EYE L3 WF 12 Learner-led Enquiry in an Early Years Setting (K/651/7200) Assignment Brief 2026
Unit 12 Learner-led Enquiry 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 | K/651/7200 |
| Unit Title | Learner-led enquiry in an early years setting |
| Unit Number (WF) | 12 |
| Unit Level | 3 |
| Unit credit value: | 6 |
| GLH | 50 GLH (includes 10 work/placement hours) |
| Unit status: | Mandatory |
Unit Summary
This unit considers the early years educator as an agent of change for improved outcomes. The learner will work collaboratively with colleagues at an early years setting to plan and discuss a change initiative at the setting. The unit does not require the learner to implement or evaluate the change.
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 evaluation and reflection to initiate change in an early years setting | 1.1 The significance of evaluation of practice in order to affect change in an early years setting | Outline the role of evaluation and reflection in an early years setting. | Explain the significance of evaluating practice to affect change in an early years setting. | Assess the significance of evaluating practice to affect change in an early years setting. |
| 1.2 Theoretical models supporting change in an early years setting | Outline theoretical models supporting change. | Compare theoretical models supporting change and relate this to the early years setting. | Evaluate theoretical models supporting change and relate this to the early years setting. | |
| 2. Understand collaboration with colleagues for
effective change management |
2.1 Benefits of collaborating with colleagues as part of a change process in an early years setting | Outline the benefits of collaborating with colleagues. | Explain how collaborating with colleagues can benefit a change process. | Analyse how collaborating with colleagues can benefit a change process. |
| 2.2 Complexities of collaboration | Identify the complexities of collaboration. | Explain the complexities of collaboration and how these can be overcome. | Assess the complexities of collaboration and how these can be overcome. |
| 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: |
| 3. Understand stages in a learner-led enquiry | 3.1 Steps involved in a learner-led enquiry | Identify the steps involved in a learner-led enquiry. | Explain the steps involved in a learner-led enquiry including the benefits of this. | Analyse the steps involved in a learner-led enquiry including the benefits of this. |
| 3.2 The importance of an evidence-based rationale for change | Outline the importance of an evidence-based rationale for change. | Explain the importance of an evidence-based rationale for change. | Analyse the importance of an evidence-based rationale for change. | |
| 4. Be able to collaborate with colleagues to develop
an informed rationale for change |
4.1 Work with colleagues to agree an area of change within the early years setting | N/A | N/A | N/A |
| 5. Be able to plan a process for change in the early years setting | 5.1 Develop a rationale for an identified change in the early years setting | N/A | N/A | N/A |
| 5.2 Identify outcomes sought by the change | N/A | N/A | N/A | |
| 5.3 Create an action plan including key milestones in the change process | N/A | N/A | N/A | |
| 5.4 Identify challenges to a proposed plan for change and ways these can be overcome | N/A | N/A | N/A | |
| 6. Be able to reflect upon a plan for change | 6.1 Present plan for change to colleagues at the early years setting | 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: |
| 6.2 Participate in a peer discussion to share a plan for change | N/A | N/A | N/A | |
| 6.3 Make changes to a plan for change reflecting upon feedback from colleagues and peers | N/A | N/A | N/A |
Range
| 1. Understand the role of evaluation and reflection to initiate change in an early years setting |
| 1.2 Theoretical models
To include the Kubler-Ross Change Curve and Kurt Lewin’s Three-Stage Model of Change. |
| 5. Be able to plan a process for change in the early years setting |
| 5.1 Rationale
Learners must refer to current influences on early years derived from evidence-based practice to underpin decisions initiating the change. This could be evidenced by meeting minutes, creative collaboration sessions, or a recorded decision-making process. |
| 5.2 Outcomes
The learner must identify a range of desired outcomes benefitting the babies and children, the staff and the setting. The positive impact of change with regard to regulatory feedback and/or other feedback received involving the setting should be included here. |
Delivery and Assessment Guidance
LO1 (AC1.1) The learner should know about the significance of reflecting on current practice, examining strengths and areas to build on, current trends and ways of thinking informed through evidence-based practice. Learners should also appreciate the impact of feedback including regulatory reports when assessing and evaluating in order to bring about change.
LO1 (AC1.2 and AC1.3) The learner should appreciate the impact of change for all colleagues. Learners will consider theoretical models of change during delivery of AC1.2 which can support their understanding and perception when considering AC1.3 and the impact on staff, strengthening the importance of collaboration.
LO4 (AC4.1) Learners may find it useful to discuss their ideas with a supervisor and other colleagues at the setting. The supervisor and other colleagues should be involved in supporting the learner and agreeing an area that is worthy of change within the early years setting.
LO5 (AC5.3) The action plan should enable the learner to consider what needs to happen to bring about the change, is there an order to the process, timelines and key milestones should also be considered to support learners in their understanding of managing change.
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