CURRICULUM

Child Development

Child Development Curriculum Intent

Child Development students gain a fundamental appreciation of how early childhood experiences and relationships lay the foundations for future interactions and outcomes. They understand the process of holistic development, discovering the sequence in which children gain specific concepts and skills. This will enable them to deliver appropriate strategies to ensure that children thrive. Students explore the roles, responsibilities and opportunities of careers connected to early years development.

Key Skills

Research

Students develop their independent research skills to enable understanding of a range of childcare issues. They learn to collect, select and record information from a range of sources ensuring that these are appropriately acknowledged.
Students explain how a range of factors, events and activities influence a child holistically, with an increasing awareness of how all areas are interrelated.

Explanation

Key Strands

Development of children 0-5 years

Students explore developmental milestones to enable a comprehensive understanding of the skills and concepts that are achieved from birth to 5 years. They are introduced to the range of factors and transitions that affect holistic development and develop their understanding of ways to support children in achieving their potential.

Throughout the course students develop their understanding of the roles and responsibilities of working in early years settings including the importance of maintaining confidentiality, promoting equality and diversity and being a reflective practitioner. They consider the individual needs of children including age-related, medical and developmental and explore the importance of the necessity for fairness and inclusive practice.

Working with young children

Curriculum Structure

Students follow an interleaved curriculum throughout Year 10 and 11.

Year 10

Holistic development
Content -
The course starts with a focus on holistic development and involves students acquiring knowledge of the expected norms across all areas of development: physical, intellectual, language, emotional and social.
Skills -
Students are working on:

Understanding the chronological sequence of developmental norms.

Describing how holistic development can be supported.

TOPIC 1
How observations support development
Content
Students are introduced to the range of observation methods used in early years settings. They develop their understanding of the advantages and disadvantages of the methods. They study the Early Years Planning and Assessment Cycle and consider the importance of ensuring that observations are up-to-date and accurate.
Skills
Students are working on:

Describing the types of observations and explaining when one type would be more appropriate than another.

Describing the stages of the EYFS Planning and Assessment Cycle.

Topic 2
Importance of understanding holistic development. Factors affecting development
Content
Students carry out an observation, recording detailed notes to enable them to make accurate judgements about holistic development. Students explore the range of biological and environmental factors that can affect a child and understand how these impact on the child holistically. Skills
Students are working on:

Applying their knowledge of milestones to record observations and evaluate stage of development.

Describing how biological and environmental factors impact on holistic development, gaining knowledge of how all areas of development are interlinked.

Topic 3
Everyday routines
Content
Everyday care routines such as outdoor play, snack time and nap time are investigated with students appreciating how these support health, safety, wellbeing and independence. Skills
Students are working on:

Describing the routines of snack time, personal hygiene and outdoor play.

Explaining how the routines contribute to holistic development.

Topic 4
Transitions
Content
The focus of this topic is to allow students to explore the transitions that children may experience such as starting nursery, birth of a sibling and divorce, providing them with a comprehensive understanding of the effects these events have on children and how practitioners can support them through these shifts. Skills
Students are working on:

Describing how children are affected by and can be supported through transitions.

Topic 5
Everyday experiences that contribute to holistic development
Content
Students consider the debates surrounding routines in early years settings. Skills
Students are working on:

Evaluating the ways to run successful snack time.

Applying knowledge of holistic development to analyse the benefits of outdoor play.

Topic 6

Year 11

The importance of understanding and supporting development
Content -
Students will develop their skills in two key areas. Every student will focus on composition, with a choice of specialising in performance or production. For each of the two areas students will complete a skills audit and set themselves targets to develop their skills. They will then work to improve and will provide video/audio evidence and written evaluations to demonstrate their progress.
Skills -
Students are working on:

Understanding the chronological sequence of developmental norms.

Applying their knowledge of milestones to record observations and evaluate stage of development.

TOPIC 1
Reflective practice Exam preparation
Content
Students will look at how children's individual needs and interests can help plan for their care and supporting them with their progress. They will consider how needs change due to age and stage of development, any special educational need a child may have, and the importance of ensuring that children are treated fairly and in line with current diversity and inclusive practice.
Skills
Students are working on:

Understanding the range of needs that children may have including those related to age and special educational needs

Topic 2
Coursework completion
Content
Students will spend the remaining time revisiting work started prior to lockdown, working on completing/improving tasks. Unit 1 focuses on the range of childcare settings across statutory, private and voluntary sectors. They investigate the provision in Barnsley and research the variety of job roles across settings, understanding their roles and responsibilities.
Skills
Students are working on:

Investigating early years provision available in the local area and understanding the range of services provided.

Independently acting on feedback to improve tasks.

Topic 3