learnerfundChildcare Training Courses


FETAC Level 5 Major Award - 5M2009

Care Training Courses


Mandatory Modules



Communications (5N0690)


Child Development (5N1764)


Child Health & Well Being (5N1765)


Early Childhood Education & Play (5N1773)


Early Care & Education Practice (5N1770)


Work Experience (5N1356)

Elective Modules (Learners must complete 2 out of 4)



School Age Childcare (5N1781)


Children With Additional Needs (5N2396)


Special Needs Assisting (5N1786)


Human Growth & Development (5N1279)


Social Studies (5N1370)

Why Choose Chevron?

Ireland's most competitively priced onlne Childcare training courses

No registration or exam fees


The total price for 8 modules is €995 - Easy-pay instalments (5 x €199)

Interest free easy payment option available for all learners

Access our online course within 1 hour of signing-up

Access a free course demo

Complete the course at a time and pace that is convenient for you

Each module can be completed online in a matter of weeks

Learners will have unlimited time to complete each module online (please note that this does not apply to Groupon purchases)

Individual modules are available from €295 (special offer only applies to Major Award)
Learners will receive a FETAC level 5 major certificate in Childcare after completing all 8 modules

Garda vetting service is available


How Distance Learning Works:

Chevron Training's childcare training courses can all be completed through our distance learning with online support delivery method.

Each learner is issued with an email consisting of a username and password to access the course materials so they can complete the childcare course at their convenience. It approximately takes 30-40 hours to complete each module online, however, each learner will have unlimited time to complete each module.

For any difficulties which may arise during the course you can call one of our highly qualified trainers who will assist you with any concerns relating to the course content in addition to this you will also be assigned an online tutor who will answer all queries you may have in relation to the course. The online forums offer additional support to our learners as our trainers will answer all the questions which are posted on the forum.

Each learner will complete the assessments which are required to attain the FETAC Level 5 award.

 


Programme Profile

The purpose of this programme is to equip the learner with the skill, knowledge and competence to required to work under supervision and independently in a range of Early Childhood Care and Education (ECCE) setting and/or to progress to higher education and training.

 

Entry Requirements

No particular skills, knowledge or competence will be required of the learner for successful completion of the programme but learners will be expected to have a minimum of Level 4 Certificate standard of education or equivalent together with a strong interest in the provision of quality care and education for children however this is not mandatory. It is essential that learners have competence in written and spoken english, along with computer literacy skills.


Who Should Attend?

The programme will cater for a variety of adult learners ranging from school leavers with no previous experience in the ECCE sector to more mature adults with relevant life or work experience. Some of the latter will have previously had some education and training in childcare. More mature adults will frequently be seeking new career opportunities, be working in the home or currently working in the child care sector. These will tend to opt for the part-time learning route to achieving the award. The programme will be open to both male and female learners although male participants will be in the minority.


Qualifications

FETAC Level 5 Major Certificate in Early Childhood Care and Education - 5M2009


Assessment Method

Continuous Assessment including work-based assignments, projects, Skills Demonstrations and learner records. Three inhouse exams are required to complete the entire course.


Work Experience

Learners are required to obtain a minimum of 120 hours work experience during the course and are expected to carry out some of the assignments in the workplace.


Exemptions

It is possible to gain exemptions from certain components of the course. If you already hold a FETAC, or any Childcare/Healthcare Award, please contact us for details and will advise you of available exemptions.


Career Opportunities

Childcare Practitioner; Childminding; Progression to further education.


Progression To Further Studies

• This programme leads to a level 6 award on the National Framework of Qualifications.

• Students who successfully complete this programme can use their credits towards completing a third level degree programme through the higher education links scheme.


Protection For Learners

In compliance with Section 43 of the Qualifications (Education and Training) Act 1999, where Chevron Training & Development Ltd offers training programmes of 3 months duration or more, Learner Protection arrangements have been put in place with two other Fetac Registered Training Providers, should Chevron Training & Development Ltd cease to provide Fetac programmes before learners have completed awards.

 


 

COURSE STRUCTURE

FETAC LEVEL 5 MAJOR AWARD (8 modules)

Early Childhood Care & Education-5M2009

 

Child Health and Well Being (5N1765)

 

Purpose:

 

The purpose of this award is to equip the learner with the knowledge, skill and competence to provide for the health and well-being of children and maintain healthy, hygienic and safe practices and environments in a range of early childhood care and education (ECCE) settings.


Learning Outcomes:


• Outline the requirements necessary to provide for the health and well-being of children in an ECCE setting as informed by national guidelines to include child protection

• Describe the factors that contribute to the overall well-being of children

• Outline the various nutritional needs of babies and young children

• Identify requirements for the promotion of healthy and safe indoor and outdoor environments for children

• Describe a range of common childhood illnesses

• Devise balanced menus for babies, toddlers and children

• Perform appropriate personal care routines for babies and young children including the care of the child when unwell

• Implement appropriate policies and procedures to include record keeping as required by legislation and good practice guidelines

• Utilize a range of practice skills that support and promote the health and well-being of children

• Apply knowledge of child development to support children to form secure and positive relationships with adults and children in the ECCE setting5

• Reflect on personal practice leading to an understanding of healthy, hygienic and safe environments for children.

 

Assessment Method:

 

• Project 40%

• Skills Demonstration 60%

 

 

Child Development (5N1764)

 

Purpose:

 

The purpose of this award is to equip the learner with the knowledge, skill and competence relevant to the theory and practice of child development and learning within early childhood care and education settings (ECCE).


Learning Outcomes:


• Explain the holistic development of the child to include physical, cognitive, language, social, emotional, moral, spiritual, creative and cultural development

• Describe a range of theories of child development and learning to include Piaget, Chomsky, Erikson, Bowlby, Ainsworth, Pavlov, Skinner

• Describe the influence of family, social, cultural and environmental factors on child development and learning

• Identify the benefits of play to the childs holistic development and learning mindful of diversity, inclusion and equality of opportunity

• Describe the contribution of the practitioner/parent/guardian to the development and learning of children in the home and in the ECCE setting

• Apply theoretical principles of child development in the ECCE setting

• Document childrens developmental progress against normative milestones of development

• Carry out observations in support of programme planning for individual children and groups

• Recommend suitable play activities to promote holistic development and learning

• Evaluate own role and practice in supporting the development and learning of the child.

 

Assessment Method:

 

• Assignment 30%

• Portfolio / Collection of Work 40%

• Examination - Theory 30%

 

 

Early Care & Education Practice (5N1770)

 

Purpose:

 

The purpose of this award is to equip the learner with the knowledge, skill and competence in Early Childhood Care and Education Practice to enable the learner to work under direction with children, their families and colleagues within early childhood care and education settings (ECCE).


Learning Outcomes:


• Explain the historical development of the ECCE sector in Ireland

• Outline relevant legislation, policies, practices and procedures pertaining to ECCE provision

• Explain the importance of self awareness and effective interpersonal skills in an ECCE setting

• Explain the rights of the child in the context of an ECCE setting

• Communicate effectively with children, families and colleagues

• Implement practices and activities to promote equality and value diversity in an ECCE setting

• Implement administration and operational procedures in an ECCE setting to include daily logs, routines and record keeping

• Participate effectively in team work in an ECCE setting

• Implement care and education routines with children in the ECCE setting

• Maintain a quality ECCE environment that complies with relevant regulations and standards

• Reflect on personal strengths and weaknesses when working with children, families and team members.


Assessment Method:

 

• Assignment 30%

• Assignment 30%

• Learner Record 40%

 

 

Early Childhood Education & Play (5N1773)

 

Purpose:

 

The purpose of this award is to equip the learner with the knowledge, skill and competence to ensure that each child¿s learning, development and well-being is facilitated through the provision of opportunities, experiences, activities, interaction, materials and equipment, having regard to the age and stage of development of the child and the childs cultural context.


Learning Outcomes:


• Outline the types, stages patterns and purposes of childrens play

• Describe a range of theories of play in the context of childrens education to include Psychoanalytic theories (Freud, Winnicott) and Constructivist theories (Piaget, Vygotsky)

• Evaluate the role of the adult in childrens play

• Explore a child lead approach to meeting the play and educational requirements of children

• Describe different approaches to curriculum development and implementation in the ECCE setting

• Assess the value of equipment, materials, play spaces, both indoors and outdoor in the ECCE setting

• Use a range of reading and storytelling techniques appropriate to different stages of childrens development and cultural background

• Select relevant play activities and materials appropriate to childrens interest and stage of development and cultural background

• Implement appropriate curricula which promotes learning and the holistic development of the child

• Reflect on own role and responsibilities when supporting children in their play.

 

Assessment Method:

 

• Assignment 30%

• Assignment 30%

• Skills Demonstration 40%

 

 

Communications (5N0690)

 

Purpose:

 

The purpose of this award is to equip the learner with the relevant knowledge, skill and competence to participate in the workplace for a limited time, carrying out work-related tasks independently while under general direction.

 

Learning Outcomes:


• Analyse a range of current issues in communications and information technology

• Summarise in practical terms the elements of legislation that must be observed in a personal and/or work context, to include health, safety and welfare at work and communications-related legislation

• Use appropriate non-verbal and visual communication in personal- and work-related settings, to include one-to-one, in a group/team, and in formal and informal interaction

• Demonstrate verbal skills appropriate to working under general direction, to include making a case and presenting a point of view in group discussion, formal meetings, interviews

• Demonstrate listening skills appropriate to working under general direction, to include making eye contact, receiving and interpreting information, control of personal response

• Use reading techniques appropriate to a task, to include skimming, obtaining an overview, identifying key points, critical evaluation, in depth analysis

• Critique information from a range of complex written material, to include technical/vocational, personal, literary, and written and visual media texts

• Research a relevant vocational topic, to include use of primary and secondary sources, acknowledgement of sources, use of enquiry techniques and methods to establish validity and reliability

• Use drafting, proofreading and editing skills to write a range of documents that follow the conventions of language usage (spelling, punctuation, syntax), to include creative writing, business proposals, correspondence, reports, memoranda, minutes, applications

• Demonstrate communications styles and techniques relevant to different situations in work and leisure, to include one-to-one and group contexts in conversation, interview, oral presentation, question and answer session and for the purposes of persuading, advocacy and informing

• Choose the appropriate communications technology to give and receive requests, instructions, suggestions, discussion and feedback in both work and leisure, to include a rationale for choosing one technology over another in different contexts and for different messages.

 

Assessment Method:

 

• Portfolio / Collection of Work 50%

• Skills Demonstration 50%

 

 

Work Experience (5N1356)

 

Purpose:

 

The purpose of this award is to equip the learner with the relevant knowledge, skill and competence to participate in the workplace for a limited time, carrying out work-related tasks independently while under general direction.

 

Learning Outcomes:

 

• Examine work organisations and personal career opportunities in a particular vocational area, to include consideration of work reelated issues and needs
• Analyse key challenges and opportunities facing a particular vocational area
• Summarise the basic rights and responsibilities of employees and employers in a particular work, organisational or institutional context, to include health, safety and welfare at work, equality legislation, union representation and regulations relating to pay
• Compile a personal and vocational skills audit and career plan for a specific vocational area, to include goals and action points for the period of work experience
• Present relevant work experience material, to include a CV or personal statement, letter of application, evidence of job-finding skills, skills checklist, statement of learning goals, contractual arrangements
• Rights and responsibilities of employers and employees in the childcare sector
• Participate effectively in work experience, to include observation of good timekeeping, working independently while under general direction, meeting deadlines, personal presentation, communication, adherence to health, safety and other relevant regulations
• Demonstrate effective communication skills in the workplace, to include personal, interpersonal and technological communication skills
• Reflect on workplace experiences, to include feedback by supervisor(s) or mentor(s) on personal performance and challenges such as conflict, criticism, meeting new people and learning in relation to quality management
• Explore options for future education, training and employment in light of work experience.

 

Assessment Method:

 

• Portfolio / Collection of Work 60%

• Skills Demonstration 40%

 

 

School Age Childcare (5N1781)

 

Purpose:

 

The purpose of this award is to equip the learner with the knowledge, skill and competence to implement and evaluate school age child care programmes.

 

Learning Outcomes:

 

• Outline the elements of an effective school age child care programme
• Explain the importance of developing programme plans that are inclusive of children and young people
• Discuss strategies to ensure that a strong focus on play/recreation remains a core principle and a distinguishing characteristic of school age child care settings
• Identify aspects of provision for enrichment/homework within a multi-age setting
• Evaluate environments, equipment and resources to suit stages of development and ages

• Use strategies for involving all service users in the planning, implementing and evaluation of the programme
• Evaluate a range of environments (indoor and outdoor) suitable for a school age child care setting

• Implement a range of activities that address the developmental, recreational, interest and creative needs of children and young people
• Reflect on own role and responsibilities when engaging with children.


Assessment Method:

 

• Assignment 20%

• Assignment 20%

• Learner Record 60%

 

 

Children With Additional Needs (5N2396)

 

Purpose:

 

The purpose of this award is to equip the learner with the knowledge, skill and competence to work efficiently and effectively, under direction with young children with additional needs. It aims to provide the learner with the knowledge and understanding of the context of special needs, associated issues and approaches used.


Learning Outcomes:

 

• Explore the history of special needs in Ireland
• Examine the Legislation and Policy development relating to children with additional needs
• Discuss strategies to ensure that a strong focus on play/recreation remains a core principle and a distinguishing characteristic of school age child care settings
• Outline a range of special needs conditions and impairments relating to children
• Discuss a range of roles, responsibilities and support services available to children with additional needs

• Use a range of approaches in interactions with children with special needs
• Apply good practice with children with additional needs

• Plan developmentally appropriate activities mindful of the safety, welfare and well-being of all children

• Learne to take responsibility for own learning within a multidisciplinary team evaluating processes which lead to co-operation and effective communication within the team

• Evaluate own practice to inform understanding relating to children with special needs, leading to an awareness of social, ethical and legal issues in relation to the education and care.

Assessment Method:

 

• Project 100%

 

 

Special Needs Assisting (5N1786)

 

Purpose:

 

The purpose of this award is to equip the learner with the knowledge, skill and competence in the practices and principles underpinning the role of a Special Needs Assistant to enable the learner to work effectively under direction in a special needs assisting capacity.

 

Learning Outcomes:

 

• Explore in the role and responsibilities of the Special Needs Assistant
• Examine the qualities and skills of an effective Special Needs Assistant
• Examine relevant legislation in relation to disability
• Explore the rights of children with disabilities in relation to personal autonomy, participation and decision making
• Relate effectively and appropriately to children who present with additional needs
• Use care routines in feeding, toileting and general hygiene
• Maintain appropriate relationships with children parents, primary carers, teachers and other members of the multidisciplinary team
• Work effectively with children who present with disabilities under the direction of the classroom teacher
• Assist children with disabilities in a range of activities, ensuring equality of opportunity through working in a safe and professional manner
• Reflect on personal practice working with children, their parents or guardians and colleagues ensuring that children's individuality is promoted and that their needs are met.

 

Assessment Method:

 

• Skills Demonstration 60%

• Learner Record 40%

 

 

 

Human Growth & Development (5N1279)

 

Purpose:


The purpose of this award is to equip the learner with the knowledge, skill and competence to work effectively in a variety of community/social care settings, where frequent demand is made on the individual to relate to people at various levels of personal development. The module aims to introduce the learner to human growth and development from infancy to old age in order that the learner will be equipped to relate to people at a level appropriate to their needs.

 

Learning Outcomes:

 

• Understand the concept of human growth and development from conception to old age
• Understand normal patterns of development from infancy to old age with reference to physical, emotional, social and intellectual development
• Recognise variations within the normal range of human growth and development and understand factors that can effect development throughout the lifespan
• Develop interpersonal/interactive skills appropriate to responding to the needs of others
• Apply skills/knowledge to typical work-based problems

• Explore own personal prejudices, fears and anxieties about working with people in need of care
• Develop self-confidence and empathy in dealing with people
• Demonstrate the ability to identify a range of individual needs and apply the interpersonal skills and strategies required to meet these needs in a range of settings.

 

Assessment Method:

 

• Assignment 60%

• Examination - Theory 40%

 

 

Social Studies (5N1370)

 

Purpose:


The purpose of this award is to equip the learner with the knowledge, skill and competence required for employment in a Social Care Setting. It will introduce learners to the area of sociology and social studies and to develop their understanding and awareness of social issues in their own lives and society in general. Learners will develop basic research skills and learn to recognise the complexity of social issues.


Learning Outcomes:

 

• Demonstrate an understanding of sociology and its relevance to understanding their position as an individual, a family member and as part of a community and wider society

• Discuss the process of socialisation and the agents of socialisation by analysing family peer groups, education, media and how they impact on their lives

• Examine the area of social stratification in Irish society and describe how this society can be divided into different social strata ie class, gender, race/ethnicity

• Discuss the impact of discrimination on individuals in society by looking at discrimination and its impact on the following members of society - travellers, the socially marginalised, elderly people, immigrant and migrant workers of diverse racially and cultural backgrounds, minority religions and homosexuals and transsexuals

• Explore the role and function of the family as a social unit, the changes that have taken place in the family within an Irish context taking into account the implications of martial breakdown

• Acquire basic research skills by summarising the differences between primary and secondary research and qualitative and quantitative methods

• Design appropriate survey methods e.g. questionnaires,interviews, observation as investigate strategies to unfamiliar social problems

• Use a variety of media to access information e.g. new information technology, the library classification system

• Explore the importance of documenting and acknowledging all relevant sources consulted by employing the Harvard system of referencing and identifying and applying skill of producing a well constructed bibliography

• Exercise initiative and independence by investigating the experience of discrimination/discriminating practices encountered by one group in Irish society

• Plan direct and manage time and work independently to provide evidence of research e.g. correspondence, note taking, interviews, tape recordings

• Process and present findings from research and draw conclusions from their analysis that discusses possible strategies for alleviating discriminating practices for a number of groups in Irish society.

 

Assessment Method:

 

• Project 50%

• Examination - Theory 50%

 

 

 

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