Master Mapping Grid: Recognition of Prior Learning
The table lists all assessment criteria in the following units of the Pearson Edexcel Level 3 Diploma in Children’s Learning and Development (Early Years Educator)(QCF). 64 credits are required for this qualification. Unit 1 to Unit 9 are Mandatory; Edexcel Unit numbers are given firstUnit 1: Understand Children’s Early Years Education and Development
Unit 2: Implementing Early Years Foundation Stage
Unit 3: Diversity, Equality and Inclusion in Early Years Settings
Unit 4: Plan and Provide Effective Teaching and Learning in Early Years Settings
Unit 5: Make Accurate and Productive Use of Assessment in Early Years Settings
Unit 6: Develop Effective and Informed Professional Practice in Early Years Settings
Unit 7: Promote the Health, Safety and Well-being of Children in Early Years Settings
Unit 8: Child Protection and Safeguarding
Unit 9: Partnership Working in Early Years (Total for Mandatory units 46 credits)
Optional units which align closely to the Diploma in Children’s Play, Learning and Development from which an additional 18 credits must be achieved:
Unit 10: Understanding How to Promote Play and Learning in the Early Years (9 credits)
Unit 11: Support Children’s Outdoor Play (4 credits)
Unit 19: Support Children at Meal or Snack Times (3 credits)
Unit 20: Care for the Physical and Nutritional Needs of Babies and Young Children (6 credits)
Unit 21: Support the Development of Positive Behaviour in Children (3 credits)
The table shows links to units in the BTEC National CPLD EYE (2014) qualifications and indicates how you can ensure that learners generate any additional evidence needed to achieve the Diploma in CLD (EYE) without unnecessary duplication.
Unit 11 assignment and the Practical Evidence Portfolio will form a significant basis of this RPL process and the mapping document shows where there is a potential match. However, an assessor must make the final judgementabout the suitability of the evidence presented. Learners need to take an active role in identifying appropriate evidence within their CPLD portfolio.
This grid also indicates where additional teaching or classroom discussion could be incorporated to cover any missing knowledge requirements.
Finally, this matrix allows you to keep track of evidence generated by learners.
CLD Unit 1 / Understand Children’s Early Years Education and Development
Assessment criterion / CLD Assessment Criteria / Possible sourcesof evidence / Relevance to CPLD Unit(s) / Workbook
Activity / Portfolio ref.
1.1 / Explain expected children’s development from birth to 5 years / Learning activities from CPLD Unit 1 / Unit 1, Learning aim A / Unit 1 Task 1a, 1b
1.2 / Explain expected children’s development from 5 up to 8 years / Learning activities from CPLD Unit 1 / Unit 1, Learning aim A / Unit 1 Task 1a, 1b
1.3 / Explain the importance to children’s holistic development of:
Speech, language and communication
Personal, social and emotional development
Physical development / Unit 2 Assignment / Unit 2, Learning aim B / Unit 1
Task 2
1.4 / Analyse how children’s learning and development can be affected by:
personal factors
external factors / Unit 1
Task 3
1.5 / Describe how atypical development may impact on areas of development / Unit 9 Observations / PEP observation records / Unit 9 / Unit 1
Task 4
1.6 / Analyse how children’s learning and development can be affected by their stage of development / Professional Discussion
Unit 9 observations / Unit 9
1.7 / Evaluate how interventions can promote positive development / Unit 9 Observations
PEP
Reports / Unit 9 Learning aim B, C, D
2.1 / Explain how babies and children learn and develop / Unit 16 Assignment / Unit 16, Learning aim B and C
2.2 / Evaluate theories and models of child development / Learning activities from CPLD Unit 1
Unit 9 Observations and Activities / PEP / Unit 1, Learning aim B / Unit 1
Task 5
2.3 / Explain how to apply theories and models of child development to support children’s development / Unit 1
Unit 9 Observations and Activities / PEP / Unit 1, Learning aim C
2.4 / Evaluate how evidenced based approaches can inform own practice / Unit 11 Assignment
Unit 4 Learning Aim C P6
PEP / Unit 11 Learning aim C
3.1 / Explain theories of attachment / Unit 1 Learning aim C / PEP
Professional Discussion / Unit 1 / Unit 1
Task6
3.2 / Explain why positive attachment is important for children / Unit 7 assignment
Unit 8 assignment
PEP
Professional Discussion / Unit 7 Learning aim A
Unit 8 Learning aim C
3.3 / Analyse the impact on children of not forming positive attachments / Learning activities from Unit 1
Professional Discussion / Unit 1
Task6
3.4 / Analyse strategies for promoting positive attachments / Professional Discussion / Unit 1
Task 6
4.1 / Identify the communication development needs of children from: Birth to 2 years 2 to 5 years 5 up to 8 years / Unit 6 assignment / Unit 6, Learning aim A1
4.2 / Explain early intervention criteria / Unit 9
PEP
Professional Discussion / Unit 9 Learning Aim A
4.3 / Explain how multi-agency teams work together to support speech, language and communication / Unit 6 assignment
Unit 14 Assignment / Unit 6 Learning Aim B
Unit 14 Learning Aim C
4.4 / Explain systematic synthetic phonics associated with reading / Unit 10 assignment / Unit 10 Learning Aim B
4.5 / Evaluate strategies for developing early literacy and mathematics / Unit 10 assignment
Unit 9 Observations
Skill 52 / Unit 10 Learning Aim C
4.6 / Explain how play and activities support speech, language and communication development / Unit 2 Assignment
Professional Discussion / Unit 9 Learning Aim B
5.1 / Analyse the potential effect that transitions and significant events have on children / Unit 2 assignment
Unit 7 assignment / Unit 2 Learning Aim A
Unit 7 Learning Aim A and B
5.2 / Explain how to prepare and support children through transitions and significant events in their lives / Unit 7 assignment / Unit 7 Learning Aim B
5.3 / Explain the effect on children of having stable relationships during periods of transition / Unit 7 assignment / Unit 7 Learning Aim Aand C
CLD Unit 2 / Implementing Early Years Foundation Stage
Assessment criterion / CLD Assessment Criteria / Possible sources of evidence / Relevance to CPLD Unit(s) / Workbook Activity / Portfolio ref.
1.1 / Describe the scope and legal status of the EYFS / Unit 12 assignment / Unit 12 Learning Aim A
1.2 / Explain the overall structure of the EYFS / Unit 12 assignment / Unit 12 Learning Aim B
1.3 / Explain the principles and themes of the EYFS / Unit 12 assignment / Unit 12 Learning Aim A
1.4 / Explain how early years settings are inspected to check their delivery of the EYFS / Unit 12 assignment / Unit 12 Learning Aim A
1.5 / Describe how children’s development is assessed at different points / Unit 12 assignment / Unit 12 Learning Aim B
2.1 / Identify the EYFS safeguarding and welfare requirements / Unit 12 assignment
Unit 12 competence
PEP / Unit 12 Learning Aim D
Unit 12 Learning Aim D
2.2 / Explain the rationale behind the safeguarding and welfare requirements / Unit 12 assignment
Unit 12 competence / Unit 12 Learning Aim D
Unit 12 Learning Aim D
2.3 / Evaluate the practical implications of the safeguarding and welfare requirements within the EYFS / Unit 12 assignment
Unit 12 competence / Unit 12 Learning Aim D
Unit 12 Learning Aim D
3.1 / Describe the scope of the areas of learning in the EYFS / Unit 12 assignment / Unit 12 Learning Aim C
3.2 / Evaluate how the four specific areas of learning relate to the three prime areas of the EYFS / Unit 12 assignment / Unit 12 Learning Aim C
3.3 / Facilitate play activities for a given child that allows opportunities for the prime areas of learning / Unit 12 assignment
Skill 54
PEP / Unit 12 Learning Aim B
3.4 / Use observations of a given child’s development to plan for progress within the EYFS / Unit 12 assignment
Unit 9 Observations
PEP / Unit 12 Learning Aim C
3.5 / Balance adult-led and child-initiated activities / Unit 12 assignment
Unit 12 competence
PEP
Skill 54 / Unit 12 Learning Aim C
Unit 12 Learning Aim C
4.1 / Identify the EYFS outcomes / Unit 12 assignment
PEP / Unit 12 Learning Aim C
4.2 / Evaluate children’s progress within the EYFS / Unit 12 assignment
PEP / Unit 12 Learning Aim C
4.3 / Plan an adult-directed activity, which takes into account:
the identification of children’s needs and interests
links to the areas of learning the need for activities to be playful / Unit 12 assignment
Skill 18, 54
PEP / Unit 12 Learning Aim C
CLD Unit 3 / Diversity, Equality and Inclusion in Early Years Settings
Assessment criterion / CLD Assessment Criteria / Possible sources of evidence / Relevance to CPLD Unit(s) / Workbook
Activity / Portfolio ref.
1.1 / Explain what is meant by: Diversity Equality Inclusion / Unit 12 assignment
Unit 20 assignment / Unit 12 Learning Aim C
Unit 20 Learning Aim B
1.2 / Explain how legislation and codes of practice relating to equality, diversity and inclusion apply to own work role / Unit 12 assignment
PEP
CPLD 2 / Unit 12 Learning Aim A
1.3 / Describe how prejudice and discrimination may affect a child’s life chances / Unit 7 assignment
Unit 5 assignment
Unit 19 assignment / Unit 7 Learning Aim C
Unit 5 Learning Aim A2
Unit 19 Learning Aim C
1.4 / Describe potential barriers to implementing equality in early years settings / Unit 8 assignment / Unit 8 Learning Aim A
1.5 / Explain how to support others to promote diversity, equality and inclusion / Unit 12 assignment / Unit 12 Learning Aim C
2.1 / Interact with others in ways that respects their beliefs, culture, values and preferences / Unit 11 assignment
PEP
CPLD 2
2.2 / Show behaviour that models inclusive practice / Unit 2 assignment
Unit 12 assignment
Unit 3 assignment
PEP
CPLD 2 / Unit 2 Learning Aim D
Unit 12 Learning Aim A
Unit 3 Learning Aim B and Learning Aim D
3.1 / Challenge discrimination in a way that supports change / Unit 11 assignment
PEP
CPLD 2 / Task 7
3.2 / Apply anti-discriminatory legislation and codes of practice to own behaviour within the early years setting / Unit 11 assignment
Unit 12
PEP
CPLD 2 / Unit 12 Learning Aim C
3.3 / Reflect on the impact of legislation and codes of practice on the promotion of equality of opportunity in own setting / Unit 11 assignment
PEP
Unit 19 / Unit 19 Learning Aim C
4.1 / Apply additional needs legislation, regulations and codes of practice to own practice / Unit 6 assignment
Unit 3 assignment
Unit 19 assignment
Professional Discussion
PEP
Skill 4 / Unit 6 Learning Aim C
Unit 3 Learning Aim B
Unit 19 Learning Aim B
4.2 / Analyse how models of disability influence own practice / Unit 19 assignment
Skill 4 / Unit 19 Learning Aim B
4.3 / Plan to meet individual children’s needs / Unit 19 assignment
Skill 4
PEP
CPLD 2 / Unit 19 Learning Aim B
4.4 / Lead activities that meet children’s individual needs / Unit 12 competence
PEP
Unit 19 assignment
Skill 4 / Unit 12 Learning Aim C P6
Unit 19 Learning Aim C
4.5 / Identify who to approach when specialist expertise may be needed / Unit 19 assignment
Skill 4
PEP / Unit 19 Learning Aim C
CLD Unit 4 / Plan and Provide Effective Teaching and Learning in Early Years Settings
Assessment criterion / CYPW Assessment Criteria / Possible sources of evidence / Relevance to CPLD Unit(s) / Workbook
Activity / Portfolio ref.
1.1 / Apply the principles and themes of the Early Years Foundation Stage (EYFS) to own practice / Unit 12 assignment
PEP
CPLD 2 / Unit 12 Learning Aim C
1.2 / Implement strategies to develop and extend children’s learning and thinking, including sustained shared thinking / Unit 12 assignment
Unit 2 assignment
PEP
CPLD 2 / Unit 12 Learning Aim C
Unit 2 Learning Aim D
1.3 / Plan activities that include the learning and development areas of current early education curriculum requirements / Unit 12 assignment
PEP
CPLD 2 / Unit 12 Learning Aim C
1.4 / Lead activities that include the learning and development areas of current early education curriculum requirements / Unit 12 assignment
Unit 12 competence
PEP
CPLD 2 / Unit 12 Learning Aim C
Unit 12 Learning Aim C P6
2.1 / Prepare the environment within own setting to support and extend children’s learning and development / Unit 9 assignment
Unit 9 activity plans
PEP
CPLD 2 / Unit 9 Learning Aim D
2.2 / Evaluate how effective the environment within own setting has been in extending children’s learning and development / Unit 9 assignment
Unit 9 activity plans
PEP
CPLD 2
2.3 / Explain how the environment in own setting meets the needs of individual children / Unit 9 assignment
Unit 9 activity plans
PEP
CPLD 2
3.1 / Plan activities which support children’s group learning and socialisation / Unit 2 assignment
Unit 7 assignment
PEP
CPLD 2 / Unit 2 Learning Aim D
Unit 7 Learning Aim C
3.2 / Implement activities which facilitate children’s group learning and socialisation / Unit 2 assignment
Unit 7 assignment
PEP
CPLD 2 / Unit 2 Learning Aim D
Unit 7 Learning Aim C
4.1 / Plan activities that show differentiation to support children’s individual learning and development needs / Unit 2 assignment
Unit 9 activity plans
PEP
CPLD 2 / Unit 2 Learning Aim A
4.2 / Evaluate plans to ensure they reflect children’s: Age Stage of development Individual circumstances Group needs / Unit 9 activity plans
PEP
CPLD 2
5.1 / Describe the importance of modelling and promoting positive behaviours for children / Unit 7 assignment
Unit 7 competence
Unit16 assignment / Unit 7 Learning Aim C
Unit 7 Learning Aim D P8
5.2 / Apply boundaries and rules for children’s behaviour in accordance with the policies and procedures of the setting / Unit 25 assignment
PEP
Unit 7 assignment
Unit 7 competence
CPLD 2 / Unit 25 Learning Aim B2
Unit 7 Learning Aim C
Unit 7 Learning Aim D P8
5.3 / Role model the standards of behaviour expected of children within the setting / Unit 5 assignment
Unit 7 assignment
Unit 7 competence
Unit 16 assignment
PEP
CPLD 2 / Unit 5 Learning Aim A
Unit 7 Learning Aim C
Unit 7 Learning Aim D P8, P9
Unit 16 Learning Aim C
6.1 / Provide realistic, consistent and supportive responses to children’s behaviour / Unit 7 assignment
Unit 16 assignment
PEP
CPLD 2 / Unit 7 Learning Aim D
Unit 16 Learning Aim B
6.2 / Apply skills and techniques for supporting and encouraging children’s positive behaviour / Unit 7 assignment
Unit 7 competence
PEP
CPLD 2 / Unit 7 Learning Aim C
Unit 7 Learning Aim D P8, P9
6.3 / Apply skills and techniques for supporting children to manage their own behaviour in relation to other / Unit 7 assignment
PEP
CPLD 2 / Unit 7 Learning Aim C
7.1 / Describe the indicators of a child being in need of additional support / Unit 19 assignment / Unit 19 Learning Aim B / Task 8
7.2 / Explain how to adapt resources and approaches to provide additional support / Unit 19 assignment
PEP / Unit 19 Learning Aim B / Task 8
7.3 / Develop strategies for working in partnership with parents and/or carers and others with children with additional needs / Unit 19 assignment
Unit 5 assignment
Unit 5 competence
Skill 4
PEP
CPLD 2 / Unit 19 Learning Aim B
Unit 5 Learning Aim C
P9, P10 / Task 8
CLD Unit 5 / Make Accurate and Productive Use of Assessment in Early Years Settings
Assessment criterion / CLD Assessment Criteria / Possible sources of evidence / Relevance to CPLD Unit(s) / Workbook
Activity / Portfolio ref.
1.1 / Analyse the value of a child-centred model of assessment / Unit 2 assignment / Unit 2 Learning Aim C and D
1.2 / Describe assessment techniques appropriate to the current early education curriculum framework / Unit 9 assignment
Unit 12 assignment / Unit 9 Learning Aim B and C
Unit 12 Learning Aim C
1.3 / Evaluate how observations and assessments are used to inform planning / Unit 9 observations
Unit 11 assignment
PEP / Unit 9 Learning Aim B and C
1.4 / Explain the importance of parental involvement in observation and assessment / Unit 5 assignment
Unit 9 assignment
Unit 12 assignment / Unit 5 Learning Aim B and C
Unit 9 Learning Aim D
Unit 12 Learning Aim C
1.5 / Explain how to relate theories of play and development to assessment / Unit 9 assignment / Unit 9 Learning Aim C
2.1 / Ensure issues of permission, confidentiality and participant bias are addressed when carrying out assessment / Unit 9 assignment
PEP
CPLD 2 / Unit 9 Learning Aim A
2.2 / Carry out observational assessment / Unit 9 assignment
Unit 12 assignment
PEP
CPLD 2 / Unit 9 Learning Aim C
Unit 12 Learning Aim C
2.3 / Complete assessment records for a given child / Unit 9 assignment
Unit 9 competence
Unit 11 assignment
PEP
CPLD 2 / Unit 9 Learning Aim C
Unit 9 Learning Aim B
2.4 / Review the effectiveness of plans and planning methods / Unit 9 assignment
PEP / Unit 9 Learning Aim D
3.1 / Use assessment to identify the needs of individual children / Unit 9 assignment
PEP / Unit 9 Learning Aim A
3.2 / Use assessment to identify the interests of individual children / Unit 9 assignment
PEP / Unit 9 Learning Aim A
3.3 / Use assessment to identify the stages of development of individual children / Unit 9 assignment
PEP / Unit 9 Learning Aim A
4.1 / Collaborate with children and others in expressing their needs and aspirations to inform planning / Unit 9 assignment
PEP / Unit 9 Learning Aim D
4.2 / Use formative assessment to shape learning opportunities / Unit 9 assignment
PEP / Unit 9 Learning Aim C
4.3 / Use summative assessment to shape learning opportunities / Unit 9 assignment
PEP / Unit 9 Learning Aim C
4.4 / Explain how the goals and targets for a given child will support the achievement of positive outcomes / Unit 12 assignment / Unit 12 Learning Aim C
4.5 / Explain the action to take if atypical development is identified / Unit 9 assignment / Unit 9 Learning Aim C
5.1 / Discuss children’s progress and plan next stages in their learning with:
the key person
colleagues
parents and/or carers / Unit 5 competence
Unit 9 activity plans
Unit 9 Competence
PEP
Unit 11 assignment / Unit 5 Learning aim C
Unit 9 Learning Aim A
Unit 9 Learning Aim B
5.2 / Develop a plan with a child and others to meet their needs to achieve positive outcomes / Unit 9 assignment
Unit 9 competence
PEP / Unit 9 Learning Aim A
Unit 9 Learning Aim B P3
5.3 / Support children and others to understand and agree:
the goals targets outcomes of a development plan / Unit 9 activity plans
PEP / Unit 9 Learning aim A
5.4 / Review the achievement of goals and targets to track children’s progress / Unit 9 assignment
PEP / Unit 9 Learning Aim D
5.5 / Review plans and planning methods to evaluate their effectiveness in ensuring the progress of children’s play and development / Unit 9 assignment
PEP
CPLD 2 / Unit 9 Learning Aim D
CLD Unit 6 / Develop Effective and Informed Professional Practice in Early Years Settings
Assessment criterion / CLD Assessment Criteria / Possible sources of evidence / Relevance to CPLD Unit(s) / Workbook
Activity / Portfolio ref.
1.1 / Identify any barriers to communication / Unit 6 assignment
PEP / Unit 6 Learning Aim A
1.2 / Communicate using standard English in written documents / Unit 6 competence
Unit 8 assignment
Unit 9 observations and activity plans
PEP
CPLD 2 / Unit 6 Learning Aim B
Unit 8 Learning Aim C
Unit 9 Learning Aim B and C
1.3 / Communicate effectively using standard English when speaking to: Parents and/or carers Colleagues / Unit 5 assignment