TQUK Early Years Level 3 Diploma – Children’s Workforce (Early Years Educator) – RQF
Online Early Years Level 3 Diploma Childcare Course. The Children's Workforce (Early Years Educator) is aimed at learners looking to, or currently working with children from birth to 5 years, and gain knowledge of children 5-7 years old in a variety of settings. The early years diploma course prepares learners for employment as Early Years Educators. This course is also ideal for learners that have already completed the Level 2 certificate or Diploma for the Children & Young Peoples Workforce or those with existing experience of working with children.
This early years diploma course also provides an opportunity to those looking for confirmation of competence in working towards early years status (LV2 English & Maths grades A+-C is required to gain Status).
Please note: This is the only LV3 course that fulfils the staff to child ratios and is accepted by Ofsted
This is the only course that will fully qualify you as a LV3 Early Years Practitioner.
(LV2 English Maths A - C is required to fulfil the role as an early years practitioner) They are not required to take the course. They can be taken at a later date.
Qualification: Children's Workforce Level 3 Diploma (Early Years Educator)
Support: 1-years support included
Start Date: Anytime - We enrol 365 days a year
RQF Accredited: Fully
Placement: A minimum of 7-9 hours per week is required
Ofsted Accepted: Yes
Learners will complete 17 units of study in total as listed below.
17 tutor marked assignment to complete
Understand child development
Understand range of underpinning theories and philosophical approaches to how children learn and develop
Understand the expected patterns of of children’s development
Understand how a child’s learning and development can be impacted by the stage of development and individual circumstances
Be able to identify the needs, interests and stages of development of individual children
Understand how to support and promote children’s speech, language and communication.
Support the holistic development of children
Understand the importance of holistic development of children in early years settings
Be able to plan opportunities for the holistic development of children
Be able to implement opportunities for the holistic development of children
Be able to reflect on own practice in relation to promoting the holistic development of children
Safeguarding and child protection in early years
Understand legislation, guidelines, policies and procedures for safeguarding within the early years setting
Understand roles and responsibilities for safeguarding within the early years setting
Understand how to respond to evidence and concerns of abuse or harm
Understand the importance of record keeping relating to safeguarding issues in the early years setting
Promote the health, safety and welfare of young children
Understand the legal requirements and guidance for health and safety within an early years setting
Be able to carry out risk assessment and risk management in line with policies and procedures
Understand how to respond to accidents, incidents and emergency situations in the early years setting
Be able to maintain records and reports to legal requirements within an early years setting.
Support the health, wellbeing and physical care needs of children in early years settings
Understand why health and wellbeing is important for children
Understand common childhood illnesses
Be able to plan and carry out physical care routines for children in the early years setting
Be able to plan and implement activities to promote healthy lifestyles
Be able to follow hygienic practices to minimise the spread of infection
Equality, diversity and inclusion in early years settings
Understand the rights of children
Understand the importance of diversity, equality and inclusion
Understand how to promote diversity, equality and inclusion
Be able to work in an inclusive way
Support positive behaviour in children
Understand the different strategies for supporting development of positive behaviour in young children
Be able to support children to understand their own behaviour
Be able to promote positive behaviour expected of young children
Be able to support children to achieve behaviour goals and adhere to agreed boundaries
Support children with additional support needs
Understand when children are in need of additional support
Be able to identify additional support needs
Understand the role of early intervention in supporting children with additional support neeeds
Be able to plan and implement activities to meet additonal support needs
Be able to evaluate the effectiveness of support mechanisms
Support attachment when working with children in early years settings
Understand the theories of attachment
Understand the significance of attachment on child development
Be able to plan and promote attachment within an early years setting
Support children through transitions
Understand different types of transitions and significent events children may experience
Understand the potential effects of transitions and significant events on children
Be able to prepare children for transitions and significant events
Be able to support children experiencing transitions and significiant events
Plan, lead and evaluate purposeful play activities to support children learning and development
Understand areas of learning and development in the current early education framework
Understand the importance of play for the development of children
Understand the need for differentiation when providing playful learning opportunities for children
Be able to plan and lead play and learning and development opportunities in line with the current early education framework
Be able to evaluate the effectiveness of the play and learning and development opportunities used
Support the development of reading, literacy and mathematical skills in early years settings
Understand systematic synthetic phonics in the teaching of reading
Be able to plan and deliver activities using systematic synthetic phonics to develop reading skills
Understand strategies for developing early literacy and mathematics
Be able to plan and deliver activities to develop early literacy and mathematics.
Be able to reflect on own practice in relation to develop reading, literacy and mathematics in young children.
Extending children’s learning and thinking in early years settings
Understand strategies to extend children’s learning and thinking
Be able to plan and implement strategies to extend children’s learning and thinking
Be able to reflect on own practice to develop and extend children’s learning and thinking
Assessment and observation in early years settings
Understand the current early education framework
Understand assessment techniques in early education
Understand the importance of record keeping in completing observation and assessment.
Be able to carry out observations and assessments in own setting in line with current frameworks
Be able to work with key people to plan next stages of learning and development
Recording, storing, reporting and sharing information in early years settings
Understand the policies and procedures for recording, storing, reporting and sharing information in an early years setting
Be able to maintain accurate and coherent records and reports in line with policies and procedures
Working in partnership with colleagues, professionals and key individuals in early years settings
Understand the principles of partnership working in relation to current framweworks
Understand roles and responsibilities of colleagues and other professionals when working in partnerships
Be able to work cooperatively with colleagues and other professionals
Understand the role of parents and/or carers in a child’s development
Be able to encourage and work with parents and/or carers in an early years setting
Continuing professional development in early years education
Understand the scope of own work role while supporting children in early years
Understand the importance of reflective practice and continuing professional development
Be able to assess and plan for own continuing professional development
Be able to evaluate continuing professional development activity.
Students looking to enrol onto this course should meet the following criteria:
It is recommended that learners hold a LV2 qualification in Early years or have previous experience working with children.
Have a confirmed placement in an early years setting for duration of the whole course (350 hours overall). – Minimum 7-9 hours per week
Be aged 16 Years or above
Possess a solid knowledge of the english language
Have access to a PC and the internet for the duration of the whole course
Basic computer skills: e.g Word processing, emailing, uploading documents etc
Have a genuine desire to succeed
This course comes with 12 months support included:
Guided Learning Hours (GLH) – 367 Hours
Total Qualification Time (TQT) – 620 Hours
On average, learners will complete this course within 9-10 months.
Level 3 Diploma – Children’s Workforce – Early Years Eduator (RQF)
Qualification ref: 601/7670/2
Credit value: 62
This course provides successful students with a fully recognised qualification from TQUK, listed on the RQF (Regulated Qualifications Framework). TQUK is recognised as an awarding organisation by the qualification regulators for England, Wales and Northern Ireland, who are: the office of the qualifications and examinations regulator (OFQUAL) in England, the Welsh Government and the council for curriculum, examinations and assessment (CCA) in Northern Ireland.
Please note: This qualification is not recognised in Scotland.
Your initial study pack will be posted to you within 7 days of making payment. Your course pack will contain all you need to start your course, including your course lessons, tutor details, support contact details and student study guide.
Learners are than able to prepare their assignments using a word processing program ready to be emailed direct to their tutor for marking. Using our online learning platform, you can access all of your correspondence, access sample assignments, FAQ’s and general course guidance. Our platform can be accessed from anywhere with an internet connection 24/7.
Tutors & Support
Tutors & Support
All learners have access to a qualified tutor via email for the stated support period. In addition to this you are able to speak to our support team via telephone with any query you may have relating your course.
Our tutors and support team have years of experience in delivering online and distance learning courses. If you require help, then we are only a phone call away.
Learners will be required to complete a series of tutor marked assignments ( normally 1 after each unit) as they progress through this course. Each assignment will contain a variety of practical task and essay type questions. These assignments are assessed by your tutor to monitor progress. You will be provided with constructive feedback to help you in completing each unit to the required standard.
Part of your course will require at least one direct observation by a qualified assessor in your placement setting. Under normal circumstances this would be an assessor from the college. Due to COVID restrictions learners can nominate an expert witness from their setting to witness and complete these observations on our behalf. Our current fee has been temporarily reduced from £1699 to £1399 to reflect this.
Your expert witness must be suitably qualified to do so as below:
Have a working knowledge of the units for which they are providing expert testimony.
Be occupationally competent in their area for which they are providing expert
Be a qualified teacher with QTS status or have EITHER any qualification in assessment of workplace performance eg:
Hold an A1 or D32 qualification OR a work role which involves evaluating the everyday practice of staff within their area of expertise.
Evidence/proof of the (EW) qualifications will be required
The use of an Expert Witness (EW) should be determined and agreed by the assessor and final assessment decisions must be made by the qualified assessor.
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Why UK Open College?
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