Child Development Curriculum Overview
Aim
Here at Southmoor Academy, we aim to securely equip all of our students for life beyond school as successful, confident, responsible and respectful citizens. We believe that education provides the key to social mobility and our curriculum is designed to build strong foundations in the knowledge, understanding and skills which lead to academic and personal success. We want our students to enjoy the challenges that learning offers.
Our aims are underpinned by a culture of high aspirations. Through developing positive relationships, we work towards every individual having a strong belief in their own abilities so that they work hard, build resilience and achieve their very best.
Intent
The Child Development curriculum is planned to enable all students to develop skills in the following areas:
- Studying Child Development offers students the opportunity to explore a wide variety of topics that underpin the skills and qualities needed for a multitude of future careers within the child care sector.
- Allow students to acquire the skills, knowledge and interdependence required to work in this industry and provide the best possible care for people under their supervision, whether this be a nursery nurse, primary teacher, speech and language therapist or social worker to name but a few.
- Studying Child Development teaches our students about providing physical, emotional and social support to help children aged 0-5 years live their lives through establishing milestones
- In this subject students will be academically challenged through the broadness of the curriculum and the wide range of real life scenarios that they will face which prepares students for their life beyond school.
- Our courses offer a clear assessment and intervention programmes where our students are encouraged to independently strive to achieve their full potential.
- The course is tailored to build resilience and empathy skills by analysing real life situations.
- Not only does our course in Child Development make our students academically equipped through developing literacy but also focuses on their wellbeing through preparing them emotionally and psychologically by building their confidence, self-esteem and beliefs in their own abilities.
Throughout our programmes of study, every attempt is made to make explicit links to careers and the world of work. In addition to subject specific links, we aim to explicitly reinforce the skills and aptitudes which support employers say are important in the workplace;
- Resilience (Aiming High Staying Positive Learning from Mistakes)
- Collaboration (Teamwork Leadership Communication)
- Creativity (Originality, Problem Solving, Independent Study)
The British values of democracy, the rule of law, individual liberty, and mutual respect of those with different faiths and beliefs are taught explicitly and reinforced in the way in which the school operates.
To gain this qualification, learners must achieve a minimum of a Pass grade in each of the 3 internal mandatory coursework assessment units (externally set, internally marked) and a minimum of a Pass grade in the scenario-based short answer examination (externally set, externally marked).
The curriculum includes formal teaching, in-class group/team activities, independent work, paired work, online computer projects and home learning opportunities. We regularly review content to ensure we continue to meet our curriculum aims. The curriculum should be enjoyable to students and it should bring the subject to life and inspire students to aim for a carer within the Health, Social or Early Years Education Sector. The aim is to encourage students to become responsible for their own learning, confident in discussing ideas, innovative and engaged.
Sequence and structure
Our curriculum is Key Stage 4 (years 10 – 11).
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Year 10 Key Stage 4 Curriculum
The qualification will cover 2 core units.
Child Development: Year 10 Curriculum – 2020-21
Autumn Term Spring Term Summer Term 1 2 1 2 1 2 Key Concepts Unit 01: An introduction to working with children aged 0-5 years Unit 01: An introduction to working with children aged 0-5 years Unit 01: An introduction to working with children aged 0-5 years Unit 02: Development and well-being 0-5 years Unit 02: Development and well-being 0-5 years Unit 02: Development and well-being 0-5 years Knowledge & Understanding -Understand types of settings and local provision for children -Understand how to prepare for placement.
-Understand the responsibilities and limits of the early years worker in placements.
– Understand individual needs and the necessity for fairness and inclusive practice. -Know own preferred learning style and develop relevant study skills
Recap, revise, examination practice -Understand the expected pattern of holistic child development -Understand the importance of observations and assessments and how they support development. -Understand factors that may affect children’s holistic development.
-Understand how to use everyday care routines and activities to support independence, health, safety and well-being. Assessment Mid Unit Assessment Mid Unit Assessment End of Unit Assessment Mocks Exams
Mid Unit Assessment Mid Unit Assessment Mocks Exams
End of Unit Assessment End of Year 10 Assessment
Why this? This is an introductory unit designed to give an overview of the types of settings and local provision for children. You will learn how to prepare for working in settings and the responsibilities of early years workers. You will also gain an insight into your preferred learning style and develop your ability to study. This unit focuses on holistic development and factors that affect development. You will be introduced to ways of observing children so that you can support development through appropriate activities and care routines. You will also learn how to work with children when they move from one setting to another Why now? Skills & Characteristics Objectivity, patience, respect, empathy, commitment, effective communication and interpersonal skills, observation skills, professionalism, problem-solving skills, teamwork, reflective practitioner. Aspirations & Careers Primary school teacher, teaching assistant, nursery nurse, childminder, nanny We know that students who read well achieve well. As such all subject areas are committed to providing regular opportunities to read extensively. We provide regular opportunities for students to read for pleasure and to receive small group interventions if their reading skills are lower than we would expect.
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Year 11 Key Stage 4 Curriculum
The qualification will cover 2 core units.
The remainder of Year 11 is spent applying the knowledge acquired over the 2 years for revision, and examination practice. In order to be successful in a scenario-based short answer examination. Learners will need to be sure that they are confident about everything they have learned in Unit 1 and Unit 2.
Child Development Year 11 Curriculum – 2020-21 Autumn Term Spring Term Summer Term 1 2 1 2 1 2 Key Concepts Unit 02: Development and well-being 0-5 years Unit 02: Development and well-being 0-5 years Unit 01: An introduction to working with children aged 0-5 years Unit 02: Development and well-being 0-5 years
Revisions / Exams Revisions / Exams Revision / Exams Knowledge & Understanding -Understand how to support children through transitions in their lives. Recap, revise, examination practice .
Coursework feedback Recap, revise, examination practice Final Feedback to coursework
Recap, revise, examination practice Recap, revise, examination practice GCSE Exams
Assessment CD Exam 01/10/2020 End of Unit Assessment End of Unit Assessment Mocks Exams
Exam 04/02
End of Unit Assessment Mock Exams
GCSE Exams GCSE Exams CD Exam 14/05
Why this? This unit focuses on holistic development and factors that affect development. You will be introduced to ways of observing children so that you can support development through appropriate activities and care routines. You will also learn how to work with children when they move from one setting to another This unit will assess your knowledge about the development of children aged 0-5 years. You will be expected to know about the different types of care settings and your responsibilities if you were learning how to work with children. You will need to show that you understand how children develop, what can affect their development and the individual needs they may have. You will need to show that you know ways to care for them and simple activities that help them to develop in a healthy and safe way. You will also need to show that you understand the ways that can support your own learning. Why now? Skills & Characteristics Objectivity, patience, respect, empathy, commitment, effective communication and interpersonal skills, observation skills, professionalism, problem-solving skills, teamwork, reflective practitioner. Independence, Retention, Application, Knowledge, Understanding, Evaluation Aspirations & Careers Primary school teacher, teaching assistant, nursery nurse, child minder, nanny Health & Social Care A Level, A Levels in general, College, University, Apprenticeships or any of the previously mentioned jobs We know that students who read well achieve well. As such all subject areas are committed to providing regular opportunities to read extensively. We provide regular opportunities for students to read for pleasure and to receive small group interventions if their reading skills are lower than we would expect.
How does our Curriculum cater for students with SEND?
Southmoor Academy is an inclusive academy where every child is valued and respected. We are committed to the inclusion, progress and independence of all our students, including those with SEN. We work to support our students to make progress in their learning, their emotional and social development and their independence. We actively work to support the learning and needs of all members of our community.
A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made that is additional to or different from that made generally for other children or young people of the same age. (CoP 2015, p16)
Teachers are responsible for the progress of ALL students in their class and high-quality teaching is carefully planned; this is the first step in supporting students who may have SEND. All students are challenged to do their very best and all students at the Academy are expected to make at least good progress.
Specific approaches which are used within the curriculum areas include:
- 1:1 support with practical tasks e.g. LSA within lessons to allow students to access controlled assessment and exam content
- Resources adapted to accommodate a range of SEND needs
- Seating plans to allow for peer/teacher support
- A range of learning roles used to embed understanding e.g. practical participant, role play taking the role of health care practitioners
- Differentiated and feedback tasks outlined clearly on the board or in teaching resources and linked to assessment criteria at KS4.
- Group work and discussion tasks to develop confidence in leadership and ownership of learning
- Work is always uploaded onto showmyhomework in order for both students and parents to work outside of the lesson
How does our curriculum cater for disadvantaged students and those from minority groups?
As a school serving an area with high levels of deprivation, we work tirelessly to raise the attainment for all students and to close any gaps that exist due to social contexts. The deliberate allocation of funding and resources has ensured that attainment gaps are closing in our drive to ensure that all pupils are equally successful when they leave the Academy.
More specifically within the teaching of Child Development we;
- In Child Development, each member of staff holds a teaching handbook that identifies disadvantaged pupils.
- Pupils are placed in the classrooms with careful consideration so that they receive high quality focus and support from staff and peers.
- Encourage and help organise visits into work placements within year 10 in the Child Care sector including links with local nurseries and local feeder primary schools.
- Targeted support for under-performing students completed on a 6 weekly cycling following data capture.
- Intervention available throughout the week – lunch and after school.
- Due to accessing funding for disadvantaged students we ensure all these students are equipped with a GCSE pack to promote resilience, pride and independence in their work.
- Our GCSE results have shown a limited gap in attainment for disadvantaged students in comparison to those that are not.
How do we make sure that our curriculum is implemented effectively?
- Staff have regular access to professional development/training to ensure that curriculum requirements are met.
- Curriculum resources are selected carefully and reviewed regularly.
- The subject leader’s monitoring is validated by senior leaders.
- Staff have regular access to professional development/training to ensure that curriculum requirements are met. Staff also work in [partnership to share good practice within the trust as well as networking in the local area.
- Effective assessment informs staff about areas in which interventions are required. These interventions are delivered during curriculum time to enhance pupils’ capacity to access the full curriculum.
- Curriculum resources are selected carefully and reviewed regularly.
- Assessments are designed thoughtfully to assess student progress and also to shape future learning.
- Assessments are checked for reliability within departments and across the Trust.
How do we make sure our curriculum is having the desired impact?
- Examination results analysis and evaluation, reported to the senior leaders and the local governing body to ensure challenge
- Termly assessments-analysis and evaluation meetings
- Lesson observations
- Learning walks
- Book scrutiny
- Regular feedback from Teaching Staff during department meetings
- Regular feedback from Middle Leaders during curriculum meetings
- Pupil surveys
- Parental feedback
- External reviews and evaluations