QQI Level 6 Childcare Modules
- Child Development (6N1942)
- Early Childhood Curriculum (6N1944)
- Childhood Social Legal & Health Studies (6N1945)
- Work Experience (6N1947)
- Communications (6N1950)
Electives (Learners must complete 3)
- Supervision in Early Childhood Care (6N1973)
- Disability Awareness (6N1975)
- Special Needs Assisting (6N1957)
- Early Learning Environment (6N1933)
- Child Psychology (6N2023)
- Literacy and Numeracy (6N1935)
- Arts and Culture (6N1936)
Why Choose Chevron?
- Ireland’s most competitively priced online Childcare training courses
- 100% online course, no attendance
- The total price for 8 modules is €895*
- Easy pay instalments of 6 x €199
- Each module can be completed online in a matter of weeks
- Individual modules are available from €295
- No registration or exam fees
- Learners will receive a QQI level 6 major certificate in Childcare after completing all 8 modules
- Access a free course demo today
- Garda vetting service is available
how to enrol
how to enrol
Enrolment & payment are completed over the phone, you can give us a call at 01 6855 300 (24/7) or you can request a call back at a time that suits you!
How Distance Learning Works:
Chevron Training’s QQI Level 6 Childcare course can 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 course at their convenience.
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 QQI Level 6 award.
The purpose of this award is to enable the learner to acquire the knowledge, skill and competence to work as an autonomous practitioner and or take responsibility for the work of others in leading and coordinating the provision of a quality early childhood care and education environment which promotes children’s well-being, development and learning. This award will provide learners with opportunities to transfer and progress to Programmes leading to higher education and training awards.
Minimum Level 5 Certificate – relevant life or work experience may also be accepted. Competence in written and spoken English essential.
Who Should Attend?
The programme will cater for a variety of adult learners with a minimum Level 5 Certificate/ Ordinary Level Leaving Certificate standard of education. Learners should have previously have completed a Level 5 award in Childcare and may have experience in working in ECCE settings but this will not be mandatory. Younger participants will tend to complete the programme by the full-time method. Some mature adults will be seeking new career opportunities or be working in the home but many will be already working in the sector and either already be in supervisory positions or aspire to such positions. 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. It will also attract learners from a variety of cultural backgrounds.
Early Childhood Care and Education QQI Award (Major) Level 6 – 6M2007
Continuous assessment including work-based assignments, projects, Skills Demonstrations and learner records. One exam is required for the Child Development module.
Learners are required to obtain a minimum of 150 hours work experience during the course and are expected to carry out some of the assignments in the workplace.
It is possible to gain exemptions from certain components of the course. If you already hold a QQI certificate, or any Childcare/Healthcare Award, please contact us for details and will advise you of available exemptions.
Childcare Practitioner-Supervisor Level; Progression to 3rd Level education.
Progression To Further Studies
- Learners can progress to our BA Hons in Early Childhood Studies
- This programme leads to a level 6 award on the National Framework of Qualifications
- Students who successfully complete the QQI Level 6 Childcare course 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 and Recruitment Ltd. offers training programmes of 3 months duration or more, Learner Protection cover is in place via bank bond, should Chevron Training & Development Ltd cease to provide Fetac programmes before learners have completed awards.
* This price does not apply to funding applicants.
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 when working autonomously and with others in Early childhood Care and Education (ECCE) settings.
- Critically reflect on child development theories and their application on ECCE practice
- Explore the effects of a range of genetic, social, cultural and environmental factors on the holistic development of the child
- Research a range of theoretical perspectives in the field of behaviour management in support of the holistic development of the child
- Select from a range of specialised skills to meet the needs of parents, children, colleagues and other stakeholders in an ECCE setting in the context of legislation and national practice guidelines
- Describe the contribution of the practitioner/parent/guardian to the development and learning of children in the home and in the ECCE setting
- Organise a variety of detailed observations in support of programme planning for individual and groups of children using a range of tools
- Evaluate personal and team practice in meeting child development needs in an ECCE setting
- Identify personal learning goals and assist others in identifying learning and personal development goals
- Project 60%
- Examination – Theory 40%
The purpose of this award is to equip the learner with the knowledge, skill and competence required to develop and implement a broad based curriculum in an Early Childhood Care and Education (ECCE) setting.
- Critically reflect on the contributions of a range of early childhood educational theorists to pedagogical practice
- Assess a range of early childhood programme models and approaches and their implementation
- Evaluate the role of the adult in supporting children’s learning and development
- Select from a range of strategies to facilitate assessment for learning
- Promote learning contexts which support child well-being, identities and belonging consistent with relevant legislation and national practice guidelines
- Lead curriculum implementation in a variety of situations both indoor and outdoor
- Evaluate personal and professional learning and that of others linking curriculum theory to practice and assessment
- Reflect on own attitudes, values and beliefs and their impact on the learning environment
- Project 40%
- Skills Demonstration 60%
The purpose of this award is to equip the learner with the knowledge, skill and competence in the social and legislative environment of Early Childhood Care and Education (ECCE), to enable the leaner to devise, implement and evaluate policies and procedures that support the health and well being of children in the provision and delivery of service, when working autonomously in an ECCE setting.
- Evaluate a range of factors influencing and impacting on children’s health and well being to include family structure, community, culture, education, health, social services and social status
- Evaluate child protection guidelines in relation to the protection of children and staff
- Assess statutory regulations and national practice guidelines, which relate directly to and impact on early childhood care and education settings
- Utilise a comprehensive range of specialised skills in meeting the needs of parents, children, colleagues and other stakeholders in an ECCE setting in the context of relevant legislation and national practice guidelines
- Examine national and international social policy and how it impacts on the well being of children and families
- Devise a range of policies and procedures relevant to ECCE settings, ensuring adherence to legislation and national practice guidelines
- Implement procedures for dealing with specific child protection issues
- Evaluate the relevance of policies and procedures which safeguard children within ECCE settings
- Critically reflect on how personal, cultural identity, attitudes and values can potentially impact on bias, discrimination and prejudice within ECCE settings
- Identify personal learning needs and assist others in identifying learning goals within the context of the social, legal and health framework for ECCE settings
- Assignment 40%
- Project 60%
The purpose of this award is to equip the learner with the knowledge, skill and competence to work in a range of organisations or vocational contexts and to engage in vocationally-related tasks independently and or in a supervisory capacity.
- Evaluate the characteristics of the organisation or workplace, to include its status whether public, private, voluntary or other size, organisational structure, mission and values, the workplace culture and management practices
- Assess internal and external issues, challenges and trends affecting the workplace, to include as appropriate, local, national, global, team-based and cultural issues, and a personal response to the issues or challenges identified
- Research the specific legislation and regulations relevant to the place of work and vocational context; including rights and responsibilities in relation to health, safety and welfare at work, equality, employment and specific work and or vocational practices
- Evaluate the organisations internal and external policies and procedures ensuring appropriateness to current legislation and regulations
- Execute a range of vocationally specific tasks and activities during a minimum 2 month work practice placement
- Apply effective communication skills in communicating with colleagues, staff and external individuals or groups as required working autonomously or in a supervisory capacity
- Allocate resources to analyse and solve routine and non-routine problems arising in the workplace
- Show judgement and initiative while working autonomously and or in a supervisory capacity, taking responsibility for own work and the work of others and allocating resources as required
- Contribute positively to the achievement of objectives and or targets in the workplace working autonomously and or with responsibility for the work of others
- Execute work practice duties and responsibilities in a professional manner ensuring respect and safety of colleagues and staff
- Reflect on personal and professional work practices, to include feedback from senior staff or mentors and colleagues or team workers on individual performance, achievements, strengths and challenges
- Review at own learning and progress and that of others within the workplace or team, to include identification of personal and professional skills, abilities and strengths, areas for development and opportunities for learning and career development within the vocational field
- Portfolio/Collection of Work 40%
- Learner Record 60%
The purpose of this award is to equip the learner with the knowledge, skill and competence to work in a range of organisations or vocational contexts and to engage in vocationally-related tasks independently and/or in a supervisory capacity.
- Critique current issues in communications and information technology, to include digital and mobile technology, the internet, and the policies and principles relevant to a vocational area
- Evaluate 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, and the responsibilities that apply when working in a supervisory capacity
- Assess the impact of non-verbal communication and of the physical environment in everyday human interaction
- Construct non verbal and visual messages, aids, images and environments that promote interpersonal communication, to include presentation aids, handouts, physical arrangement of meeting rooms
- Utilise listening skills in a variety of roles and contexts, to include note-taking, receiving messages, taking minutes, reporting, summarising, paraphrasing
- Participate in formal and informal working groups, to include leading or facilitating, note-taking, summarising discussion, agreeing outcomes and action points
- Use reading techniques to include skimming, scanning, reading for detail, for overview and analysing on a range of written material, including media texts, official documents, business communications, literary texts and technical and or vocational material
- Use drafting, editing and proofreading skills and the correct conventions of language usage including spelling, punctuation and syntax to produce formal written communications relevant to a particular vocational area, to include reports, correspondence, faxes, memos, minutes
- Use research skills to investigate relevant topics, to include use of effective study skills, research methodologies and enquiry techniques
- Demonstrate vocal and interactive skills in personal and professional contexts, including an oral presentation, discussion, debate, meeting, interview and or job seeking skills and for the purposes of persuading, informing, advocating, regulating
- Work independently and or in a supervisory capacity, displaying qualities such as assertiveness, self-confidence, tact, diplomacy, empathy and patience
- Portfolio/Collection of Work 50%
- Skills Demonstration 50%
The purpose of this award is to equip the learner with the knowledge, skill and competence to supervise others in providing childcare and education in a range of Early Childhood Care and Education (ECCE) contexts.
- Evaluate the key concepts, principles and practice in leadership, supervision and/or management within the ECCE setting
- Analyse the role and responsibilities of a supervisor in an ECCE setting and the key attributes and skills required, to include communication, time management, organisational skills and knowledge of current legislation and best practice guidelines
- Explain the role of the supervisor in an ECCE setting in implementing best practice and in establishing, maintaining and continuously improving standards and quality
- Select processes to motivate and support team members in achieving agreed actions
- Develop strategies for overcoming barriers to effective supervision, to include recognition of common challenges and problems when working with individuals and teams, and identification of possible resolutions
- Implement a range of organisational policies and procedures in an ECCE setting ensuring adherence to best practice and guidelines
- Utilise a range of supervisory skills to supervise staff in an ECCE setting
- Delegate and assign work and or tasks to others, monitoring progress and evaluating results
- Supervise a team in an ECCE setting, to include agreeing a plan and or actions and monitoring, and evaluation of progress
- Critically reflect on own attributes and skills as a supervisor, to include analysis of time management, communication, organisational skills and achievement of objectives
- Evaluate learning and or training needs of the team, implementing training plans in line with organisational objectives
- Learner Record 100%
The purpose of this award is to equip the learner with the knowledge, skill and competence in the models and types of disabilities and the legal and social structures and services in place to accommodate disabilities at national and community level and in the workplace.
- Explore various definitions of disability, to include definitions outlined in Irish legislation
- Describe the various classifications of disability
- Outline the models of disability which provide theoretical underpinnings of disability studies, to include the medical model, the social model and the World Health Organisations International Classification of Functioning and Disability (ICF)
- Identify different types of disabilities, to include physical disability, learning disability, specific learning difficulties (SPLDs), mental illness, sensorial disabilities specifically visual impairment, hearing loss and speech difficulties and specific conditions including diabetes and epilepsy, explaining how these impact on the individuals quality of life
- Outline strategies to minimise the difficulties that specific disabilities may cause for individuals
- Examine the key requirements of employers, educational institutions and providers of public services in accommodating persons with disabilities as set down in Irish legislation
- Describe the functions of a range of organisations which have been established to develop and implement public policy and strategy in relation to disability in Ireland, to include specific government departments and state agencies
- Outline the main types of assistive technology that are available to persons with disabilities in education, training and employment
- Identify grant schemes and support mechanisms that employees with disabilities and employers of persons with disabilities can avail of
- Identify services available to enable persons with disabilities to access their legal rights and entitlements
- Explain how organisations providing services to persons with disabilities ensure quality of service and adherence to best practice
- Distinguish between the various models and approaches which are used in the education system to accommodate persons with disabilities
- Describe the prevalent models used in vocational and rehabilitative training to achieve outcomes for persons with disabilities
- Identify barriers to disability, both environmental and attitudinal
- Outline community interventions that are available to persons with disabilities
- Explore the impact of disability on the individual and society
- Assess the strengths and weaknesses of current legislation as it pertains to disability
- Examine how employees with disabilities can be supported and accommodated in the workplace
- Reflect on own experience and perceptions of disability
- Assess the strengths and weaknesses of various employment options open to persons with disabilities
- Evaluate rehabilitation and support strategies that are available to improve quality of life for persons with disabilities
- Analyse statistical data and research findings on disability
- Evaluate the quality of a sample of organisational policies and procedures as they pertain to disability
- Assignment 50%
- Learner Record 50%
The purpose of this award is to equip the learner with the knowledge, skill and competence in the theory and practice underpinning the education and care of those who present with special educational needs to enable the learner to assist in the provision of this education and care.
- Evaluate the provision of education for people with special educational needs with reference to current legislation
- Assess the various educational options available in Ireland for people with special educational needs
- Examine relevant theories, skills and processes relevant to curriculum implementation
- Explore the differences between integration and inclusion
- Organise learning opportunities in order to promote independence and responsibility
- Evaluate the importance of the multidisciplinary team in devising Individual Education Plans
- Analyse skills that can be used to aid the teacher in the administration of the national curriculum
- Assess interventions and behaviour management techniques that may be used in the learning environment
- Manage meaningful activities that are suited to peoples needs and connect with their experiences and interests in the learning environment
- Identify strategies for dealing with stressors within the work place
- Provide assistance in the provision of education and care for individuals that present with special educational needs
- Reflect on own attitudes, values , beliefs and assumptions in relation to working with and on behalf of people who present with disabilities
- Project 50%
- Skills Demonstration 50%
The purpose of this award is to equip the learner with the knowledge, skill and competence to prepare and maintain an Early Childhood Care and Education (ECCE) environment that supports the learning and holistic development of children.
- Identify the range and nature of environmental influences that impact on the holistic development of children
- Consider the relevance of theoretical and conceptual perspectives in explaining the influence of the learning environment and children’s holistic development
- Evaluate the role of movement in children’s physical, social, emotional and intellectual development
- Prepare learning opportunities for children in order to develop independence and responsibility
- Provide opportunities for children to develop their logical thinking, concept formation and creativity
- Prepare and maintain an environment where children’s senses are developed and stimulated
- Select and apply appropriate routines that help children to feel valued, respected, empowered, cared for and included
- Manage meaningful activities that are suited to children’s individual needs and connect with their experiences and interests in the natural environment
- Identify own learning needs at a personal and professional level and assist others in identifying learning needs
- Perform tasks within the parameters of professional conduct including relations with parents, guardians, babies, young children and colleagues
- Portfolio/Collection of Work 40%
- Skills Demonstration 60%
The purpose of this award is to equip the learner with the knowledge, skill and competence in psychological concepts, theory and practice relevant to the development of the child.
- Research theories of development change and continuity in infancy, childhood and adolescence
- Evaluate a range of factors influencing and impacting on the psychological development of the child
- Appraise different theoretical models of child and adolescent development
- Assess the importance of transitions in influencing a sense of self
- Analyse different scientific methods and their application in relation to child behaviour and child development
- Critically evaluate how the role of social, biological, cultural and historical perspectives affect the development of children and adolescent
- Explore the development of gender consciousness and its impact on self- identity in children and young people
- Use empirical research in acquiring knowledge, informing best practice and constructing scientific knowledge in a specific child development, education and or care context
- Analyse the implications of own attitudes, values, beliefs and assumptions in relation to issues of relevant policies and best practice
- Identify personal learning goals and assist others in identifying learning and personal development goals
- Assignments 40%
- Project 60%