LEVEL 3 EARLY

YEARS EDUCATOR
P E A R L - L O R R A I N E N E T T E Y- C R O S B I E
T : 0 2 0 7 8 3 2 5 1 2 1 M : 0 7 7 3 6 4 9 6 1 8 2 E : P E A R L . N E T T E Y- C R O S B I E
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T I M E O F A R R I VA L
 PERSONAL THINKING AND LISTENING
SKILLS
E F F E C T I V E PA RT I C I PATO R S
Discussing issues of concern,
seeking resolution where needed
Presenting a persuasive case for
action proposing practical ways
forward, breaking these down into
manageable steps
Identifying improvements that
would benefit others as well
yourself
C R E AT I V E T H I N K E R S
Generating ideas and exploring
possibilities
 Asking questions to extend thinking
Trying out alternatives or new
solutions and following ideas through
Adapting ideas as circumstances
change.
 PERSONAL THINKING AND
LISTENING SKILLS
REFLECTIVE LEARNER
 Questioning own and others’ assumptions
 Trying out alternatives or new solutions
and following ideas through
 Adapting ideas as circumstances
change.
 Invite feedback from a range of people,
evaluating their own strengths and
weaknesses to monitor and improve their
performance
 Continuously monitor their own progress,
identifying criteria for success and making
changes to further their learning.

I N D E P E N D E N T E N Q U I RY
Generating ideas and exploring
possibilities
Asking questions to extend thinking
Trying out alternatives or new
solutions and following ideas
through
Adapting ideas as circumstances
change.
Structure their own research
Explore questions they have
identified for themselves
 Analyse and judge the relevance
and value of information
 PERSONAL THINKING AND
LISTENING SKILLS
S E L F - M A N AG E R S
Take responsibility for organising their
time to complete their work Show
initiative, commitment and
perseverance in working towards
goals
 Make informed choices about how
they communicate, formally and
informally
Respond positively to changing
priorities or new tasks
T E A M WO R K E R S
Explore their own, and others’
strengths in allocating roles and
tasks and take responsibility for
their own contribution to team
outcomes
Provide and respond to
constructive feedback, developing
the confidence to resolve issues
 MAINTAIN AN AREA OF SUBJECT
INTEREST
• Autism – Working with children and adults
• Using positive language to manage challenging behaviour
• Recognising signs of Dyslexia in children
• Promoting self confidence when working with children
• Montessori; High Scope and Steiner Schools of thought
• Inclusive Practice
 ASSESSING BE ABLE TO CRITERIA
EVIDENCE GATHERING TECHNIQUES:
• Direct Observations (A)
• Professional discussion (B)
• Activity plan (F)
• Learners reflective log/ journal (E)
• Direct observation of learner – the
demonstration of knowledge,
understanding and skills in
practice.
• Formal discussion on a range of
units to establish knowledge and
understanding – the learner
prepares to discuss the assessment
criteria , this is usually recorded.
• Activity plans – Created ,
implemented and evaluated by
learner
ASSESSING BE ABLE TO CRITERIA
EVIDENCE GATHERING TECHNIQUES
Learners own work products ( D)
Observation of children , young
peoples or adults
Oral questions and answers
Reproduction of documentation
used within the setting e.g. devising
their own accident sheets ,
resources for planned activities.
Observation templates used during
Longitudinal study.
A list of questions given by the
assessor .
ASSESSMENT CYCLE
 WARM UP

Walk around the classroom and find someone who

meets the criteria in the box completing the Bingo sheet
with their names .
Find out some more about them ready to share your
findings at the end of activity.