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CCEA Planning Framework for GCSE Home Economics: Child Development

DRAFT

GCSE Home Economics: Child Development

Contents

Page

Introduction

1

Unit 1: Parenthood, Pregnancy and the New-born Baby

5

Unit 2: The Development of the Child

27

4

Introduction

The purpose of this Planning Framework is to support the teaching and learning of GCSE Child Development. The Planning Framework is based on specification content but should not be used as a replacement for the specification. It provides suggestions for a range of teaching and learning activities which provide opportunities for students to develop their:

· Knowledge and understanding

· Subject specific skills

· The Cross-Curricular Skills

· Thinking Skills and Personal Capabilities

The Planning Framework is not mandatory, prescriptive or exhaustive. It is also available in MS Word version therefore teachers are encouraged to adapt and develop it to best meet the needs of their students.

Subject Skills Assessed through Child Development

The following skills are assessed in GCSE Child Development

· analyzing issues and problems;

· identifying, gathering and recording relevant information and evidence;

· analyzing and evaluating evidence;

· making reasoned judgements and presenting conclusions;

· planning and carrying out practical activities; and

· evaluating outcomes.

Supporting the Development of Statutory Key Stage 4 Cross-Curricular Skills and Thinking Skills and Personal Capabilities

This specification builds on the learning experiences from Key Stage 3 as required for the statutory Northern Ireland Curriculum. It also offers opportunities for students to contribute to the aim and objectives of the Curriculum at Key Stage 4, and to continue to develop the Cross-Curricular Skills and the Thinking Skills and Personal Capabilities. The extent of the development of these skills and capabilities will be dependent on the teaching and learning methodology used.

Cross-Curricular Skills at Key Stage 4CommunicationStudents should be able to:

· communicate meaning, feelings and viewpoints in a logical and coherent manner;

· make oral and written summaries, reports and presentation, taking account of audience and purpose;

· participate in discussions, debates and interviews;

· interpret, analyse and present information in a range of formats; and

· explore and respond, to a variety of texts.

Using Mathematics

Students should be able to:

· use mathematical language and notation with confidence;

· use mental computation to calculate, estimate and make predictions in a range of contexts;

· select and apply mathematical concepts and problem-solving strategies in a range of contexts;

· interpret and analyse a wide range of mathematical data;

· assess probability and risk in a range of contexts; and

· present mathematical data in a variety of formats which take account of audience and purpose.

Using ICT


· make effective use of information and communications technology in a wide range of contexts to access, manage, select and present information.

Thinking Skills and Personal Capabilities at Key Stage 4

Self- Management


· plan work;

· set personal learning goals and targets to meet deadlines;

· monitor, review and evaluate their progress and improve their learning; and

· effectively manage their time.

Working with Others


· learn with and from others through co-operation;

· participate in effective teams and accept responsibility for achieving collective goals; and

· listen actively to others and influence group thinking and decision making taking account of others’ opinions.

Problem Solving


· identify and analyse relationships and patterns;

· propose justified explanations;

· reason, form opinions and justify their views;

· analyse critically and assess evidence to understand how information or evidence can be used to serve different purposes and agendas;

· analyse and evaluate multiple perspectives;

· explore unfamiliar views without prejudice;

· weigh up options and justify decisions; and

· apply and evaluate a range of approaches to solve problems in familiar and novel contexts.

Although not statutory at Key Stage 4 this specification also allows opportunities for further development of the Thinking Skills and Personal Capabilities of Managing Information and Creativity.

Assessment for Learning

Where reference is made to past papers throughout this Planning Framework, teachers will recognise opportunities for formative assessment activities.

Key Stage 4 Statutory Skills and Personal Capabilities

Communication SkillsComm – T&L (Talking & Listening) W (Writing) R (Reading)

Using MathematicsUM

Using ICTUICT

Problem SolvingPS

Working with OthersWO

Self-ManagementSM

Key Features

The Planning Framework:

· Includes suggestions for a range of teaching and learning activities which are aligned to the GCSE Child Development specification content.

· Highlights opportunities for inquiry-based learning.

· Indicates opportunities to develop subject knowledge and understanding and specific skills

· Indicates opportunities to develop the Cross-Curricular Skills and Thinking Skills and Personal Capabilities.

· Provides relevant, interesting, motivating and enjoyable teaching and learning activities which will enhance the student’s learning experience.

· Suggests the time required to teach units/options.

· Makes reference to supporting resources.


Unit 1: Parenthood, Pregnancy and the New-born Baby

17

Planning Framework for GCSE Child Development

Unit 1

Parenthood, Pregnancy and the Newborn Baby

Unit/Option content

Learning Outcomes or Elaboration of Content

Suggestions for Teaching and Learning Activities

Supporting Cross Curricular Skills, Thinking Skills and Personal Capabilities

The family and parenting responsibilities


· Discuss family members roles and responsibilities;

Students match up the family member with their role in the family.

Split students into groups and provide each group with an A3 page with a different family member. Students discuss and record the different responsibilities of each person.

PS

Comm – T&L

WO

· Discuss the factors that can affect the decision to have a baby;

Give students the topic of ‘factors that can influence the decision to have a baby’. This could be done in groups or as a whole class for a starter activity to the topic. Students record suggestions.

Comm – T&L

WO

· Discuss how family members influence the development of the child;

Students can interview different family members e.g. a grandparent or parent about what they do to help their child’s development.

Comm – T&L, W, R

Unit/Option content




The family and parenting responsibilities (cont.)


· Assess the impact of a baby on family lifestyle; and

Create a range of scenarios (busy working couple or shift work, young mother, family with 2 young children or a couple that live far away from family members). Place students in groups. Each group will move around each scenario in a carousel and assess how a baby would impact on the family lifestyle.

Each group can feedback to the class on their scenario. Give students group roles e.g. recorder and reporter. CCEA Child Development worksheet 2 – Interview with a new mum

Comm – T&L

WO

PS

Comm – T&L, W

· Demonstrate an understanding of children’s rights, parental responsibilities and the UN Convention on the Rights of a Child.

Students view one of the video clips below and record rights and responsibilities as set out by the UN Convention.

www.youtube.com/watch?v=y_2nA49p3yw

www.youtube.com/watch?v=5KQGz-toMnk

Students research and identify 10 rights of a child according to the UN Convention on the Rights of the Child. Present these in the form of a PowerPoint, factsheet or information leaflet.

UICT

Comm – W, R

Resources

Chapter 2 Family Lifestyles Child Care and Development Pamela Minett (2005)

Chapter 5 Parenthood Childcare and Development Pamela Minett (2005)

Page 5 ‘Planning a Family’ Lonsdale School Revision Guides: The Essentials of Child Development

NICCY Understanding your rights www.niccy.org/media/1066/niccy-42-rights-guide-final-sept-13.pdf

Student friendly guide to the UNCRC www.unicef.org.uk/Documents/Publications/Child_friendly_CRC_summary_final.pdf


Unit 1B: Reproduction and Pregnancy

Unit/Option content




Reproduction


· Identify the parts and know the function of the female and male reproduction systems;

· Explain how the menstrual cycle works;

Label the male and female reproductive organs including the function of each part.

Complete a timeline of the menstrual cycle explaining what is happening at each stage.

Comm – W

UM

· Explain the functions of the following hormones during pregnancy and child birth:

· Progesterone;

· Oxytocin;

· Oestrogen; and

· Prolactin.

Place students into 4 groups. Each group researches a hormone and tells the other members of the class about it.

WO

Comm – T&L

· Evaluate the methods of family planning and assess the benefits of planning a family; and

Complete class activity of Consider All Factors to come up with advantages and disadvantages of each family planning method. Bring class together to discuss the benefits of planning for a family.

WO

Comm – T&L

Reproduction (cont.)

· List the causes of, and describe the treatment for male and female infertility.

In groups give each student a role (a couple who are having problems conceiving and a fertility expert). Get students to role play questions the couple may have and the treatment the expert may suggest.

Read the BBC News article on IVF and compare how the procedure has changed since the first ‘test tube baby’.

PS

Comm – T&L

SM

Comm – R

Resources

Northern Ireland Curriculum Active Learning and Teaching Methods for Key Stage Three – Each One Teach One and Consider All Factors

Past Paper Questions on the Child Development microsite

Infertility Factfile

Pamela Minett – Child Care & Development text book

BBC News – How has IVF Developed – www.bbc.co.uk/news/health-33599353

Unit/Option content




Pregnancy


· Identify the signs and symptoms of pregnancy and how it is confirmed;

Use Hot Seating by putting a picture of a symptom of pregnancy on the board. The person in the ‘hot seat’ has to ask questions to the rest of the class to figure out the symptom.

Comm – T&L

PS

· Explain the following minor problems associated with pregnancy:

· heartburn;

· nausea;

· tastes and cravings;

· constipation;

· Varicose veins;

· dental problems;

· Oedema;

· Backache; and

· emotional changes.

Script a podcast offering tips how an expectant father can help support his partner with any minor ailments during pregnancy.

Comm – T&L, W

· Discuss ectopic pregnancy, miscarriage and the difference between identical and non-identical twins.

Students identify the difference between identical and non-identical twins with the use of images of celebrity twins, e.g. Jedward, Scarlett and Hunter Johansson, Ashton and Michael Kutcher and Olly and Ben Murs.

PS

Unit/Option content




Pregnancy (cont.)

· Recognise the stages of development of the embryo at week 6 and the fetus at week 20 and 40;

· Describe the development of the fetus at week 14 and 28;

Use scan pictures to identify and describe the various stages of development.

Make a timeline detailing how the fetus grows and develops during pregnancy.

PS

UM

· Discuss healthy brain development in the womb;

Make a leaflet with tips for expectant mothers on how they can help with healthy brain development in the womb.

UICT

Comm – W

· Explain the role played by the following parts of the support system in the uterus: placenta, amniotic sac and fluid, cervix and umbilical cord;

· Discuss the benefits to the mother of antenatal care;

Produce a matching activity with a description and name of the parts of the support system.

Complete a SWOT analysis on antenatal care for the mother.

PS

SM

SM

Unit/Option content




Pregnancy (cont.)

· Identify the following tests and checks carried out at antenatal appointments and explain the importance of each:

· urine test;

· blood test;

· blood pressure test (high or low, and checking for pre-eclampsia);

· weight check;

· baby’s heartbeat check; and

· screening tests.

Complete a mind map activity which explains tests and checks carried out during antenatal appointments.

Comm – W

PS

· Discuss the role of a partner during pregnancy; and

With a partner role play a conversation between a midwife and a soon to be first time dad on ways he can help during pregnancy.

Comm – T&L

WO

Unit/Option content




Pregnancy (cont.)

· Describe the role of the following health professionals during pregnancy and birth:

· Doctor;

· Sonographer;

· Midwife;

· Obstetrician;

· Paediatrician; and

· Gynaecologist.

Who am I? One student has to ask questions to the rest of the class to identify which practitioner they are.

Focus on careers by allowing each student to select a health professional and research key information about the career.

PS

Comm – T&L

SM

Resources

Resources (cont.)

Northern Ireland Curriculum Active Learning and Teaching Methods for Key Stage Three – Hot Seat/SWOT Analysis/

Factfile – Minor problems during pregnancy

Scan pictures

www.babycenter.com/fetal-development-week-by-week – Shows pictures of the Fetus week by week and compares it to the size of a fruit

Healthy brain development Factfile

www.publichealth.hscni.net/sites/default/files/Getting%20to%20know%20your%20baby%20leaflet%2008_14.pdf – Public Health Agency Getting to know your Baby

Card matching activity – support system

Role of professionals during pregnancy and birth Factfile



www.nhs.uk/conditions/pregnancy-and-baby/pages/ultrasound-anomaly-baby-scans-pregnant.aspx?tabname=Getting%20pregnant – NHS video about ultrasound scans


Unit 1C: Diet and lifestyle during pregnancy

Unit/Option content




Diet and lifestyle during pregnancy


· Discuss current government nutritional advice and its relationship to a healthy pregnancy;

Invite a dietician or midwife to school and allow class to question them about nutrition during pregnancy.

Child Development worksheet 18 ‘Food cards’ could be used to match nutrients with sources and functions. This could be done in pairs

Factfile Available.

Comm – T&L

WO

PS

· Analyse and Evaluate a range of meals for a pregnant woman;

Provide a range of sample menus. Students analyse the suitability of the menus for a pregnant woman.

Teacher could scaffold this by doing a worked example with the class in the form of a mind map.

Child Development worksheet 8 ‘Meals for a pregnant woman’ could be used and students work in pairs to produce a meal that is suitable for a pregnant woman. Students evaluate the suitability of the dish for a pregnant woman.

Comm – W

Comm – W, T&L

WO

Unit/Option content




Diet and lifestyle during pregnancy (cont.)

· Explain which foods to avoid during pregnancy; and

Students carry out research and produce a leaflet of the foods to avoid during pregnancy.

Students read chapter 5 of ‘NHS The Pregnancy Book’ and identify foods which should be eaten and explain why. Students summarise their findings in a table or in the form of a mindmap.

UICT, Comm – W

Comm – R, W

· Analyse the effects of alcohol consumption, drug taking and smoking on the unborn baby.

Prepare PowerPoint presentation for an expectant mother on the effects of drug taking, smoking and drinking alcohol. Students could be given an individual topic.

UICT

SM

Resources

The NHS Pregnancy Book – Chapter 5 ‘Your Health in Pregnancy’

Food Standards Agency The Eatwell Guide

www.food.gov.uk/sites/default/files/finaleatwellguide23mar2016nothernireland23rd.pdf

British Dietetic Association Factsheet on pregnancy www.bda.uk.com/foodfacts/Pregnancy.pdf

NHS Healthy Diet in Pregnancy www.nhs.uk/conditions/pregnancy-and-baby/pages/healthy-pregnancy-diet.aspx

The Dairy Council Foods to Avoid during Pregnancy www.milk.co.uk/page.aspx?intPageID=102

The Dairy Council ‘Bump to Baby’ publication

Chapter 9 – Pregnancy, Child Care and Development Textbook (2005), Author: Pamela Minett


Unit 1D: Birth

Unit/Option content




Birth


· Discuss the three stages of labour;

Students watch an episode of ‘One Born Every Minute’ and identify the stages of labour.

SM

· Evaluate the following birth options:

· home birth; and

· hospital birth.

Use the Walking Debate format to come up with the advantages and disadvantages of each birth option.

PS

· Evaluate the types of pain relief available during labour, including medical and complementary;

· Describe the following types of delivery:

· Induction;

· Breech;

· Forceps;

· Caesarean; and

· Ventouse extraction.

· Analyse the role of the birthing partner.

With the use of teacher PowerPoint, students make notes on each of the types of delivery.

With a partner role-play a conversation between a midwife and a soon to be first time dad on how he can be involved during the birth.

Comm – W

UICT

WO

Comm – T&L

Resources

Channel Four – One Born Every Minute

Northern Ireland Curriculum Active Learning and Teaching Methods for Key Stage Three – Walking Debates

Teacher PowerPoint

Factfile – The role of the birthing partner




Unit 1E: The Newborn Baby etc.

Unit/Option content




The Newborn Baby


· Describe the appearance of a newborn baby, including:

· average weight;

· length and head circumference;

· skin and birthmarks;

· fontanelle; and

· Apgar score.

Students who know their own weight as a baby write it on a small piece of paper. Data from the class is collected discreetly, students work out the average baby weight in their class and compare this to the UK average.

Students think of questions that parents of a newborn might have about the listed characteristics. After investigating the answers (e.g. using Minett), a Hot Seating activity can follow, where students take on the role of a health professional, describing the characteristics listed and answering questions.

UM

PS

WO

Comm – T&L

· Identify and describe the following reflexes of a newborn baby:

· sucking and swallowing;

· rooting;

· grasping;

· startle;

· Moro and falling; and

· stepping.

Watch YouTube video showing the primitive reflexes of the newborn (see resources section).

Use a card match cut-and-stick activity to match a picture of the reflex to a description.

SM

PS

Unit/Option content




Resources

www.rcpch.ac.uk/child-health/research-projects/uk-who-growth-charts/uk-who-growth-chart-resources-0-4-years/uk-who-0#0-4

www.nhs.uk/conditions/pregnancy-and-baby/Pages/baby-weight-and-height.aspx

Minett, P “Child Care and Development”

Primitive Reflexes Video: www.youtube.com/watch?v=0V4x0iQODTk

Minett, P. “Child Care and Development Revision Exercises”

Unit/Option content




The Newborn Baby (cont.)

· Describe how to meet the following needs of a baby:

· warm, safe and clean environment;

· sleep;

· food;

· fresh air;

· love and comfort; and

· clothing.

· Explain the postnatal checks for mother and baby.

Divide students into six groups, each starts with one of the listed needs. Using the Carousel method, students move from one flipchart page to the next under a time limit, reading the suggestions from previous groups and adding their own ideas about how to meet the needs of a newborn. Students return to the page where they started and read the suggestions that their classmates added. Students feed back to the class on each of the baby’s needs with the teacher offering supplementary information if required.

Teacher lists the post-natal checks; students complete a table to explain why these checks are required. Students complete a practice examination question on this topic.

WO

Comm – R, W

Comm – W

Resources

What Your Baby Needs to Thrive: www.babycentre.co.uk/a1012877/what-your-baby-needs-to-thrive

Fresh air news article: www.telegraph.co.uk/news/uknews/1477238/A-daily-dose-of-fresh-air-helps-babies-to-sleep-longer-at-night.html

Clothing: www.nhs.uk/Conditions/pregnancy-and-baby/Pages/what-you-need-for-baby.aspx

Unit/Option content





· Describe the symptoms of postnatal depression;

· Explain how to help prevent sudden infant death syndrome (SIDS).

Watch the video (NHS link below) and list the symptoms described by the mothers. Use information at the same link to create a leaflet for new parents to help them recognise PND.

Teacher lists the post-natal checks; students complete a table to explain why these checks are required. Students complete a practice examination question on this topic.

UICT

Comm – W

Comm – R, W

PS

Resources

Post Natal Depression video: www.nhs.uk/Conditions/pregnancy-and-baby/Pages/feeling-depressed-after-birth.aspx

SIDS leaflet: www.lullabytrust.org.uk/document.doc?id=297

Unit/Option content





· Explain the factors to consider when choosing clothing and equipment for a baby; and

Using a push-chair, buggy and pram, students compare these in a range of situations (e.g. getting through a door, getting up and down a kerb, folding and putting in the boot of a car).

Consult “Which?” magazines for reviews of baby equipment and recommend a best buy for a range of prices and situations.

Prepare a questionnaire for new parents, focusing on their priorities when buying a cot or infant car-seat. Students share their data and collaborate to produce charts showing their findings. Write a brief report summarising their conclusions.

WO

SM

UM

WO, SM, Comm – W

· Identify the information on care labels found on babies’ clothing.

Provide students with a list of symbols; using a bundle of baby clothes, students sort the clothes into appropriate laundry loads in teams (e.g. colour, temperature, gentle wash action, etc.). If baby clothes are not available, pictures of baby clothes with laundry instructions could be used.

Using show-me boards (or laminated cards with dry-wipe markers), students identify meanings of a range of symbols displayed on a PowerPoint.

WO

PS

UICT

Unit/Option content





· Explain how the Consumer Rights Act 2015 protects the consumer when buying equipment for a baby.

Watch video (see resources below) from Which?

Students summarise the protection offered by the Consumer Rights Act 2015.

Students apply their knowledge to a range of case studies when buying equipment for a baby, e.g.

· A steam steriliser that fails to heat up

· A faulty zip on a foot cosy for a buggy

· A car seat that does not fit in the car

· A night light described as pink on the box is blue when opened

Comm – T&L

PS

· Identify quality marks used on products and explain their benefits to the consumer when buying clothing and equipment for a baby.

Using the CCEA Quality Marks Factfile select a range of products (using real products, catalogues or online listings) showing the quality marks – in pairs, students discuss and feed back to class, the benefits of products carrying these marks.

WO, Comm – T&L

Resources

Which? Guide to the Consumer Rights Act 2015 www.which.co.uk/news/2015/09/consumer-rights-act-set-to-become-law-this-week-417207/

Quality Marks Factfile

Unit/Option content




Feeding the Newborn Baby


· Explain how breastfeeding works;

Students label a diagram (using Minett text/Minett Revision Exercises book/legacy Child Development past papers/Revised Child Development papers) and use it to explain how breastfeeding works.

Comm – W

· Describe how to make a formula feed;

Students create a step-by-step set of instructions to prepare a formula feed (e.g. for a baby sitter). This could be done using iPads, if available, where students photograph each stage and add captions.

Look at the Safefood publication, “How to Prepare Your Baby’s Bottle”. Transfer the list of Dos and Don’ts (on p16 of the pdf) to a table, adding a column to explain why this instruction is given.

Comm – R, W

UICT

Comm – W

PS

· Identify methods of sterilisation for bottle feeding; and

Using the Safefood publication (page 4), students identify methods of sterilisation for bottle feeding. Compare the three methods of sterilising bottles (e.g. cost, time taken) and list the advantages and disadvantages of each. Students write a personal viewpoint stating which method is best in their opinion.

Comm – R, W

SM

Unit/Option content




Feeding the Newborn Baby (cont.)

· Evaluate feeding options.

Students use a range of resources to compile a list of the advantages of breastfeeding.

Students use the internet to investigate why some mothers choose to bottle feed.

Comm – R, W

UICT

Resources

Minett, P. “Child Care and Development Revision Exercises”

Kettle, formula feed, sterilised baby bottles, timer

Range of equipment for sterilising baby bottles

Safefood Publication: www.safefood.eu/SafeFood/media/SafeFoodLibrary/Documents/Publications/Consumer/M9584-SAFEFOOD_Baby-Bottle-Leaflet_Web.pdf

Mother & Baby Magazines


Unit 2: The Development of the Child

50


Unit 2

Development of the Child

Unit/Option content




Dietary needs of the child (0-5 years)


· Explain the functions of the following nutrients:

· protein;

· fats;

· carbohydrates;

· calcium;

· iron;

· vitamins A, C and D; and

· other dietary constituents including fibre and water.

Using Each-One-Teach-One, students discover the functions of the listed nutrients.

Classroom discussion to apply these functions to a child of 0-5 years.

Students complete a table clearly stating the functions, summarising what they have learned.

PS

Comm – T&L

Comm - W

Resources

http://foodafactoflife.org.uk/

www.nutrition.org.uk/healthyliving/nutrition4baby.html

www.nutrition.org.uk/healthyliving/lifestages/children.html

Unit/Option content




Dietary needs of the child (0-5 years) (cont.)

· Demonstrate knowledge and understanding of the current dietary recommendations for children aged 0-5 years;

Students sort a range of foods into the correct categories on the Eatwell Guide.

Plan a week’s menu for a nursery reducing free sugars in the diet (see resource section).

Students write a Packed Lunch guide for Primary 1 parents, giving advice about current dietary recommendations.

Comm – R, W

Comm – W

PS

Comm – W

· Evaluate a range of foods for a child, taking account of current dietary recommendations;

Using pictures, packaging or real foods, students compare a range of meals to the advice on the Eatwell Guide. Students suggest adaptations which could be made to the meals to better reflect current recommendations.

WO

PS

· Describe the stages of weaning;

Teacher explains what weaning is, when weaning should start and why new foods should be introduced gradually. Students compare a range of home-made and commercially available weaning foods. Students compare the taste and cost and discuss suitable foods for each stage.

Comm – T&L

WO

UM

Resources

CCEA Fact File

www.foodafactoflife.org.uk/Sheet.aspx?siteId=20&sectionId=129&contentId=800

www.nutrition.org.uk/attachments/article/734/BNF%20Toddler%20Eatwell%20Poster_OL.pdf

Weaning: www.nutrition.org.uk/healthyliving/nutrition4baby/weaning.html

Unit/Option content





· Demonstrate knowledge and understanding of the following:

· obesity;

· food refusal;

· lactose intolerance; and

· allergic reactions.

Teacher suggests a fictional case study for each of the bullet points opposite. Students use carousel system to investigate each case study;

· Suggesting appropriate ways to deal with the issue;

· Listing appropriate foods to include in the diet; and

· Explaining why it is important to deal with the issue for the wellbeing of the child.

WO,

Comm – R, W, T&L

PS

Resources

Case Study cards.

Obesity: www.nhs.uk/Conditions/Obesity/Pages/Introduction.aspx

Food Refusal: www.childfeedingguide.co.uk/common-feeding-pitfalls/food-refusal

Lactose Intolerance: www.nhs.uk/Conditions/lactose-intolerance/Pages/Treatment.aspx

Allergic reactions: www.allergyuk.org/child-allergy-menu/child-allergy

Unit/Option content





· Explain the following factors to consider when planning meals and choosing food:

· the Eatwell Guide;

· advertising of food products, including strategies targeting children;

· reading and understanding information on food labels;

· special dietary requirements;

· the carer’s budget, time and skills;

· the child’s age and stage of development; and

· aesthetics and the child’s food preferences.

Students use food cards and Eatwell Guide resources to learn about the food groups (see resources section).

Students make a study of breakfast cereal packaging, looking at the strategies used to attract children to the product. Students compare the sugar content, lining up the packs in order of highest-to-lowest sugar.

Use the “What’s on a Label?” interactive resource to find out about labelling requirements, e.g. regarding nutrition information and allergens.

Students investigate a range of special dietary requirements using the information in the CCEA Factfile. Suggest suitable snacks that could be offered in a Baby and Toddler group, to meet a wide range of special dietary requirements.

Use the Factfile to investigate a range of factors to consider when planning meals and choosing food. Students create a mind map showing what they have discovered.

Students investigate a range of methods of making food look appealing to children. If facilities allow, students could prepare some simple meals and display them in an attractive way, taking photographs (e.g. create a class calendar using the photos produced).

Comm – R

WO

UM

UICT

PS

Comm – W

PS

SM

UICT

Unit/Option content




Child health and education


· Describe the safety measures that parents and carers should take to create a safe environment in the following contexts:

· In the home;

· In the garden;

· On the beach;

· In the car; and

· As a pedestrian on the road.

Provide a range of pictures of different environments. Students discuss and record around the image of the environment what safety measures could be put in place to make it safe for a child.

Each student considers a different environment and researches the safety measures that can be put in place to prevent accidents. Students then have to feedback their findings to the class. This could be done in the form of a PowerPoint presentation.

Students could use Royal Society for the Prevention of Accidents parents hub.

WO

PS

Comm – R, W

UICT

· Identify the following types of accidents that can occur

· Falls;

· Choking;

· Cuts and bruises;

· Burns and scalds; and

· Poisoning.

Give each student a post it and ask them to identify accidents that could happen to a child.

Using the images in the group work task above, students should identify what accidents could occur if measures aren’t taken.

SM

PS

Unit/Option content




Child health and education (cont.)

· Identify the symptoms of the following infectious diseases:

· Meningitis;

· Measles;

· Mumps;

· Rubella;

· Chicken pox; and

· Whooping cough.

Students produce a newspaper article in the role of a doctor/paediatrician on how to spot the infectious diseases listed.

Teacher produces a problem page from parents for a mother and baby magazine. Students need to match the condition with the descriptions and symptoms provided by parents.

Comm – W

UICT

PS

· Assess the importance of immunisation for children;

Students match the image of each infectious disease with the description using CCEA Child Development worksheet ‘Infectious diseases’

Students debate the importance of immunisation. Class can be organised into groups for immunisation and against immunisation.

Create a line or spectrum in the class. One end of the line is strongly agree and the other strongly disagree. The teacher reads out a series of statements and students place themselves on the line depending on their view.

WO

PS

Comm – T&L

SM

Unit/Option content





· Identify and evaluate the following childcare options:

· Childminder;

· Day Nursery;

· Relative; and

· Creche.

Students produce a leaflet for parents on the childcare options available.

Students produce a mind map displaying the types of childcare options and their advantages and disadvantages. This information could also be displayed in a table.

Provide the class with the question “when medical help should be sought?”

Comm – W

UICT

Comm – W

WO

PS

· Demonstrate understanding of the circumstances in which medical help should be sought for a child.

Students produce a leaflet or presentation for a parent craft class about how to care for a sick child whilst at home and when to seek medical help for a child.

UICT

Comm – W, R

Unit/Option content





· Explain how the following agencies may support families:

· Parenting NI; and

· The Northern Ireland Childminding Association (NICMA).

Students research the programmes offered by Parenting NI using website www.parentingni.org. Teacher provides students with a scenario. Students research and identify a programme which may support parents in dealing with that issue.

Students carry out a vacancy search on www.nicma.org to find a childminder in their local area.

Students can be given different criteria based on: The age of the child they care for, their business hours, pick up points, payment types, facilities offered or the training they have. Students must justify their choice.

UICT

SM

PS

UICT

UM

SM

· Describe how the following health professionals support a mother and child:

· Doctor;

· Health visitor;

· Speech and Language therapist; and

· Paediatrician.

Invite guest speaker from list into school to be interviewed by students.

Matching activity – CCEA Child Development worksheet 5 ‘Professional roles’.

Comm – T&L

PS

Resources

NHS Baby and Toddler safety www.nhs.uk/Conditions/pregnancy-and-baby/Pages/baby-safety-tips.aspx

Section 7 ‘Health and Safety’ Child Care and Development (2005) Pamela Minett

Royal Society for the Prevention of Accidents www.rospa.com/resources/hubs/parents/

NHS Infectious Illnesses children www.nhs.uk/Conditions/pregnancy-and-baby/Pages/infectious-illnesses-children.aspx

Child Care and Development (2005) Pamela Minett

Chapter 49 ‘Pre School groups’ Child Care and Development (2005) Pamela Minett

The Essentials of Child Development (Lonsdale School Revision Guides 2003) Page 54-59

Speech and Language Therapist videos

www.nhs.uk/video/pages/speechandlanguagetherapy.aspx

www.youtube.com/watch?v=DV8HxDU3M4c

Unit/Option content




The development of the Child 0 – 5 years


· Discuss the following factors influencing the development of the child:

· a nurturing environment;

· positive role models;

· the value of education as perceived by the child’s family;

· age appropriate experiences;

· passing on family traditions.

Students list, reflect upon and discuss their own memories of family traditions regarding bringing up children and how these have impacted upon them.

Students look at a simple diagram of Maslow’s hierarchy of need and discuss how these needs can be met for young children in a home environment. The theory being that children require their needs to be met from the bottom of the pyramid up. If a need is not met it is difficult to begin to meet the next one on the hierarchy.

Construct a simple diagram taking each statement e.g. a nurturing environment and exploring what this looks like in everyday activities.

Comm – T&L

PS

WO

UICT

· Demonstrate knowledge and understanding of the links across the areas of development;

Explore SPICE (Social, physical, intellectual, communication, emotional development) in relation to everyday activities e.g. a walk in the park; getting ready for school, getting ready for bed, listening to a bedtime story.

PS, WO

Unit/Option content




The development of the Child 0 – 5 years (cont.)

· Demonstrate knowledge and understanding of centile charts;

Students respond to fact and myth cards about children’s growth and centile charts to check for understanding.

PS

· Assess the impact of a child with special needs on family life.

Use a post it activity to brainstorm the challenges faced by a family with 2 children, one of which has been diagnosed with type 1 diabetes, wears an insulin pump and often has interrupted sleep. The child has many medical appointments and has to be cautious of sugar levels. He is beginning school in Primary 1.

Comm – T&L

PS

WO

Resources

Poster or flipchart showing Maslow’s Hierarchy of need

Post it notes and flip chart paper

Fact and myth cards

Unit/Option content




Social development


· Demonstrate knowledge and understanding of the following social skills and how parents, carers and family members can nurture them:

· sharing;

· taking turns;

· following rules;

· cooperating;

· using good manners;

· being clean and tidy.

Students could discuss the importance of the following events and how they nurture the social skills listed in the previous column

· Meal times in a nursery

Children wash their hands and set their place for dinner. They sit together around a table with adult early years practitioners. Dinner is served and everyone begins to eat together. In many nurseries a prayer is also often said before eating. Following dinner children are sent to brush their teeth.

· Snack time in a nursery

Children are sent to wash their hands. They return to the snack table removing their symbol from a chart and placing it in the snack box. They sit and wait while the early years practitioner asks each in turn what they would like to eat for snack from the choices provided and if they would like water or milk to drink.

Comm – T&L

WO

PS

On completion of their snack children bring their cup and dish to the sink for washing.

Students could discuss the following:

· the importance of routine – how does routine provide opportunities to nurture social skills?

· how you can encourage parents to continue to support this and nurture the same skills at home?

· what possible problems might you face in this process?

WO

Comm – T&L

PS

Social development (cont.)

· Identify and explain the following stages of play:

· Solitary;

· Parallel;

· Looking on;

· Joining in; and

· Cooperative.

Stages of play are most easily observed in a house corner in a nursery.

Students could observe and analyse a child at play either at home if there are young family members or in a nursery setting. Alternatively BBC has produced programmes on the Secret life of 4 Year olds.

While observing students write down exactly what is happening in real time e.g. the child is cooking sausages in a pan and is talking to himself. He is not looking around and is focussed on his task etc.

These observations can be shared as a group and identified according to the stages of play listed.

How is the child behaving at each stage of play?

Babies are solitary in their play. How can you support this in a day care setting?

SM

Comm – T&L, R, W

PS

· Analyse the role of parents, carers and family members in promoting positive behaviour;

Brainstorm what is considered to be wanted and unwanted behaviours from children in an early years setting.

Unit/Option content




Social development (cont.)

· Evaluate ways of managing unacceptable behaviour;

Outline the main features of positive behaviour management.

Discuss when it is appropriate to ignore unwanted behaviours in the hope that this lack of attention will lead to their disappearance.

· Why is it so important to praise acceptable behaviours?

· When is it appropriate to remove a child from a situation by giving them 5 minutes time out or sending them to another activity?

· Why is it important to emphasise it’s the behaviour that you dislike not the child? And respond I don’t like it when you…

WO

Comm – T&L, W

PS

· Demonstrate knowledge and understanding of the role of parents, carers and family members in promoting independence.

Look at a variety of case studies.

E.g. How can you safely promote independence in a child’s morning routine (i.e. getting up, having breakfast, getting dressed etc.)

How can you gain their cooperation?

How can you challenge them?

Resources

Access to observable material – Early Years setting, home environment or media clips of children at play

Unit/Option content




Physical development


· demonstrate knowledge and understanding of the development of the following gross motor skills:

· Head control; learning to sit;

· the prone position; and

· learning to walk.

Use MS publisher or other suitable programme to produce a concertina booklet explaining the development of gross motor skills in a progressive manner with suitable captions.

View picture of an Egyptian woman balancing baby on one shoulder. Discuss: Why is this a popular tradition in her culture and what are the benefits for the child?

Address the following question: Children walk at different times. Baby walkers, fashionable in the 1970s are now out of vogue. Explain why.

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SM

PS

Comm – T&L

PS

Comm – T&L

· Demonstrate knowledge and understanding of the development of fine motor skills.

Discuss the following: Define fine motor skills. How often and in what ways have you used these skills this morning?

Compile a list of resources required for a nursery school to help to develop children’s fine motor skills.

Comm – T&L

Comm – W

· Describe the development of healthy teeth, including factors that may impact their development;

Create a poster campaign for parental awareness regarding children’s dental health and/or top tips for healthy teeth.

Comm – W

PS

Unit/Option content




Physical development (cont.)

· Describe how to relieve teething discomfort;

Research support for parents/early years settings from dental practices.

PS

· Discuss how to encourage successful toilet training;

Read the popular picture book designed for young children by Tony Ross, ‘I Want My Potty’. Discuss the implications of successful potty training.

Comm – T&L, R

· Explain the factors to consider when choosing appropriate clothing and footwear for a child.

Design a letter to go out to parents from a nursery explaining the appropriate clothing to be worn by children and explaining why.

Comm – W

PS

Resources

Photo of Egyptian lady and baby balanced on one shoulder

Tony Ross “I Want My Potty”

Unit/Option content




Intellectual development


· Discuss how to promote healthy brain development; identify and explain the benefits of the following types of play for the child’s overall development:

· Creative;

· Imaginative;

· Physical;

· Manipulative.

Students investigate the following website: www.childcare.co.uk

Baby brain development.

Using the information provided on the website, students could list what they consider to be the important factors in healthy brain development.

Define creative play.

Research treasure baskets for babies.

In small groups students:

· plan a treasure basket for a 6 month old baby;

· risk assess each item in it, remembering that babies explore by putting things in their mouths so items must not be small enough to cause choking and must be safe; and

· present the basket to the wider group and explain how it will be used and how it will encourage the intellectual development of a baby.

UICT

Comm – R

PS

UICT

PS

WO

Comm – T&L

SM

Unit/Option content




Intellectual development (cont.)

· Discuss the role of books, toys, play materials, games, singing, technology and music in meeting intellectual needs;

Students compile some nursery rhymes/number songs.

Explain how and what the child is learning by sitting with an adult and other children and singing the song. (Use SPICE).

Explore books designed for 0–3 year olds and list defining features. This could be done in a library or children’s department of a bookshop with the consent of management.

PS

Comm – T&L

PS

WO

· Identify and describe the stages in the development of drawing;

Look at samples of children’s drawings of their families. The pictures could be from children aged 2–5. Students could discuss the main features of each drawing and place the drawings in order of age.

Discuss and describe stages of learning and what particular development has taken place to help a child to produce the drawing at age 5.

Look at another set of drawings all by children of the same age. Order these as before and discuss.

Comm – T&L

Comm – T&L

PS

Comm – T&L

Unit/Option content




Intellectual development (cont.)

· Demonstrate knowledge and understanding of the stages of number development and how to promote this development.

Number development – One to one correspondence and conservation of number are important stages of early understanding of number. Define each term.

Students discuss – How can parents promote number development naturally as part of their day?

How can Early Years Settings promote it?

Comm – T&L

PS

Resources

www.littleacornstomightyoaks.co.uk;

www.netmums.com;

www.thecreationstationstore.co.uk

Nursery Rhymes

Samples of children’s drawings

Unit/Option content




The development of the child 0 – 5


· The Development of Communication. Students should be able to understand the development of language at the pre linguistic stage and the linguistic stage;

Students could create a mind map or flow diagram outlining expected pre linguistic and linguistic strategies used by children to communicate. This can form part of a presentation or a display to help reinforce the understanding of the group. Students should use their creativity to make this as appealing as possible.

Comm – T&L, R, W

UICT

PS

· They should be able to identify possible barriers to the development of communication, how to overcome those barriers and the agencies that can help;

Observe current YouTube clips of babies communicating with carers and list the pre linguistic strategies being used by babies and by carers.

Discuss – How is the carer supporting the child towards developing language?

Students view current YouTube footage of 2 year olds communicating and again identify their stage of development. What have they learnt? How have they learnt?

Watch firstly without sound and identify non-verbal strategies they are using (facial expression, gesturing, eye contact). What is the child trying to communicate? Can you tell how they are feeling?

Watch with sound. Discuss.

What has the child learnt with the support of an adult?

In a group create a table to inform how an adult should behave or adapt their ways of communicating in a setting where there are children with hearing loss; visual impairment or a, speech disorder.

Comm – T&L

UICT

PS

Comm – T&L

UICT

PS

UICT

Unit/Option content




The development of the child 0 – 5 (cont.)

Communication barrier

How an adult can support and act in a positive way

Changes that can be made to the setting to help support the child

Agencies that can be contacted for advice and support.

Hearing loss

Sight loss

Speech impairment

In groups, students could determine what a language rich environment for children would include and justify their choices e.g. books, lots of adult interaction, a high ratio of adult to children etc.

Design a brochure for use in the parents’ room in a school setting. They could provide a short list and description of agencies that can help to support language development.

Research, discuss and present thoughts on the use of baby sign looking at the positives and negatives.

PS, WO

PS, Comm – W

UICT

Comm – T&L

Resources

Access to internet

Unit/Option content




Emotional development


· Demonstrate knowledge and understanding of ways to promote positive emotional wellbeing;

Students could address the following questions:

· How can a parent make sure that they have a secure emotional attachment to their child?

· How can a parent make sure that their child develops positive self-esteem and independence?

· In a group, students could list ways in order of priority according to agreed opinion. Create a chart using bullet points

Address the following question:

· How can an early years practitioner make sure that they provide a safe and emotionally secure environment which can enhance children’s self-esteem and encourage independence?

Students make reference to:

· the physical environment;

· the adult;

· the activities provided for the child; and

· the routines in the classroom/setting.

In groups students can decide how to best present this information for greatest impact e.g. PowerPoint presentation; chart; flow diagram; brochure.

Comm – T&L, W

PS

WO

SM

UICT

Emotional development (cont.)

· Analyse the impact of life events on emotional development and discuss how this can be managed.

Students could choose a case study from the following to discuss:

· A child has seen a pet knocked down by a car on the road. What emotional behaviours might you anticipate?

· How can a parent support the child emotionally?

· A new baby has joined the family. How might a three year old be impacted by this? What behaviours might they display? What measures can the parents take to ensure the child feels loved?

PS

WO

Comm – T&L

SM