Child Development Curriculum Overview
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.
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 will need to achieve a minimum of a Level 1 Pass grade in three units.
- Unit R057 is assessed by an exam and marked by the exam board. The exam is 1 hour and 15 minutes. This exam contributes 40% of the total marks available for the qualification.
- RO58 & RO59 is assessed by coursework and marked by the teacher. The coursework contributes 60% of the total marks available for the qualification.
All results are awarded on the following scale:
- Distinction* at Level 2 (*2)
- Distinction at Level 2 (D2)
- Merit at Level 2 (M2)
- Pass at Level 2 (P2)
- Distinction at Level 1 (D1)
- Merit at Level 1 (M1)
- Pass at Level 1 (P1)
Table below shows how these grades align with traditional GCSE grades 1-9
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 Early Years Child Care or 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).
Our Key Stage 4 Curriculum includes the following areas of study:
The qualification will cover 3 core units.
Unit R057: Health and well-being for child development
In this unit you will learn about the importance of pre-conception health and reproduction, antenatal care and preparation for birth. You’ll also learn about postnatal care and the conditions in which a child can thrive.
Unit R058: Create a safe environment and understand the nutritional needs of children from birth to five years
In this unit you will learn how to create a safe environment for children from birth to five years in childcare settings. You’ll research and choose equipment that is suitable and safe for use and will learn about children’s nutrition and dietary needs.
Unit R059: Understand the development of a child from one to five years.
In this unit you will learn the physical, intellectual and social developmental norms for children from one to five years. You’ll understand the importance of creating plans and providing different play activities to support children in their development.
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.
Year 10 Key Stage 4 Curriculum
Year 11 Key Stage 4 Curriculum
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
- All home learning resources and instructions can be accessed by students and parents on ClassChart
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