Level 3 Diploma For The Early Years Practitioner (Early Years Educator)
QU ALIFICAT ION HAN D B O OKLevel 3 Diploma for theEarly Years Practitioner(Early Years Educator)3605-03April 2014 Version 4.0 (June 2016)
Qualification at a glanceSubject areaChildcareCity & Guilds number3605Age group approved16 City & Guilds does not stipulate any formal entryrequirements for this qualification. Howeverlearners who are completing programmes ofstudy that are funded may be subject toadditional requirements.Entry requirementsFor additional information on the fundingrequirements please see Section 2, Learnerentry requirementsAssessment 2Externally set, internally markedassignmentsPortfolio of evidenceCentre ApprovalFast track available – please see the fast trackform for the additional requirements.Support materialsCentre handbookLearner logbookSmart ScreenAssessment packRegistration andcertificationConsult the Walled Garden/Online Catalogue forlast datesTitle and levelSize(GLH)TQTLevel 3 Diploma forthe Early YearsPractitioner (EarlyYears Educator)356640City ersion and date2.0 October 2014Change detailUnit 311- outcome 7.4 contentamendedSectionUnits3.0 September2015Funding information in the centrerequirement section has beenremoved. Also, the range underWider concept for LearningOutcome 1, unit 303 has beenamended.Centrerequirementsand Units.4.0 June 2016TQT added for qualificationsCity & Guilds Group text amendedIntroductionAppendix 1City & Guilds Level 3 Diploma for the Early Years Practitioner (Early Years Educator)
Contents12IntroductionStructureCentre requirementsApproval5699Role requirements9Internal Quality Assurers/Internal Quality Assurance10Learner entry requirements10Age restrictions10Confidential records used as evidence11Images of minors being used as evidence11Data protection and confidentiality12Initial assessment and induction13Support materials134Recording documentsAssessmentAssessment strategyUnits13141618Unit 300Developing effective study skills19Unit 301Promote partnership working with parents22Unit 302Model, promote and support positive behaviourwith children24Unit 303Principles of safeguarding policies and proceduresin early years settings27Unit 304Promoting diversity, equality and inclusion in theearly years sector31Unit 305Working in partnership with colleagues and otherprofessionals in early years settings34Unit 306Plan and implement activities, play opportunitiesand educational programmes in an early yearssetting37Unit 307Promoting children’s health and welfare in an earlyyears setting41Unit 308Promoting the health and safety of children45Unit 309Promote children’s speech, language andcommunication development49Unit 310Support organisational requirements for recording,storing and disclosing information and providingreports in an early years setting533City & Guilds Level 3 Diploma for the Early Years Practitioner (Early Years Educator)3
4Unit 311Supporting children’s creative and imaginative playand experiences56Unit 312Supporting children experiencing transitions andsignificant events in the early years sector61Unit 313Continuous professional development usingreflective practice in the early years sectorUnit 400Theories which underpin practice in the early yearssector65Unit 401Child development from conception to 7 years68Unit 402Observation and assessment in the early yearssector7163Relationships to other qualifications76Appendix 177Sources of general informationCity & Guilds Level 3 Diploma for the Early Years Practitioner (Early Years Educator)
1IntroductionThis document tells you what you need to do to deliver the qualification:AreaWho is thequalification for?DescriptionThis qualification meets the needs of learners whowork or want to work with children in a wide range ofsettings, for example in the roles of: Early Years Educator Child-minder Nursery Nurse.What does thequalification cover?This qualification is compliant with the knowledgeand practical skills criteria included in the Early YearsEducator (Level 3): Qualifications Criteria publishedby the National College for Teaching & Leadership(July 2013).Learners will learn, develop and practise the skillsrequired for employment and/or career progressionin the Early Years sector.The term children has been used throughout thisqualification to include babies, toddlers and youngchildren, from birth to 5 years and from conceptionto 7 years within the child development unit (401).Who did we developthe qualification with?This qualification has been developed incollaboration with employers, sector experts,colleges and training providers.What opportunitiesfor progression arethere?On completion of this qualification learners mayprogress into employment within the children caresector, progress in their current role or onto furtherlearning.City & Guilds Level 3 Diploma for the Early Years Practitioner (Early Years Educator)5
StructureTo achieve the Level 3 Diploma for the Early Years Practitioner (Early YearsEducator), learners must achieve 64 credits from the mandatory units.UnitaccreditationnumberCity &Guilds unitnumberUnit titleCreditvalueUnitLevelGuidedLearning hoursK/506/0194300Developingeffective ing withparents3316F/506/0203302Model, promoteand supportpositivebehaviour withchildren3312Y/506/0207303Principles ofsafeguardingpolicies andprocedures inearly yearssettings5332T/506/0196304Promotingdiversity, equalityand inclusion inthe early yearssector2314D/506/0208305Working inpartnership withcolleagues andotherprofessionals inearly yearssettings3314F/506/0198306Plan andimplementactivities, playopportunities andeducationalprogrammes inan early yearssetting4317J/506/0199307Promotingchildren’s healthand welfare in anearly yearssetting4326Mandatory6City & Guilds Level 3 Diploma for the Early Years Practitioner (Early Years Educator)
M/506/0200308Promoting thehealth and safetyof children4321T/506/0201309Promotechildren’s speech,language torganisationalrequirements forrecording, storingand disclosinginformation andproviding reportsin an early screative andimaginative playand riencingtransitions andsignificant eventsin the early developmentusing reflectivepractice in theearly years sector239M/506/0195400Theories whichunderpin practicein the early yearssector7446H/506/0193401Childdevelopmentfrom conceptionto 7 years7431A/506/0197402Observation andassessment in theearly years sector4425City & Guilds Level 3 Diploma for the Early Years Practitioner (Early Years Educator)7
Total qualification time (TQT)Total Qualification Time (TQT) is the total amount of time, in hours, expected to be spent by aLearner to achieve a qualification. It includes both guided learning hours (which are listedseparately) and hours spent in preparation, study and assessment.Title and levelLevel 3 Diploma for the Early YearsPractitioner (Early Years Educator)8GLHTQT356640City & Guilds Level 3 Diploma for the Early Years Practitioner (Early Years Educator)
Centre requirementsApprovalIf your Centre is approved to offer the qualification 4227-03 Level 3Diploma for the Children and Young People's Workforce: Early Learningand Childcare Pathway (England) you can apply for the new 3605-03 Level3 Diploma for the Early Years Practitioner (Early Years Educator) approvalusing the fast track approval form, available from the City & Guildswebsite.Centres should use the fast track form if: there have been no changes to the way the qualifications aredelivered, and they meet all of the approval criteria in the fast track form guidancenotes.Fast track approval is available for 12 months from the launch of thequalification. After 12 months, the centre will have to go through thestandard Qualification Approval Process. The centre is responsible forchecking that fast track approval is still current at the time of application.Role requirementsWhen assessing practical competence in the early years setting,assessors must be occupationally competent hold or be working towards one of the following qualifications: D32//D33 or A1 the AI replacements (eg City & Guilds 6317 which includes theLevel 3 Award in Assessing Competence in the WorkEnvironment or the Level 3 Certificate in Assessing VocationalAchievement) another suitable qualification equivalent/alternative in theassessment of work based performance. This must be agreedin advance with the Qualification Consultant and may includenationally recognised teaching qualificationsAssessors of competence may also make assessment decisions onknowledge based units and learning outcomes.Assessors of knowledge based units and knowledge based learningoutcomes must: be occupationally knowledgeable. This means that each assessorshould possess relevant knowledge and understanding to assessCity & Guilds Level 3 Diploma for the Early Years Practitioner (Early Years Educator)9
units designed to test specific knowledge and understanding orunits where knowledge and understanding are components ofcompetency.hold or be working towards one of the A1 replacementqualifications such as the City & Guilds 6317: Level 3 Award in Assessing Vocational Competence orLevel 3 Award in Assessing Vocationally Related AchievementorLevel 3 Certificate in Assessing Vocational Achievement oranother suitable qualification in the assessment of knowledge.This must be agreed in advance with the QualificationConsultant and may include nationally recognised teachingqualificationsInternal Quality Assurers/Internal Quality AssuranceInternal quality assurance is key to ensuring that the assessment ofevidence for units is of consistent and appropriate quality. Thoseperforming the internal quality assurance role must be occupationallyknowledgeable and be qualified to make quality assurance decisions.Qualified to Internally Quality Assure means that you must either hold orbe working towards one of the following qualifications: D34 or V1 The V1 replacements such as the: Level 4 Award in the Internal Quality Assurance of AssessmentProcesses and Practice OR Level 4 Certificate in Leading the Internal Quality Assurance ofAssessment Processes and PracticeIn certain circumstances City & Guilds will recognise non accreditedlearning and experience as equivalent as follows:If the Internal Quality Assurer does not hold a qualification they must beable to demonstrate evidence of working to their own organisation’s QAor IV standards which clearly link to V1 or other equivalent standards forInternal Quality Assurance.Learner entry requirementsCity & Guilds does not set any formal entry requirements for thisqualification. However learners who are completing programmes ofstudy that are funded may be subject to additional requirements asfollows:Age restrictionsThis Level 3 Diploma is not approved for the use by those who are under16 years of age. City & Guilds cannot accept any registrations for learnersunder this age. There may also be age restrictions placed on individualswhen undertaking certain work activities within the childcare sector.Where there is uncertainty about such restrictions these should beclarified with the appropriate regulator.10City & Guilds Level 3 Diploma for the Early Years Practitioner (Early Years Educator)
Confidential records used as evidenceLearners may quite appropriately cite confidential records as evidence intheir qualification as long as the parent, or their advocate, has givenwritten and informed consent for records to be used for this purpose.Where appropriate, learners should seek consent from individual childrenand young people.Confidential records should never be included in learners’ portfolio ofevidence and should be examined in-situ by the qualified occupationallycompetent assessor. Assessors/learners should describe and record whatevidence such documents have provided and where the evidence islocated.Qualification Consultants may wish to discuss such evidence with thecentre as part of the quality assurance process, but would not normallyrequire sight of confidential records.However, in the unlikely event that the Qualification Consultants shouldhave concerns about the quality of such evidence, they will, afterdiscussion and agreement with their lead verifier, acquaint the centremanagement with their concerns, and seek consent to access suchrecords in situ.Images of minors being used as evidencePhotographs and video or other electronic recordings are often used insettings to support the child assessment process and to celebratechildren’s experiences and achievements. Photographs andvideo/recording should always be treated as a confidential record, left insitu in the childcare setting and must not be placed in the portfolio ofevidence. Learners must seek permission before referring to photographsand/or other images (video/electronic recordings) in their assessmentrecords and images must not be used inappropriately (eg toembellish/decorate a portfolio). Assessors must ensure that permissionhas been secured before accepting such evidence and before viewingimages in situ.Throughout the assessment journey centres must seek to safeguard theprivacy of adults and children and young people and, in the case of thelatter group, ensure that they fully meet the requirements of childrenprotection practice. If videos or photographs of minors (those under 18)are referred to as part of the assessment process, both the centre andlearner have shared responsibilities relating to child protection legislation.It is the responsibility of the centre to inform the learner of the need toobtain permission from the minor’s parent/guardian. This must be in placeprior to making references to images in assessment records and beforeassessors can view visual displays and pictorial records/reports.Assessment centres must also ensure that all assessment staff aresuitably qualified and approved to work in close proximity to and haveaccess to children and vulnerable people.City & Guilds Level 3 Diploma for the Early Years Practitioner (Early Years Educator)11
When seeking permission to make references to child images as part ofthe assessment process, learners and centres must ensure that clearinformation has been shared in relation to: reasons for and restrictions to referring to photographs or videorecordings as evidence period of time for which the photographs or video recordings mayneed to be retained by the setting in order that the assessmentprocess can be facilitated the requirement of the learner and centre to respect the setting’sobligation to keep photographs or video recordings secure fromunauthorised access the requirement of the learner and centre to respect the settingsobligation to provide secure electronic storage requirement ofphotographs or video recordings.Data protection and confidentialityData protection and confidentiality must not be overlooked whenplanning the delivery of this qualification. Centres offering thesequalifications may need to provide City & Guilds with personal data forstaff and Learners. Guidance on data protection and the obligations ofCity & Guilds and centres are explained in Centre Manual - SupportingCustomer Excellence.12City & Guilds Level 3 Diploma for the Early Years Practitioner (Early Years Educator)
Delivering the qualificationInitial assessment and inductionAn initial assessment of each learner should be made before the start oftheir programme to identify: if the learner has any specific training needs, support and guidance they may need when working towards theirqualification. any units they have already completed, or credit they haveaccumulated which is relevant to the qualification. the appropriate type and level of qualification.We recommend that centres provide an induction programme so thelearner fully understands the requirements of the qualification, theirresponsibilities as a learner, and the responsibilities of the centre. Thisinformation can be recorded on a learning contract.Funders will require providers to audit and record details of Early YearsEducator attainment of GCSE (or equivalent) English and Maths.Support materialsThe following resources are available for this qualification:DescriptionHow to accessApproval formsAvailable on the qualification pageson the City & Guilds WebsiteLearner logbookAvailable on the qualification pageson the City & Guilds WebsiteAssessment packAvailable on the qualification pageson the City & Guilds WebsiteSmartScreenwww.smartscreen.co.ukRecording documentsLearners and centres may decide to use a paper-based or electronicmethod of recording evidence.City & Guilds recognises several ePortfolio systems. Our own is, LearningAssistant, an easy-to-use and secure online tool to support and evidencelearners’ progress towards achieving qualifications. Further details areavailable at: www.cityandguilds.com/eportfolios.City & Guilds Level 3 Diploma for the Early Years Practitioner (Early Years Educator)13
214AssessmentUnitTitleAssessmentmethodWhere to obtainassessmentmaterials300Developing effectivestudy skillsPortfolio of evidencewww.cityandguilds.com301Promote partnershipworking with parentsPortfolio of evidencewww.cityandguilds.com302Model, promote andsupport positivebehaviour with childrenPortfolio of evidencewww.cityandguilds.com303Principles ofsafeguarding policiesand procedures in earlyyears settingsAssignment 3605-303The assignmentcovers the skills andknowledge in the unit.It is set by City &Guilds, marked by thetutor/assessorinternally, andexternally verified byCity & Guilds.www.cityandguilds.com304Promoting diversity,equality and inclusionin the early yearssectorPortfolio of evidencewww.cityandguilds.com305Working in partnershipwith colleagues andother professionals inearly years settingsPortfolio of evidencewww.cityandguilds.com306Plan and implementactivities, playopportunities andeducationalprogrammes in an earlyyears settingPortfolio of evidencewww.cityandguilds.com307Portfolio of evidencePromoting children’shealth and welfare in anearly years settingwww.cityandguilds.com308Promoting the healthand safety of childrenPortfolio of evidencewww.cityandguilds.com309Promote children’sspeech, language andcommunicationdevelopmentPortfolio of evidencewww.cityandguilds.comCity & Guilds Level 3 Diploma for the Early Years Practitioner (Early Years Educator)
UnitTitleAssessmentmethodWhere to obtainassessmentmaterials310Support organisationalrequirements forrecording, storing anddisclosing informationand providing reportsin an early years settingPortfolio of evidencewww.cityandguilds.com311Supporting children’screative andimaginative play andexperiencesPortfolio of evidencewww.cityandguilds.com312Supporting childrenexperiencingtransitions andsignificant events in theearly years sectorPortfolio of onaldevelopment usingreflective practice inthe early years sectorPortfolio of evidencewww.cityandguilds.com400Assignment 3605-400Theories whichunderpin practice in the The assignmentcovers the skills andearly years sectorwww.cityandguilds.com401Child developmentfrom conception to 7yearsAssignment 3605-401The assignmentcovers the skills andknowledge in the unit.It is set by City &Guilds, marked by thetutor/assessorinternally, andexternally verified byCity & Guilds.www.cityandguilds.com402Observation andassessment in the earlyyears sectorAssignment 3605-402The assignmentcovers the skills andknowledge in the unit.It is set by City &Guilds, marked by thetutor/assessorinternally, andexternally verified byCity & Guilds.www.cityandguilds.comknowledge in the unit.It is set by City &Guilds, marked by thetutor/assessorinternally, andexternally verified byCity & Guilds.City & Guilds Level 3 Diploma for the Early Years Practitioner (Early Years Educator)15
Time constraintsThe following must be applied to the assessment of this qualification: Centre staff should guide learners to ensure excessive evidencegathering is avoided. Centres finding that assignments are takinglonger, should contact their Qualifications Consultant forguidance. All assignments/tasks must be completed and assessed within thelearner’s period of registration. Centres should advise learners ofany internal timescales for the completion and marking ofindividual assignments.Assessment strategyAssessment principlesAssessment decisions for competence based learning outcomes (e.g.those beginning with’ to be able to’) must be made in a real workenvironment by an occupationally competent assessor. Any knowledgeevidence integral to these learning outcomes may be generated outsideof the work environment but the final assessment decision must bewithin the real work environment.Assessment decisions for competence based learning outcomes must bemade by an assessor qualified to make assessment decisions.Competence based assessment must include direct observation as themain source of evidence.Expert witnesses can be used for direct observation where they haveoccupational expertise for specialist areas or the observation is of aparticularly sensitive nature. The use of expert witnesses should bedetermined and agreed by the assessor.Assessment of knowledge based learning outcomes (eg those beginningwith ‘know’ or ‘understand’) may take place in or outside of a real workenvironment.Assessment decisions for knowledge based learning outcomes must bemade by an occupationally knowledgeable assessor.Assessment decisions for knowledge based learning outcomes must bemade by an assessor qualified to make assessment decisions. Whereassessment is electronic or undertaken according to a set grid, theassessment decisions are made by the person who has set the answers.Mandatory assignmentsUnits 303, 400, 401 and 402 must be assessed using the mandatoryassignments. These assignments cover the skills and knowledge in theunit and are set by City & Guilds, marked by the tutor/assessorinternally, and externally verified by City & Guilds.16City & Guilds Level 3 Diploma for the Early Years Practitioner (Early Years Educator)
DefinitionsOccupationally competent:This means that each assessor must be capable of carrying out the fullrequirements within the competency units they are assessing. Beingoccupationally competent means they are also occupationallyknowledgeable. This occupational competence should be maintainedannually through clearly demonstrable continuing learning andprofessional development.Occupationally knowledgeable:This means that each assessor should possess relevant knowledge andunderstanding, and be able to assess this in units designed to test specificknowledge and understanding, or in units where knowledge andunderstanding are components of competency. This occupationalknowledge should be maintained annually through clearly demonstrablecontinuing learning and professional development.Qualified to make assessment decisions:This means that each assessor must hold a qualification suitable tosupport the making of appropriate and consistent assessment decisions.Awarding Organisations will determine what will qualify those makingassessment decisions according to the unit of competence underassessment. In any case of significant uncertainty the SSCs will beconsulted.Expert witness:Evidence from expert witnesses must meet the tests of validity, reliabilityand authenticity. Expert witnesses will need to demonstrate: They have a working knowledge of the units on which theirexpertise is basedThey are occupationally competent in their area of expertiseThey have EITHER any qualification in assessment of workplaceperformance OR a professional work role which involvesevaluating the everyday practice of staffThey have current or recent (within the last 2 years) experience ofworking at or above the level for which they are attestingcompetenceThey can demonstrate appropriate, continuous professionaldevelopment relevant to the sector for which they are attestingcompetenceThat they have no conflict of interest in the outcome of theevidence.Recognition of prior learning (RPL)The City & Guilds policy on RPL can be found Procedures/QualityAssurance-Documents.City & Guilds Level 3 Diploma for the Early Years Practitioner (Early Years Educator)17
3UnitsStructure of unitsThese units each have the following: City & Guilds reference number unit accreditation number (UAN) title level credit value guided learning hours unit aim learning outcomes which are comprised of a number of assessmentcriteria notes for guidance.Glossary of words used in the unitsThe following key words and terms are used in the units.18TermDefinitionAnalyseto study or examine something in detail, in order to discovermore about itAssessto judge or decide the amount, value, quality or importance ofsomethingDescribeto say or write what someone or something is likeEvaluateto judge or calculate the quality, importance, amount or valueof something.Explainto make something clear or easy to understand by describingor giving information about it eg. how or whyIdentifyto recognise someone or something and say or prove who orwhat they areProduceto make something or bring something into existenceProposeto offer or state a possible plan or action (for other people toconsider)Researcha detailed study of a subject, especially in order to discover(new) information or reach a (new) understandingSelectto choose a small number of things, or to choose by makingcareful decisionsSupportto help someone emotionally or in a practical wayUseto put something such as a tool, skill or building to a particularpurposeCity & Guilds Level 3 Diploma for the Early Years Practitioner (Early Years Educator)
Unit 300Developing effective studyskillsUAN:K/506/0194Level:3Credit value:4GLH:30Aim:This unit will highlight the importance ofplanning for and reviewing professionaldevelopment. It will enable learners toexplore study skills and apply theknowledge of how study skills are used toinform continuing professionaldevelopment.Learning outcomeThe learner will:1. Understand how to develop study skillsAssessment criteriaThe learner can:1.1 explain the reasons for developing study skills in the early yearssector1.2 explain the components of study skills.Learning outcomeThe learner will:2. Know a range of study strategies and techniquesAssessment criteriaThe learner can:2.1 explain creative strategies for:a. generating ideas through studyb. organising informationc. structuring ideas2.2 explain different techniques that may be used to improvememory2.3 explain how information may be:a. identified from a variety of sourcesb. evaluated and selected2.4 explain strategies to avoid plagiarism during studyCity & Guilds Level 3 Diploma for the Early Years Practitioner (Early Years Educator)19
Learning outcomeThe learner will:3. Know the factors that affect studyAssessment criteriaThe learner can:3.1 explain the type of environments that are conducive to study3.2 summarise the tools/resources required to enable study3.3 analyse support systems which may enable study3.4 explain the way an individual’s circumstances may impact onstudy3.5 evaluate factors that affect own ability to study3.6 propose strategies to optimise own studyRangeSupport systems Peers, colleagues, family, friends College based support (additional learning support, advice,guidance, tutorials, learning resource facilities)Individual’s circumstances Health Well being Family/ work responsibilitiesFactors Own environment Tools/resources for study Support systems Personal circumstancesLearning outcomeThe learner will:4. Be able to use and apply study skills to achieve a set outcomeAssessment criteriaThe learner can:4.1 develop a plan of study using various study skills to achieve aset outcome4.2 undertake study to achieve a set outcome4.3 evaluate how the implementation of a plan of study and thestudy undertaken contributed to the set outcomeRangePlan of study Objectives of study Assessment requirements Timescales20City & Guilds Level 3 Diploma for the Early Years Practitioner (Early Years Educator)
Undertake study: research, use creative ideas to study, selectmaterials, make sense of information gathered, consider differentoptions/perspectives, judge information, select information, justify theevidence/ information selected.City & Guilds Level 3 Diploma for the Early Years Practitioner (Early Years Educator)21
Unit 301Promote partnership workingwith parentsUAN:D/506/0192Level:3Credit value:3GLH:16This unit examines the importance ofworking with parents and how the parent isintegral to their child’s early learning anddevelopment. Learners will understand thedifferent types of partnership working theymay be required to participate in and willoffer learner’s opportunities to explorehow working in partnership with parentsmay be affected by barriers and otherfactors. Strategies practitioners may use toremove or reduce these barriers will alsobe looked at in detail.Aim:Learning outcomeThe learner will:1. Understand the principles and values that underpin parentalinvolvement in their child’s early learningAssessment criteriaThe learner can:1.1 identify the principles and values that underpin parentalinvolvement in their child’s early learning1.2 explain the importance of working in partnership with parentsa. within the settingb. to promote positive home learning and experiences1.3 explain the importance of clear principles and policies to supportthe engagement of parents in their child’s early learningLearning outcomeThe learner will:2. Understand the barriers which could prevent partnership workingwith parentsAssessment criteriaThe learner can:2.1 identify barriers which may prevent partnership working for thea. parentsb. practitioner22City &
Early Years Practitioner (Early Years Educator) 3605-03 April 2014 Version 4.0 (June 2016) O OK. 2 City & Guilds Level 3 Diploma for the Early Years Practitioner (Early Years Educator) Qualification at a glance Subject area Childcare City & Guilds number 3605 Age group approved 16
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