Unit 12: The Early Years Foundation Stage (EYFS) - Scheme ...



Scheme of work

This Scheme of work is provided to help you make the most of your planning time. Customise this by adding your own activities/lesson ideas to the ‘Activities’ column.

Guided learning hours (GLH): 60

Number of lessons: 30

Duration of lessons: 2 hours

|Lesson |Unit content* |Activities |Resource checklist |

|Learning aim A: Understand the legal status, principles themes and aims of the Early Years Foundation Stage |

|1 |Unit introduction |Teacher presentation (approx. 10 minutes) to introduce the unit: Outline the nature of the learning aims and inform learners of | |

| | |the number of assignments they will be expected to complete. | |

| | |Teacher input: Explain to learners about the unit assessment: | |

| | |type of assessment – internal | |

| | |assessment terms | |

| | |refer to links with Unit 11: Reflective Practice | |

| | |refer learners to relevant and reputable websites | |

| | |refer learners to student book and professional journals | |

| | |explain to learners that learning aims C and D require practical work to be carried out in a work placement, with evidence | |

| | |recorded in the Practical Evidence Portfolio (PEP). | |

|1 |The scope and legal status of the Early|Teacher-led discussion: What do learners know about the EYFS? What do they think they need to know? What might they need to know|Websites: |

|(cont.) |Years Foundation Stage (EYFS) – that it|more about in relation to implementing it in the workplace? |Department for Education: |

| |is the curriculum framework for England|Teacher presentation: Introduce key learning points for learning aim A. |.uk |

| |only, the range of settings that it |Teacher input: Explanation of the legal status and purpose of the EYFS in all early years settings in terms of quality and |EYFS Framework – to be used for|

| |covers, the age of children it is for. |consistency, a secure foundation, partnership working and equality of opportunity. |reference throughout unit |

| | |Small group activity: Split learners into four groups (one for each of the four purposes). Each group to devise a mind map that |(downloadable from: |

| | |expands on the ‘purpose’ selected. Learners to feedback to the whole group. |.uk) |

| | |Teacher presentation: Introduce a quiz on the EYFS quiz. | |

| | |Individual activity: Learners to complete an EYFS Quiz. | |

| | |Teacher input: Explanation of the types and range of early years settings and the differences between mandatory/statutory, | |

| | |private and voluntary provision. | |

|2 |The overall structure of the EYFS, |Teacher input: Recap previous sessions and introduce aims of session. |Computers with access to |

| |including the safeguarding and welfare |Small group activity: Learners look at structure (sections) of the Statutory Framework for the EYFS and produce a presentation |presentation software |

| |requirements and the early education |giving an overview of the information that is contained in one section (ensure each section is covered). Learners to present |Interactive whiteboard |

| |curriculum programme. |information to the whole group and follow up with a Q&A session. The sections to be covered are learning and development |EYFS Framework or access to the|

| |The legislation behind the |requirements, assessment and safeguarding and welfare requirements. |internet |

| |safeguarding and welfare requirement |Teacher presentation: Recap that the EYFS is a statutory requirement and it is underpinned by legislation. List the following |Sticky notes |

| |regulations in the EYFS, including the |legislation on a whiteboard - Childcare Act 2006, Children Act 1989 and 2004, Data Protection Act 1998 and Equality Act 2010. | |

| |Childcare Act 2006, Children Act 1989 |Paired activity: Research one piece of legislation behind the EYFS and present to the whole group (ensure each piece of | |

| |and 2004, Data Protection Act 1998 and |legislation is covered). | |

| |Equality Act 2010. | | |

|3 |The terminology used in the |Teacher input: Recap previous session and introduce aims of this session. |EYFS Framework or access to |

| |documentation, including the specific |Teacher input: Explain the difference between ‘specific legal requirements’, ‘statutory guidance’ and ‘practice guidance’. |computers with internet access |

| |legal requirements, statutory guidance |Individual activity: Learners to read through EYFS Framework and highlight any key terms. |Are you ready for your |

| |and practice guidance. |Individual activity: Learners to produce a glossary of key terms from the EYFS Framework for their personal files. |inspection? A guide to |

| |How early years settings are inspected |Teacher input: Explanation of quality monitoring (self-assessment) and inspection of all types of early years settings. |inspections of provision on |

| |to check their delivery of the EYFS, |Guest speaker: A childminder/day nursery manager to discuss their role, the EYFS and inspection. Guest speaker to explain the |Ofsted’s Early Years and |

| |including the focus on emotional care |inspection process and how a setting can prepare. Learners to take notes, followed by question and answer session. |Childcare Register (document |

| |and children’s progress. |Individual activity: Learners read – Are you ready for your inspection? A guide to inspections of provision on Ofsted’s Early |available from |

| | |Years and Childcare Registers document produced by Ofsted and make notes. |.uk) |

| | |Teacher-led discussion: Lead a discussion about how the inspection process can enhance/improve learners’ practice. Learners make| |

| | |notes. | |

|4 |How and why children’s development is |Teacher input: Recap previous session and introduce aims of this session. |A Know How Guide: The EYFS |

| |assessed at different points, including|Small group activity: Learners to discuss the factors that might cause children not to reach development stages typical for |progress check at age two |

| |the development check and the EYFS |their age group. Learners to feedback answers to whole group. |(available from |

| |Profile assessment. |Teacher-led activity: Show learners samples of progress checks of children at age two years from the Know How Guide on the |) |

| | |Foundation Years website. Then, show learners a video clip of a child between two and three years of age playing and ask them to|Relevant sections for age/stage|

| | |complete sections of the progress report (depending on areas of development shown in the video clip). Learners refer to relevant|of development from Development|

| | |sections from development statements in the supporting Development Matters guidance to help them. |Matters in the Early Years |

| | |Small group activity: Learners to discuss: |Foundation Stage guidance |

| | |the methods they would use to assess a child’s progress at age two years |(downloadable from: |

| | |why it is important to include parents in the assessment |.uk or |

| | |how the information might be used. |.uk) |

| | |Facilitate feedback and discussion. |Videos of two-year-old children|

| | | |at play (from video-sharing |

| | | |websites or other resources. |

| | | |These can be found on |

| | | |video-sharing websites, but |

| | | |teachers should view and check |

| | | |them first for suitability |

| | | |before use.) |

| | | |Interactive whiteboard |

|5 |How and why children’s development is |Teacher input: Recap previous session and the EYFS assessment profile at four years. |Interactive whiteboard |

| |assessed at different points – the EYFS|Teacher input: Give examples of formative assessment methods in early years settings (e.g. types of observations, learning |EYFS Development Matters |

| |Profile assessment. |journals, and daily diaries). |guidance – extract of |

| |The aims of the EYFS, including school |Teacher-led activity: Show video clips of four-year-old children playing. |development statements at |

| |readiness, to reduce inequality and to |Paired activity: Learners to discuss the videos, in particular the children’s development, and make notes about their stage of |appropriate stage/age |

| |ensure that children in the setting are|development relating to each area of learning and development. |(downloadable from: |

| |safe. |Paired activity: Learners read through and familiarise themselves with the 17 early learning goals from the EYFS, then identify |.uk or |

| | |any goals that are being met by children in the film clips. Learners feedback their decisions to the whole group. |.uk) |

| | |Small group activity: Learners discuss what is meant by the phrase ‘school readiness’. What do children need to know and be able|EYFS videos of children at play|

| | |to do when they transfer to key stage 1, and why? Learners to feedback ideas to the whole group. Collate and write up |– search on video-sharing |

| | |ideas/points on the board. |websites for the Early Years |

| | |Individual activity: Learners to read Chapter 3 (‘Equipped for life, ready for school’) from Dame Clare Tickell’s report The |Foundation Stage |

| | |Early Years: Foundations for life, health and learning. |EYFS Framework or access to the|

| | |Extension/Homework activity: Individually, learners to carry out observations of a child over two years of age and reflect on |internet |

| | |their learning and development using statements from the development statements within the EYFS Development Matters guidance. |Document: |

| | | |Early Years: Foundations for |

| | | |life, health and learning – An |

| | | |Independent Report on the Early|

| | | |Years Foundation Stage to Her |

| | | |Majesty’s Government (Available|

| | | |from: .uk) |

|6 |The aims of the EYFS, including school |Teacher input: Recap previous session and introduce aims of this session. |Interactive whiteboard |

| |readiness, to reduce inequality and to |Teacher-led discussion: Lead a discussion on groups which are more likely to underachieve, such as children from less advantaged|EYFS Framework or access to the|

| |ensure that children in the setting are|homes and backgrounds, and strategies for removing barriers, such as the introduction of free education for some two-year-olds |internet |

| |safe. |from 2013. | |

| | |Small group activity: Learners to read though the requirements of the EYFS and summarise the requirements relating to the aims | |

| | |of the EYFS to reduce inequality. | |

| | |Small group activity: Learners to discuss the characteristics of an inclusive environment and identify five ways to reduce | |

| | |inequality in early years settings. Learners to use the information from their discussions to produce a classroom display | |

| | |entitled ‘Inclusion at Little Tots Nursery’. | |

| | |Small group activity: What are the risks to young children in early years settings? Learners to discuss and feedback ideas to | |

| | |the whole group. Collate feedback and write each of the points on the board. | |

| | |Paired activity: Learners to discuss each of the points listed on the board and suggest what can be put into place to reduce | |

| | |each of the risks identified. | |

| | |Individual activity: Learners to read the safeguarding and welfare requirements section in the EYFS Framework and summarise. | |

|7 |The overarching principles and themes |Teacher input: Recap on previous session and introduce aims of session. |EYFS Development Matters |

| |of the EYFS, to include: unique child, |Teacher input: Introduce the overarching principles of the EYFS and the themes that underpin effective practice. |Guidance (downloadable from: |

| |positive relationships, enabling |Small group activity: Learners to discuss and suggest what each of the four principles means in practice. Facilitate feedback |.uk or |

| |environments, that children develop and|and discussion. |.uk) |

| |learn in different ways and at |Small group activity: Learners to discuss how practitioners can meet the requirements of the principle of ‘a unique child’ by | |

| |different rates. |learning about the needs and interests of each child. Learners to feedback their ideas to the class. | |

| | |Individual activity: Ask each learner to note down three examples of how positive relationships are formed in their own | |

| | |placement. Invite each learner to share at least one of their examples with the whole group. | |

| | |Whole group activity: Learners to suggest strategies for supporting positive relationships when children first enter a setting. | |

|8 |The overarching principles and themes |Teacher input: Recap previous session and introduce aims of this session. |EYFS videos of children at play|

| |of the EYFS, to include: unique child, |Teacher input: Recap overarching principles of the EYFS – unique child and positive relationships – and introduce overarching |are available on video-sharing |

| |positive relationships, enabling |principle to be covered in this session, i.e. enabling environment. |websites. Search for Early |

| |environments, that children develop and|Paired activity: Show the group a video of children playing in a stimulating environment. In pairs, learners to discuss and note|Years Foundation Stage and |

| |learn in different ways and at |aspects of the environment that make it ‘enabling’ and how it supports children’s learning and development. |there are a number of |

| |different rates. |Paired activity: Create a set of case studies describing children of the same age at different stages of development. Learners |.uk video clips |

| |How these principles are reflected |to use the case studies to answer the following questions: |available. Check videos for |

| |within the early education curriculum |Why might children develop at different rates? What are the implications for the EYFS? |suitability before using them |

| |requirements, including the focus on |How can practitioners plan to support children at different stages of learning and development? |in sessions. |

| |individual progress and creating |Small group activity: Learners to create a poster on one of the following themes – unique child, positive relationships, |EYFS Development Matters |

| |challenging and enjoyable experiences. |enabling environment – showing the principles that underpin their chosen theme and then giving examples of how this is |guidance (downloadable from: |

| | |implemented in practice. |.ukor |

| | | |.uk) Case |

| | | |studies – describing children’s|

| | | |development at different stages|

| | | | |

| | | |Creative materials (e.g. card, |

| | | |large sheets of paper, pens, |

| | | |felt pens, scissors, glue, |

| | | |etc.) |

|9 |The importance of applying the |Teacher input: Recap previous session and introduce aims of this session. |Planning cycle illustration |

| |principles to practice, including |Teacher input: Show an illustration of the planning cycle and ask learners to identify what is involved and the importance of | |

| |compliance with legal requirements, to |each stage of the cycle in meeting children’s needs. Facilitate discussion. | |

| |create a stimulating, inclusive and |Teacher-led discussion: Lead a discussion about the role of the early years professional in applying the principles to practice | |

| |enjoyable environment. |– enthusiasm, motivation, organisation, collaboration, reflection and willingness to keep up to date with developments and | |

| |How settings can apply principles to |practice. | |

| |practice, to include planning for |Small group activity: Learners to discuss the importance of the role of key person and working with parents. Learners to | |

| |children, providing children with a key|feedback to the group, drawing on own experiences from work placement setting. | |

| |person and working with parents. |Individual activity: Learners to discuss and write a report on the importance of the key worker and working with parents when | |

| | |applying principles. | |

|10 |Issue Assignment 1, Task 1 to cover |Teacher input: Recap learning aim and introduce aims of this session. Recap assessment requirements. |Other reference books |

| |3A.P1, 3A.P2, 3A.P3, 3A.M1, 3A.D1 |Individual activity: Learners to work on completing assignment independently and submit on agreed date. |EYFS Framework (or access to |

| |Use centre-devised assignment or | |the internet) |

| |alternatively, use the authorised | |Computers with printers and |

| |assignment from Pearson. | |access to the internet |

| | | |Centre-devised assignment or, |

| | | |use the authorised assignment |

| | | |from Pearson. |

|Learning Aim B Understand the educational programme within the early years foundation stage |

|11 |The requirement to deliver all areas of|Teacher presentation: Introduce learning aim B and the aims for this session. Recap previous session. |EYFS Framework (or access to |

| |development through planned purposeful |Teacher input: Recap on the three prime and four specific areas of learning within the EYFS Framework. |the internet) |

| |play and the three characteristics of |Teacher input: Explain the three characteristics of learning (playing and exploring, active learning and creating and thinking |Interactive whiteboard |

| |learning, including playing and |critically) and invite learners to give examples of these characteristics in practice. |EYFS Development Matters |

| |exploring, active learning, and |Paired activity: Show learners video clips of children at play. After each film clip, ask learners to identify and discuss any |guidance (downloadable from: |

| |creating and thinking critically. |links between their observations and the three characteristics of learning. Learners to feedback to the whole group. |.ukor |

| | |Individual activity: Learners to describe an activity that children in their own placement have taken part in and feedback to |.uk) |

| | |the whole class on how it meets the characteristics of learning. |EYFS videos of children at play|

| | | |are available on video-sharing |

| | | |websites. Search for ‘Early |

| | | |Years Foundation Stage’ and |

| | | |there are a number of |

| | | |.uk video clips |

| | | |available. View and check |

| | | |videos for suitability before |

| | | |use. |

|12 |The rationale behind each of the areas |Teacher input: Recap previous session and introduce learning aims of this session. |EYFS Framework (or access to |

| |of learning in terms of children’s |Individual or small group activity: Using the reports listed in the resources column opposite, ask learners to research the |the internet) |

| |overall development, including the |three prime areas of learning and produce a poster to include: |Documents: |

| |difference between the three prime |the rationale (reason) for each prime area of learning in terms of supporting children’s overall development |The Early Years: Foundations |

| |areas of learning (personal, social and|the scope of each area of learning. |for life, health and learning: |

| |emotional development, communication |Learners to present their posters to the whole class. |An Independent Report on the |

| |and language, physical development) and|Individual activity: Using the EYFS Development Matters document and the report on The Early Years: Foundations for life, health|Early Years Foundation Stage to|

| |the four specific areas (literacy, |and learning, ask learners to familiarise themselves with the rationale and scope of the specific areas of learning. |Her Majesty’s Government – |

| |mathematics, understanding the world, |Group activity: Learners to discuss the differences between the prime and specific areas of learning – for instance how the |Annex 8, 9 and 10 |

| |expressive arts and design). |prime areas provide a foundation for other learning, such as developing curiosity and building friendships, while other areas |(.uk) |

| |The scope of each of the areas of |are more specific and subject-based. |EYFS Development Matters |

| |learning, including how the prime areas| |(downloadable from: |

| |of learning relate to the specific | |.uk or |

| |areas. | |.uk) |

| | | |Creative materials (such as |

| | | |large sheets of paper, felt |

| | | |pens, scissors, glue, etc.) |

|13 |How areas of learning are interrelated,|Teacher input: Recap previous session and introduce aims of this session. Recap prime and specific areas of learning. |Planning sheets/pens |

| |including the way in which one play |Small group activity: Write the following quote from section 1, point 4 of the EYFS Framework on the board: ‘Three areas [of |Computer with printers |

| |activity may provide opportunities for |learning] are particularly crucial for igniting children’s curiosity and enthusiasm for learning, and for building their |EYFS Framework (or access to |

| |several areas of learning. |capacity to learn, form relationships and thrive’. Ask learners to discuss the reasons why. |the internet) |

| | |Paired activity: Learners to write each of the seven areas of learning on a large planning sheet and create a concept map. |EYFS Development Matters |

| | |Learners draw lines between areas that have strong links and write alongside the drawn lines how the areas are interlinked. Draw|(downloadable from: |

| | |learners’ attention to how the prime areas provide a foundation for the specific areas. |.uk or |

| | |Individual activity: Learners to describe a play activity and use a spider diagram to show how the activity will target |.uk) |

| | |different areas of learning. | |

|14 |The importance of ongoing formative |Teacher input: Recap previous session and introduce aims of this session explaining the difference between formative and |EYFS videos of children at play|

| |assessment, including observing |summative assessment. |are available on video-sharing |

| |children’s development and discussing |Group activity: Show video clips of children playing. Learners to observe and make notes. Lead a discussion of their |websites. Search for ‘Early |

| |children’s progress with key persons, |observations – an analysis of the children’s learning and development and discussion of how practitioners should use observation|Years Foundation Stage’ and |

| |colleagues, parents and/or carers in |to plan for individual progress. |there are a number of |

| |order to use the information to plan |Individual activity: Learners to use the information from their observations of children playing in the video clips and then |.uk video clips |

| |for individual children’s progress |complete AS 5 on planning activities with links to a number of areas of learning and development. Learners to feedback to whole |available. View and check |

| |within the EYFS. |group. |videos for suitability before |

| | | |use.EYFS Framework (or access |

| | | |to the internet) |

| | | |EYFS Development Matters |

| | | |(downloadable from: |

| | | |.ukor |

| | | |.uk) |

|15 |The importance of balancing adult-led |Teacher input: Recap previous session and introduce aims of this session. |Planning sheets/coloured pens |

| |and child-initiated activities and how |Teacher-led activity: Write two headings ‘Teacher-led’ and ‘Child-initiated’ on the whiteboard and ask learners to suggest the |EYFS Framework (or access to |

| |the balance may change according to the|characteristics of each type of activity. Write learners’ suggestions on the board under the relevant heading. |the internet) |

| |age/stage of development of children. |Small group activity: Learners to respond to the following questions and discuss ideas as a group. |EYFS Development Matters |

| | |What types of activity are teacher-led or child-initiated? |(downloadable from: |

| | |Are there differences according to ages/stages of development? |.ukor |

| | |Are there differences depending on the area of learning being targeted by the activity? |.uk) |

| | |What are the benefits of: a) child-led learning and b) adult-led activities? | |

| | |Individual activity: Learners to research constructivist theories of learning – Lev Vygotsky (zone of proximal development), | |

| | |Jerome Bruner (scaffolding) – and identify how these theories have influenced ways that adults interact with children to extend | |

| | |learning. Learners to identify theories in practice in their own setting. | |

|16 |Issue Assignment 1, Task 2 to cover |Teacher input: Recap previous session and introduce aims of this session. |Other reference books |

| |3B.P4, 3B.M2. |Whole group activity: Learners give examples of adults supporting children’s learning and development from own observations in |EYFS Development Matters |

| |Use centre-devised assignment or |their workplace setting. |(downloadable from: |

| |alternatively, use the authorised |Teacher input: Revisit assignment brief for Task 2. |.ukor |

| |assignment from Pearson. |Individual activity: Learners to work on completing assignment independently and submit on agreed date. |.uk) |

| | | |EYFS Framework (or access to |

| | | |the internet) |

| | | |Computers with printers and |

| | | |access to the internet |

| | | |Centre-devised assignment or, |

| | | |use the authorised assignment |

| | | |from Pearson |

|Learning Aim C: Be able to plan, lead and assess purposeful play and education programmes that support children’s progress towards Early Years Foundation Stage areas of learning and development |

|17 |How to plan play and activities to |Teacher presentation: Introduce learning aim C. Recap previous session. |Interactive whiteboard |

| |support children’s progress in each of |Small group activity: Learners to complete the table identifying types of activity (adult-led or child-initiated) and areas of |Range of creative materials for|

| |the areas of learning within the EYFS |learning covered for the different activities listed. |creating an activity (e.g. |

| |towards early learning goals. |Small group activity: Learners to create and take part in an activity (e.g. model-making/printing) for use with children between|large sheets of paper, felt |

| | |30 and 60 months. Give learners materials to create the activity. Once they have created the activity, they need to try it out. |pens, card, paints, shapes for |

| | |Individual activity: Learners to reflect on each area of learning that was being targeted during the activity. |printing with, scissors, glue, |

| | |Which areas of learning were targeted? |etc.) |

| | |How does the activity support children towards the goals of each of the areas? |EYFS Framework (or access to |

| | |How can adults support and promote children’s communication during the activity? |the internet) |

| | |Individual activity: Learners to plan an activity for a group of children they know in their own placement. Learners to identify|EYFS Development Matters |

| | |the areas of learning and development (from the EYFS) that it will promote. |(downloadable from: |

| | |Homework activity: Learners to implement, observe and review the activity they planned, and discuss with supervisor and/or key |.uk or |

| | |person. Learners to make notes for use in the next session. |.uk) |

|18 |How to plan for children’s progress |Teacher input: Recap previous session and introduce learning aims for this session. | |

| |within the EYFS, using observations, |Whole group activity: Learners feedback on the success of the activities they planned for use in their work placement settings. | |

| |assessment, records, discussions with |Learners to reflect on their observations of the children and the discussions with colleagues and discuss how it can help them | |

| |key persons, colleagues, parents and/or|to plan for future activities to promote learning and development. | |

| |carers. |Small group activity: Learners to identify different methods that can be used to assess children’s progress, and suggest and | |

| | |discuss the benefits and drawbacks of each method. Facilitate feedback and discussion. | |

| | |Individual activity: Learners to investigate types of records and also the way these records are shared and stored in own | |

| | |placements. Facilitate feedback. | |

|19 |How to plan an adult-directed activity,|Teacher input: Recap previous session and introduce aims of this session. | |

| |including the identification of |Small group activity: Learners to prepare the agenda for a staff training session about adult-directed activities. Topics | |

| |children’s needs and interests, links |covered in the agenda should cover the following things. Produce handouts on each of the topics. | |

| |to areas of learning, the need for |Activities and the environment – children’s progress through planned and unplanned learning. | |

| |activities to be purposeful and |The importance of enabling children to plan ahead from day to day. | |

| |playful. |The importance of listening, challenging. | |

| |How to support and extend children’s |Giving children time. | |

| |learning and thinking, including |Giving your time. | |

| |sustained shared thinking. |How to support and extend children’s learning and thinking. | |

| | |Homework activity: Ask learners to bring three play and activity plans they have carried out in placement to the next two | |

| | |sessions. | |

|20 |How to balance adult-led and |Teacher input: Recap previous session and introduce aims of this session. |Play and activity plans that |

| |child-initiated activities, including |Individual activity: Learners to reflect on the activity plans they have used in placement and identify the child’s and their |learners have carried out in |

| |allowing equal opportunities for each |own involvement in the session. They can present their placement activities to peers in a small group, explaining ways they |placement |

| |child to participate fully and be |ensured children had opportunities to participate. |Other reference books |

| |included. |Small group activity: Using one theme (e.g. ourselves, animals, etc.), ask learners to suggest three adult-led and three |Computers with printers and |

| |How to promote diversity, equality and |child-initiated play and learning activities. They should then discuss the positive or negative aspects of each type of activity|access to the internet |

| |inclusion when planning, leading and |with the rest of the group. Facilitate feedback to the whole group. |Centre-devised assignment or, |

| |assessing play and educational |Small group activity: Return to plans and discuss the extent to which diversity, equality and inclusion has been considered in |use the authorised assignment |

| |programmes. |the plans. Learners update plans. |from Pearson. |

| | |Teacher input: Facilitate discussion on ways to promote diversity, equality and inclusion when planning, leading and assessing |Large planning sheets / pens |

| | |play and educational programmes. | |

|21 |How to lead and support children’s |Teacher input: Recap previous session and introduce aims of this session. |Play and activity plans that |

| |progress in more than one area of |Individual activity: Learners to use own activity plans and reflections from previous session to assess how the plans have |learners have carried out in |

| |learning. |supported children across different areas of learning and development. |placement |

| |How to carry out observational |Whole group activity: Write each of the 17 early learning goals on separate large sheets of paper (pinned to the wall or spread |Large sheets of paper and pens |

| |assessment and record children’s |out on tables). Learners to move around the room adding one or more suggestions of play or activities that will support |EYFS Framework (or access to |

| |progress towards early learning goals. |children’s progress towards the goal. Discuss ideas and evaluate the likelihood of each activity in supporting children to meet |the internet) |

| | |the early learning goals. |EYFS Development Matters |

| | | |(downloadable from: |

| | | |.uk or |

| | | |.uk) |

|22 |Issue Assignment 1, Task 3 to cover |Teacher input: Recap learning aim C and revisit assignment brief for Task 3. |Other reference books |

| |3C.P5, 3C.P6, 3C.P7, 3C.M3 |Individual activity: Learners to work on completing assignment independently and submit on agreed date. |EYFS Development Matters |

| |Use centre-devised assignment or |Individual activity: This assignment requires practical work to be carried out in a work placement, with evidence recorded in |(downloadable from: |

| |alternatively, use the authorised |the Practical Evidence Portfolio (PEP). |.uk or |

| |assignment from Pearson. | |.uk) |

| | | |EYFS Framework (or access to |

| | | |the internet) |

| | | |Computers with printers and |

| | | |access to the internet |

| | | |Centre-devised assignment or, |

| | | |use the authorised assignment |

| | | |from Pearson |

|Learning aim D : Support safeguarding and welfare requirements within the Early Years Foundation Stage |

|23 |The rationale behind the safeguarding |Teacher presentation: Introduce learning aim D and the aims for this session. Recap previous session. |Interactive whiteboard |

| |and welfare requirements. |Teacher input: The rationale behind the safeguarding and welfare requirements. |EYFS Framework (or access to |

| |The requirements and practical |Individual activity: Learners to investigate what providers must do under the statutory requirements in the EYFS and produce a |the internet) |

| |implications with regard to children’s |leaflet for new learners explaining the requirements for children’s protection and welfare. |Computers with printers |

| |protection, to include the requirement |Individual activity: Provide learners with an exemplar child protection policy. Learners to read through the policy and |Exemplar child protection |

| |for a safeguarding policy and the |highlight links with EYFS requirements. |policy |

| |importance of recognising and recording| | |

| |changes in children’s behaviour. | | |

|24 |The requirements and practical |Teacher input: Recap previous session and introduce aims of this session. Recap requirements for child protection. |EYFS Framework (or access to |

| |implications with regard to suitable |Paired activity: Learners to respond to the following questions relating to a scenario about concerns about a colleague’s |the internet) |

| |people, to include the disclosures that|practice (e.g. a colleague takes children into a hidden area to carry out changing routines, they handle a child roughly, they |Scenario based on concerns |

| |staff must make about convictions, |withdraw food or drink as punishment): |about a colleagues practice |

| |cautions and court orders. |What is it about this person’s practice that is unacceptable? |Computers with access to the |

| |The requirements and practical |If you observe this practice, what action should you take? |internet |

| |implications in relation to staff |What are the implications for this childcare worker? | |

| |qualifications, training, support and |What can be done in a setting to reduce the risk of institutional abuse? | |

| |skills, to include the requirement for |Small group activity: Identify the essential skills, knowledge and requirements when recruiting people for working with young | |

| |ongoing supervision and staff |children. | |

| |appraisal. |Paired activity: Learners to produce an advertisement for a new member of staff in an early years setting to be placed in an | |

| | |early years education magazine/journal. | |

| | |Individual activity: Learners to carry out research to find out about the role of the Disclosure and Barring Service (DBS) and | |

| | |feedback findings to whole group. | |

| | |Homework activity: Ask learners to obtain a copy of the Health and Safety policy from their work placement and bring it to the | |

| | |next session. | |

|25 |The requirements and practical |Teacher input: Recap previous session and introduce aims of this session. |Interactive whiteboard |

| |implications with regard to the |Teacher input: Introduce the role and responsibilities of a key person in line with the requirements in section 3.26 of the EYFS|EYFS Framework (or access to |

| |provision of a key person for each |Framework. |the internet) sections 3.26 |

| |child. |Small group activity: Learners to identify the qualities required by a key person and feedback ideas to the rest of the class. |(key person), 3.27 – 3.41 |

| |The requirements and practical |Small group activity: Learners select one aspect of health, safety and security below (ensuring all aspects are covered) and |(staff ratios), 3.42 – 3.44 |

| |implications with regard to staff |produce information showing guidelines(in line with the requirements in the EYFS) that must be followed in an early years |(health/medicines), 3.45 – 3.47|

| |ratios. |setting Learners present information to the whole group: |(food and drink), 3.48 – 3.49 |

| |The requirements and practical |maintaining and promoting a healthy environment |(accident and injury) |

| |implications with regard to the health,|safety and security of the children |Computers with printers |

| |safety and security of children, to |administering medicines |Health and safety policies from|

| |include the administering of medicines,|provision of food and drink. |learners’ own placements |

| |provision of food and drink, and |Paired activity: Learners discuss how they identify children’s needs in relation to food and drink, rest and sleep and how | |

| |accident and injury. |these are provided for in own placement and feedback. | |

| |How to identify and provide for |Individual activity: Learners to use the EYFS Framework to produce a chart that shows staff:child ratios at different ages in | |

| |children’s physical welfare needs |the range birth to 5 years, in different types of setting and different situations for their personal files. | |

| |including sleep and rest, food, drink. | | |

|26 |The requirements and practical |Teacher input: Recap previous session and introduce aims of session. |EYFS Framework (or access to |

| |implications with regard to managing |Teacher-led discussion: On ways that behaviour is managed. |the internet) – sections 3.50 |

| |behaviour, to include the importance of|Small group activity: Learners discuss and make notes on positive ways of encouraging wanted behaviour and sanctions that may |and 3.51, 3.52 |

| |a policy and ways of responding to |and may not be used when there is unwanted behaviour. Learners to feedback their ideas to the whole group. |Creative materials (e.g. paper,|

| |unwanted behaviour. |Individual activity: Learners to read sections 3.50, 3.51, 3.52 of the EYFS Framework on managing behaviour and review their |felt pens, pens, glue, |

| |The requirements and practical |notes from the previous activity. |scissors, etc.) |

| |implications with regard to equal |Whole group activity: Ask learners to identify the barriers to inclusion and share ideas with the whole group. Write up the list|Interactive whiteboard |

| |opportunities, to include the |on the whiteboard. |Role-play scenarios |

| |importance of a policy and challenging |Small group activity: Learners to discuss and identify ways that each of the barriers can be removed. Facilitate feedback. | |

| |inappropriate attitudes and practices. |Teacher-led discussion: Lead a discussion on the importance of challenging discrimination and ways of doing this. | |

| |How to value diversity and promote |Paired activity: Learners to carry out some role-play scenarios where there has been inappropriate practice. For example, where | |

| |equality of opportunity and |a colleague has shown practice that is discriminatory (e.g. a child has been excluded from an outside play activity because they| |

| |anti-discriminatory practice in an |are physically disabled, a practitioner is overheard saying that they are not happy to be a child’s key worker because they are | |

| |early years setting. |from a certain family and will misbehave, a practitioner disregards a child’s dietary needs and suggests they should eat what is| |

| | |on offer). | |

| | |Whole group activity: Learners write one example of ways that early years professionals can show that they value diversity and | |

| | |promote equality and diversity on a sticky note. Collect notes and read out – display notes in the classroom for reference. | |

| | |Homework activity: Ask learners to carry out a health and safety audit of their work placement’s premises (including the layout,| |

| | |equipment used, rules for access, smoking) in preparation for the next session. | |

|27 |The requirements and practical |Teacher input: Recap previous session and introduce aims of this session. Discuss the EYFS requirements relating to safety. |EYFS Framework (or access to |

| |implications of the safety and |Teacher input: Introduce purpose and stages of risk assessment. |the internet) – sections 3.53, |

| |suitability of premises, environment |Individual activity: Learners to read sections 3.53 and 3.54, 3.55 of the EYFS Framework on safety and suitability of premises, |3.54, 3.55. 3.64, 3.65 |

| |and equipment, to include risk |environment and equipment including the ban on smoking. Using the requirements, learners to draw a plan of an indoor and outdoor|Planning sheets and coloured |

| |assessment, ban on smoking, how outings|area of their own work placement setting and annotate it to show how the premises and equipment used meet the requirements of |pens |

| |need to be organised. |the EYFS Framework. | |

| |How to act on own responsibilities in |Individual activity: Using the health and safety audit learners were asked to carry out in their work placement in the previous | |

| |relation to safeguarding and promoting |session, learners to select one area of their work placement setting and produce a risk assessment. Learners should also make | |

| |health and safety. |recommendations for improvements. Learners identify own responsibilities relating to safety and security. | |

| |How to act on own responsibilities in |Individual activity: Learners to read through sections of EYFS Framework on outings (3.64 and 3.65) and other relevant welfare | |

| |relation to safety and security within |information. | |

| |an early years setting. |Small group activity: Learners to produce a flow chart to show how outings must be organised in order to meet safeguarding and | |

| | |welfare requirements. Learners should explain (and give reasons) for each stage in the flow chart in relation to the | |

| | |requirements. Facilitate feedback. Feedback to whole group and agree key points for ensuring a safe outing, amending the flow | |

| | |chart if necessary. | |

|28 |The requirements and practical |Teacher input: Recap previous session and introduce aims of this session. |Examples of record templates |

| |implications in relation to information|Small group activity: Learners identify the information kept in an early years setting and the purpose of it. Learners to |Scenarios describing situations|

| |and records, to include confidentiality|feedback ideas to rest of the group. Facilitate feedback and make a list of the ideas on the board. Add any ideas that learners |relating to information and |

| |of information, provision of |have not considered. |records about individual |

| |information for parents and carers and |Small group activity: Learners to discuss who has access to, for example, personal data, health information, additional needs |children |

| |circumstances when Ofsted must be |records, progress records; how information is shared with parents; the information that must be shared with Ofsted and why. |Interactive whiteboard |

| |notified. |Learners to draw on own experiences from placement. Facilitate feedback and discussion. | |

| |How to record and manage accurate and |Teacher input: Explanation of the importance of confidentiality and the eight principles of the Data Protection Act and explain | |

| |coherent information about children, |the term ‘need to know’. | |

| |ensuring confidentiality, including |Individual activity: Learners to read through scenarios describing situations relating to information that is held about | |

| |passing information to those who need |children, for example: | |

| |to know. |records and information about a child who is not progressing as planned and where intervention is being planned | |

| | |an observation of a child with behavioural issues | |

| | |information relating to a child whose behaviour has changed and where there are child protection concerns | |

| | |information provided by a parent about a child’s ongoing health condition. | |

| | |For each situation, learners to answer the following questions: | |

| | |Why is the information required? | |

| | |How and where is it stored? | |

| | |Who needs to know the information and when? | |

| | |To whom should the information be passed? | |

| | |Small group activity: Learners explore templates of types of records (personal data, health and development records, learning | |

| | |progress records) and discuss the purpose of each (i.e. how they benefit the child’s learning and development). Facilitate | |

| | |feedback and discussion. | |

| 29-30 |Revision of safeguarding and welfare |Teacher input: Recap safeguarding and welfare requirements. |Other reference books |

| |requirements. |Teacher presentation: Overview of assignment requirements, nature of assessment and timeline for completion/submission. |EYFS Framework (or access to |

| |Issue Assignment 1, Task 4 to cover |Individual activity: Learners to work on completing assignment independently and submit on agreed date. |the internet) |

| |3D.P8, 3D.M4, 3D.M5, 3D.D2 |Individual activity: This assignment requires practical work to be carried out in a work placement, with evidence recorded in |Computers with printers and |

| |Use centre-devised assignment or |the Practical Evidence Portfolio (PEP). |access to the internet |

| |alternatively, use the authorised | |Centre-devised assignment or, |

| |assignment from Pearson. | |use the authorised assignment |

| | | |from Pearson |

|TOTAL: 60 hours |

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BTEC Level 3 National Children's Play, Learning and Development

Teaching and Assessment Pack

Unit X [TITLE]

BTEC National Children's Play, Learning & Development

Unit 12: The Early Years Foundation Stage (EYFS)

BookTitle

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