| University | Northern Council for Further Education (NCFE) |
|---|---|
| Subject | Unit 11 Reflection and Supervision in an Early Years Setting (A/651/7199) |
Unit 11 Reflection and Supervision in an Early Years Setting Assignment Brief
| Qualification | NCFE CACHE Level 3 Diploma for Working in the Early Years Sector (Early Years Educator) 610/4164/6NCFE CACHE Level 3 Extended Diploma for Working in the Early Years Sector (Early Years Educator) 610/6133/5 |
| Unit Reference Code | A/651/7199 |
| Unit Title | Reflection and supervision in an early years setting |
| Unit Number (WF) | 11 |
| Unit Level | 3 |
| Unit credit value: | 7 |
| GLH | 60 GLH (includes 20 work/placement hours) |
| Unit status: | Mandatory |
Unit Summary
This unit considers the significant role reflection plays for supervision and how supervision in an early years setting contributes to improved outcomes for babies, children and their families in line with the early years foundation stage (EYFS) statutory framework. The unit will explore tools to establish and maintain a cycle of reflection and supervision for improved practice. This unit builds upon EYE L3 WF1 Introduction to the role of the early years educator, LO3, LO4, LO10 and LO11 specifically.
Learning Outcomes
| Learning outcomes (LOs)
The learner will: |
Assessment criteria (AC) | Pass
The learner will be able to: |
Merit
The learner will be able to: |
Distinction
The learner will be able to: |
| 1. Understand the role of reflection for improved outcomes in an early
years setting |
1.1 Benefits of reflection for improved outcomes for:
• the early years educator • babies and young children • colleagues • the early years setting |
List the benefits of reflection for improved outcomes across the range of settings. | Explain the benefits of reflection for improved outcomes across the range of settings. | Analyse the benefits of reflection for improved outcomes across the range of settings. |
| 1.2 How reflection can prepare the early years educator for supervision meetings in an early years setting | Describe how reflection can help prepare for a supervision meeting. | Explain how reflection can help prepare for a supervision meeting. | Assess how reflection can help prepare for a supervision meeting. |
| Learning outcomes (LOs)
The learner will: |
Assessment criteria (AC) | Pass
The learner will be able to: |
Merit
The learner will be able to: |
Distinction
The learner will be able to: |
| 2. Understand theoretical models for reflection | 2.1 Theoretical models for reflection | Outline theoretical models for reflection. | Compare theoretical models for reflection. | Analyse theoretical models for reflection and the benefits they provide. |
| 3. Understand the requirements for supervision in line with early years foundation stage (EYFS) statutory framework requirements for early years | 3.1 The requirements for supervision in line with EYFS statutory framework requirements for the early years | Identify the requirements for supervision in the early years sector. | Explain the requirements for supervision in the early years sector to ensure compliance with the EYFS statutory framework. | Assess the requirements for supervision in the early years sector to ensure compliance with the EYFS statutory framework. |
| 4. Be able to reflect upon own practice in an early years setting | 4.1 Carry out a skills assessment using a reflective tool | N/A | N/A | N/A |
| 4.2 Apply the stages of a theoretical model in preparation for a supervision meeting | N/A | N/A | N/A | |
| 5. Participate in a supervision meeting in an early years setting | 5.1 Discuss own skills assessment at a supervision meeting | N/A | N/A | N/A |
| 5.2 Identify priority areas for development in own practice following a supervision meeting | N/A | N/A | N/A |
| Learning outcomes (LOs)
The learner will: |
Assessment criteria (AC) | Pass
The learner will be able to: |
Merit
The learner will be able to: |
Distinction
The learner will be able to: |
| 5.3 Create an action plan outlining ways to meet three priority areas for development following a supervision meeting | N/A | N/A | N/A |
Range
| 2. Understand theoretical models for reflection |
| 2.1 Theoretical models:
Learners must be introduced to the following theoretical models of reflection: • Kolb • Gibbs • Boud, Keogh and Walker |
| 3. Understand the requirements for supervision in line with early years foundation stage (EYFS) requirements for early years |
| 3.1 EYFS statutory framework requirements:
Learners must refer to the EYFS statutory framework for group and school-based providers in the early years. |
| 4. Be able to reflect upon own practice in an early years setting |
| 4.1 Reflective tool:
Learners may use the NCFE Professional Practice Portfolio to carry out a skills assessment or develop their own based on the DfE early years educator criteria. |
| 5. Participate in a supervision session in an early years setting |
| 5.3 Action plan
Should be SMART (specific, measurable, achievable, relevant, time-bound) to support effective goal setting. |
Delivery and Assessment Guidance
LO4 (AC4.2) Learners may select a preferred theoretical model to prepare for a supervision meeting. Once the stages have been applied, the reflective tool can be used to further support an accurate reflection experience.
LO5 Learners may refer to the templates provided in the NCFE Professional Practice Portfolio or use the templates from the setting that are currently applied for supervision meetings.
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