BTEC Firsts in Children's Play, Learning and Development ...



Scheme of work

Guided learning hours (GLH): 30

Number of lessons: 15

Duration of lessons: 2 hours

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.

|Lesson |Unit content* |Activities |Links to other units |

|1 |Unit introduction |Teacher/tutor presentation: outline the learning aims for this unit using PowerPoint® or other | |

| | |presentation materials. Include information on the external examination that will be completed at the | |

| | |end of the unit. | |

| | |Activity (individual): learners to discuss and write a sentence that defines ‘growth’ and a sentence | |

| | |that defines ‘development’ and feed back ideas to the class. | |

| | |Teacher/tutor-led discussion: give feedback on learners’ definitions and agree a working definition of | |

| | |the terms ‘growth’ and ‘development’ in relation to the content of this unit. | |

|Learning aim A Understand growth and development in children | |

|1 (cont.) |A.1 Growth: |Teacher/tutor input: introduce topic using PowerPoint® or other presentation materials. | |

| |Key aspects of children’s growth are changes to physical|Activity (paired): learners to discuss the aspects of children’s growth and how these can be measured. | |

| |size, the skeleton, muscles and the brain. |Feed back to the group. | |

| |Children’s height, weight and head circumference are |Teacher/tutor input: explain that growth is related to physical size, skeleton, muscles and the brain | |

| |measured to monitor growth, ensuring it is consistent |and that children’s height (or length for under twos), weight and head circumference are to be | |

| |with expected patterns, and to highlight potential |monitored. | |

| |issues at an early stage. |Activity (whole group): invite parents with young children to visit the lesson. With the parents’ | |

| | |permission, learners to measure height, weight and head circumference of the children and record | |

| | |results. | |

|2 |A.1 Growth: |Teacher/tutor input: recap growth measurements from week 1 and introduce aims of this session. |Unit 7: Learning aim A, Topic A.2 |

| |Key aspects of children’s growth are changes to physical|Starter activity (whole group): tutor to source appropriate video clips on measuring height and weight |Unit 4: Learning aim A, Topic A.1 |

| |size, the skeleton, muscles and the brain. |from own institution or video-sharing websites and discuss. | |

| |Children’s height, weight and head circumference are |Teacher/tutor input: source examples of centile charts online (WHO percentile charts are available from| |

| |measured to monitor growth, ensuring it is consistent |the Royal College of Paediatrics and Child Health rcpch.ac.uk). Explain the purpose of centile | |

| |with expected patterns, and to highlight potential |charts, using visual references where available. Height/weight/head circumference measurements of | |

| |issues at an early stage. |children gathered during Lesson 1 activity can be used here for practical illustration. | |

| |Children’s growth is plotted on centile charts. |Activity (paired): learners to note down reasons why children’s growth may be affected. Learners to | |

| |Growth is determined by heredity, hormones, nutrition, |feed back to the whole group. | |

| |sleep, illness and emotional influences. |Teacher/tutor input: prompt learners to consider any factors that can affect growth (that learners have| |

| | |not thought of). Explain that children’s growth is monitored over time and that if it is outside the | |

| | |normal range it is important for support or treatment to be put in place at an early stage. | |

| | |Activity (small group): learners to produce posters that show the different factors that determine | |

| | |growth. | |

| | |Teacher/tutor input: ask learners to bring photographs of themselves at birth–12 months, 12 months–3 | |

| | |years, 3–5 years and 5–8 years to the next session. | |

|3 |A.1 Development: |Teacher/tutor input: recap the definition of development from week 1 and introduce aims of lesson. | |

| |Child development is defined as the increasing |Starter activity (whole group): tutor to source appropriate video clips on child development from birth| |

| |acquisition of skills and knowledge gained by a child. |to 8 years from own institution or video-sharing websites. Ask learners to discuss and identify the | |

| |Development should be viewed holistically as children |main points about child development in the clip(s). Prompt learners to discuss/understand that | |

| |acquire skills at varying rates in different areas of |development varies between children and that development is holistic. | |

| |development. |Teacher/tutor input: explain development norms/milestones, how these were developed and how they are | |

| |Developmental norms are sometimes called milestones. |used. | |

| |They have been determined by looking at data of |Activity (individual): learners to stick photographs of themselves (alternatively teacher/tutor to | |

| |thousands of children and considering the average or |provide pictures of children at different ages) onto a large sheet of paper and annotate with | |

| |‘typical’. Using these norms or milestones helps to |descriptions of their development at each age. Learners to compare work with a friend and discuss | |

| |understand the patterns of development. |similarities and differences. | |

| | |Note: if learners bring in their own photos, ensure that consent has been obtained for their display, | |

| | |particularly if other people appear in the images. | |

| | |Teacher/tutor input: discuss how learners followed the same sequence of development but at different | |

| | |rates (for instance, ask learners when they started to walk and use as an example). | |

| | |Activity (small group): learners to familiarise themselves with milestones/development charts by | |

| | |researching what a typical 2, 4 and 6 year-old can do. | |

|4 |A.1 Development can be broken down into five areas: |Teacher/tutor input: recap learning from last session and introduce aims of this session. |Unit 4: Learning aim A, Topic A.1 |

| |Gross motor and fine motor physical development is to do|Teacher/tutor input: explain that although the different types of development are linked, the | |

| |with movement – gross or large movement of limbs, |milestones are broken down into different ‘areas’ of development. | |

| |developing locomotion, balance and coordination, and |Starter activity (whole group): learners to give an example of a related milestone for each area of | |

| |fine manipulative movement of fingers developing |development, including an example of both gross and fine motor skills to cover physical development. | |

| |hand–eye coordination. |Activity (paired or small group): learners to produce a leaflet for new parents that explains each area| |

| |Cognitive development is the way children develop |of development. | |

| |thought processes, perception, memory, imagination and |Activity (individual or paired): tutor to provide a suitable case study for learners to work on, | |

| |problem-solving, and are able to increase their |describing a child playing. Learners to identify each skill demonstrated by the child in the case | |

| |knowledge and understanding of their environment. |study, then identify the related area of development. Finally learners should suggest whether the skill| |

| |Communication and language development is the way |set evidenced by the child in the case study is as expected for their age and feed back to the group. | |

| |children communicate and develop speech, including |Activity (small group): learners to take five minutes to discuss ways that social and emotional | |

| |reading and writing. |development may be linked. Ask them to write down three ideas. Ask a representative from each group to | |

| |Emotional and behavioural development is how children |share at least one example with the whole group. Explain to learners that they will be looking at links| |

| |develop feelings and express their emotions through |between areas of development in more detail in the next session. | |

| |behaviour, and includes the development of self-concept | | |

| |and self-esteem. | | |

| |Social development includes how children develop | | |

| |friendships with peers and cooperate with others and | | |

| |become aware of role models. | | |

|5 |A.2 The links between areas of development and how each |Teacher/tutor input: recap areas of development and introduce aims of session using PowerPoint® or |Unit 4: Learning aim A, Topic A.1 |

| |area may complement each other |other presentation materials to discuss how areas of development are linked. | |

| |Development should be viewed holistically as there are |Starter activity (paired): introduce learners to the concept that areas of development are | |

| |many ways in which areas of development relate to each |interrelated. Learners to discuss how a child’s physical development might support other areas of | |

| |other. Learners will be expected to explore this concept|development. | |

| |and the significance of these relationships. |Activity (individual): tutor to prepare questions for learners to answer in order to consolidate their | |

| |Language development helps children to understand new |understanding of the way that areas of development are interrelated. This could be a group question and| |

| |concepts and also to play with other children. Children |answer session or used for private study. | |

| |with a language delay may become frustrated and this |Activity (paired): learners to produce development ‘map’ showing potential links between areas of | |

| |might affect their behaviour and also their ability to |development, with a specific example or explanation of each potential link, and feed back to the whole | |

| |play with others. |group. | |

| |Physical development helps children move to explore |Teacher/tutor input: lead discussion to explore further links, ensuring that learners have considered | |

| |their surroundings, learn from new experiences and |each of the links identified in the content for Topic A.2. | |

| |develop confidence in their abilities. |Activity (paired): learners to use development map from previous activity and information from the | |

| |Cognitive and language development combine to help |discussion to produce a poster showing ways in which areas of development are related to one another. | |

| |children express their thoughts and to develop reading |They should use pictures and illustrations to support their evidence. | |

| |and writing and problem-solving skills. | | |

| |Emotional development helps children to develop secure | | |

| |attachments, enabling positive social relationships and | | |

| |friendships to evolve. | | |

| |Social development helps children to develop language | | |

| |through playing with others and interacting with adults.| | |

|Learning aim B Understand the characteristics of children’s development from birth up to eight years | |

|6 |Characteristics of children’s development |Teacher/tutor input: using PowerPoint® or other presentation materials, introduce Topic B.1 and then | |

| |Learners must be aware that children can develop at |introduce aims of session. | |

| |varying rates in different areas of development. They |Starter activity (small groups): learners to identify when they could first crawl (and how) and walk. | |

| |must know the usual sequence and the characteristics of |Teacher/tutor input: explain that although children may develop at different rates, they will have gone| |

| |each child development milestone from birth up to eight |through the same sequence (e.g. rolling, crawling, walking and running). | |

| |years. |Activity (whole group): tutor to source appropriate video clips showing children rolling (aged | |

| |Knowledge of the usual sequence in physical (gross and |approximately 6 months), crawling (aged approximately 9 months) and standing (aged approximately 12 | |

| |fine motor skills), cognitive, communication and |months) from own institution or video-sharing websites. Ask learners to watch the clips and suggest | |

| |language, emotional and social development. |what age each child is, giving reasons for their answer. | |

| |Birth up to twelve months |Activity (small group): tutor to source images of children aged from birth to 12 months, demonstrating | |

| |(See specification for full unit content for each area |different skills; for example, crawling, standing, grasping. Learners to use the pictures, child | |

| |of development) |development books and charts to produce a timeline showing the typical development of a child from | |

| | |birth to 12 months. Learners to feed back to the group. | |

| | |Activity (small group): organise learners into four groups. Assign each group an area of development: | |

| | |physical (gross and fine motor skills); cognitive; communication and language; emotional and social | |

| | |development. Learners to contribute to the production of a class wall display showing development of | |

| | |children from birth to 12 months. Learners to use information from their timeline. Wall display to | |

| | |include all areas of development. | |

| | |Activity (individual): learners to capture information about the four areas of development for children| |

| | |aged from birth to 12 months, linking development to specific ages within the age range. This | |

| | |individual record can be added to their course file. | |

|7 |Characteristics of children’s development |Teacher/tutor input: using PowerPoint® or other presentation materials, recap development of children | |

| |Learners must be aware that children can develop at |from birth to 12 months and introduce aims of session. | |

| |varying rates in different areas of development. They |Starter activity (individual): learners to note down three skills that a child of 12 months would have | |

| |must know the usual sequence and the characteristics of |developed and feed back to the whole group. | |

| |each child development milestone from birth up to eight |Guest speaker: invite a parent with a child aged 2 to 3 years to come to the class. Ask learners to | |

| |years. |observe the child as they play. Parent to describe how the child has developed since they were 1 year | |

| |Knowledge of the usual sequence in physical (gross and |old. Follow with a question and answer session. | |

| |fine motor skills), cognitive, communication and |Activity (small group): organise learners into four groups. Assign each group an area of development: | |

| |language, emotional and social development. |physical (gross and fine motor skills); cognitive; communication and language; emotional and social | |

| |Twelve months up to three years |development. Learners to add information showing development of children from 12 months to 3 years to | |

| |(See specification for full unit content for each area |the class wall display created in the previous session. | |

| |of development) |Activity (individual): learners to capture information about the four areas of development for children| |

| | |aged from 12 months to 3 years, linking development to specific ages within the age range. This | |

| | |individual record can be added to their course file. | |

|8 |Characteristics of children’s development |Teacher/tutor input: using PowerPoint® or other presentation materials, recap development of children | |

| |Learners must be aware that children can develop at |from 12 months to 3 years and introduce aims of this session. | |

| |varying rates in different areas of development. They |Starter activity (whole group): tutor to source appropriate video clips showing children playing in the| |

| |must know the usual sequence and the characteristics of |foundation years from own institution or video-sharing websites. Learners to identify what is happening| |

| |each child development milestone from birth up to eight |with children’s development by the time they are 3 years that enables them to become more inquisitive. | |

| |years. |Prompt learners to think about their cognitive, language, physical and social and emotional | |

| |Knowledge of the usual sequence in physical (gross and |development. (Alternatively learners could discuss the following statement ‘At 3 years, children are | |

| |fine motor skills), cognitive, communication and |becoming more inquisitive and asking questions’.) | |

| |language, emotional and social development. |Activity (whole group): tutor to source appropriate video clip of a child talking fluently (aged | |

| |Three years up to five years |approximately 4 years). Learners to discuss the language development of the child featured. Is (s)he | |

| |(See specification for full unit content for each area |meeting expected milestones? What are the characteristics of his/her language? | |

| |of development) |Activity (small groups): in the same groups as previous sessions, learners to add information to the | |

| | |class wall display on the development of children between 3 and 5 years. | |

| | |Activity (individual): learners to capture information about the four areas of development for children| |

| | |aged 3 to 5 years, linking development to specific ages within the age range. This individual record | |

| | |can be added to their course file. | |

|9 |Characteristics of children’s development |Teacher/tutor input: using PowerPoint® or other presentation materials, recap development of children | |

| |Learners must be aware that children can develop at |from 3 years to 5 years and introduce aims of this session. | |

| |varying rates in different areas of development. They |Starter activity (whole group): learners to take part in group discussion on the skills that children | |

| |must know the usual sequence and the characteristics of |have developed between age 5 and 8 years. | |

| |each child development milestone from birth up to eight |Teacher/tutor input: explain that at this age children have started school (Key stage 1) and are | |

| |years. |developing many new skills. Give examples, such as: | |

| |Knowledge of the usual sequence in physical (gross and |gross motor and fine motor movements – riding bicycles and tying laces | |

| |fine motor skills), cognitive, communication and |cognitive development – doing simple calculations | |

| |language, emotional and social development. |communication and language – asking questions and reading | |

| |Five years up to eight years |emotional and social development – awareness of others’ needs and having close friends. | |

| |(See specification for full unit content for each area |Activity (paired or small groups): learners to discuss the usual sequence of development of children | |

| |of development) |from 5 to 8 years. Tutor to prepare questions for learners to answer in order to consolidate their | |

| | |understanding of child development (aged 5–8 years). Learners may also benefit from case studies for | |

| | |analysis/comparison. | |

| | |Activity (small group): in the same groups as previous sessions, learners to complete the class wall | |

| | |display by adding information on the development of children from 5 to 8 years. | |

| | |Activity (individual): learners to capture information about the four areas of development for children| |

| | |aged 5 to 8 years, linking development to specific ages within the age range. This individual record | |

| | |can be added to their course file. | |

|Learning aim C Understand how adults in early years settings can support children’s development | |

|10 |Learners will be expected to understand that children’s |Teacher/tutor input: using PowerPoint®, other presentation materials or class resources such as the |Unit 2: Learning aim B, Topic B.1 |

| |development can be positively influenced by adults in |development wall display prepared in Lessons 6–9, recap stages of development. Introduce learning aim |Unit 3: Learning aim D, Topic D.2 |

| |early years settings and that the lack of adult support |and topic of current session. |Unit 4: Learning aim B, Topic B.1 |

| |may lead to delays in development. Learners must be able|Starter activity (whole group): ask each learner to write down three ways that adults can support |Unit 7: Learning aim A: Topic A.2 |

| |to recognise why some forms of adult support are |children’s development. Whole group to share ideas. |Unit 8: Learning aim A: Topic A.1 |

| |age/stage appropriate and be expected to suggest |Guest speaker: invite a nursery manager to discuss the importance of age-appropriate support. Follow | |

| |appropriate age/stage support. |with a question and answer session. | |

| |Gross motor and fine motor physical development: |Teacher/tutor input: explain the importance of providing an environment and opportunities that meet | |

| |meeting children’s physical needs by providing a |children’s physical needs – including a sleep area, meeting dietary and nutritional needs and the | |

| |well-ventilated and relaxing sleep area for children to |importance of providing outdoor opportunities. Discuss why parents’ wishes should be taken into | |

| |sleep at regular intervals |account. | |

| |meeting diet and nutritional needs in accordance with |Activity (paired): tutor to prepare questions for learners to answer to consolidate their understanding| |

| |policy and parental wishes |of how to identify and meet children’s physical needs. | |

| |providing opportunities to be outdoors. |Activity (small group): learners to identify opportunities for children to be outdoors and think of | |

| | |age-appropriate resources to support outdoor play. Learner to make a note of their ideas for each of | |

| | |the following age groups: | |

| | |birth to 12 months | |

| | |12 months to 3 years | |

| | |3 years to 5 years | |

| | |5 years to 8 years. | |

| | |Learners to discuss why outdoor play is important for children’s development and feed back ideas on | |

| | |both tasks to the wider group. | |

|11 |Gross motor and fine motor physical development: |Teacher/tutor input: using PowerPoint® or other presentation materials, recap last session and |Unit 2: Learning aim B, Topic B.1 |

| |providing age-appropriate resources and activities that |introduce aims of this session. |Unit 3: Learning aim D, Topic D.2 |

| |encourage gross and fine motor skills both indoors and |Starter activity (whole group): show learners a picture of some outdoor apparatus or a ride-on toy and |Unit 4: Learning aim B, Topic B.1 |

| |outdoors |ask learners to state the age group it may be suitable for and explain why. |Unit 8: Learning aim A, Topic A.1 |

| |providing resources and activities that encourage |Activity (small group): organise learners into groups and give each group resources suitable for a | |

| |children to touch, feel and explore objects with their |particular age group (e.g. a construction object with small parts or an object that a baby may mouth or| |

| |senses |other resources that encourage the use of different senses). Each group should have a different | |

| |providing opportunities for children to meet their |resource. Learners to explore the resource and note down what they did, the range of different skills | |

| |physical needs. |and senses they used, and the age group the resource was appropriate for. Learners to feed back reasons| |

| | |for their answers (for instance, would children have the dexterity at 2 years of age to manipulate | |

| | |smaller objects? Which objects are suitable for babies to mouth?). | |

| | |Activity (small group): learners to plan an activity that develops gross motor skills for children | |

| | |aged: | |

| | |birth to 12 months | |

| | |12 months to 3 years | |

| | |3 years to 5 years | |

| | |5 years to 8 years. | |

| | |Learners should identify the aims of the activity, appropriate resources and provide details of the | |

| | |amount of time the activity will take. | |

|12 |Cognitive development: |Teacher/tutor input: using PowerPoint® or other presentation materials, recap last session and |Unit 2: Learning aim B, Topic B.1 |

| |providing objects and games that encourage children to |introduce aims of this session. |Unit 3: Learning aim D, Topic D.2 |

| |develop their memory and imaginative skills and helping |Starter activity (small group): give learners activities to take part in (e.g. matching/counting games |Unit 4: Learning aim B, Topic B.1 |

| |them to think about others |and puzzles). Learners to discuss how the games might help the development of memory and imagination |Unit 8: Learning aim A, Topic A.1 |

| |providing age-and stage-appropriate activities and |and state which age group they are appropriate for. Learners to discuss and note the cognitive/thinking| |

| |resources that encourage problem-solving skills |skills they needed to take part and feed back their findings to the whole group. | |

| |providing opportunities for children to visit different |Teacher/tutor input: write up ideas and produce thought shower on the whiteboard. | |

| |places and experience new things |Activity (paired or individual): learners to design a game for a small group of children that | |

| |encouraging children to ask questions, helping children |encourages the development of problem-solving skills. Learners to feed back their ideas, identifying | |

| |to link new experiences to past ones (memory and |the age group it is suitable for, the resources that are needed and how it supports the development of | |

| |recall). |problem-solving skills (and if appropriate, other cognitive skills). | |

| | |Activity (paired or individual): learners to plan opportunities for new experiences/visits – such as a | |

| | |visit to the local park or handling a pet rabbit. Learners to identify ways of encouraging children to | |

| | |ask questions or make links for use during the visit/experience and afterwards. | |

| | |Teacher/tutor input: arrange for learners to undertake a practice examination in the next two weeks | |

| | |(outside of normal lesson time). | |

|13 |Communication and language development: |Teacher/tutor input: using PowerPoint® or other presentation materials, recap last session and |Unit 2: Learning aim B, Topic B.1 |

| |taking time to talk and smiling and maintaining eye |introduce aims of this session. Discuss the importance of time for talking, smiling and maintaining eye|Unit 3: Learning aim D, Topic D.2 |

| |contact to encourage listening skills |contact in encouraging listening skills. |Unit 4: Learning aim B, Topic B.1 |

| |encouraging speaking and listening skills by using |Activity (whole group): tutor to source appropriate video clips showing adults interacting with young |Unit 8: Learning aim A, Topic A.1 |

| |nursery rhymes, picture books, telling stories, reciting|children from own institution or video-sharing websites. Learners to watch video clips, note down how | |

| |rhymes, ‘show and tell’, and by asking questions such as|adults communicate (i.e. smiling and eye contact) and discuss how this could encourage children to | |

| |‘what’, ‘where’ ‘who’ to encourage speaking |listen. | |

| |providing role-play activities for pretend play |Starter activity (whole group): teacher/tutor to model sharing a story with young children and how to | |

| |encouraging writing skills by copying their own name and|ask appropriate questions. | |

| |familiar names and words |Activity (paired): learners to select a picture book or nursery rhyme and note down: the age range the | |

| |encouraging creative expression through stories, poetry,|book/rhyme is suitable for and why; how they could use the book with children; the questions they would| |

| |dance, drama and making music. |ask; and how they would encourage children to join in. | |

| | |Activity (small group): learners to form a larger group with one or two other pairs and | |

| | |demonstrate/describe the use of their book or rhyme. | |

| | |Teacher/tutor input: lead discussion on the range of role-play activities used in the early years for | |

| | |pretend play. Encourage learners to give examples from early years settings and their own experiences | |

| | |relating to children aged 3 –5 years and 5–8 years. | |

| | |Activity (small group): learners to produce a thought shower on the opportunities for creative | |

| | |expression for children in each age range: 0–12 months, 1–3 years, 3–5 years and 5–8 years. Learners to| |

| | |feed back to the group. | |

|14 |Emotional and social development: |Teacher/tutor input: using PowerPoint® or other presentation materials, recap communication and |Unit 2: Learning aim B, Topic B.1 |

| |encouraging bonding through holding children close, |language development and introduce aims of this session. |Unit 3: Learning aim D, Topic D.2 |

| |maintaining eye contact, talking in appropriate tone |Starter activity (small group): learners to create a thought shower on how adults can show a child that|Unit 4: Learning aim B, Topics B.1 and B.2|

| |maintaining proximity as key person, responding to |they are interested in what they are saying or doing, or how they are feeling. Learners to share their |Unit 8: Learning aim A, Topic A.1 |

| |changing behaviour such as clinging, resistance, temper |ideas with the group. | |

| |tantrums by helping children express their emotions |Activity (small group): tutor to present learners with example scenarios describing children who are | |

| |positively without hurting others |displaying unwanted behaviour, such as clinginess or refusing to share toys. Learners to discuss the | |

| |supporting children through appropriate transitions such|scenarios, providing reasons why children may display these behaviours and how they can be supported. | |

| |as moving home, new sibling, change of carer |Teacher/tutor input: give examples of common transitions that children experience at different ages and| |

| |encouraging confidence and self-esteem, encouraging |stages (such as starting school) and personal transitions (such as change of main carer) that could | |

| |children to express their feelings through activities |happen at any age. Discuss how these might affect children and how adults could support children. | |

| |and resources, and encouraging children to share and |Activity (small group): give learners an example of an activity that young children could enjoy, for | |

| |help other peers or other adults |instance producing a group collage or making models from odds and ends. Learners to discuss and list | |

| |maintaining appropriate proximity to children while |ways that the activity encourages: | |

| |allowing them to express themselves freely and safely |confidence | |

| |encouraging children to develop positive relationships |self-esteem | |

| |and encouraging children to challenge negative comments |sharing with peers and adults. | |

| |and actions from others |Learners to feed back ideas and discuss as a whole group. | |

| |helping children to understand their changing emotions |Teacher/tutor input: discuss the importance of supervising children while allowing them to explore and | |

| |and dealing with them positively through discussion or |express themselves. Ask learners to identify the recommended appropriate proximity for children of | |

| |role play |different age groups: 0–12 months, 1– 3 years, 3– 5 years and 5–8 years. | |

| | |Activity (small group): learners to respond to suitable case studies presented by the tutor, detailing | |

| | |ways in which children can be encouraged to develop positive relationships, deal with negative comments| |

| | |and actions and deal with their emotions. | |

| | |1:1 tutorials: to give feedback on practice examination results. | |

|15 |Emotional and social development: |Teacher/tutor input: using PowerPoint® or other presentation materials, recap last session and |Unit 2: Learning aim B, Topic B.1 |

| |introducing everyday routines to establish security |introduce aims of this session. |Unit 3: Learning aim D, Topic D.2 |

| |providing age appropriate play to encourage children to |Starter activity (individual): learners to write down three reasons why routines are important for |Unit 4: Learning aim B, Topics B.1 and B.2|

| |interact with other children, support others and learn |children. | |

| |to share and take turns |Activity (small group): assign each group an age range: 1–3 years; 3–5 years and 5–8 years. Learners to|Unit 8: Learning aim A, Topic A.1 |

| |encouraging children to be thoughtful and cooperative |plan a play activity for a group of children in the given age range that will encourage: | |

| |with others by praising them and being a positive role |interaction | |

| |model |supporting others | |

| |encouraging children to develop a range of friendships. |sharing | |

| | |taking turns. | |

| | |Learners to present their activities to the whole group. | |

| | |Activity (small group): learners to take part in a simple turn-taking game. In turn, each learner takes| |

| | |the role of the adult and the others in the group take the role of the children. The ‘adult’ should | |

| | |demonstrate how to be a positive role model and encourage the ‘children’ to be cooperative. | |

| | |Teacher/tutor input: tutor to prepare questions for learners to answer in order to consolidate their | |

| | |understanding of the unit and to help them identify areas for development/revision. This could be | |

| | |presented as a group question and answer session or used for private study. | |

|TOTAL: 30 hours | |

*See the specification for full details of unit content.

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

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

Teaching and Assessment Pack

Unit X [TITLE]

Unit 1: Patterns of Child Development

BTEC First in Children’s Play, Learning and Development

BookTitle

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

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

Google Online Preview   Download