Children and Young People’s Workforce (Early Years) Diploma QCF Level 3

Our Children and Young People’s Workforce Level 3 Diploma (CYPW) course is the full level 3 qualification that is listed on the QCF (QRN: 500/8979/1/ELC). The CYPW Diploma has become the new childcare qualification for all practitioners in the workforce (early years) which shows employers that you have the required occupational competence in early years and home based settings.

This qualification is suitable for anyone who works with children in settings such as: nurseries, pre-schools, reception classes in primary schools, crèches, children’s centre staff and childminders etc.

This qualification is suitable for learners who have no previous experience of working with children and young people, and is designed to help learners build the knowledge and skills needed when working (supervised or un-supervised) with children and young people from birth to 19 years.

The Children and Young People’s Workforce (QCF) Level 3 Diploma is the only qualification that confers occupational competence for the Children and Young People’s Workforce .

Most providers will charge approx. £1,500+ to gain the full diploma. Due to the unique nature of our course whereby you complete the knowledge element of the diploma from home and have a suitably qualified person (this could be manager in your placement qualified at level 4 or above) assess you for the skills element of the course, we are able to offer you the full QCF accredited qualification at a far more competitive price.

In order to complete this course you will need to have a placement. It is recommended that you spend approximately 100 hours in a Real Work Environment.

Who is this course for?

The level 3 CYPW has replaced all previous qualifications such as NVQ's etc (including nursery nurse qualifications etc.). It is the new Level 3 childcare qualification for all practitioners in the Early Years workforce which confers occupational competence in early years and home-based settings.

What Could I Do After Taking the CYPW Level 3 Diploma?

This is the perfect course for you if you are considering a specific role such as (amongst others):

Working as personnel in day nurseries, nursery schools and nursery or reception classes in primary schools
Working as staff in a children’s centre
A playgroup worker
A registered childminder or nanny

There are also general opportunities in roles such as:

A support worker in any of the above settings
Working with children and young people in the voluntary sector, including volunteers who are not covered by another sector skills body

On completion of this course you can even gain credits so that you can progress to Foundation Degrees!

Syllabus

Unit 1: Promote communication in health, social care or children’s and young people’s settings

This unit is aimed at those who work in health or social care settings or with children or young people in a wide range of settings. The unit explores the central importance of communication in such settings, and ways to meet individual needs and preferences in communication. It also considers issues of confidentiality.

By the end of unit 1, you should be able to:

Understand why effective communication is important
Be able to meet the communication and language needs, wishes and preferences of individuals.
Be able to overcome barriers to communication.
Be able to apply principles and practices relating to confidentiality.

Unit 2: Promote equality and inclusion in health, social care or children’s and young people’s settings

This unit is aimed at those who work in health or social care settings or with children or young people in a wide range of settings. The unit covers the topics of equality, diversity and inclusion, and how to promote these in the work setting.

By the end of unit 2, you should be able to:

Understand the importance of diversity, equality and inclusion.
Be able to work in an inclusive way.
Be able to promote diversity, equality and inclusion.

Unit 3: Engage in personal development in health, social care or children’s and young people’s settings

This unit is aimed at those who work in health or social care settings or with children or young people in a wide range of settings. The unit considers personal development and reflective practice, which are both fundamental to such roles.

By the end of unit 3, you should be able to:

Understand what is required for competence in own work role.
Be able to reflect on practice.
Be able to evaluate own performance.
Be able to agree a personal development plan.
Be able to use learning opportunities and reflective practice to contribute to personal development.
 
Unit 4: Principles for implementing duty of care in health, social care or children’s and young people’s settings

This unit is aimed at those who work in health or social care settings or with children or young people in a wide range of settings. It considers how duty of care contributes to safe practice, and how to address dilemmas or complaints that may arise where there is a duty of care.

By the end of unit 4, you should be able to:

Understand how duty of care contributes to safe practice.
Know how to address conflicts or dilemmas that may arise between an individual’s rights and the duty of care.
Know how to respond to complaints.

Unit 5: Understand child and young person development

This unit provides knowledge and understanding of how children and young people from birth to 19 years develop, including underpinning theoretical perspectives. It also includes actions taken when differences in development are identified and the potential effects of transitions on children and young people’s development.

By the end of unit 5, you should be able to:

Understand the expected pattern of development for children and young people from birth - 19 years.
Understand the factors that influence children and young people’s development and how these affect practice.
Understand how to monitor children and young people’s development and interventions that should take place if this is not following the expected pattern.
Understand the importance of early intervention to support the speech, language and communication needs of children and young people.
Understand the potential effects of transitions on children and young people’s development.

Unit 6: Promote child and young person development

This unit provides a sound basis of knowledge, understanding and the competence required to promote children and young people’s development and positive behaviour. It also includes how to support children and young people going through transitions in their lives.

By the end of unit 6, you should be able to:

Be able to assess the development needs of children or young people and prepare a development plan.
Be able to promote the development of children or young people.
Be able to support the provision of environments and services that promote the development of children or young people
Understand how working practices can impact on the development of children and young people.
Be able to support children and young people’s positive behaviour.
Be able to support children and young people experiencing transitions.

Unit 7: Promote Understand how to safeguard the well being of children and young people

This unit provides the knowledge and understanding required to support the safeguarding of children and young people. The unit contains material on e-safety.

By the end of unit 7, you should be able to:

Understand the main legislation, guidelines, policies and procedures for safeguarding children and young people.
Understand the importance of working in partnership with other organisations to safeguard children and young people.
Understand the importance of ensuring children and young people’s safety and protection in the work setting.
Understand how to respond to evidence or concerns that a child or young person has been abused or harmed.
Understand how to respond to evidence or concerns that a child or young person has been bullied.
Understand how to work with children and young people to support their safety and wellbeing.
Understand the importance of e-safety for children and young people.

Unit 8: Support children and young people’s health and safety

This unit provides the knowledge, understanding and skills required to support children and young people’s health and safety. It requires a demonstration of competence in recognising hazards and undertaking risk assessments in the work setting.

By the end of unit 8, you should be able to:

Understand how to plan and provide environments and services that support children and young people’s health and safety.
Be able to recognise and manage risks to health, safety and security in a work setting or off site visits.
Understand how to support children and young people to assess and manage risk for themselves.
Understand appropriate responses to accidents, incidents emergencies and illness in work settings and off site visits.
 
Unit 9: Develop positive relationships with children, young people and others involved in their care

To enable the learner to understand and practice the skills required to develop positive relationships with children, young people and carers.

By the end of unit 9, you should be able to:

Be able to develop positive relationships with children and young people.
Be able to build positive relationships with people involved in the care of children and young people.

Unit 10: Working together for the benefit of children and young people

The unit is designed to enable the learner to understand the importance of multi-agency and integrated working and to develop the skills of effective communication for professional purposes. It includes and assesses competence in information sharing between those involved in work with children and young people.

By the end of unit 10, you should be able to:

Understand integrated and multi-agency working.
Be able to communicate with others for professional purposes.
Be able to support organisational processes and procedures for recording, storing and sharing information.

Unit 11: Understand how to support positive outcomes for children and young people

This unit aims to provide members of the children and young people’s workforce with an understanding of the factors that can impact, both negatively and positively, on the outcomes and life chances of children and young people. It includes approaches to supporting positive outcomes including disability and specific requirements (additional needs).

By the end of unit 11, you should be able to:

Understand how the social, economic and cultural environment can impact on the outcomes of life chances of children and young people.
Understand how practitioners can make a positive difference in outcomes for children and young people.
Understand the possible impact of disability, special requirements (additional needs) and attitudes on positive outcomes for children and young people.
Understand the importance of equality, diversity and inclusion in promoting positive outcomes for children and young people.
 
Unit 12: Context and principles for early years provision

To familiarise learners with the requirements and principles of the early years framework within which they work. The unit also requires skills and knowledge relating to the implementation of the relevant framework.

By the end of unit 12, you should be able to:

Understand the purposes and principles of early years frameworks.
Be able to provide environments within the work setting that support and extend children’s development and learning in their early years.
Understand how to work in partnership with carers.

Unit 13: Promote learning and development in the early years

To prepare the learner to work with children in supporting their learning and development within the relevant early years frameworks within the UK Home Nations. The unit assesses competence in planning to meet children’s needs and providing and supporting learning and development activities.

By the end of unit 13, you should be able to:

Understand the purpose and requirements of the areas of learning and development in the relevant early years framework.
Be able to plan work with children and support children’s participation in planning.
Be able to promote children’s learning and development according to the requirements of the relevant early years framework.
Be able to engage with children in activities and experiences that support their learning and development.
Be able to review own practice in supporting the learning and development of children in their early years.

Unit 14: Promote children’s welfare and well being in the early years

This is a unit that is focused on children’s welfare and well being. It assesses the learner’s ability to provide basic care in a hygienic environment. It includes understanding nutritional needs and the promotion of health and well being.

By the end of unit 14, you should be able to:

Understand the welfare requirements of the relevant early years framework.
Be able to keep early years children safe in the work setting.
Understand the importance of promoting positive health and well being for early years children.
Be able to support hygiene and prevention of cross infection in the early years setting.
Understand how to ensure children in their early years receive high quality, balanced nutrition to meet their growth and development needs.
Be able to provide physical care for children.

Unit 15: Professional practice in early years settings

This unit introduces the competence required for the application of principles and values in day-to-day practice. The unit includes the importance of evidence-based practice. It revisits the issues of professional practice, reflection and review and requires a focused approach to the development of strategies to address professional development in areas identified as challenging.

By the end of unit 15, you should be able to:

Understand the scope and purposes of the early years sector.
Understand current policies and influences on the early years sector.
Understand how to support diversity, inclusion and participation in early years settings.
Be able to review own practice in promoting diversity, inclusion and participation in early years settings.

Unit 16: Support children’s speech, language and communication

The unit aims to provide a basis for understanding the importance of speech, language and communication for a child’s overall development and explores the ways in which those working with children can support the development of speech, language and communication skills.

By the end of unit 16, you should be able to:

Understand the importance of speech, language and communication for children’s overall development.
Understand the importance and the benefits of adults supporting the speech, language and communication development of the children in own setting.
Be able to provide support for the speech, language and communication development of the children in own setting.
Be able to contribute to maintaining a positive environment that supports speech, language and communication.

Unit 17: Work with babies and young children to promote their development and learning

The unit is designed to assess competence to work with babies and young children to support their learning and development. This would normally cover children from birth to their 3rd birthday.

By the end of unit 17, you should be able to:

Understand the development and learning of babies and young children.
Be able to promote the development and learning of babies and young children.
Understand the attachment needs of babies and young children.

Be able to engage with babies and young children and be sensitive to their needs.
Be able to work in partnership with carers in order to promote the learning and development of babies and young children.

Unit 18: Care for the physical and nutritional needs of babies and young children

The unit is designed to assess competence in caring for the physical and nutritional needs of babies and young children. This would normally cover children from birth to their 3rd birthday.

By the end of unit 18, you should be able to:

Be able to provide respectful physical care for babies and young children.
Be able to provide routines for babies and young children that support their health and development.
Be able to provide opportunities for exercise and physical activity.
Be able to provide safe and protective environments for babies and young children.
Be able to provide for the nutritional needs of babies under 18 months.
Understand how to provide for the nutritional needs of young children from 18-36 months.

Unit 19: Care Promote young children’s physical activity and movement skills

The unit is designed to introduce learners working with children in their early years to the importance of physical activity with an emphasis on gross motor and movement skills. It assesses the learner’s competence in planning and implementing physical activities and routines and encourages evaluation of the effectiveness of practice.

By the end of unit 19, you should be able to:

Understand the importance of physical activity and the development of movement skills for young children’s development, health and well being.
Be able to prepare and support a safe and challenging environment for young children that encourage physical activity and the development of movement skills.
Be able to plan and implement physical activities for young children.
Be able to build opportunities for physical activity into everyday routines for young children.
Be able to evaluate the effectiveness of provision in supporting young children’s physical activity and movement skills.
 
Unit 20: Understand how to set up a home based child care service

To prepare learners to work as home based child carers/childminders. As well as learning relevant aspects of childcare, this knowledge based unit supports the development of policies and procedures relevant to registration and the basic business skills to set up a home based child care service.

By the end of unit 20, you should be able to:

Understand how to set up a home based childcare service.
Understand how to establish a safe and healthy home based environment for children.
Understand the importance of partnerships with parents for all aspects of the home based childcare service.
Understand the principles of development of routines for home based child care.
Understand how to provide play and other activities for children in home based settings that will support equality and inclusion.
Understand how home based child carers can support the safeguarding of children in their care.

Unit 21: Support disabled children and young people and those with specific requirements

The unit is designed to assess competence in supporting disabled children or young people and those with specific needs in partnership with their carers. It also includes partnership working with other agencies and professionals.

By the end of unit 21, you should be able to:

Understand the principles of working inclusively with disabled children and young people and those with specific requirements.
Be able to work in partnership with families with disabled children or young people and those with specific requirements.
Be able to support age and developmentally appropriate learning, play or leisure opportunities for disabled children or young people and those with specific requirements.
Be able to evaluate, support and develop existing practice with disabled children and young people and those with specific requirements.
Understand how to work in partnership with other agencies and professionals to support provision for disabled children and young people and those with specific requirements.
 
Unit 22: Promote creativity and creative learning in young children

The unit is designed to deepen knowledge and understanding of the importance of creativity and creative learning for young children and competence in promoting this in early years settings. The unit also encourages the learner to support change and improvement in practice.

By the end of unit 22, you should be able to:

Understand the concepts of creativity and creative learning and how these affect all aspects of young children’s learning and development.
Be able to provide opportunities for young children to develop their creativity and creative learning.
Be able to develop the environment to support young children’s creativity and creative learning.
Be able to support the development of practice in promoting young children’s creativity and creative learning within the setting.

Qualifications

Qualification: NCFE Level 3 Children and Young People’s Workforce (Early Years) Diploma

On successful completion of our NCFE Level 3 Children and Young People’s Workforce (Early Years) Qualification you will receive a qualification listed on the QCF at level 3 (Qualification Reference Number: 501/8979/1/ELC). This course has also been assigned 65 credits.

Requirements for Entry

There is no experience or previous qualifications required for enrolment on this course. It is available to all students, of all academic backgrounds.

Please note: You must be at least 16 years of age to join this course.

There is no experience or previous qualifications required for enrolment on this course. It is available to all students, of all academic backgrounds.

Please note: You must be at least 16 years of age to join this course.

Study Options

This course is currently only available to be studied via the traditional paper-based method.

Stonebridge Prices

Studying by Post. If you would like to pay by instalments, we do offer an affordable interest free payment plan scheme which allows you to spread the cost of your course over a number of months. However, to use this option you will need to study for your course using the traditional paper-based method. For more information on our payment plans please visit our website at www.stonebridge.uk.com

The reason why the course fee is less if you choose to study online, is because with online study there are no costs associated with postage and printing etc. and thus we are able to offer the course at a reduced rate.

The total amount payable over the term's period, is no more than the total cash price of the course.
(APR = 0%). Written quotations are available on request.

Study Hours

This is only an approximate figure and is dependant upon how much time you can dedicate to your studies and how well you grasp the learning concepts in the course material. Furthermore, at the end of each lesson there is a question paper that needs to be completed and returned to your tutor. You should allow at least 1 - 2 hours of study to complete each question paper.

The approximate amount of time required to complete the course is: 506 hrs.