ࡱ> { bjbjzz i{K((((()))8<))<)>$+:+:t+t+t+V3V3V3 y $Bl(V3b2b2V3V3((t+t+777V3^(t+(t+ 7V3 77u(@yt+3NvBԔ0@wP`5l`hy`(yh7V3V3V3n6*V3V3V3V3V3V3V3`V3V3V3V3V3V3V3V3V3 &: Scheme of work Guided learning hours (GLH): 30 Number of lessons: 15 Duration of lessons: 2 hours This scheme of work is provided to help you make the most of your planning time. Customise it by adding your own activities/lesson ideas to the Activities column. LessonUnit content*ActivitiesLinks to other units1 Unit introductionTeacher/tutor presentation: outline the learning aims for this unit using PowerPoint or other presentation materials. Include information on the external examination that will be completed at the end of the unit. Activity (individual): learners to discuss and write a sentence that defines growth and a sentence that defines development and feed back ideas to the class. Teacher/tutor-led discussion: give feedback on learners definitions and agree a working definition of the terms growth and development in relation to the content of this unit.Learning aim A Understand growth and development in children1 (cont.)A.1 Growth: Key aspects of childrens growth are changes to physical size, the skeleton, muscles and the brain. Childrens height, weight and head circumference are measured to monitor growth, ensuring it is consistent with expected patterns, and to highlight potential issues at an early stage.Teacher/tutor input: introduce topic using PowerPoint or other presentation materials. Activity (paired): learners to discuss the aspects of childrens growth and how these can be measured. Feed back to the group. Teacher/tutor input: explain that growth is related to physical size, skeleton, muscles and the brain and that childrens height (or length for under twos), weight and head circumference are to be monitored. Activity (whole group): invite parents with young children to visit the lesson. With the parents permission, learners to measure height, weight and head circumference of the children and record results.2A.1 Growth: Key aspects of childrens growth are changes to physical size, the skeleton, muscles and the brain. Childrens height, weight and head circumference are measured to monitor growth, ensuring it is consistent with expected patterns, and to highlight potential issues at an early stage. Childrens growth is plotted on centile charts. Growth is determined by heredity, hormones, nutrition, sleep, illness and emotional influences.Teacher/tutor input: recap growth measurements from week 1 and introduce aims of this session. Starter activity (whole group): tutor to source appropriate video clips on measuring height and weight from own institution or video-sharing websites and discuss. Teacher/tutor input: source examples of centile charts online (WHO percentile charts are available from the Royal College of Paediatrics and Child Health  HYPERLINK "http://www.rcpch.ac.uk" www.rcpch.ac.uk). Explain the purpose of centile charts, using visual references where available. Height/weight/head circumference measurements of children gathered during Lesson 1 activity can be used here for practical illustration. Activity (paired): learners to note down reasons why childrens growth may be affected. Learners to feed back to the whole group. Teacher/tutor input: prompt learners to consider any factors that can affect growth (that learners have not thought of). Explain that childrens growth is monitored over time and that if it is outside the normal range it is important for support or treatment to be put in place at an early stage. Activity (small group): learners to produce posters that show the different factors that determine growth. Teacher/tutor input: ask learners to bring photographs of themselves at birth12 months, 12 months3 years, 35 years and 58 years to the next session. Unit 7: Learning aim A, Topic A.2 Unit 4: Learning aim A, Topic A.13A.1 Development: Child development is defined as the increasing acquisition of skills and knowledge gained by a child. Development should be viewed holistically as children acquire skills at varying rates in different areas of development. Developmental norms are sometimes called milestones. They have been determined by looking at data of thousands of children and considering the average or typical. Using these norms or milestones helps to understand the patterns of development. Teacher/tutor input: recap the definition of development from week 1 and introduce aims of lesson. Starter activity (whole group): tutor to source appropriate video clips on child development from birth to 8 years from own institution or video-sharing websites. Ask learners to discuss and identify the main points about child development in the clip(s). Prompt learners to discuss/understand that development varies between children and that development is holistic. Teacher/tutor input: explain development norms/milestones, how these were developed and how they are used. Activity (individual): learners to stick photographs of themselves (alternatively teacher/tutor to provide pictures of children at different ages) onto a large sheet of paper and annotate with descriptions of their development at each age. Learners to compare work with a friend and discuss similarities and differences. Note: if learners bring in their own photos, ensure that consent has been obtained for their display, particularly if other people appear in the images. Teacher/tutor input: discuss how learners followed the same sequence of development but at different rates (for instance, ask learners when they started to walk and use as an example). Activity (small group): learners to familiarise themselves with milestones/development charts by researching what a typical 2, 4 and 6 year-old can do. 4A.1 Development can be broken down into five areas: Gross motor and fine motor physical development is to do with movement gross or large movement of limbs, developing locomotion, balance and coordination, and fine manipulative movement of fingers developing handeye coordination. Cognitive development is the way children develop thought processes, perception, memory, imagination and problem-solving, and are able to increase their knowledge and understanding of their environment. Communication and language development is the way children communicate and develop speech, including reading and writing. Emotional and behavioural development is how children develop feelings and express their emotions through behaviour, and includes the development of self-concept and self-esteem. Social development includes how children develop friendships with peers and cooperate with others and become aware of role models.Teacher/tutor input: recap learning from last session and introduce aims of this session. Teacher/tutor input: explain that although the different types of development are linked, the milestones are broken down into different areas of development. Starter activity (whole group): learners to give an example of a related milestone for each area of development, including an example of both gross and fine motor skills to cover physical development. Activity (paired or small group): learners to produce a leaflet for new parents that explains each area of development. Activity (individual or paired): tutor to provide a suitable case study for learners to work on, describing a child playing. Learners to identify each skill demonstrated by the child in the case study, then identify the related area of development. Finally learners should suggest whether the skill set evidenced by the child in the case study is as expected for their age and feed back to the group. Activity (small group): learners to take five minutes to discuss ways that social and emotional development may be linked. Ask them to write down three ideas. Ask a representative from each group to share at least one example with the whole group. Explain to learners that they will be looking at links between areas of development in more detail in the next session. Unit 4: Learning aim A, Topic A.1 5A.2 The links between areas of development and how each area may complement each other Development should be viewed holistically as there are many ways in which areas of development relate to each other. Learners will be expected to explore this concept and the significance of these relationships. Language development helps children to understand new concepts and also to play with other children. Children with a language delay may become frustrated and this might affect their behaviour and also their ability to play with others. Physical development helps children move to explore their surroundings, learn from new experiences and develop confidence in their abilities. Cognitive and language development combine to help children express their thoughts and to develop reading and writing and problem-solving skills. Emotional development helps children to develop secure attachments, enabling positive social relationships and friendships to evolve. Social development helps children to develop language through playing with others and interacting with adults.Teacher/tutor input: recap areas of development and introduce aims of session using PowerPoint or other presentation materials to discuss how areas of development are linked. Starter activity (paired): introduce learners to the concept that areas of development are interrelated. Learners to discuss how a childs physical development might support other areas of development. Activity (individual): tutor to prepare questions for learners to answer in order to consolidate their understanding of the way that areas of development are interrelated. This could be a group question and answer session or used for private study. Activity (paired): learners to produce development map showing potential links between areas of development, with a specific example or explanation of each potential link, and feed back to the whole group. Teacher/tutor input: lead discussion to explore further links, ensuring that learners have considered each of the links identified in the content for Topic A.2. Activity (paired): learners to use development map from previous activity and information from the discussion to produce a poster showing ways in which areas of development are related to one another. They should use pictures and illustrations to support their evidence.Unit 4: Learning aim A, Topic A.1 Learning aim B Understand the characteristics of childrens development from birth up to eight years6Characteristics of childrens development Learners must be aware that children can develop at varying rates in different areas of development. They must know the usual sequence and the characteristics of each child development milestone from birth up to eight years. Knowledge of the usual sequence in physical (gross and fine motor skills), cognitive, communication and language, emotional and social development. Birth up to twelve months (See specification for full unit content for each area of development)Teacher/tutor input: using PowerPoint or other presentation materials, introduce Topic B.1 and then introduce aims of session. Starter activity (small groups): learners to identify when they could first crawl (and how) and walk. Teacher/tutor input: explain that although children may develop at different rates, they will have gone through the same sequence (e.g. rolling, crawling, walking and running). Activity (whole group): tutor to source appropriate video clips showing children rolling (aged approximately 6 months), crawling (aged approximately 9 months) and standing (aged approximately 12 months) from own institution or video-sharing websites. Ask learners to watch the clips and suggest what age each child is, giving reasons for their answer. Activity (small group): tutor to source images of children aged from birth to 12 months, demonstrating different skills; for example, crawling, standing, grasping. Learners to use the pictures, child development books and charts to produce a timeline showing the typical development of a child from birth to 12 months. Learners to feed back to the group. Activity (small group): organise learners into four groups. Assign each group an area of development: physical (gross and fine motor skills); cognitive; communication and language; emotional and social development. Learners to contribute to the production of a class wall display showing development of children from birth to 12 months. Learners to use information from their timeline. Wall display to include all areas of development. Activity (individual): learners to capture information about the four areas of development for children aged from birth to 12 months, linking development to specific ages within the age range. This individual record can be added to their course file. 7Characteristics of childrens development Learners must be aware that children can develop at varying rates in different areas of development. They must know the usual sequence and the characteristics of each child development milestone from birth up to eight years. Knowledge of the usual sequence in physical (gross and fine motor skills), cognitive, communication and language, emotional and social development. Twelve months up to three years (See specification for full unit content for each area of development)Teacher/tutor input: using PowerPoint or other presentation materials, recap development of children from birth to 12 months and introduce aims of session. Starter activity (individual): learners to note down three skills that a child of 12 months would have developed and feed back to the whole group. Guest speaker: invite a parent with a child aged 2 to 3 years to come to the class. Ask learners to observe the child as they play. Parent to describe how the child has developed since they were 1 year old. Follow with a question and answer session. Activity (small group): organise learners into four groups. Assign each group an area of development: physical (gross and fine motor skills); cognitive; communication and language; emotional and social development. Learners to add information showing development of children from 12 months to 3 years to the class wall display created in the previous session. Activity (individual): learners to capture information about the four areas of development for children aged from 12 months to 3 years, linking development to specific ages within the age range. This individual record can be added to their course file.8Characteristics of childrens development Learners must be aware that children can develop at varying rates in different areas of development. They must know the usual sequence and the characteristics of each child development milestone from birth up to eight years. Knowledge of the usual sequence in physical (gross and fine motor skills), cognitive, communication and language, emotional and social development. Three years up to five years (See specification for full unit content for each area of development)Teacher/tutor input: using PowerPoint or other presentation materials, recap development of children from 12 months to 3 years and introduce aims of this session. Starter activity (whole group): tutor to source appropriate video clips showing children playing in the foundation years from own institution or video-sharing websites. Learners to identify what is happening with childrens development by the time they are 3 years that enables them to become more inquisitive. Prompt learners to think about their cognitive, language, physical and social and emotional development. (Alternatively learners could discuss the following statement At 3 years, children are becoming more inquisitive and asking questions.) Activity (whole group): tutor to source appropriate video clip of a child talking fluently (aged approximately 4 years). Learners to discuss the language development of the child featured. Is (s)he meeting expected milestones? What are the characteristics of his/her language? Activity (small groups): in the same groups as previous sessions, learners to add information to the class wall display on the development of children between 3 and 5 years. Activity (individual): learners to capture information about the four areas of development for children aged 3 to 5 years, linking development to specific ages within the age range. This individual record can be added to their course file. 9Characteristics of childrens development Learners must be aware that children can develop at varying rates in different areas of development. They must know the usual sequence and the characteristics of each child development milestone from birth up to eight years. Knowledge of the usual sequence in physical (gross and fine motor skills), cognitive, communication and language, emotional and social development. Five years up to eight years (See specification for full unit content for each area of development) Teacher/tutor input: using PowerPoint or other presentation materials, recap development of children from 3 years to 5 years and introduce aims of this session. Starter activity (whole group): learners to take part in group discussion on the skills that children have developed between age 5 and 8 years. Teacher/tutor input: explain that at this age children have started school (Key stage 1) and are developing many new skills. Give examples, such as: gross motor and fine motor movements riding bicycles and tying laces cognitive development doing simple calculations communication and language asking questions and reading emotional and social development awareness of others needs and having close friends. Activity (paired or small groups): learners to discuss the usual sequence of development of children from 5 to 8 years. Tutor to prepare questions for learners to answer in order to consolidate their understanding of child development (aged 58 years). Learners may also benefit from case studies for analysis/comparison. Activity (small group): in the same groups as previous sessions, learners to complete the class wall display by adding information on the development of children from 5 to 8 years. Activity (individual): learners to capture information about the four areas of development for children aged 5 to 8 years, linking development to specific ages within the age range. This individual record can be added to their course file.Learning aim C Understand how adults in early years settings can support childrens development10Learners will be expected to understand that childrens development can be positively influenced by adults in early years settings and that the lack of adult support may lead to delays in development. Learners must be able to recognise why some forms of adult support are age/stage appropriate and be expected to suggest appropriate age/stage support. Gross motor and fine motor physical development: meeting childrens physical needs by providing a well-ventilated and relaxing sleep area for children to sleep at regular intervals meeting diet and nutritional needs in accordance with policy and parental wishes providing opportunities to be outdoors.Teacher/tutor input: using PowerPoint, other presentation materials or class resources such as the development wall display prepared in Lessons 69, recap stages of development. Introduce learning aim and topic of current session. Starter activity (whole group): ask each learner to write down three ways that adults can support childrens development. Whole group to share ideas. Guest speaker: invite a nursery manager to discuss the importance of age-appropriate support. Follow with a question and answer session. Teacher/tutor input: explain the importance of providing an environment and opportunities that meet childrens physical needs including a sleep area, meeting dietary and nutritional needs and the importance of providing outdoor opportunities. Discuss why parents wishes should be taken into account. Activity (paired): tutor to prepare questions for learners to answer to consolidate their understanding of how to identify and meet childrens physical needs. Activity (small group): learners to identify opportunities for children to be outdoors and think of age-appropriate resources to support outdoor play. Learner to make a note of their ideas for each of the following age groups: birth to 12 months 12 months to 3 years 3 years to 5 years 5 years to 8 years. Learners to discuss why outdoor play is important for childrens development and feed back ideas on both tasks to the wider group.Unit 2: Learning aim B, Topic B.1 Unit 3: Learning aim D, Topic D.2 Unit 4: Learning aim B, Topic B.1 Unit 7: Learning aim A: Topic A.2 Unit 8: Learning aim A: Topic A.111Gross motor and fine motor physical development: providing age-appropriate resources and activities that encourage gross and fine motor skills both indoors and outdoors providing resources and activities that encourage children to touch, feel and explore objects with their senses providing opportunities for children to meet their physical needs.Teacher/tutor input: using PowerPoint or other presentation materials, recap last session and introduce aims of this session. Starter activity (whole group): show learners a picture of some outdoor apparatus or a ride-on toy and ask learners to state the age group it may be suitable for and explain why. Activity (small group): organise learners into groups and give each group resources suitable for a particular age group (e.g. a construction object with small parts or an object that a baby may mouth or other resources that encourage the use of different senses). Each group should have a different resource. Learners to explore the resource and note down what they did, the range of different skills and senses they used, and the age group the resource was appropriate for. Learners to feed back reasons for their answers (for instance, would children have the dexterity at 2 years of age to manipulate smaller objects? Which objects are suitable for babies to mouth?). Activity (small group): learners to plan an activity that develops gross motor skills for children aged: birth to 12 months 12 months to 3 years 3 years to 5 years 5 years to 8 years. Learners should identify the aims of the activity, appropriate resources and provide details of the amount of time the activity will take.Unit 2: Learning aim B, Topic B.1 Unit 3: Learning aim D, Topic D.2 Unit 4: Learning aim B, Topic B.1 Unit 8: Learning aim A, Topic A.112Cognitive development: providing objects and games that encourage children to develop their memory and imaginative skills and helping them to think about others providing age-and stage-appropriate activities and resources that encourage problem-solving skills providing opportunities for children to visit different places and experience new things encouraging children to ask questions, helping children to link new experiences to past ones (memory and recall). Teacher/tutor input: using PowerPoint or other presentation materials, recap last session and introduce aims of this session. Starter activity (small group): give learners activities to take part in (e.g. matching/counting games and puzzles). Learners to discuss how the games might help the development of memory and imagination and state which age group they are appropriate for. Learners to discuss and note the cognitive/thinking skills they needed to take part and feed back their findings to the whole group. Teacher/tutor input: write up ideas and produce thought shower on the whiteboard. Activity (paired or individual): learners to design a game for a small group of children that encourages the development of problem-solving skills. Learners to feed back their ideas, identifying the age group it is suitable for, the resources that are needed and how it supports the development of problem-solving skills (and if appropriate, other cognitive skills). Activity (paired or individual): learners to plan opportunities for new experiences/visits such as a visit to the local park or handling a pet rabbit. Learners to identify ways of encouraging children to ask questions or make links for use during the visit/experience and afterwards. Teacher/tutor input: arrange for learners to undertake a practice examination in the next two weeks (outside of normal lesson time).Unit 2: Learning aim B, Topic B.1 Unit 3: Learning aim D, Topic D.2 Unit 4: Learning aim B, Topic B.1 Unit 8: Learning aim A, Topic A.113Communication and language development: taking time to talk and smiling and maintaining eye contact to encourage listening skills encouraging speaking and listening skills by using nursery rhymes, picture books, telling stories, reciting rhymes, show and tell, and by asking questions such as what, where who to encourage speaking providing role-play activities for pretend play encouraging writing skills by copying their own name and familiar names and words encouraging creative expression through stories, poetry, dance, drama and making music. Teacher/tutor input: using PowerPoint or other presentation materials, recap last session and introduce aims of this session. Discuss the importance of time for talking, smiling and maintaining eye contact in encouraging listening skills. Activity (whole group): tutor to source appropriate video clips showing adults interacting with young children from own institution or video-sharing websites. Learners to watch video clips, note down how adults communicate (i.e. smiling and eye contact) and discuss how this could encourage children to listen. Starter activity (whole group): teacher/tutor to model sharing a story with young children and how to ask appropriate questions. Activity (paired): learners to select a picture book or nursery rhyme and note down: the age range the book/rhyme is suitable for and why; how they could use the book with children; the questions they would ask; and how they would encourage children to join in. Activity (small group): learners to form a larger group with one or two other pairs and demonstrate/describe the use of their book or rhyme. Teacher/tutor input: lead discussion on the range of role-play activities used in the early years for pretend play. Encourage learners to give examples from early years settings and their own experiences relating to children aged 3 5 years and 58 years. Activity (small group): learners to produce a thought shower on the opportunities for creative expression for children in each age range: 012 months, 13 years, 35 years and 58 years. Learners to feed back to the group.Unit 2: Learning aim B, Topic B.1 Unit 3: Learning aim D, Topic D.2 Unit 4: Learning aim B, Topic B.1 Unit 8: Learning aim A, Topic A.114Emotional and social development: encouraging bonding through holding children close, maintaining eye contact, talking in appropriate tone maintaining proximity as key person, responding to changing behaviour such as clinging, resistance, temper tantrums by helping children express their emotions positively without hurting others supporting children through appropriate transitions such as moving home, new sibling, change of carer encouraging confidence and self-esteem, encouraging children to express their feelings through activities and resources, and encouraging children to share and help other peers or other adults maintaining appropriate proximity to children while allowing them to express themselves freely and safely encouraging children to develop positive relationships and encouraging children to challenge negative comments and actions from others helping children to understand their changing emotions and dealing with them positively through discussion or role playTeacher/tutor input: using PowerPoint or other presentation materials, recap communication and language development and introduce aims of this session. Starter activity (small group): learners to create a thought shower on how adults can show a child that they are interested in what they are saying or doing, or how they are feeling. Learners to share their ideas with the group. Activity (small group): tutor to present learners with example scenarios describing children who are displaying unwanted behaviour, such as clinginess or refusing to share toys. Learners to discuss the scenarios, providing reasons why children may display these behaviours and how they can be supported. Teacher/tutor input: give examples of common transitions that children experience at different ages and stages (such as starting school) and personal transitions (such as change of main carer) that could happen at any age. Discuss how these might affect children and how adults could support children. Activity (small group): give learners an example of an activity that young children could enjoy, for instance producing a group collage or making models from odds and ends. Learners to discuss and list ways that the activity encourages: confidence self-esteem sharing with peers and adults. Learners to feed back ideas and discuss as a whole group. Teacher/tutor input: discuss the importance of supervising children while allowing them to explore and express themselves. Ask learners to identify the recommended appropriate proximity for children of different age groups: 012 months, 1 3 years, 3 5 years and 58 years. Activity (small group): learners to respond to suitable case studies presented by the tutor, detailing ways in which children can be encouraged to develop positive relationships, deal with negative comments and actions and deal with their emotions. 1:1 tutorials: to give feedback on practice examination results.Unit 2: Learning aim B, Topic B.1 Unit 3: Learning aim D, Topic D.2 Unit 4: Learning aim B, Topics B.1 and B.2 Unit 8: Learning aim A, Topic A.115Emotional and social development: introducing everyday routines to establish security providing age appropriate play to encourage children to interact with other children, support others and learn to share and take turns encouraging children to be thoughtful and cooperative with others by praising them and being a positive role model encouraging children to develop a range of friendships.Teacher/tutor input: using PowerPoint or other presentation materials, recap last session and introduce aims of this session. Starter activity (individual): learners to write down three reasons why routines are important for children. Activity (small group): assign each group an age range: 13 years; 35 years and 58 years. Learners to plan a play activity for a group of children in the given age range that will encourage: interaction supporting others sharing taking turns. Learners to present their activities to the whole group. Activity (small group): learners to take part in a simple turn-taking game. In turn, each learner takes the role of the adult and the others in the group take the role of the children. The adult should demonstrate how to be a positive role model and encourage the children to be cooperative. Teacher/tutor input: tutor to prepare questions for learners to answer in order to consolidate their understanding of the unit and to help them identify areas for development/revision. This could be presented as a group question and answer session or used for private study.Unit 2: Learning aim B, Topic B.1 Unit 3: Learning aim D, Topic D.2 Unit 4: Learning aim B, Topics B.1 and B.2 Unit 8: Learning aim A, Topic A.1TOTAL: 30 hours *See the specification for full details of unit content.        PAGE 2  Pearson Education Ltd 2012. Copying permitted for purchasing institution only. This material is not copyright free.  PAGE 8 Pearson Education Ltd 2013.   PAGE 1 Pearson Education Ltd 2011. Copying permitted for purchasing institution only. This material is not copyright free. BTEC Level 3 National Children's Play, Learning and Development Teaching and Assessment Pack Unit X [TITLE] Unit 1: Patterns of Child Development BTEC First in Childrens Play, Learning and Development BookTitle ,/CE[bcd   * > ? @ U ^ o q   + A B M Z ӢӦӦӒӋӋӋӋӵ hS<h5dhh5d5hn7h5dH*h. h.h5dh.h5d5 h5d5 h-h5d#hh5d5CJOJQJ^JaJh5d hh5d hP hcThcTh hhT0.hP@ hc9hP@10Fcd   * ? 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