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| Category | Assignment | Subject | Education |
|---|---|---|---|
| University | NCFE Qualification | Module Title | Unit 1 Introduction To The Role Of The Early Years Educator |
This unit explores the role and responsibilities of the reflective early years educator whilst appreciating the knowledge, skills and behaviours required for effective engagement within own role. During the delivery of this unit, learners should be exposed to the significance of sustainability in practice where appropriate.
| Assessment | ||||
| Internally assessed | ||||
| Mandatory | Achieved/not yet achieved | Level 3 | 7 credits | 67 GLH (includes 25 work/placement hours) |
| Learning outcomes
(LOs) The learner will: |
Assessment criteria (AC)
The learner can: |
Evidence record
For example, page number and method |
Assessor
Initial and date |
| 1. Understand the professional roles and responsibilities required to work in an early years setting | 1.1 Explain the professional role and responsibilities of an early years educator regarding knowledge, skills and behaviours | ||
| 1.2 Describe the professional role of the early years educator with regard to the potential of supervising other staff and leading the setting | |||
| 2. Understand procedures that must be adhered to in the work setting and their importance | 2.1 Reflect on prior learning and experience, as appropriate, to describe the role of the early years educator in the following aspects: • reporting and types of records expected
• whistleblowing procedures • protecting and promoting the welfare of children in line with statutory requirements • safeguarding in line with statutory requirements • confidentiality • information sharing • use of technology • referring development concerns • protecting self (for example, media and online presence) • staff health and safety, including mental health and wellbeing support and supervision |
||
| 3. Understand the role of supervision | 3.1 Analyse supervision as an opportunity for staff to discuss issues, concerns and plans | ||
| 4. Understand professional development | 4.1 Explain the role of reflective practice and how evidence-based, continuous professional development can improve practice for children’s academic outcomes as well as increase own career opportunities |
| Learning outcomes
(LOs) The learner will: |
Assessment criteria (AC)
The learner can: 4.2 Describe methods of reflective and reflexive practice and opportunities for continuing professional development (CPD), including participating in supervision for growth and improved practice 4.3 Explain progression opportunities in an early years setting to include leadership and management positions |
Evidence record
For example, page number and method |
Assessor
Initial and date |
| 5. Be able to use and model good communication skills, including a good command of the English language in spoken and written form | 5.1 Communicate with a good command of the English language in spoken and written form including, for example, when working with children, emails, in meetings and discussions
|
||
| 6. Be able to explain own role, responsibilities and expected behaviours, and the roles of colleagues in the setting and team | 6.1 Explain own role, responsibilities and expected behaviours, and the roles of colleagues in the setting and team, including the significance of being self-motivated, proactive and able to use initiative (this could be initiated through small peer group discussions in preparation for placement where it will be required to be observed) | ||
| 7. Be able to explain how our own and others’ behaviour can impact on babies and children and the importance of role modelling positive behaviours | 7.1 Explain how our own and others’ behaviour can impact on babies and children and the importance of role modelling positive behaviours | ||
| 8. Be confident in supporting or challenging the practice of colleagues, including difficult conversations | 8.1 Discuss the importance of challenging practice in the best interests of babies and children | ||
| 8.2 Summarise steps to take when challenging the practice of colleagues | |||
| 9. Be able to follow procedures in the work setting, including, where appropriate, updating and | 9.1 Work in adherence to policy and procedure, with regard to:
• reporting • whistleblowing • protecting and promoting the welfare of children |
||
| Learning outcomes
(LOs) The learner will: |
Assessment criteria (AC)
The learner can: |
Evidence record
For example, page number and method |
Assessor
Initial and date |
| developing policies and procedures | • safeguarding
• confidentiality • information sharing • use of technology • referring development concerns • protecting educators (for example, media and online presence) • staff health and safety, including mental health and wellbeing support |
||
| 10. Be able to foster a culture of mutual support, teamwork and continuous improvement that encourages confidential discussion of sensitive issues, through effective supervision at all stages of career | 10.1 Contribute to a culture of mutual support, teamwork and continuous improvement by partaking in supervision | ||
| 10.2 Discuss how effective supervision encourages confidential discussion of sensitive issues at all stages of a career | |||
| 11. Be able to seek out feedback from others and use reflection to identify and support career development and personal goals | 11.1 Collect feedback from others to identify areas for improvement | ||
| 11.2 Develop a personal development plan to support goals | |||
| 11.3 Discuss how the role of a mentor and supervision can support career goals |
| Range |
| 3. Understand the role of supervision |
| 3.1 Supervision: identify solutions to address issues as they arise and receive coaching to improve their personal effectiveness. Effective supervision provides support, coaching and training for the educator and promotes the interests of babies and children. |
| 4. Understand professional development |
| 4.1 CPD: evidence-based:own skills, practice, and subject knowledge, increase career opportunities and help children’s academic outcomes, especially in areas of disadvantage (opportunity to link to sustainable development goals (SDGs) 1 and 10). |
| Delivery and assessment guidance |
| LO9: where direct involvement is not possible, simulation against policy and procedure, such as case study or scenario, is permitted, to demonstrate a working knowledge of these aspects. |
Get Answer of NCFE CACHE EYE Level 3 WF Unit 1 Assessment before Deadline
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