learn. A full breakdown of the course is available in your course literature. We do provide estimated number of study hours; ask our course advisors for details.
Q. Do the courses have tutorial support?
Yes, You will be allocated an experienced tutor who will guide you through the course, mark your assignments and generally help you with any problems you may have. Your tutors can be contacted via email and post.
Q. If I fail an assignment can I retake it?
Yes, your tutor will ask you to resubmit your assignment and give you support as to where you could improve.
Q. How do I get help with my course work?
You can get help 7 days a week by email, or post from your dedicated tutor, you just email your assignments for marking. You have to send your assignments one at a time so the tutor can mark one and give you the feedback.
Q. Will I get a qualification at the end?
Yes, for all our courses, you will receive a diploma or a recognised qualification from the awarding body of your course.
Q. Is the course work done online or sent via the internet?
No, the course work can be done offline using your PC or for paper based courses working through your course folder.
Q. Is there a time limit or any deadlines?
We do like you to complete the course within the tutor support period but we can extend this for a small charge (currently £40 for 12 months). If you follow the recommended study hours, this will give you a good guide to complete the course withim the specified time period.
Q. Will I have to sit an examination?
Most of our paper based courses do not require you to sit examinations, only continual assessments. Where there are examinations required, you will receive all the information you need to make your own exam arrangements. Please note exam fees are not included in your course fee, unless otherwise stated.
Q. How quickly will I receive my course material?
Once your payment has been received and cleared your enrolment should be processed within two days and your course materials delivered within 5 days, for customers who choose to pay in instalments this can take longer as we need a signed agreement back from you before we send the course materials.
Q. Do I have to buy any other materials?
Our comprehensive course materials are designed to be self-contained with all the relevant information you require to complete the course and gain the relevant certification. However some of our students undertake additional reading via relevant textbooks/study guides and/or the Internet to add value to their studies.
Q. I’m not sure of what course I should take? Can you help?
Yes we can, it is important that you pursue a course which you will enjoy. Although we cannot make this decision for you, we employ a team of dedicated Professional Course Advisors, who will guide you towards making the right choice. Whether you want specific information, or just a chat about what’s available, contact us now.
Q. Why choose UK Learning College?
The breadth and depth of our portfolio of courses means that we will have a course to interest you. We are committed to your success, and offer advice and support through every step of the process. We have a dedicated team of Professional Course Advisors that can give you access to career and recruitment advice, whilst offering excellent value and quality courses.
Please contact us if you have not found the answer you are looking for.
Get in touch...
If you would like to talk to someone about your choice of home learning course, or if you would like to discuss anything else with us please don't hesitate to call us on 0800 009 6249. You can also call us on Skype at dialgia.group
UK Learning College