Child Development Curriculum Overview
Aim
Here at Sandhill View 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 curriculum includes formal teaching through subject areas, assemblies and extracurricular activities. We regularly review content to ensure we continue to meet our curriculum aims. 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 programme 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.
Sequence and structure
Our curriculum is Key Stage 4 (years 10 and 11)
KNOW MORE: Key Stage 4 Curriculum
KNOW MORE: Key Stage 4 Curriculum:
Our Key Stage 4 Curriculum includes the following areas of study:
Young children develop skills and abilities at different rates, although they usually follow the same pattern of development. Component 1 will develop students knowledge and understanding of children’s growth and development across five areas of development – physical, intellectual, language, social, and emotional. In each area, there are expected patterns of development for children of different ages. These patterns are sometimes referred to as milestones. Family, health professionals and social care professionals are all responsible for monitoring and checking whether a child’s growth and development meets expected patterns of development, or milestones. It is important to recognise that there are physical, environmental and socioeconomic factors that can have an impact on a child’s development. In component 2 students will study a range of methods early years workers can use to observe children. They will also learn the importance of confidentiality, and the care needs of individual children. Safeguarding is also explored and methods of how to keep children safe as well as the importance of every day routines in supporting development.
How “Play” can be enjoyable and motivating for children of all ages. Between birth and five years old, children play in different ways so it is essential that they are given play opportunities that challenge them and engage them in learning new skills. In this component, students explore the different stages of play that children experience between birth and five years old and how play can be structured by adults to encourage and influence learning. Students will look at play opportunities that adults can provide for children in community settings, in the home and in early years settings. They will learn how specific activities and resources can promote learning across the five areas of development. Students will develop the theoretical and practical skills to plan activities that encourage children to learn and develop.
At Key Stage 4 all students follow the NCFE CACHE Award in Child Development
KS4 Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6 Year 10 Unit 1 1.1. Describe the main types of settings available for children. (D1)
1.2. Identify some of these settings within local provision. (D2)
2.1. Describe key issues to consider when preparing for a placement with children, including dress code, behaviour, time keeping and positive attitudes. (D3/D4)
2.2. Describe how observations and assessments can be used to support the development of children. (B2)
3.1. Identify responsibilities of early years workers, recognising when they should refer to others. (D4/B2)
4.1. Identify individual needs and ways of working that treat children fairly and in line with current diversity and inclusive practice.(D5/ A*)
5.1. Reflect upon own preferred learning style. (D6)
5.2. Identify relevant study skills. (D7)/Bibliography
Unit 3 Exam content 1.Understand the stages of development of children aged 0-5 years.
2.Understand the factors that impact development
development (PILES) (A*)
Unit 3 exam 3. Know the variety of provision available for children in different sectors.
4. Understand the responsibilities of early years workers working with children.
5. Understand how to support children’s development and meet their individual needs. 6. Know own preferred learning style and relevant study skills.
Unit 3 exam (attempt 1)
Year 11 Describe the expected pattern of children’s development from 0-5 years in the following areas: physical development language development intellectual development social and emotional development (D1/A1) Identify suitable methods for observing children’s holistic development (D2)
Explain how observations can be used to support the development of children (B2)
Describe factors which can affect children’s holistic development (D4) Describe TWO (2) everyday activities which support the care needs of children and promote their independence, well-being, health and safety (D5)
Evaluate how everyday experiences can be used to promote activities which contribute to holistic development (A*)
Identify different transitions which children may experience (D7) Identify the possible effects of transitions on the development of children
(C1)Describe ways the early years worker can support children through transitions (B1)
Unit 1&2 resubmissions Unit 3 resit
DO MORE: Milestone assessment end points
DO MORE: Milestone assessment end points
Year Group Basic (Lower Ability End Points)
Clear (Middle Ability End Points)
Detailed (Higher Ability End Points)
10 Unit 1 – An introduction to working with children Grade D
· D1 Describe the features of settings available for children aged 0-5 years
· D2 Identify settings within local provision from across the sectors
· D3 Describe key issues to consider when preparing for a placement with children
· D4 Identify responsibilities of an early years worker by recognising when they should refer to others
· D5 Identify ways to respond to the individual needs of children that treat children fairly and in line with current practice for diversity and inclusion
· D6 Reflect on the importance of knowing your own learning style
· D7 Identify different study skills needed to study effectively
· D8 Include at least one reference and a bibliography
Unit 1 – An introduction to working with children Grade B/C all of D1-D8 plus
● C1 Describe the role of two or more types of settings available for children aged 0-5 years
● B1 Explain the importance of meeting key issues in preparation for working with children aged 0-5 years
● B2 Explain what ma
Unit 1 – An introduction to working with children Grade A/A* all of D1-D8, C1-B1 plus
● A1 Discuss the differences between types of provision available for children aged 0-5 years
● A* Reflect on the role of the early years worker
11 Unit 2 Development and well-being 0-5 years Grade D
· D1 Describe the expected pattern of children’s development from 0-5 years in the following areas: physical, language, intellectual, social and emotional
· D2 Identify suitable methods for observing children’s holistic development
· D3 Give ONE (1) advantage and ONE (1) disadvantage of each of the identified methods
· D4 Describe factors which can affect children’s holistic development
· D5 Describe TWO (2) everyday activities which support the care needs of children and promote their independence, well-being, health and safety
· D6 Describe how the activities and experiences support the well-being of children
· D7 Identify different transitions which children may experience
· D8 Include at least one reference and a bibliography
Unit 2 Development and well-being 0-5 years Grade B/C
· C1 Identify the possible effects of transitions on the development of children
· B1 Describe ways the early years worker can support children through transitions
· B2 Explain how observations can be used to support the development of children
Unit 2 Development and well-being 0-5 years Grade A/A*
· A1 Explain why it is important for early years workers to understand the pattern of children’s holistic development from birth to 5 years
· A* Evaluate how everyday experiences can be used to promote activities which contribute to holistic development
GO FURTHER: Skills Builder
We are also explicitly embedding transferable ‘Skills Builder’ skills such as problem solving, aiming high and teamwork to prepare our students for higher education and employability skills for the future. This year in PE we will focus on LEADERSHIP including self development, team development, strategic thinking and innovation. Through this we aim to create a climate of Supporting, encouraging and developing others to achieve a shared goal. We also aim to develop PROBLEM SOLVING which focuses on how to solve problems, recognising that while part of Problem Solving is technical know-how and experience, there are also transferable tools that individuals can develop and use. Finally STAYING POSITIVE in which students will develop to manage their emotions effectively and being able to remain motivated as well as motivating others, even when facing setbacks
How does our Curriculum cater for students with SEND?
Sandhill View 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;
- Offer visits into work placements within year 10 in the child development sector including links with Little Angel’s nursery on site 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 – Tuesday and Thursday 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
