QQI Level 6 Advanced Certificate in Early Learning and Care Assessment Document 2026 | CMIT
QQI Level 6 Advanced Certificate in ELC Assessment
Inclusion, Equality and Diversity
| Assignment (30%) and Project (70%) | Required word count |
|
| TASK 1
[5 marks] [10 marks]
[10 marks] [5 marks] |
Read the case on Little Acorns in the manual and complete the following tasks.
a. Explain why Little Acorns needs a written diversity and equality policy. b. Describe the key areas that should be included in the policy, referring to current Irish legislation and national ELC frameworks. c. Outline the steps the team should take to develop, implement, and review the policy (1.1.4). d. Provide two practical examples of how inclusion could be improved in the setting, based on the issues described. You should refer to relevant legislation and frameworks including:
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100100
100 |
| TASK 2
[10 marks] [10 marks] [10 marks] [10 marks] |
Design, implement and document an inclusive activity for a child/children.
a. Describe the activity and how the activity supported learning and development. b. Provide an overview of the implementation of this activity. c. What challenges did you encounter and what changes would you make going forward. d. Reflect on the experience. Use the 5 Aistear / Siolta practice questions as the basis of your answer (see section 4.5.3 of the course manual for questions). |
750 |
| TASK 3
[10 marks] [10 marks] [10 marks] |
a. Complete an Equality Audit, for your ELC setting, using the template provided. You can complete this based on your experience working in the childcare setting.
b. Provide a summary of your audit and key findings. c. Complete the Improvement Plan (minimum of 5 improvements). |
Template
500 Template |
Advanced Child Development
| Assignment (30%), Project (50%) and Learner Record (20%) | Required word count |
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| TASK 1
[5 marks]
[5 marks]
[5 marks]
[5 marks]
[10 marks] |
Read Aaron’s Case Study and complete the following:
a. Based on the observations in the case, what areas of Aaron’s development appear to be of concern? b. Identify 3 primary factors (e.g. environmental, family etc) are that are influencing his development. Why have you chosen these three? c. What inclusive practices could educators use to support Aaron’s participation and sense of belonging in the setting? d. Suggest two practical strategies the setting could use to support Aaron’s 1) physical development and 2) communication and language. e. Choose one relevant theory of child development (e.g. Bowlby’s Attachment Theory, Erikson’s Psychosocial Stages, or Vygotsky’s Social Development Theory). How might this theory help explain Aaron’s behaviours or needs? |
200
400
200
200
400
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| Tasks 2, 3 and 4 is a project made up of related tasks. You will be required to complete observation studies, draw conclusions, recommend activities for the child, and evaluate your own effectiveness. | |||
| TASK 2
[5 marks] [5 marks] [10 marks] [15 marks] [15 marks]
|
You are required to plan, carry out and evaluate a child observation study within your ELC setting. This study must focus on one child using an Event Sample, a Time Sample, and a Target Child Observation*. You must structure your project as follows:
a. Introduction (provide a brief overview of the child chosen). b. Aims of the observation study (to include expected benefits). c. Three completed observations – including signed observation design sheets. d. Five conclusions from the completed study. e. Five recommendations to further support the child’s learning and development. *You must supply a signed copy of the observation design cover sheet confirming parental/guardian consent for each of the three observations. NB: You MUST NOT provide any information which would identify the child being observed. You must refer to the child as Child A. |
200 200 Template 400 400
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| TASK 3
[10 marks] |
Explain how you adhered to best practice in conducting the observation study (3.4). | 200 | |
| TASK 4
[10 marks] |
Critically evaluate the observation study completed, identify any challenges faced and describe strategies which can be used to prevent these challenges occurring in future studies. | 200 | |
Effective Leadership
| Assignment (40%) and Learner Record (60%) | Required word count |
|
| TASK 1
[10 marks]
|
a. Complete and include the Leadership Motivation questionnaire provided to identify your leadership motivation skills.
b. Provide a summary of your findings and identify any areas which you feel could be developed to improve your ability to lead a team. |
Template + 400 |
| TASK 2
[10 marks] |
a. Consider four tasks where you have used the four classic leadership styles (Autocratic, Laissez Faire, Democratic and Charismatic). Complete the Leadership Style Impact Grid for each task.
b. Critically reflect on your grid and assess how effective you are at selecting the most appropriate style. |
Grid + 400 |
| TASK 3
[10 marks] |
Complete the FOSTERing template, on your course page, to help build trust and foster positive relationships with each of the following stakeholders:
a. Parents/Families. b. Government agencies. |
Template x 2 |
| TASK 4
[10 marks] |
a. Describe a recent example of conflict in your workplace.
b. Describe the conflict management style used to deal with the situation and recommend a method for resolving this type of situation in the future. |
200
200 |
| TASK 5
[5 marks] [5 marks] [10 marks]
[5 marks] [10 marks]
|
You are required to lead a Team Task over a 2-week period. The team must have a minimum of 4 members. Submit a report using the format in Section 3.7, covering the following:
a. Task Overview – Briefly describe the task and each team member’s role. b. Performance Standards – Outline the standards you set (e.g. quality, deadlines, teamwork). c. Deliverables – List key outcomes, including gain creators (benefits) and pain relievers (problems addressed). d. Action Plan – Provide an action plan with responsibilities, and deadlines. e. Responsibility & Monitoring – Explain how you assigned roles and tracked progress. f. Leadership Review – Reflect on your performance: list 3 strengths and 3 areas for improvement. |
Template |
| TASK 6
[15 Marks] |
Use Gibbs Reflective Cycle to reflect on your learning in this module. Use the template provided to reflect on your learning and identify areas for further development. | Template |
Curriculum and Pedagogy
| Portfolio (60%) and Assignment (40%) | Required word count |
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| TASK 1
[5 marks] [5 marks] [5 marks]
[5 marks] [5 marks] [10 marks]
[5 marks]
[5 marks]
[5 marks]
[10 marks]
|
Project: Designing and Implementing a Play-Based Curriculum
You are required to research, plan and document a play-based curriculum plan for a preschool room which caters to children age 3 to 5 years. Theoretical background a. Describe the developmental and learning needs of children in this age group, referencing the principles and themes of Aistear and Síolta. b. Explain the benefits of using an emergent and inquiry-based approach to curriculum planning for young children. c. Identify two key theorists relevant to early childhood education. Describe how their ideas can inform the planning of daily activities and guide interactions with children. Planning d. Develop a medium-term plan (covering one month) for this group. e. Create a short-term (weekly) plan for this group. f. Give five specific examples of activities from your plans that clearly show how Aistear and Síolta principles have been applied. Reflection g. Choose and implement one activity from your weekly plan. Describe how it was carried out and what happened in practice. h. Reflect on any challenges or difficulties you encountered during the implementation. Explain how you adapted your approach to address these issues. i. Evaluate the children’s responses to the activity. Did these responses align with your intended learning outcomes? j. Based on your reflections, suggest any changes or improvements you would make to your weekly plan before using it again. |
150
150
150
Template Template 200
150 150 150
150 |
| TASK 2
[10 marks]
|
Curriculum is the “what” of education and Pedagogy is the “how” of education. Based on your project above, provide specific examples from your own planning showing goals, development, assessment, teacher role, and learner role. | 250 |
| TASK 3
[5 marks] [5 marks] [5 marks] [15 marks]
|
Plan, implement and evaluate an indoor activity to support an element of STEM:
a. Describe the aims and objectives. b. Outline how you considered child learning styles and promoted inclusivity. c. Outline how you planned the indoor environment. d. Complete the Programme Review form and list out strengths, areas to be improved and recommendations. |
600 |
Sociology and Social Policy
| Project (60%) and Assignment (40%) | Required word count |
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| TASK 1
[10 marks]
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Read Olivia’s and Maya’s case studies in the course manual, then prepare your own case study on a child you know, focusing on the social factors that shape their development. Organise your analysis under these five headings:
1. Family / Caregivers 2. Early Childhood Professionals 3. Media 4. Social Inequality 5. Media Impact |
400 |
| TASK 2
[10 marks]
[10 marks] [10 marks]
[15 marks]
[15 marks]
|
Please choose one of the following social-policy topics, research it in depth, and produce a ten-page report of your findings: (1) How the housing crisis is affecting children, OR (2) Barriers to education for Traveller children in Ireland, OR (3) Disparities in children’s access to healthcare across social groups.
Structure your report using the following sections: 1. Research Findings: Investigate your chosen topic using a variety of reputable sources (for example, CSO.ie, ESRI.ie, Gov.ie, Tusla.ie, EarlyChildhoodIreland.ie, BetterStart.ie). Present a concise summary of your key discoveries. 2. Barriers to Access: Outline the factors that can lead to unequal access to services in this area. 3. Impact on Learning and Development: Describe three ways in which this issue may affect a child’s learning, growth, or overall development. 4. Legislation and Policy Review: Provide an overview of the current laws, government policies, and strategic initiatives relevant to your topic. 5. Recommendations: Based on your research, propose three actionable improvements to address the challenges you’ve identified. |
800
600 400
800 400 |
| TASK 3
[10 marks]
|
Discuss the key elements of childcare regulations in Ireland. Interview someone you know who works in childcare, discuss how current Irish regulations address (or don’t address) the real-world challenges they’ve experienced. Document your findings. | 400 |
| TASK 4
[10 marks]
|
Review your ELC room or play area using each of the eight headings from Section 3.5 and propose ten improvements you would implement. | 400 |
| TASK 5
[10 marks]
|
A new staff member asks you: ‘What should I expect to see in our Safeguarding Statement, and how does it help me in my daily work with children?’ Draft a memo for staff which:
a. Outlines the key elements of a safeguarding statement. b. Explains how each element supports staff in protecting children in the ELC environment. |
400 |
Advanced Professional Practice
You can complete Professional Practice Placement at any stage during your course. The Professional Practice assessment entails submitting a Professional Practice Journal (Task 1 below) and some tasks from other modules (Task 2-5 below), in addition to 2 Placement Supervisors reports (Task 6 below). Therefore, it is recommended that you submit the Professional Practice assessment at the end of your course.
| Portfolio (100%) | Required word count |
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| TASK 1
[30 marks] |
Professional Practice Journal
Complete the Professional Practice Reflections template for 10 interactions/activities with children aged 0 – 2years, 8 months and for 10 interactions/activities with children aged 2years, 8months – 6years (a total of 20 Reflections). The template for this can be found on your course page. |
20
Reflections |
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| TASK 2
[15 marks]
|
Observation Practice (Advanced Child Development)
You are required to plan, carry out and evaluate a child observation study within your ELC setting. This study must focus on one child using an Event Sample, a Time Sample, and a Target Child Observation*. You must structure your project as follows: a. Introduction (provide a brief overview of the child chosen). b. Aims of the observation study (to include expected benefits). c. 3 completed observations – including signed observation design sheets. d. 5 conclusions from the completed study. e. 5 recommendations to further support the child’s learning and development. *You must supply a signed copy of the observation design cover sheet confirming parental/guardian consent for each observation. You MUST NOT provide any information which would identify the child being observed. You must refer to the child as ‘Child A’. OR If you have completed this exact task as part of the Advanced Child Development module, attach Task 4 which demonstrates your ability to plan, carry out and evaluate a child observation study within your ELC setting. |
Observation reports + 400 words | |
| TASK 3
[15 marks]
|
Activities Practice (Inclusion, Equality and Diversity)
Design, implement and document an inclusive activity for a child/children. a. Describe the activity and how the activity supported learning and development. b. Provide an overview of the implementation of this activity. c. What challenges did you encounter and what changes would you make going forward. d. Reflect on the experience. Use the 5 Aistear / Siolta practice questions as the basis of your answer. OR If you have completed this exact task as per of the Inclusion, Equality and Diversity module, attach Task 2 which demonstrates your ability to design, and implement and document an inclusive activity. |
750 | |
| TASK 4
[15 marks] |
Leadership Practice (Effective Leadership)
You are required to lead a Team Task over a 2-week period. The team must have a minimum of 4 members. Submit a report using the format in Section 3.7 (use the Team Task template provided) covering the following: a. Task Overview – Briefly describe the task and each team member’s role. b. Performance Standards – Outline the standards you set (e.g. quality, deadlines, teamwork). c. Deliverables – List key outcomes, including gain creators (benefits) and pain relievers (problems addressed). d. Action Plan – Provide an action plan with responsibilities, and deadlines. e. Responsibility & Monitoring – Explain how you assigned roles and tracked progress. Leadership Review – Reflect on your performance: list 3 strengths and 3 areas for improvement OR If you have completed this exact task as part of the Effective Leadership module, attach Task 5 which demonstrates your ability to lead a team task. Note: The required template must be used. |
Template | |
| TASK 5
[15 marks]
|
Curriculum Practice (Curriculum and Pedagogy)
Plan, implement and evaluate an indoor activity to support an element of STEM: a. Describe the aims and objectives. b. Outline how you considered child learning styles and promoted inclusivity. c. Outline how you planned the indoor environment. d. Complete the Programme Review form and list out strengths, areas to be improved and recommendations. OR If you have completed the Curriculum and Pedagogy module attach Task 3 which demonstrates your ability to plan, implement and evaluate an indoor activity. |
600 | |
| TASK 6
[10 marks] |
Placement Supervisors Reports
Attach your 2 Placement Supervisors reports (one from each setting / Age group). These can be found below and on your course page. |
2 Reports | |
Supervisor Guidelines
| As part of the requirements for the Professional Practice module, learners are required to have a Supervisor’s Report completed and submitted, confirming that they have completed the required hours of placement.
Learners on this programme are required to complete a total of 150 hours of placement in a registered early years setting. Of this a minimum of 50 hours must be completed with children age 0-2.8 years and a minimum of 50 hours must be completed with children age 2.8-6 years. The remaining 50 hours can be complete across one or either age group. Learners who secure a placement in a service which caters to both age groups are required to submit two forms to confirm the hours completed with each age group. Learners who have secured placement in two separate settings will provide two forms to confirm the hours complete with each age group. This report should be completed by a supervisor who has observed the participant in the setting. As the learner’s Supervisor, you are asked to rate the performance of the learner in several areas. The Supervisor who completes the form must meet one of the following criteria: 1. Holds a Level 6 Major Award or higher in childcare and a minimum of two years’ experience as a manager/supervisor in a registered childcare setting. 2. Holds a 3rd level qualification in Childcare/Education, and a minimum of one years as a manager/supervisor in a registered childcare setting. 3. Has a minimum of five years’ experience as an owner/manager of a registered childcare setting. For the learner’s skills to be objectively assessed by their Tutor, we require objective feedback from the learner’s nominated supervisor on their performance. The Tutor will be responsible for assessing and marking the learner, and this will be done based on a combination of the learners own account of their work experience (detailed in a work experience diary) and the nominated supervisor input on the skills demonstrated by the learner during this period. Please be aware as part of our Quality Assurance procedures, CMIT will contact supervisors to confirm the validity of the report submitted and discuss details. Thank you for your input and for facilitating the learner in completing their programme. |
Supervisor Report Form – Advanced Professional Practice
| Learner Name: |
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Supervisor Name: | |||||
| Name of Organisation: |
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Position in Org: | |||||
| Total hours completed: |
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Age group worked with: | |||||
| Date this report covers: | From: | To: | |||||
| Evaluate the learner’s performance for the observed work experience in each of the areas listed below. Please tick the appropriate box for each criterion. | |||||||
| Did not meet minimum requirements | Met minimum requirements | Exceeded minimum requirements in several areas | Substantially exceeded minimum requirements across a wide number of areas | ||||
| Demonstrated an interest in the work | |||||||
| Awareness of Health and Safety in a childcare environment | |||||||
| Was appropriately dressed | |||||||
| Demonstrated ability to follow instructions | |||||||
| Quality of agreed/assigned work | |||||||
| Practical skills | |||||||
| Ability to undertake practical skills in childcare (e.g., feeding, toilet training, play) | |||||||
| Punctuality | |||||||
| Attendance at workplace | |||||||
| Relationships with childcare co-workers | |||||||
| Relating to childcare supervisor | |||||||
| Relationships with parents / carers / guardians | |||||||
| Ability to accept direction/ constructive feedback | |||||||
| Taking initiative | |||||||
| Adaptability | |||||||
| Please provide a brief description of work undertaken by the learner. | ||||
| Any other comments: | ||||
| Supervisor Confirmation:
I confirm that the information above is accurate to the best of my knowledge, and that I understand I may be contacted to verify this information by the college. |
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| Print name: | Contact No: | |||
| Signature: | Date: | |||
| Tick which best applies to you (the supervisor): | Level 7 or higher in childcare with 2+ years’ experience as a manager/supervisor. | o | ||
| 3rd level qualification in Childcare/Education with 1+ years’ supervisory experience. | o | |||
| Minimum of five years’ experience as an owner/manager of a registered childcare setting. | o | |||
Guidance for determining ratings (rubric)
| Did not meet minimum requirements | Met minimum requirements | Exceeded minimum requirements in several areas | Substantially exceeded minimum requirements across a wide number of areas | |
| Demonstrated an interest in the work | Did not demonstrate interest in working in childcare, and the tasks assigned. | Demonstrated interest in the specific work / tasks assigned however this interest did not extend beyond the individual’s assigned tasks or seek to gain an understanding of the organisation and their role within the organisation. | Demonstrated a very good level of interest in the work / tasks assigned. Questioned and was proactive in learning about their role and the greater organisation. | Demonstrated an excellent level of interest in the work / tsks assigned in relation to how they contribute to organisation success. Proactively questioned and sought information and engaged with tasks / work fully. |
| Awareness of Health and Safety in a childcare environment | Did not demonstrate sufficient awareness about Health and Safety in a childcare environment. Requires revision / further training on the organisation Health and Safety polices / procedures. | Demonstrated sufficient awareness about Health and Safety, followed requirements in relation to work / tasks assigned however further knowledge would be required to operate independently in line with Health and Safety procedures. | Demonstrated a very good awareness of Health and Safety. Carried out work / tasks in accordance with organisational procedures. Capable of working with minimal supervision in line with required procedures. | Excellent awareness of Health and Safety demonstrated. Capable of working independently in line with required procedures. Diligence and due regard shown for Health and Safety in all work / tasks carried out. |
| Was appropriately dressed | Uniform / dress code requirements not always adhered to, intervention was required on 3 or more occasions to ensure compliance. | Uniform / dress code was appropriate in line with organisation requirements during the work experience placement, though intervention was required to ensure compliance on 2 or less occasions. | Uniform / dress code exceeded the minimum requirements of the organisation requirements during the work experience placement demonstrating a high level of professionalism. | Uniform / dress code was excellent on all occasions. The candidate demonstrated a very high level of professionalism. |
| Demonstrated ability to follow instructions | Instructions were regularly not followed when completing assigned work / tasks. Learner required a high level of supervision and repeat instruction to complete work / tasks to a suitable standard. | Instructions were followed when completing work / tasks however some areas were not completed correctly, and further instruction was required on more than 3 occasions to ensure work / tasks were completed to a suitable standard. | Instructions were followed when completing assigned work/ tasks in all areas. Learner demonstrated a particularly good ability to follow instructions and was proactive if further guidance was required. Further minor instruction was required on less than 2 occasions to complete work / tasks to a suitable standard. | Instructions were followed when completing assigned work / tasks in all areas. Learner demonstrated an excellent ability to follow instructions and was proactive in seeking further guidance if required. Learner was able to work independently on given instruction requiring minimal further instruction if any. |
| Quality of agreed/
assigned work |
Assigned work / tasks repeatedly fell below the minimum required standard. Completed work / tasks required substantial revision to meet minimum requirements. | Assigned work / tasks completed to the required standard however further attention on this area would be of benefit in avoiding minor or repetitive mistakes. Some errors were made which could be avoided through increased care and self-monitoring. | Assigned work / tasks completed to a particularly good standard throughout the placement. Minimal errors made or only minor intervention / correction needed to complete work / tasks. | Assigned work / tasks completed to an excellent standard. Learner demonstrated commitment to carrying out high quality work and was diligent in avoiding errors. |
| Ability to undertake practical skills in childcare (e.g., feeding, toilet training, play) | Substantial skills deficit demonstrated in 4 or more areas which requires training / development to meet minimum skill requirements. | Sufficient practical skills demonstrated in most areas. With some areas requiring additional attention. | Very good practical skills demonstrated in all areas. | Excellent practical skills demonstrated. Learner was fully competent in all areas with no major skills deficits identified. |
| Use of workplace equipment (e.g., care facilities, kitchen equipment) | Workplace equipment was not used in line with required standards, or the learner did not demonstrate sufficient skills following relevant training to use and care for required equipment. | Workplace equipment was used in line with required standards following relevant training however learner required close supervision while using equipment. Further training / improvement in this area is required prior to being able to use and care for equipment independently. | Workplace equipment was used in line with required standards following training. The learner demonstrated a very good level of competency in this area. Some minor improvement needed in one or more aspects of equipment use / care required. | Excellent level of competency demonstrated when using workplace equipment following training. Learner demonstrated clear abilities in both the use and appropriate care of workplace equipment. |
| Punctuality | Consistent punctuality issues were observed in one or more of the following areas: Daily arrival and departure, leaving and returning from breaks, attendance at meetings. | Punctuality met minimum standards however some minor issues were observed in one or more of the following areas: Daily arrival and departure, leaving and returning from breaks, attendance at meetings. | Learner demonstrated very good punctuality skills. Learner was observed largely arriving ahead of time to be in situ ready to commence at the allotted time however there were some minor cases where this was not observed which could be improved going forward. | Learner was observed to be punctual at all times and demonstrated excellent skills in this area. Learner was observed arriving and allowing themselves any time required to prepare so they were in situ ready to commence at the precise time. |
| Attendance | 3 or more absences recorded during the placement. | 2 absences recorded during the placement. | 1 absence recorded during the work placement. | No absences recorded during the work placement. |
| Relationships with childcare co-workers | Learner limited their interactions to only those necessary to complete assigned tasks / work.
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Interacted with the wider team and co-operated well with co-workers. | Interacted with the wider team and contributed to a positive work environment. | Interacted with the wider team and was highly effective in working with colleagues and contributing to a positive work environment. |
| Relating to childcare supervisor | Did not react well to guidance, delegation, and instruction.
Learner contact with supervisor was minimal as they did not seek our supervisor for assistance and guidance. |
Learner interacted in an appropriate manner with their assigned supervisor when required, though the level of interaction could be improved. | Learner communicated and engaged in a professional manner with the supervisor. They were proactive with providing updates on progress. | Learner communicated in an excellent manner with the supervisor. They provided timely updates on progress and were proactive in keeping their supervisor informed of task completion and seeking out further guidance if required so as not to delay progress. |
| Relationships with parents / carers / guardians | Interactions with parents/ carers/ guardians failed to meet minimum requirements in terms of friendliness, professionalism and accuracy of information given, and required strong supervision in this area. | Interactions with parents/ carers/ guardians met the requirements in terms of friendliness, professionalism and accuracy of information given. Though supervision was required. | Learner was friendly, professional, and accurate provided accurate information to parents / carers / guardians. Some further development would be required to do this unsupervised. | Learner was extremely friendly, professional, and always provided accurate information to parents / carers / guardians. They demonstrated an ability to undertake this without supervision. |
| Ability to accept direction/ constructive feedback | A negative reaction(s) was observed in receiving direction / professional criticism. This area requires improvement. | Learner accepted direction / professional criticism however this area could be improved by being more open and proactive in taking direction / professional criticism as an opportunity to develop. | Learner accepted direction / professional criticism well and demonstrated an ability to apply this in developing and improving their skills however further focus on this would improve this area. | Learner demonstrated an excellent attitude to accepting direction / professional criticism. They were proactive in engaging with this to improve and develop their own skills. |
| Taking initiative | Minimal initiative was demonstrated during placement. Learner focussed on completing work / tasks to the minimum standard always required and relied on direct supervision to ensure these were completed. | Some initiative was observed during the placement. There were instances where the learner demonstrated an ability take responsibility for own assigned work / tasks. Further improvement here to seek out responsibility, engage in active problem solving and work independently would improve. | Learner demonstrated a particularly good level of initiative during the placement. Learner actively sought out required information and engaged in active problem solving. Some further development in relation to taking responsibility for own work / tasks would improve this area. | Learner demonstrated excellent initiative during the placement. They took responsibility for assigned tasks / work and were proactive in seeking any required information. They demonstrated an ability to problem solve and work independently with minimal supervision. |
| Adaptability | A resistance or unwillingness to adapt was observed during the work placement. | Learner demonstrated sufficient willingness to adapt, if required, however learner needs to take a more adaptable approach to working in a childcare environment. | Learner demonstrated a particularly good level of adaptability. A positive attitude and willingness to work across multiple areas or adapt to cater for unexpected events when requested was observed. | Learner demonstrated an excellent level of adaptability during the work placement. They were proactive and positive if required to work in a different area or move to a different task as required. They demonstrated a consistently positive attitude in this area. |
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