Open Awards
Level 3
QN: 610/4351/5
Curriculum Active
Open Awards Level 3 Diploma for the Early Years Educator (RQF)
Official qualification regulated by Ofqual, awarded by Open Awards. Classified as a Occupational Qualification. Total guided learning hours: 414 hours.
Qualification Level
Level 3
Awarding Body
Open Awards
Syllabus Units
12 Units
Guided Hours
414 hrs
Instant access to interactive lessons, quizzes, and spaced revision.
Course Syllabus & Study Modules
Complete breakdown of verified curriculum topics and learning objectives.
1
Assessing Children's Learning and Development
Verified
Key Learning Objectives:
- Be able to assess and record children’s progress 1.
- Explain the importance of effective assessment in helping parents, carers and practitioners to recognise children’s progress
- understand their needs, and to plan and provide activities and support 1.
- Compare different assessment methods and techniques 1.
- Outline key stages in assessing children’s progress 1.
- Demonstrate carrying out an assessment within the Early Years Foundation Stage statutory frame
- work and settings requirements 1.
- Demonstrate recording results accurately 1.
- Demonstrate sharing outcomes appropriately following organisational confidentiality protocols 2.
- Be able to communicate with key figures to conduct reviews 2.
- Explain the role of formative assessment in learning and development processes 2.
- Explain how to communicate effectively with key individuals in reviewing child’s progress 2.
- Demonstrate creating and agreeing effective plans with key individuals for further progress3.
- Be able to use different approaches to assessment 3.
- Explain different approaches to assessment, including when and why to carry out accurate and proportionate assessment 3.
- Demonstrate working with colleagues to learn and apply efficient approaches to assessment4.
- Be able to adjust approaches 4.
- Identify where progress in child development requires support 4.
- Evaluate the effectiveness of adaptations made to the learning programme
2
Effective Communication and Teamwork in an Early Years Setting
Verified
Key Learning Objectives:
- Understand the factors that contribute to effective team working 1.
- Explain the benefits of team working in an early years setting for:a) The childrenb) Other members of staffc) The organisation 1.
- Describe factors that contribute to effective team working 1.
- Explain ways in which conflict in a team can be managed 1.
- Identify three examples of how own role supports team activities and objectives2.
- Know the importance of communicating effectively in an Early Years Setting 2.
- Explain why it is important to communicate effectively at work 2.
- Give examples of: a) How to communicate with individuals who have specific language needs or wishes b) Ways to make yourself understood through written and verbal communication c) How to reduce barriers to communication 2.
- Demonstrate effective communication with:a) Childrenb) Parents/carersc) Other early years professionals
3
Implementing Support for Children with SEND
Verified
Key Learning Objectives:
- Be able to work in partnership with others 1.
- Explain the importance of working with others, including parents and/or carers, to support children with SEND 1.
- Demonstrate effective communication skills including when working with others, parents and/or carers 1.
- Evaluate the impact of working with others on the progress and wellbeing of children with SEND2.
- Be able to create a supportive working environment 2.
- Identify strategies for creating an inclusive and supportive environment for children with SEND 2.
- Evaluate the impact of a supportive environment on the progress and wellbeing of children with SEND 2.
- Reflect on own contribution to creating a supportive work environment 2.
- Demonstrate using specialist aids, resources and equipment available to support babies and children with SEND3.
- Be able to use statutory frameworks and codes of practice 3.
- Use a scenario to create a plan for a specific child/children, using the statutory frameworks and codes of practice to address areas identified for:(a) Personal development(b) Physical development(c) Emotional development(d) Social development4.
- Be able to carry out a child’s care plan 4.
- Outline the key components of a child’s care plan. 4.
- Demonstrate working with others, including parents and/or carers, to review and update a child’s care plan
4
Keeping Babies and Children Safe
Verified
Key Learning Objectives:
- Understand how to promote the welfare of babies and children 1.
- Identify own responsibilities in relation to health and safety 1.
- Identify own responsibilities in relation to confidentiality of information 1.
- Explain how to promote the welfare of babies and children 1.
- Describe the signs and symptoms which may indicate a child is injured, unwell, or in need of urgent medical/ dental attention 1.5 Demonstrate supporting children to keep themselves and others safe2.
- Be able to carry out risk assessments and risk management 2.
- Compare own organisations policies and procedures regarding risk assessment and management against local and national requirements 2.
- Complete at least one risk assessment 2.
- Demonstrate how own organisation manages risk3.
- Know how to respond and take appropriate action to accidents and emergency situations 3.
- Explain what is meant by an accident 3.
- Explain what is meant by an emergency situation 3.
- Give an example of how to respond and take appropriate action when an accident occurs 3.
- Give an example of how to respond and take appropriate action when an emergency occurs4.
- Be able to work in ways that prevent and control the risk of infection 4.
- Explain the importance of prevention and control of infections 4.
- Identify ways in which own personal hygiene can prevent the risk and spread of infection 4.
- Explain measures that are in place to prevent and control the risk of infection in own organisation 4.
- Explain appropriate action to take on discovering symptoms of disease and infection 4.
- Explain the importance of exclusion and isolation for infectious diseases5.
5
Personal Development for Early Years Educators
Verified
Key Learning Objectives:
- Understand professionalism within the role of an Early Years Educator 1.
- Explain own role and responsibilities 1.
- Explain expected behaviours in own role 1.
- Explain two other roles and their responsibilities within the team 1.
- Explain how own and others’ behaviour can impact on babies and children 1.
- Give examples of how respecting and promoting diversity and inclusion, cultural differences and family circumstances is an important part of own role 1.
- Give examples of how the organisations approach and values underpin the environment2.
- Understand the procedures that must be adhered to in an Early Years setting 2.
- Outline three procedures used in own organisation and reflect on own compliance with them 2.
- Outline the legal rights of children according to their current and future needs 2.
- Give examples of where they have contributed to the updating and/or development of policies and procedures 2.
- Explain why it is important to adhere to organisational procedures in the case of: a) Food allergiesb) Recording of accidentsc) Severe weather events 2.
- Contribute to an activity which focuses on the importance of maintaining hygiene practices3.
- Understand how to reflect on own practice 3.
- Explain the importance of reflective practice to continuously improve the quality of service 3.
- Use a model of reflection to evaluate own practice4.
- Be able to develop a personal development plan 4.
- Explain the importance of continuing professional development for Early Years staff 4.
- Outline the purpose and impact of effective supervision 4.
- Review and prioritise own development needs 4.
6
Planning a Curriculum for Children
Verified
Key Learning Objectives:
- Be able to plan effectively for the educational development of children 1.
- Describe what is meant by ‘appropriate’ education and curriculum for children and young people 1.
- Describe the Early Years Foundation Stage requirements for early education curriculum 1.
- Plan an educational programme for children for(a) 0-5 year olds(b) 5-7 year olds 1.
- Demonstrate appropriate curriculum and practice support for children aged 0-5 years old and 5-7 years old 1.
- Analyse examples of instances where curriculum and methods of communication may need to be reviewed/ changed to reflect a child’s stage of development 1.
- Outline how the design of the day and expectations adapt to support and reflect all children’s current needs2.
- Be able to actively encourage the development of children’s communication skills 2.
- Analyse the impact of an effective communication and language curriculum 2.
- Communicate with children in ways that will extend learning and development, including: a) Verbal communicationb) Non-verbal communication 2.
- Develop activities and interactions to promote babies’ and children’s speech, language, and communication 2.
- Demonstrate helping children to catch-up with language development through planned use of pronunciations, words and phrases.3.
- Be able to identify and assist in areas where extra support is needed 3.
- Identify when a child may need extra support 3.
- Demonstrate how to assist a child when extra support has been identified
7
Supporting Child Development
Verified
Key Learning Objectives:
- Be able to use theories and models to support the education and development of babies and children 1.
- Identify how cognitive science, evidence-based theories, and philosophical approaches support babies’ and children’s development 1.
- Describe the expected patterns of babies’ and children’s development from:a) 0-5 years oldb) 5-7 years old 1.
- Demonstrate how to support babies and children with their:a) Physical developmentb) Cognitive developmentc) Speech/ language and communication developmentd) Emotional developmente) Neurological and brain development 1.
- Analyse how self-regulation changes according to a child’s age and development 1.
- Demonstrate how to support babies and children to understand and manage their emotions and emotional reactions 1.
- Use co-regulation to support babies and children when they experience a range of emotions2.
- Be able to support the positive development in babies and children 2.
- Analyse how babies and children can form positive and appropriate attachments 2.
- Demonstrate implementing techniques for supporting children to form positive attachments 2.
- Explain ways to avoid stereotyping and prejudice when supporting children 2.
- Prepare babies and children through transitions and life events 2.
- Analyse how babies’ and children’s learning and development can be affected by: a) Their individual circumstances b) Significant events in their lives c) Cultural backgroundd) Family circumstances 2.
- Give examples of how they have identified, helped and worked appropriate with others to provide children and babies with any additional support they may need3.
- Be able to make a positive contribution babies’ and children’s health and wellbeing 3.
- Describe the importance of physical, mental and emotional health and wellbeing and how they can impact on babies’ and children’s development 3.
- Carry out strategies to encourage positive physical wellbeing 4.
- Carry out strategies to encourage positive mental wellbeing 3.
- Carry out strategies to encourage positive emotional wellbeing
8
Supporting Healthy Lifestyles in Children
Verified
Key Learning Objectives:
- Understand the importance of a healthy balanced diet for children 1.
- Explain the importance of healthy eating in children 1.
- Give an example of a healthy balanced diet using current dietary guidance for early years 1.
- Demonstrate sharing information with parents/carers around the importance of healthy balanced diets 2.
- Understand the importance of being physically active for children 2.
- Explain the importance of physical activity in the development of children 2.
- Demonstrate sharing information with parents/carers around being physically active3.
- Understand the importance of looking after teeth and oral health for children 3.
- Explain the importance of looking after teeth and oral health 3.
- Demonstrate sharing information with parents/carers around looking after teeth and oral health
9
Understanding How Children Learn
Verified
Key Learning Objectives:
- Understand the different pedagogical approaches to children’s learning 1.
- Explain what is meant by the term pedagogical 1.
- Outline the different pedagogical approaches to be considered when working with children 1.
- Given examples of at least two different pedagogical approaches could be applied to own role 1.4 Explain how children develop characteristics for effective learning2.
- Understand the importance of a curriculum when planning for children’s learning 2.
- Explain what is meant by a curriculum for children 2.
- Explain how to select the most appropriate pedagogical approaches based on a child’s prior knowledge and curriculum 2.
- Explain how the design, resourcing, and use of the indoor and outdoor physical environment supports children’s learning and development 2.
- Explain how a flexible approach is required when planning for children’s learning 2.
- Select the resources and learning environments that could support learning against the planned curriculum 2.
- Demonstrate selecting and combining the best pedagogical approaches, based on the curriculum and children’s prior knowledge3.
- Be able to adapt and customise approaches to development 3.
- Demonstrate how to respond to the needs and interest of children to support a plan of learning 3.
- Demonstrate how to adapt own communication to ensure children’s understanding 3.
- Give examples of where they have responded to the needs and interests of the child, to support intended learning
10
Understanding Safeguarding and Child Protection
Verified
Key Learning Objectives:
- Know how to recognise the signs of harm and ab
- Define the term ‘ab
- Explain the six forms of ab
- use which children and young people may experience 1.
- Identify signs that may indicate that a child is being, or has been, abused 1.
- Describe actions that need to be taken if harm and/or ab
- use is suspected2.
- Understand local and national legislation and guidelines for safeguarding children 2.
- Explain current local and national legislation and guidelines for safeguarding children 2.
- Explain why it is important to keep up to date with legislation and guidelines 3.
- Understand workplace, local and national policies and procedures in relation to safeguarding children 3.
- Explain own workplace policies and procedures for safeguarding children 3.
- Explain local and national policies and procedures for safeguarding children 3.
- Explain why it is important to keep up to date with policies and procedures4.
- Know own role and responsibilities in relation to safeguarding 4.
- Explain own role and responsibilities in relation to safeguarding children 4.
- Explain why it is important to immediately report any concerns, suspicions or allegations of ab
- Explain own responsibility in relation to Whistleblowing 4.
- Explain the process for reporting concerns through Ofsted’s Whistleblowing policy 4.
- Explain what is meant by “disclosure” 4.
11
Understanding Special Educational Needs and Disabilities (SEND)
Verified
Key Learning Objectives:
- Understand the requirement of a quality education for all children 1.
- Describe the key principles of the requirement of a quality education for all children 1.
- Explain how promoting high standards meets the needs of children with SEND 1.
- Explain factors that can prevent the fulfilment of potential for children with SEND 1.
- Explain factors that can support the fulfilment of potential for children with SEND 1.
- Outline the Early Years Foundation Stage statutory frame
- work and SEND code of practice in relation to the care and education of babies and children with SEND through a graduated approach2.
- Understand the four general areas of need for children with SEND 2.
- Describe different ways of balancing the four general areas of need against individual needs3.
- Understand appropriate strategies for supporting children with SEND 3.
- Identify at least two strategies for supporting children with SEND 3.
- Explain the effectiveness of different strategies based on individual needs 3.
- Evaluate at least two strategies adopted for supporting children with SEND, within own role4.
- Understand the difference between developmental delays and learning difficulties/disabilities in children 4.
- Explain how a learning difficulty/disability may be distinguished from a developmental delay 4.
- Outline reasons for difficult or withdrawn behaviour in a baby or child that are not related to SEND 4.
- Identify factors that may contribute to developmental delays 4.
- Give examples of interventions for two types of developmental delay and two types of learning difficulty/disability 4.
- Give examples of specialist aids, resources, and equipment available to support babies and children with SEND
12
Working in Partnership with Others in Early Years Education
Verified
Key Learning Objectives:
- Be able to work in partnership with others in Early Years Education 1.
- Describe the importance for setting leaders to collaborate effectively with colleagues and other relevant professions 1.
- Identify key individuals and organisations who are involved in partnership working to meeting babies’ and children’s needs 1.
- Evaluate the strengths of these partnerships and how they could be improved 1.
- Give examples of working in partnership with others when supporting babies and children 1.
- Undertake the role and responsibilities of the key person2.
- Be able to involve parents and carers in their baby’s/child’s learning and development 2.
- Analyse the importance of effective parent and/or carers engagement 2.
- Demonstrate ways of establishing strong channels of communication with parents and carers 2.
- Explain how successes could be celebrated with parents and carers when stages of growth are reached 2.
- Reflect on own performance in relation to making additional provisions to support babies’ and children’s education and development where they lack this support from parents and/or carers3.
- Understand the range of agencies and specialists available to support child development 3.
- Explain who the statutory and non-statutory agencies are that provide guidance for Early Years Education. 3.
- Describe other professional partners who supports babies’ and young children’s development 3.
- Explain how to work in compliance with regulatory bodies, including reflecting on own contribution
Regulatory & Verification Details
- Qualification Number (QN)
- 610/4351/5
- Regulated Status
- Available to learners
- Awarding Body
- Open Awards
- Qualification Type
- Occupational Qualification
- Operational Start
- Sept 2024