Unit 2: Play and Learning - Scheme of Work (Version 1 Sept 14)



Scheme of work

This scheme of work is provided to help you make the most of your planning time. Customise it 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 |

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

| | |learners of the number of assignments that they will be expected to complete. |Centre-devised assignments or |

| | | |use authorised assignments from|

| | | |Pearson. |

|Learning aim A: Understand the links between play and children’s development |

|1 |Introduction |Teacher presentation: introduce learning aims for Unit 2. Outline aims for this unit overall but then detail learning| |

|(cont.) | |aim A. | |

| | |Whole group discussion: Share experiences to assess any prior learning/knowledge. | |

|2 |The importance of play to children’s overall |Teacher presentation: Recap previous session and discuss findings. Recall five areas of development covered in Unit |Video clips |

| |development as it naturally prompts children to |1. |Interactive |

| |practise and develop skills and knowledge across|Whole group activity: Mind map to collate group evidence, followed by discussion. Ask for examples linked to |whiteboard/flipchart |

| |each of the five areas of development. |placement to back up evidence. | |

| | |Small group activity: Define the meaning of play and why play is important. | |

| | |Teacher input: Show a range of video clips to demonstrate children engaged in different types of play. | |

| | |Individual activity: Learners to see how many different skills/areas of development they can see being promoted by | |

| | |each type of play. Learners to make notes and feedback to the whole group. | |

|3 |The benefits of child-initiated play to overall |Teacher presentation: Introduce the aims of the lesson |Book box |

| |development to include developing independence, |Teacher input: Recap previous session and reiterate ideas on importance of play. |ICT/Internet |

| |confidence and concentration, enabling |Paired activity: Learners (a) discuss and agree a definition of child initiated play and; (b) discuss the benefits of|Interactive |

| |involvement in own learning, encouraging |child-initiated play. |whiteboard/flipchart |

| |imagination and creativity. |Teacher-led activity: Teacher to collate ideas on interactive whiteboard/flipchart. |Film clips |

| | |Teacher-led activity: Show film clips of children involved in child-initiated. Learners discuss their observations | |

| | |and note down how this type of play promotes: | |

| | |independence | |

| | |confidence | |

| | |concentration | |

| | |involvement of own learning | |

| | |imagination and creativity. | |

| | |Independent research: Carry out observations of children involved in child-initiated play to use in lesson 4. | |

|4 |How children’s play might change according to |Teacher input: Recap previous session and introduce aims of this session. |Interactive |

| |their age/stage of development, including the |Small group activity: Learners refer to observations of children and discuss how play might change depending on age |whiteboard/flipchart |

| |way that over time children become interested |and/or stage of development. |Film clips |

| |and able to play with others as noted by Mildred|Teacher input: Mildren Parten’s social stages of play; supervision ratios; how factors such as disability, cultural | |

| |Parten’s social stages of play. |background, socioeconomic status and availability of resources, etc. could impact on children’s play. | |

| | |Teacher-led activity: Show film clips of children involved in different stages of play. Learners discuss and identify| |

| | |the social stages of play that children have reached. | |

| | |Paired activity: Learners to discuss and suggest ways to overcome factors that may affect the way that children play.| |

| | |Whole group activity: Feedback to whole group. Teacher to collate ideas on interactive whiteboard/flipchart. | |

|5 |How play can support children’s physical |Teacher input: Recap previous session and introduce aims of this session. Explanation of stages of physical |ICT/Internet |

| |development to include practising skills that |development 0–8, to include how gross motor skills develop and how fine motor skills develop. Description of the |Book box |

| |lead to increased coordination, stamina, |skills that lead to increased coordination, stamina and balance. |Interactive |

| |balance, fine and gross movements. |Teacher-led activity: Show film clips of children involved in physical play (use of both gross and fine motor |whiteboard/flipchart |

| | |development). Learners discuss and identify how the play leads to increased coordination, stamina, balance and fine |Film clips |

| | |and gross movements. | |

| | |Individual activity: Learners record observations of film clips. | |

| | |Small group activity: Learners discuss the role of play in promoting physical development and note the main points of| |

| | |their discussion. | |

| | |Small group activity: Groups to research ways in which play can support children’s physical development, factors that| |

| | |can affect development, and how development can be promoted through play (each group to focus on one of the following| |

| | |age groups): 0 – 1 years, 1 – 3 years, 3 – 5 years, 5 – 8 years. | |

| | |Whole group activity: Feedback to whole group. Teacher to collate ideas so learners have information for all age | |

| | |groups. Keep the notes from each group for the next lesson. | |

|6 |Practical session |Teacher input: Recap previous session and introduce aims of this session. |Assorted practical equipment |

| |Link to 3B.P3: Explain how types of play support|Individual activity: Learners use notes from lesson 5 to plan a physical development activity for at least two age |Copies of EYFS/curriculum |

| |the development of young children: physical |groups. One to be used in their placement. One activity plan to be completed then evaluated on implementation at |outcomes or access to the |

| |play. |placement. Plans should be linked to EYFS or National Curriculum outcomes, aims and objectives according to age |Internet |

| | |range. References to be included in activity plan. | |

|7 |How play can support children’s social |Teacher input: Recap previous session and introduce aims of this session. |Interactive whiteboard |

| |development to include sharing, cooperating, |Small group activity: Groups to research ways in which play can support children’s social development, factors that |ICT/Internet |

| |building relationships. |can affect development, and how development can be promoted through play (each group to focus on one of the following|Book box |

| | |age groups): |Observations |

| | |0 – 1 years | |

| | |1 – 3 years | |

| | |3 – 5 years | |

| | |5 – 8 years. | |

| | |Whole group activity: Feedback to whole group. Teacher to collate ideas on interactive whiteboard so that learners | |

| | |have information for all age groups. | |

| | |Small group activity: Provide learners with observations of three children aged between 1-3 years, 3-5 years and 5-8 | |

| | |years, including at least one child whose social development is delayed. Learners discuss the expected stage of | |

| | |social development for each child and suggest how play could be used to support their development. | |

| | |Individual activity: Learners record observations and group discussions | |

| | |Independent research: Learners carry out observations of the social development of two children of different ages in | |

| | |their own placement to use in lesson 8. | |

|8 |Practical session |Teacher input: Recap previous session and introduce aims of this session. |Assorted practical equipment |

| |Link to 3B.P3: Explain how types of play support|Individual activity: Learners to use own observations to plan an activity for at least two age groups that supports |Copies of EYFS/curriculum |

| |the development of young children: social |social development. The activity should be used in their placement. Activity plan to be completed then evaluated on |outcomes or access to the |

| |development. |implementation at placement. Plans should be linked to EYFS or National Curriculum outcomes, aims and objectives |Internet |

| | |according to age range. References to be included in activity plan. | |

| | |Independent research: Learners to implement at least one planned activity in their own placement. | |

|9 |How play can support emotional development to |Teacher input: Recap previous session and introduce aims of this session. |Interactive whiteboard |

| |include making sense of the world including the |Paired activity: Ask learners to discuss the play they enjoyed when they were young, which helped them to explore the|ICT/Internet |

| |significance of difference, freedom to make |world around them including how this helped them to understand the significance of difference. Ask them to give |Book box |

| |mistakes, helping children with transition and |examples of play where they felt free to make mistakes and why this is important. |Guest speaker |

| |those who have experienced trauma. |Guest speaker: Invite a play therapist to talk to learners about the role of play for children experiencing | |

| | |transition or trauma. | |

| | |Individual activity: Learners review case studies of: a 3-year-old with delayed language; a 10 month old reluctant to| |

| | |leave his mother; a 5-year-old advanced for her age intellectually/physically but finding it hard to make friends. | |

| | |Learners to suggest play activities and methods to support emotional development. | |

| | |Group activity: Learners discuss the role of play in promoting emotional development and note the key points of the | |

| | |discussion. | |

| | |Independent research: Learners carry out observations of the emotional development of two children of different ages | |

| | |in their own placement to use in lesson 10. | |

|10 |Practical session |Teacher input: Recap previous session and introduce aims of this session. |Assorted practical equipment |

| |Link to 3B.P3: Explain how types of play support|Individual activity: Learners to use their own observations to plan at least two activities that support emotional |Copies of EYFS/curriculum |

| |the development of young children: emotional |development. One to be used in their placement. One activity plan to be completed then evaluated on implementation at|outcomes or access to the |

| |development. |placement. Plans should be linked to EYFS or National Curriculum outcomes, aims and objectives according to age |Internet |

| | |range. References to be included in activity plan. | |

| | |Independent research: Learners to implement at least one planned activity in their own placement. | |

|11 |How play can support children’s cognitive |Teacher input: Recap previous session and introduce aims of this session. |ICT/Internet |

| |development to include learning concepts and |Whole group activity: Provide each group of learners with a game, e.g. a matching game, a counting game. Ask learners|Book box |

| |problem solving and, with early years |to play the game and list the learning concepts and problem solving skills that children can develop through playing |Interactive whiteboard |

| |professional input, develop sustained and shared|the game. Ask learners to discuss ways that an early years professional can support the development of sustained and |Selection of games |

| |thinking and higher-level thinking skills. |shared thinking and higher level thinking skills through the game. | |

| |How play can help children’s communication and |Teacher-led activity: Show learners film clips of children involved in play that promotes cognitive development and | |

| |language development to include extending |language. Learners discuss the aspects of cognitive development that are being promoted in the play. | |

| |vocabulary, language structure and dialogue as |Indivdiual activity: Learners record their observations and group discussions. | |

| |children have a reason for learning and using |Small group activity: Groups to research ways in which play can support children’s cognitive development and | |

| |language as they join in play or use talk to |children’s communication and language development, to include extending vocabulary, factors that can affect | |

| |organise their own actions while playing. |development and how development can be promoted through play (each group to focus on one of the following age | |

| | |groups): | |

| | |0 – 1 years | |

| | |1 – 3 years | |

| | |3 – 5 years | |

| | |5 – 8 years. | |

| | |Whole group activity: Feedback to whole group. Teacher to collate ideas so learners have information for all age | |

| | |groups. | |

| | |Independent research: Learners carry out observations of the cognitive and language development of two children of | |

| | |different ages in their own placement, for use in lesson 12. | |

|12 |Practical session |Teacher input: Recap previous session and introduce aims of this session. |Assorted practical equipment |

| |Link to 3B.P3: Explain how types of play support|Individual activity: Learners to use observations from placements to plan activities that support cognitive |Centre-devised assignment or |

| |the development of young children: cognitive |development for at least two age groups. One to be used in their placement. One activity plan to be completed then |use the authorised assignment |

| |development. |evaluated on implementation at placement. Plans should be linked to EYFS or National Curriculum outcomes, aims and |from Pearson |

| |Issue Assignment 1, Task 1 to cover 3A.P1, |objectives according to age range. References to be included in activity plan. | |

| |3A.P2, 3A.M1. |Teacher presentation: Overview of assignment requirements, nature of assessment and time line for | |

| |Use centre-devised assignment. |completion/submission. | |

| |Alternatively, use the authorised assignment |Individual activity: Learners to complete assignment independently and submit on agreed date. | |

| |from Pearson. | | |

|Learning aim B: Understand how a range of play activities and opportunities can support children’s learning and development |

|13 |The meaning of the term ‘types of play’ as a way|Teacher presentation Recap learning aim B and the aims of this session. Recap previous session. |Equipment for various types of |

| |of grouping play activities into five broad |Whole group activity: Discuss different types of play. Outline their importance, giving examples. |play |

| |types according to the particular developmental |Paired activity: Learners to identify the types of play they have used in placement and state advantages for each | |

| |benefits that they offer, including physical, |type. Each pair to move around the room experiencing for themselves each type of play as they may not have had any | |

| |imaginative, sensory, creative and construction.|experience in placement. Teacher to provide experience of creative play, imaginary play, constructive play, sensory | |

| | |play, etc. | |

| | |Extension activity: Discuss how the activities and resources identified in AS 6 support holistic development. | |

|14 |Resources that might be used to support |Teacher presentation: Introduce aims of this session. |Equipment/resources for various|

| |different types of play and learning |Teacher-led activity: Show learners a selection of resources (or pictures shown on the interactive whiteboard), e.g. |types of play |

| |opportunities indoors and outdoors to include |a fireman’s/policeman’s helmet, resources for sand or water play, a hoop or ball, a puppet. Lead discussion asking |Flip-chart paper |

| |physical play, imaginative play, sensory play, |learners how each might be used to support indoor and/or outdoor play. Ask them to suggest other resources that could|Marker pens |

| |creative play, construction play, treasure |be used with the resources shown to develop play. |Creative materials, play |

| |basket play and heuristic play. |Teacher led activity: Show learners film clips of children involved in two different types of play. Learners discuss |equipment catalogues |

| |The importance of all resources and objects |answer questions, e.g. are the resources appropriate? Do the resources support development and how? What other |Computers/printers to produce |

| |being safe for children to handle. |resources could be added to extend play? |booklet |

| | |Teacher input: What considerations need to be taken into account (i.e. age range, health and safety, barriers, etc.)?|Film clips |

| | |Individual activity: Learners to create an illustrated booklet for parents including information about a range of | |

| | |resources for indoor and outdoor play. It should suggest which age range the resources are suitable for and which | |

| | |type of play they support, including advice on providing safe objects. | |

|15 |How physical play supports children’s learning |Teacher input: Recap previous two sessions and introduce aims of this session. |Interactive whiteboard/flip |

| |and development, including the promotion of |Teacher input: On a flip chart or interactive whiteboard, write headings for each of the types of play (physical, |chart |

| |physical skills, confidence and social skills. |imaginative, sensory, creative and construction). Create a mind map with the whole group to compile a list of | |

| |How imaginative play supports children’s |different play activities and decide which heading each one goes under. | |

| |development, including the development of |Teacher input: Take one type of play from the list (e.g. imaginative) and identify all the aspects of learning and | |

| |communication and language, social skills, |development that are supported by that type of play (e.g. communication and language, physical skills, social skills,| |

| |identity through the taking of different roles. |cognitive skills identity). | |

| |How sensory play supports children’s learning |Small group activity: Divide whole group into smaller groups. Each group to consider one of the remaining types of | |

| |and development, including the development of |play and the activities listed beneath that heading. In groups each learner should share an example of play from | |

| |fine motor skills and hand–eye coordination, |their own placement identifying all the aspects of learning and development that are supported by that type of play. | |

| |exploration of early mathematical concepts of |Teacher to circulate among the groups and be ready to prompt with concepts as necessary, i.e. hand–eye coordination, | |

| |volume and shape, and interest in textures and |release of emotion. | |

| |properties of different materials. |Whole group activity: Feedback an example of one type of play from each learner to the whole group. | |

| |How creative play supports children’s learning | | |

| |and development, including the development of | | |

| |fine motor skills and hand–eye coordination, | | |

| |expression and release of emotion. | | |

| |How construction play supports children’s | | |

| |learning and development, including the | | |

| |development of spatial awareness, hand–eye | | |

| |coordination and curiosity in structures and how| | |

| |things work. | | |

|16 |Play and learning opportunities for babies and |Teacher input: Recap previous session and introduce aims of this session. |Video clips |

| |children from birth up to 2 years including |Whole group activity: Discussion and mind map to start session. | |

| |treasure basket play, heuristic play and |Teacher input: Show short video clips of children under 24 months engaged in child-led and adult-initiated play. | |

| |adult-initiated games including peek-a-boo and |Small group activity: Learners to discuss video clips or own experiences relating to placement. | |

| |roll-a-ball. |Paired activity: Allocate to each pair a specific age range of children and a specific developmental need. Learners | |

| |How play opportunities provide babies and |to plan three different play opportunities for children. Consideration to be given to health and safety, ratios and | |

| |children with opportunities for interaction, |differentiation/individual needs. | |

| |exploration and the development of physical | | |

| |skills. | | |

|17 |Play and learning opportunities for children |Teacher input: Recap previous session and introduce aims of this session. |Interactive whiteboard |

| |from 2 to 8 years to include role play, small |Teacher led activity: Show learners film clips of children, aged 2-8 years, involved in some of the types of play |Film clips |

| |world play, painting, mark-making, jigsaw |given in the content. Learners discuss the importance of providing a range of opportunities. | |

| |puzzles, and play with water, sand and malleable|Small group activity: Learners to discuss own experiences of each type of play relating to placement and children of | |

| |materials. |this age group. | |

| | |Paired activity: Allocate to each pair a specific age range of children and a specific developmental need. Learners | |

| | |to plan three different play opportunities for children. Consideration to be given to health and safety, ratios and | |

| | |differentiation/individual needs. | |

|18 |The importance of promoting diversity, equality |Teacher input: Recap previous session and introduce aims of this session. |Use centre-devised assignment |

| |and inclusion, fully reflecting cultural |Small group activity: Learners discuss reasons that children may feel discriminated against and/or excluded during |or use the authorised |

| |differences and family circumstances in play and|play |assignment from Pearson |

| |learning opportunities. |Whole group: Learners to share ideas for one play opportunity from previous session. Outline two examples of play | |

| |Issue Assignment 1, Task 2 to cover 3B.P3, |activities for children 2 – 4 years and 5 years to 7 years on a white board | |

| |3B.P4, 3B.M2, 3B.D1. |Individual activity: Learners record how early years professionals can ensure inclusion of a range of child case | |

| |Use centre-devised assignment. |studies and identify the importance of this for their development and welfare. Ask learners to consider ways to: | |

| |Alternatively, use the authorised assignment |adapt the activity | |

| |from Pearson. |provide additional support | |

| | |provide adapted or different resources. | |

| | |Teacher presentation: Overview of assignment requirements, nature of assessment and timeline for | |

| | |completion/submission. | |

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

|Learning aim C: Understand how theoretical and philosophical approaches to play and learning influence current practice in early years settings |

|19 |Definitions of play including definitions of |Teacher presentation: Introduce aims of this session. Recap previous session. |Interactive whiteboard |

| |free-flow play, structured play and the playwork|Paired activity: Learners discuss and note down a definition for free-flow play and structured play. | |

| |principles. |Whole group activity: Learners feedback definitions to whole group and agree on working definition. | |

| |How these views of play and its role in learning|Whole group discussion: Circle time – learners to discuss own experiences of placement, giving an example of | |

| |can affect how much adult-directed activity |free-flow and structured play including the balance between these in their own settings. | |

| |occurs within individual settings. |Small group activity: Introduce the eight playwork principles and ask learners to write each on a sticky note, then | |

| | |discuss and prioritise them. Groups feedback in turn. Ask challenging questions to get learners to consider and | |

| | |justify their decisions on the importance of each principle. | |

| | |Small group discussion: Ask learners to discuss advantages and disadvantages of free-flow and structured play in | |

| | |early years. | |

|20 |Theoretical approaches to play and learning |Teacher input: Recap previous session and introduce aims of this session. |ICT/Internet |

| |including Piaget, Vygotsky, Bruner and Athey. |Small group activity: Research play theorists. Give each group a particular theorist to research. |Book box |

| |How theoretical approaches to play and learning |Individual activity: Learners to record research findings and develop their own presentation, display or information |Computer/interactive whiteboard|

| |have influenced provision for outdoor play, |sheet on their chosen theorist, and examples of how their approach has influenced provision for outdoor play, adult | |

| |adult interaction during play and the use of |interaction during play and the use of natural materials in early years settings, which will be used to present to |Flip chart |

| |natural materials in early years settings. |their peers in the next session. | |

| | |Teacher input: Collect all research notes/handouts the learners have produced. Produce a booklet from all these | |

| | |learner-led resources that learners can use to help support the assignment. | |

|21 | |Individual activity: Learners to present their findings from the previous session to the whole group. | |

|22 |Philosophical approaches to play including |Teacher input: Recap previous session and introduce aims of this session. |ICT/Internet |

| |Froebel, the McMillan sisters, Montessori and |Small group activity: Research philosophical approaches to play. Give each group a particular theorist to research. |Book box |

| |Steiner. |Individual activity: Learners to record their notes about philosophical approaches to play and how each approach has |Computer/interactive whiteboard|

| |How philosophical approaches to play and |influenced provision for outdoor play, adult interaction during play and the use of natural materials. Learners then | |

| |learning have influenced provision for outdoor |develop their own presentation, display or information sheet on their chosen theorist, which will be used to present |Flip chart |

| |play, adult interaction during play and the use |to their peers in the next session. | |

| |of natural materials in early years settings. |Teacher input: Collect all research notes/handouts the learners have produced. Produce a booklet from all these | |

| | |learner-led resources that learners can use to help support the assignment. | |

|23 | |Individual activity: Learners to present their findings from the previous session to the whole group. | |

|24 |Other approaches to play and learning to include|Teacher input: Recap previous session and introduce aims of this session. |ICT/Internet |

| |Reggio Emilia, HighScope, Forest Schools, the |Small group activity: Research other approaches to play. Give each group a particular approach to research. Learners |Book box |

| |New Zealand Te Whāriki. |to collate information and feedback to rest of group. | |

| |How other approaches to play and learning have |Small group activity: Learners to form new groups to include someone that has researched a different approach. | |

| |influenced practice in observing and planning |Learners to discuss and individually record their thoughts. | |

| |play, using the outdoors and seeing the child as|Teacher input: Ask learners to work in groups to come up with an example of play-based activities based on a | |

| |a competent learner. |theoretical or philosophical approach to play. | |

|25 |Early years curricula/framework relevant to |Teacher presentation: Recap previous session. |Copies of the Early Years |

| |placement/work setting. |Guest speaker: (Such as a nursery manager, foundation stage head, head teacher) to discuss curriculum within various |Foundation Stage statutory |

| |Issue Assignment 1, Task 3 to cover 3C.P5, |settings, to cover assessment and government strategies, i.e. EYFS, National Curriculum. |framework |

| |3C.M3, 3C.D2. |Individual activity: Learners to investigate the Early Years Foundation Stage framework (or the relevant early years |Guest speaker |

| |Use centre-devised assignment. |curricula for your home country) and identify the key features. Also give examples of how the Early Years Foundation |Centre-devised assignment. |

| |Alternatively, use the authorised assignment |Stage framework (or relevant early years curricula for your home country) has been influenced by theoretical, |Alternatively, use the |

| |from Pearson. |philosophical or other approaches |authorised assignment from |

| | |Teacher presentation: Overview of assignment requirements, nature of assessment and time line for |Pearson |

| | |completion/submission. | |

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

|Learning aim D: Understand early years professionals’ involvement in children’s purposeful play opportunities, activities and learning |

|26 |Benefits to babies’ and children’s development |Teacher presentation: Introduce aims of this session. Recap last session. |Film clips |

| |of adult’s involvement in play and learning |Small group activity: Learners discuss ways that they have been involved in children’s play and learning activities | |

| |activities and opportunities to include the |in their own placement. Following discussion, ask learners to note down how their involvement leads to the building | |

| |building of supportive relationships, extending |of supportive relationships, extending physical communication and social skills and acquiring higher level thinking | |

| |children’s physical communication and social |skills. | |

| |skills and the acquisition of higher-level |Teacher-led activity: Show learners a film clip of an adult involved in supporting learning activities. Learners | |

| |thinking skills. |discuss ways that the adult is involved, e.g. speaking and listening to the children, building relationships etc. | |

| |Skills that early years professionals need to |Paired activity: Learners identify ways that the adult in the film clip can support the children to acquire | |

| |use with babies and children in child-initiated |higher-level thinking skills. Prompt learners to think about the open-ended questions the adult could use. | |

| |and adult-initiated play and learning activities|Teacher-led activity: Lead a discussion about the benefits of adult involvement in play and the range of skills | |

| |and opportunities to include building on |needed by early years professionals to support babies’ and children’s play and learning activities and opportunities | |

| |children’s play interests, modelling new skills,|(both child-initiated and adult-directed). Collate ideas. | |

| |sensitive interactions and recognising learning |Extension activity: Learners discuss how skilled early years professionals can contribute to effective | |

| |potential of spontaneous or unplanned events. |child-initiated and adult-initiated play. | |

| |Skills that early years professionals need to |Independent research: Learners obtain curriculum planning for one week from their placement. | |

| |engage babies and children in adult-directed | | |

| |play and learning to include, encouraging | | |

| |participation, playfulness, having a flexible | | |

| |approach, awareness of children’s interests and | | |

| |needs and supporting children’s group learning | | |

| |and socialisation. | | |

|27 |How to encourage children to participate and |Teacher input: Recap previous session and introduce aims of this session. |Guest speaker |

| |ensure a balance adult-led and child-initiated |Individual activity: Learners identify opportunities for adult-led and child-initiated activities within the | |

| |activities. |curriculum plans. | |

| |How to support children’s group learning and |Group activity: Learners compare plans and discuss any differences in the balance between adult-led and | |

| |socialisation in play and learning activities. |child-initiated activities. Learners could go onto suggest amendments to planning to produce a better balance where | |

| |How to recognise children’s individual needs |needed. Ask learners to feedback and justify any amendments. | |

| |appropriate to their age/stage of development to|Guest speaker: Invite an early years professional to discuss their role within the setting, with particular reference| |

| |include gaining information from a range of |to supporting children’s group learning and socialisation and how to recognise play interests and individual needs. | |

| |sources, identifying play interests, strengths |Followed by Q and A session. | |

| |and specific needs. |Group activity: Learners produce guidance leaflet for new learners on how to respond to children’s individual needs, | |

| |How to respond to children’s individual needs to|including sources of information about the child’s needs and suggestions on ways to adapt activities or use | |

| |include gaining information from a range of |additional resources. | |

| |sources, identifying play interests, strengths | | |

| |and specific needs (such as adapting activities,| | |

| |using additional resources, following advice | | |

| |from other professionals). | | |

|28 |The role of early years professionals in |Teacher input: Recap previous session and introduce aims of this session. | |

| |developing and extending children’s learning and|Small group activity: Give learners an exemplar play/activity plan. Learners discuss opportunities for extending | |

| |thinking, including sustained shared thinking. |children’s learning and thinking and sustained shared thinking. | |

| |The role of the early years professional in |Teacher-led activity: Introduce and lead discussion on keeping children safe while allowing them to explore. | |

| |keeping children safe while also allowing |Small group activity: Give learners a scenario, such as a visit to a farm or wooded area. Ask them to carry out a | |

| |children to explore, to include ongoing risk |risk assessment for a group of children of a given age including the advice they would give to the children. Learners| |

| |assessment, supervision, advising children. |share their risk assessment compare and discuss any differences, e.g. level of supervision, boundaries. | |

| |The role of the early years professionals in |Small group activity: Learners discuss and agree five good practice points for early years professionals for ensuring| |

| |helping children to develop positive attitudes |inclusive play provision. | |

| |through play to include helping children to | | |

| |value and respect others, developing an | | |

| |awareness of similarities and differences and | | |

| |modelling behaviour. | | |

| |Ensuring provision for play is inclusive. | | |

|29 |Issue Assignment 1, Task 4 to cover 3D.P6, |Teacher input: Recap previous session and introduce aims of this session. |Centre-devised assignment or |

| |3D.P7, 3D.M4, 3D.D3. |Teacher presentation: Overview of assignment requirements, nature of assessment and timeline for |use the authorised assignment |

| |Use centre-devised assignment. |completion/submission. |from Pearson. |

| |Alternatively, use the authorised assignment |Individual activity: Learners to work on completing assignment independently and submit on agreed date. | |

| |from Pearson. | | |

|30 |Assignment/Tutorials |Individual activity: Learners to work on completing assignment independently and submit on agreed date. |Centre-devised assignment |

| |Unit evaluation |Individual activity: Completion of unit evaluation sheet designed by teacher. |Unit evaluation sheet |

-----------------------

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 2: Play and Learning

BookTitle

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download