Unit 11: Reflective Practice - Scheme of Work (Version 1 ...
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 |Resources checklist |
|1 |Unit introduction to include: |Teacher presentation (approx. 10 minutes) to introduce the unit: Outline the nature of the learning aims, and |Specification |
| |definition of reflective practices |inform learners of the number of assignments that they will be expected to complete. Explain the unit |Assignment set by the awarding |
| |explanation of key terms. |assessment – externally set but internally marked – and assessment terms. Explain to learners that this unit is|organisation (see Annexe G of the |
| | |structured to support their development of a Practical Evidence Portfolio (PEP), which is connected to all the |specification) |
| | |other units in the qualification. | |
|Learning aim A: Understand the purpose of reflective practice in relation to working with children and developing own practice |
|1 |What is meant by the term ‘reflective practice’; |Teacher presentation: Introduce learning aims and key learning points. What is reflective practice? |Journals, e.g. Practical Pre-school, |
|(cont.) |to include monitoring, evaluating and revising own|Teacher input: Introduce the PEP. Refer to relevant websites. Refer to student book and professional journals. |Nursery World, Early Years Educator, |
| |practice continuously to develop and change own |Small group activity: Ask learners to reflect on what experience they have and what experience and skills they |Special Children |
| |perspectives, behaviours, attitudes and |think they need. What skills may learners need to improve on in relation to promoting learning and development,|Interactive whiteboard |
| |approaches. |e.g. language and communication? Facilitate feedback. |ICT/Internet |
| | |Individual activity: Read through Practical Evidence Portfolio. |Practical Evidence Portfolio (PEP). |
| | |Whole group activity: Q and A session on Practical Evidence Portfolio. | |
|2 |What is meant by the term ‘reflective practice’; |Teacher presentation: Draw the ‘cycle’ of reflective practice on a whiteboard or flipchart to include |Interactive whiteboard/flip chart |
| |to include monitoring, evaluating and revising own|monitoring, evaluating and revising practice, giving an example of how this works in practice. | |
| |practice continuously to develop and change own |Small group activity: Give learners scenarios such as implementing an art activity with a group of children, | |
| |perspectives, behaviours, attitudes and |taking part in a planning session with staff, holding a meeting with parents, and ask them to discuss what | |
| |approaches. |might be involved at each stage of the cycle. | |
| | |Whole group discussion: Feedback ideas on what is involved at each stage of the cycle. | |
| | |Individual activity: Learners identify an activity they have implemented in placement and use the cycle to show| |
| | |how they monitored and evaluated own practice. | |
| | |Small group discussion: Learners discuss how monitoring their own skills and working improves outcomes for | |
| | |children. | |
| | |Small group activity: Ask learners to take part in a planning meeting to plan e.g. an outing or an activity for| |
| | |a group of children. Advise learners to monitor their input and the reactions of others towards them/their | |
| | |contribution. | |
| | |Individual activity: Learners evaluate own practice identifying what went well and if they could have improved | |
| | |their practice. If time permits, learners could undertake a new planning meeting putting what they have learned| |
| | |into practice and/or feedback their evaluations to the group. | |
| | |Small group activity: Learners share their information and as a group discuss ways that this process might | |
| | |change an early years professional’s perspective, behaviour, attitude or approach. | |
|3 |How own and other’s behaviours, beliefs, values, |Teacher presentation: On the influence of own and others’ behaviours, beliefs, values, attitudes and |Scenarios for learners |
| |attitudes and approaches affect the ability to |approaches. |Interactive whiteboard |
| |reflect effectively and effect change and |Paired discussion: How was I brought up? Has this influenced my attitudes to families and parenting? Do I need |Creative materials |
| |development. |to change/reflect on my attitudes? | |
| | |Group activity: Learners to discuss the topic: ‘Bringing up children’. Ask learners to express their ideas in a| |
| | |poster showing what they think is ‘right’ and ‘wrong’. | |
| | |Paired activity: Learners identify two people who have influenced them, one from family or friends and one from| |
| | |their placement. For each person, identify how their beliefs, values, attitudes and approaches may support own | |
| | |ability to reflect and to effect change in own behaviour/practice and feedback. | |
| | |Small group activity: Discuss how an understanding of own attitudes contributes to positive outcomes for | |
| | |children. Facilitate feedback. | |
| | |Independent research: Find out about the continuing professional development/training opportunities that staff | |
| | |undertake in their own placement. | |
|4 |The importance of engaging in continuing |Group discussion: Facilitate discussion about continuous professional development (CPD) – Why is CPD important?| |
| |professional development and reflective practice |Small group activity: Learners share knowledge of the training/development opportunities that are available for| |
| |to improve own skills, practice and subject |early years professionals (gathered from independent research). | |
| |knowledge such as English, mathematics, music, |Small group activity: Learners identify the personal knowledge and skills that they need to support children in| |
| |history, science, modern foreign languages, art, |their learning and development. | |
| |crafts or cookery. |Small group activity: Give learners a list of subjects from the content and ask them to identify the value of | |
| | |each subject area in supporting children’s learning and development and feedback. | |
| | |Individual activity: Learners grade own subject knowledge and identify ways that they can improve their | |
| | |knowledge further. | |
|5 |Reasons why reflective practice is important when |Teacher presentation: Recap importance of CPD. Discuss using reflective practice in planning for effective | |
| |working with children to include ensuring |learning experiences. | |
| |effective early learning experiences for children,|Small group activity: Learners share experiences of planning and supporting activities from work placement with| |
| |extending children’s learning, for personal and |their group, e.g. What did the children learn? How did you know that the activity was effective? | |
| |professional development, for continuous quality |Small group discussion: Using work placement experiences, learners reflect on and discuss how own skills | |
| |improvement and to enable a shared understanding |support effective learning for children and how further training may improve outcomes for children. Learners | |
| |through collaboration and dialogue between |make a list of the skills they have and a list of further training they need. Facilitate feedback. | |
| |practitioners. | | |
|6 | |Teacher presentation: Recap importance of reflective practice. | |
| | |Independent activity: Learners use own evidence of planning and implementing a learning experience and identify| |
| | |how they planned, e.g. information needed, who they consulted, how they monitored the experience, what they | |
| | |learned and how it helped their own professional development . | |
| | |Whole group activity: Each learner presents their information to the whole group. | |
|7 |An understanding about why continuous reflection |Teacher presentation: Recap on reflective practice to ensure early learning experiences. | |
| |is important, to include building on progress and |Individual activity: Learners identify three examples of their practice, e.g. supporting care routines, | |
| |checking that changes in practice are having the |planning implementing activities, working with colleagues. | |
| |desired effect. |Paired activity: Learners discuss their examples and note what they need to progress their skills in carrying | |
| | |them out. | |
| | |Paired activity: Research websites that can help them to progress practice. | |
| | |Teacher-led discussion: Importance of continuous reflection in building on progress and how to check that | |
| | |changes have been put into place. | |
|8 |The importance of others in supporting own |Small group activity: Identify all those who may support own reflection and continuous professional |Learners’ individual Practical |
| |reflection and continual professional development |development. |Evidence Portfolios |
| | |Teacher input: Lead discussion on ways that the individuals identified can support professional development | |
| | |including ways for learners to seek support. | |
| | |Teacher input: Discuss the PEP and the contribution made by others to provide evidence of learners’ competence.| |
| | | | |
| | |Individual activity: Learners look through feedback on their PEP and identify two aspects of their practice | |
| | |that they need to improve and who they may need to help them. | |
| | |Guest speaker: Nursery manager/key worker to discuss the importance of reflection and continuous professional | |
| | |development and how to approach others in the setting to provide support. | |
|Learning aim B: Understand how to develop skills of reflective practice in promoting children’s learning and development |
|9 |How to use current best practice in relation to |Teacher presentation: Introduce learning aim B. |ICT/Internet |
| |promoting children’s learning and development , |Teacher presentation: Define best practice – language/questions appropriate to age/stage of development, |Websites: |
| |including the importance of adult/child |reflecting back and labelling children’s actions in play. Stimulate discussion around best practice. |Department for Education: |
| |relationships, playfulness and play opportunities,|Paired activity: Learners discuss what is meant by ‘playfulness’ and the importance of this approach to |.uk |
| |planning, observation and assessment. |children’s learning and development. Ask learners to give examples of this in their own or others’ practice. |Ofsted: |
| | |Teacher-led discussion: Lead a practical session in putting together treasure baskets and interest tables. |.uk |
| | |Whole group discussion: Facilitate a discussion about age-appropriate play opportunities for building |EYFS (or relevant curriculum |
| | |relationships, play opportunities for developing children’s physical development, thinking and language. |guidance) |
|10 |Relevance of theories and philosophies of |Small group activity: Each group to research one theory of children’s learning and development. Develop a |ICT/Internet |
| |children’s learning and development in reflective |PowerPoint® presentation illustrating how their own skills in supporting children’s learning and development |PowerPoint® |
| |practice. |are influenced by their knowledge of the theory they have researched. | |
| | |Whole group activity: Learners to deliver their presentations and have a shared discussion and feedback | |
| | |session. | |
|11 |How to gain information about promoting children’s|Whole group activity: Whole group visit to a setting or arrange exchange visits between learners’ settings. | |
| |learning and development to include reading, |Independent research: Learners to shadow an experienced early years worker for one session. | |
| |television, notes from shadowing others, visiting | | |
| |other settings. | | |
|12 |How to gather information in order to engage in |Teacher presentation: What types of information do learners need to gather? How can they do this? |Practical Evidence Portfolio |
| |continuing professional development and reflective|Individual tutorials: Discussion about areas for development; evidence from supervisor reports/logbook entries.|ICT/internet |
| |practice to improve own skills, practice and |Individual activity: Learners to carry out Internet research for CPD such as the Childcare Act 2006, ‘Common | |
| |knowledge to include training, websites and using |Core of Skills and Knowledge for the Children’s Workforce’, EYFS, National Curriculum, ‘Every Child Matters’ | |
| |others such as teachers/tutors and supervisors. |etc. | |
| | |Individual/small group activity: Entries or blogs on VLE for peer group support. | |
| |How to gather information in order to engage in |Teacher presentation: On information required in Practical Evidence Portfolio, e.g. use of the evaluations from|Practical Evidence Portfolio |
|13 |continuing professional development and reflective|observations of children and activity plans for evidence of reflective practice, shadowing work colleagues, | |
| |practice to improve own skills, practice and |attendance at staff meetings and curriculum planning meetings, discussions with colleagues about children’s | |
| |knowledge to include training, websites and using |progress, discussions with parents (with permission) appraisals etc. | |
| |others such as teachers/tutors and supervisors. |Individual activity: Learners identify three examples of practice they have been involved in and complete a | |
| |Sources of information to gain awareness of own |table identifying where they gained the information about planning for and promoting children’s learning, how | |
| |practice, including observations by others, |they could have/have gathered information to help them to engage in reflective practice and how this may | |
| |feedback from colleagues, children and parents, |improve their skills. | |
| |and assessment of children’s outcomes, appraisals.|Individual activity: Learners to update their own work Practical Evidence Portfolio, action plan and personal | |
| | |areas for development (sources of evidence include supervisor/tutor reports, children’s progress records, | |
| | |parents’ comments, compliments record). | |
| | |Teacher input: Support learners with individual tutorials. | |
|14 |The skills required to evaluate own practice, |Teacher presentation: On definition of objectivity, open-mindedness and self-criticism/constructive criticism. | |
| |including objectivity, open-mindedness and being |Individual activity: Show learners a picture of a child with a neutral face sitting at a table with food in | |
| |self-critical without negativity. |front of them. Ask learners to suggest what is happening (everyone will have a different, subjective answer). | |
| | |Facilitate feedback and explain subjectivity. | |
| | |Individual activity: Show learners some example feedback from trainees at the end of their placements. Learners| |
| | |to re-write these comments showing how to be reflective, open-minded and deal with any criticism | |
| | |constructively. Use this to introduce individual work reflecting on work placement. Facilitate feedback. | |
|15 |Know how to recognise factors that might affect |Group activity: Learners to create a mind map on factors that might affect own practice. |ICT/Internet |
| |own practice, including experiences, values and |Teacher-led discussion: Learners feedback the factors, ensuring that they have considered the impact of their |Interactive whiteboard/creative |
| |own education. |own experiences, values and own education |materials |
| |Develop skills of reflection using different tools|Group activity: Reflect on the list of factors and sort these into strengths and weaknesses, e.g. that learners| |
| |of reflection including SWOT analysis, SMART |may have experience with young children in their own family. | |
| |targets, models proposed by others including |Teacher presentation: Using tools of reflection to aid reflective practice and introduce SWOT analysis giving | |
| |Schön, Gibbs, Kolb |an example. | |
|16 |Develop skills of reflection using different tools|Teacher presentation: Introduce SMART targets. |Examples of professional development |
| |of reflection including SWOT analysis, SMART |Small group activity: Give learners examples of personal development plans and ask them to identify targets: |plans (with SMART and not SMART |
| |targets, models proposed by others including |SMART or not SMART. |targets) |
| |Schön, Gibbs, Kolb. |Whole group activity: Learners feedback and suggest how to improve targets to make them SMART. | |
| | |Teacher presentation: Outline Schön’s model of reflection and two types of reflection, Reflection-in-action and| |
| | |Reflection-on-action, giving examples. | |
| | |Paired activity: Learners share an experience of where they have reflected and changed their practice as they | |
| | |implement (Reflection-in-action) an activity, and an experience of where they have reflected on their practice | |
| | |following an activity (Reflection-on-action). | |
|17 |Develop skills of reflection using different tools|Teacher presentation: Recap tools of reflection. Outline models proposed by Gibbs and Kolb. | |
| |of reflection including SWOT analysis, SMART |Teacher presentation: Introduce learners to Gibb’s reflective cycle, giving an example of this in practice. | |
| |targets, models proposed by others including |Individual activity: Learners use an example of e.g. a learning activity that they have implemented in | |
| |Schön, Gibbs, Kolb |placement, a care routine that they have undertaken and present as Gibbs reflective cycle. | |
| | |Teacher presentation: Introduce Kolb’s model of reflection. | |
| | |Small group activity: Discuss how Kolb’s model can be applied to their own work with children. | |
|Learning aim C: Be able to use tools of reflective practice in relation to promoting children’s learning and development |
|18 |Identify and use appropriate tools of reflection |Teacher input: On the importance of reflecting/checking own practice. Then, write on the board a list of goals |Whiteboard |
| |in promoting all areas of children’s learning and |that learners identify as important. |Practical Evidence Portfolio (PEP) |
| |development. |Small group activity: Learners to discuss how the practitioner would know they have made progress and how | |
| |Identify and use appropriate tools of reflection |progress could be measured. Facilitate feedback and discussion. | |
| |in relation to own learning and professional |Individual activity: Learners identify an aspect of their role and responsibility within their placement and | |
| |development in different aspects of working |select an appropriate tool to use for reflection. | |
| |practice including own role and responsibilities, | | |
| |health and safety, promoting children’s learning | | |
| |and development in different areas. | | |
|19 | |Individual activity: Learners use examples of activities that they have planned and implemented, from different|Practical Evidence Portfolio (PEP) |
| | |areas of the curriculum, and select and use at least two tools of reflection to reflect on their learning and | |
| | |development. | |
| | |Individual activity: Learners select and use an appropriate tool to reflect on their learning and professional | |
| | |development in promoting health and safety in early years settings. | |
|20 |Plan and carry out activities and tasks with |Small group activity: Learners in turn present one of their activities to the group explaining their planning |Practical Evidence Portfolio (PEP) |
| |children and identify ways to adapt activities to |and ideas for promoting and extending children’s learning. Peers provide feedback and suggestions for extending| |
| |promote and extend children’s learning and |learning and development. | |
| |development. |Individual activity: Learners use plans that they have implemented in placement and reflect on how they can be | |
| |Reflect on own role in planning and carrying out |adapted to extend learning with teacher support. | |
| |activities and tasks with children and identify | | |
| |ways to improve own practice. | | |
|21 |Reflect on the effectiveness of theories and |Teacher presentation: Recap how theories and philosophies can support practice. |Practical Evidence Portfolio (PEP) |
| |philosophies on the ways in which children develop|Individual activity: Learners select examples of their practice in promoting children’s learning and | |
| |and learn in supporting own practice in working |development and reflect on the effectiveness of theories and philosophies with teacher support. | |
| |with children. | | |
|22 |Reflect on own practice in working cooperatively |Small group activity: Learners take part in role play, e.g. of a group of colleagues at a planning meeting or |Scenarios for role play |
| |with others and how they contribute to supporting |colleagues discussing the needs of a child, followed by reflection on their own role and ability to work |Practical Evidence Portfolio (PEP) |
| |own professional development. |cooperatively. | |
| | |Individual activity: Learners use evidence gathered from own practice where they have worked cooperatively with| |
| | |others and select an appropriate tool to engage in reflection of their practice with teacher support. | |
|23 |Reflect on own practice in promoting diversity, |Teacher presentation: On the importance of considering practice in promoting diversity, equality and inclusion.|Practical Evidence Portfolio (PEP) |
| |equality and inclusion, fully reflecting cultural |Small group activity: Learners exchange examples of ways they have promoted diversity, equality and inclusion | |
| |differences and family circumstance. |or their observations of good practice. | |
| | |Individual activity: Learners update their PEP reflecting on their own skills in promoting diversity, equality| |
| | |and inclusion, | |
|24 |Develop reflective accounts and a Practical |Individual activity: Learners produce own reflective accounts for their PEP with teacher support. | |
| |Evidence Portfolio (PEP) that includes evidence of| | |
| |competently carrying out core aspects of practice,| | |
| |developing own skills of reflection and personal | | |
| |professional development, reflections of practice | | |
| |in promoting children’s learning and development, | | |
| |reflections of practice working with others in | | |
| |promoting children’s learning and development . | | |
|25 |Reflect on feedback received from children, |Individual activity: Use feedback from children, colleagues, teacher and others to produce a detailed personal |ICT/internet |
| |colleagues and others on own working practice and |development plan using SMART targets. |Practical Evidence Portfolio (PEP) |
| |identify strategies for improving own practice |Individual activity: Work with teacher support. | |
| |including further training, work experience, own | | |
| |research. | | |
| 26-29 |External assignment |Individual activity: External assignment preparation. |External assignment |
| | |Teacher input: Recap purpose of reflective practice, range and use of tools for reflective practice, gathering |ICT/Internet |
| | |information/evidence. | |
| | |Individual activity: Learners to work on completing assignment independently. | |
|30 |End of unit review |Teacher presentation: Where next? Higher education/employment; careers guidance, writing CVs, types of |ICT/Internet |
| |Where next? |settings, going it alone! Promote discussion. |Guest speaker |
| | |Guest speaker: From careers and/or HE/Childminding Network/Private Day Nursery. | |
| 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 11: Reflective Practice
BookTitle
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