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Level 3 Diploma for the Early Years Workforce (EYE)

Level 3 Diploma for the Early Years Workforce (EYE)

Course Information:

Through this Level 3 Diploma for the Early Years Workforce qualification, you can benefit from developing your skills and knowledge in early years. Further enhancing your employability and career prospects within the industry. This course is delivered as a hybrid of face-to-face tutor support, online workshops and eLearning content, allowing you to work at your pace. Once you achieve your diploma, you will be ready to work with children aged 5 and below and will have developed an understanding of children up to 7 years old.

This Level 3 Early Years Educator course is a great way to advance your career and, here at Real Skills, we focus on giving you the skills, knowledge and confidence to excel within the early years sector. This course is for those who are looking to take the next step in their roles within early years or childcare and with dedicated, expert tutor support and eLearning content you will have help and support at every stage and at a pace to suit you.

This diploma is Awarded by NCFE Cache, who are the UK specialist organisation for children and adult care, and is recognised by the DfE as “Full and Relevant” meaning it reflects the priorities of practitioners and employers to meet the needs of young children. This course for Level 3 Early Years Educator is the leading qualification for anyone looking to work as a childminder, nursery practitioner or pre-school childcarer.

Entry requirements: Please contact us for details of how to apply.

Pre-requisite

To complete this qualification, you need to have a placement in a voluntary or paid capacity within an early years setting. A placement is needed for a minimum of 350 hours over the duration of the course, this can be completed across 1 or more settings.

Course objectives: Our courses allow students of all ages and abilities to benefit from practical, hands-on experience within the early years sector to build on your skills and knowledge they need to excel. Applying for this Level 3 diploma, you will enhance your skills and knowledge and as part of the course you will cover 4 key themes:

  • Theme 1: Health and well-being
  • Theme 2: Legislation, frameworks and professional practice
  • Theme 3: Play, development and learning for school readiness
  • Theme 4: 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.

How to apply

For more information about how to apply for this course, please contact us by completing the online enquiry form.

For more information about any of our courses, call 0151 257 6969 or email info@real-skills.co.uk. On hand 8.00am to 5.00pm, Monday to Friday, we will do everything we can to help.

Funding options:

19+ Advanced Learner Loan

This course can be funded using the Advanced Learner Loan, meaning you would have nothing to pay back until you are earning over £25,575 per year.

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Enhanced Learning Credits Scheme

If you are an eligible member or former member of the armed forces, you may be able to pay for this course using the MOD’s ELC scheme.

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Course Finance through Duologi

You may be able to fund this course through a finance through Duologi, with repayments from 3 to 60 months*

*subject to eligibility, terms and conditions apply. 

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Course Content:

Click each theme heading to see the units associated that theme. 

Theme 1: Health and well-being

Unit 1.1 (L/505/9300) Support healthy lifestyles for children through the provision of food and nutrition
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • Understand professional development.
  • Understand theoretical perspectives in relation to reflection.
  • Be able to use reflective practice to contribute to own professional development.

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Funding options

Looking to fund this course? We have the following options available:

19+ Advanced Learner Loan
Learn more

Enhanced Learning Credits Eligible
Learn More

Finance through Duologi
Learn More

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Real-Skills are a Rail Training provider, working with Network Rail to provide students with fantastic learning opportunities.

Real Skills Training Limited
Registered Number: 07850670
Registered Address: 215 Crosby Road South, Liverpool, L21 4LT
Tel: 01512576969
Email: info@real-skills.co.uk

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