Child Development Curriculum Overview
Curriculum Aim & Intent
Aim
At Southmoor Academy, our Child Development curriculum is designed to prepare students for life beyond the classroom by developing the knowledge, skills, and understanding needed to succeed in a range of care-based professions. We aim to nurture confident, compassionate, and responsible individuals who are equipped to make a positive impact in their communities.
Rooted in high aspirations, our subject promotes resilience, respect, and empathy through real-world learning experiences and strong academic foundations. We encourage students to enjoy the challenges of learning while building the confidence to believe in themselves and their future potential.
Intent
Our Child Development curriculum is designed to equip all students with the skills and knowledge essential for a wide range of careers in the childcare sector, including roles such as nursery nurses, primary teachers, speech and language therapists, and social workers.
Students explore how to provide physical, emotional, and social support to children aged 0-5 years, learning about key developmental milestones and how to promote healthy growth.
The curriculum is broad and challenging, using real-life scenarios to prepare students for life beyond school. It fosters resilience and empathy by encouraging students to analyse practical situations thoughtfully.
Our courses include clear assessment and intervention programmes, encouraging independent learning and the pursuit of each student’s full potential. Beyond academic skills and literacy development, we focus on students’ emotional and psychological wellbeing by building confidence, self-esteem, and a strong belief in their abilities.
We make explicit links between learning and future careers, reinforcing essential workplace skills valued by employers, including:
- Resilience – aiming high, staying positive, and learning from mistakes
- Collaboration – teamwork, leadership, and communication
- Creativity – originality, problem solving, and independent study
British values such as democracy, the rule of law, individual liberty, and mutual respect for people of different faiths and beliefs are explicitly taught and embedded in all aspects of school life.
To achieve this qualification, learners must attain at least a Level 1 Pass in all three units.
- Unit R057 is assessed by a 1 hour and 15-minute exam, set and marked by the exam board. This exam accounts for 40% of the total qualification marks.
- Units R058 & R059 are assessed through controlled coursework assignments, set annually by the exam board and marked internally by teachers. These units contribute 60% of the total qualification marks.
Final results are awarded on the following scale:
- Level 2 Distinction* (D2*) – GCSE Grade 8/9
- Level 2 Distinction (D2) – GCSE Grade 7
- Level 2 Merit (M2) – GCSE Grade 6
- Level 2 Pass (P2) – GCSE Grade 4/5
- Level 1 Distinction (D1) – GCSE Grade 3
- Level 1 Merit (M1) – GCSE Grade 2
- Level 1 Pass (P1) – GCSE Grade 1
Our Child Development curriculum is delivered through a range of engaging and varied teaching methods, including formal lessons, group and team-based activities, independent and paired work and home learning opportunities. This variety ensures that all students can access the curriculum in a way that supports their individual learning styles.
Coursework is a key component of the qualification (60%) and must be completed under supervision in school, in controlled conditions, as required by the exam board. This ensures all students complete their assignments independently and fairly, following strict assessment guidelines.
We regularly review and update our curriculum to ensure it remains relevant, dynamic, and aligned with our aims. Above all, the subject is designed to be enjoyable and to bring learning to life—sparking interest and inspiring students to consider future careers in the Health, Social Care, or Early Years Education sectors.
Our aim is to foster a sense of independence, encouraging students to take ownership of their learning, think creatively, engage actively, and develop the confidence to express their ideas and aspirations.
Brief Overview of Curriculum Content for Each Term
Autumn term Spring Term Summer Term Yr 10 Yr 11 How Our Curriculum Caters For SEND Students
How does our Curriculum cater for students with SEND?
In Child Development, we pride ourselves on being an inclusive community where every student is valued and respected. We are fully committed to supporting the inclusion, progress, and independence of all our learners, including those with Special Educational Needs and Disabilities (SEND). Our aim is to support students’ academic progress alongside their emotional and social development, helping them to become confident, independent individuals.
A child or young person is identified as having SEND if they have a learning difficulty or disability that requires special educational provision that is additional to or different from what is generally provided for others of the same age. (CoP 2015, p16)
All teachers in Child Development take responsibility for the progress of every student in their class. High-quality, carefully planned teaching is the first step in meeting the needs of students with SEND. We expect all students to be challenged and supported to achieve their best and make at least good progress.
In Child Development, specific strategies to support students with SEND include:
- One-to-one support and additional time helping students access controlled assessments and exam content
- Adapted resources to meet a range of learning needs
- Thoughtfully planned seating arrangements to facilitate peer and teacher support
- Use of varied learning roles (e.g., practical participant, role play as healthcare practitioners) to deepen understanding
- Differentiated tasks and clear feedback linked to assessment criteria at Key Stage 4, displayed on boards or within teaching materials
- Group work and discussion activities designed to build confidence, leadership skills, and ownership of learning
- Targets Intervention during lunch times and after school
- Access to all homework resources and instructions via ClassChart and TEAMs, available to both students and parents
How Our Curriculum Caters For Disadvantaged Students
How does our curriculum cater for disadvantaged students and those from minority groups?
In Child Development we are committed to raising attainment for all students and closing achievement gaps linked to social contexts. Through the careful and deliberate allocation of funding and resources, we are making significant progress to ensure that every pupil leaves the Academy equally prepared for future success.
Within the Child Development department, we take specific steps to support disadvantaged students, including:
- Each teacher holds a detailed handbook identifying disadvantaged pupils to tailor support effectively.
- Classroom placements are thoughtfully arranged to ensure students receive focused attention and encouragement from both staff and peers.
- We facilitate work placement opportunities for Year 10 students in the childcare sector, including partnerships with local nurseries and feeder primary schools.
- Targeted support is provided to underperforming students, reviewed and adjusted every six weeks following data collection cycles.
- Interventions are available throughout the week, including lunchtime and after-school sessions.
- Disadvantaged students receive funded GCSE packs designed to promote resilience, pride, and independence in their learning.
Our GCSE results reflect a narrowing attainment gap between disadvantaged students and their peers, demonstrating the effectiveness of our targeted support and inclusive approach.
Knowledge Organisers
Other Related Curriculum Documents
