Child Development subject Intent:

Our intent is comprised of the following 3 sections:

1. Our vision for the subject/faculty and the purpose it serves for our pupils
2. Defining what the key concepts and core domains of knowledge are, that pupils will learn about
3. The end points our curriculum is working towards

1. Our vision

• Aspiration –to expose students to potential career opportunities involved in working in childcare settings and healthcare. To offer a range of aspirations linked to the wider opportunities Child Development can present. We provide opportunities for students to be creative, thoughtful and theorists in Child Development across a broad range of areas that could potentially lead to future career pathways. Visits to childcare settings, along with in house speakers from a range of medical and childcare field professionals allows pupils to realise the opportunities available to them if they choose to follow a pathway working with babies and young children. The Child Development curriculum supports the principle that all students are entitled to an exceptional education that enables all to excel. Child Development students are the future leaders of children’s health, well-being and education.
• Core knowledge – students are taught a wide range of academic and practical skills in Child Development through a range of individual and whole class practical activities. The value of learning key core skills in caring for a child and understanding their social, emotional, intellectual, and physical development which is taught in explicit units as well as the range of wider extra-curricular activities. If pupils choose to study Child Development at key stage 4 they progress their knowledge of social, intellectual, physical and emotional development of a child from birth to five years through the different units of study, alongside pre-conceptual health, pregnancy and post-natal care.
• Procedural/Powerful knowledge –Child Development is the only subject that can teach students the key fundamental skills of pre conceptual, ante-natal, and post-natal care and consider the main factors as to why people want to become parents. Pupils are therefore taught a variety of methods and activities to empower them to become informed about the role of parenthood and how to look after, understand the development needs, along with understanding developmental norms from birth to five years. They are also taught the skills and techniques in a range of activities such as, hygiene practices, health and safety, first aid and computer skills. We also believe that teaching pupils the roles and responsibilities of parenthood along with educating about safe sex, will enable them to contribute to society with the knowledge of what a healthy relationship is, the key factors to consider before becoming a parent, and an informed directive for considering careers as professional childcare practitioners.
• Developing cultural capital – For some pupils, the knowledge gained for the Child Development course may well lead to a career in meaningful employment along with contributing to skills and values that are important within society. Curriculum content further develops aspirations, empowering and enabling social mobility. With the in-house speakers (midwives, forest school leader, nursery nurse, health visitor and childminder), pupil’s communication, and knowledge of the level of skills and opportunities that are in their local and wider community are opened. Discussions and spoken tasks related to Child Development develop language skills allowing students to express themselves confidently, articulately and with fluency. The course provides opportunities for students to grow into well-rounded, happy individuals. It places importance on education understanding the role of child development and the care of children in society today. It was Maria Montessori that said, ‘Early childhood education is the key to the betterment of society.’ Students of Kingswood Secondary Academy will be passionate about the early education of children.
• Developing character – enabling our students to RISE. Developing our Core Values of:

• Respect- Child Development requires an understanding of the different life choices available and to respect the varying opinions of developmental norms and parenting choices.
• Independence- The Child Development curriculum aims to develop independence in pupils by allowing them more time to make decisions, officiate and plan coursework elements to manage and meet deadlines.
• Service- Pupils are offered the opportunity to work in teams during practical activities – supporting one another and offering guidance.
• Empathy-Within Child Development we create many opportunities where empathy is a sole focus of our lessons, especially when learning about the affects of drugs and alcohol during pregnancy, miscarriage, and abortion. Reflection times are also used as a tool for pupils to understand the consequences of their actions and leadership is used to develop the understanding in pupils that empathy is needed when in positions of power.  

• Identifying and addressing context specific need – We serve an area of deprivation where levels of teenage pregnancy are above national average. This means that child development education and the factors surrounding parental issues are needed and addressed. All lessons start with a ‘do now activity’ that addresses specific questions of sensitivity and prior attainment. We therefore include lessons on basic needs of emotional support and equipment a child requires to thrive from birth to five years. In all units we offer an extra-curricular club to encourage completion of coursework and the opportunity to further discuss topics within the classroom.     

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• Learning is sequential – The Child Development core curriculum is sequenced to allow student’s performance, knowledge and understanding to grow and build on prior skills and knowledge. Students are taught sequential units of key activities to ensure that their skill levels develop and build, this helps pupils grow in confidence and avoids cognitive overload and demoralisation.  

• In Child Development we have explicit knowledge and vocabulary that sets the platform for higher education in Health and Social Care, Sociology, Physical Education and Psychology. Within Child Development the units are planned so knowledge and understanding can be built upon and that there is time for retrieval tasks regularly. DNA’s are used to support the regularity of retrieval and support literacy needs in our catchment.

 

2. Our key concepts and core domains of knowledge

 

End points SUCCEED	Succeed in jobs in the childcare and health industry.
		Understand the developmental norms from conception to five years.
	Understand how to create a safe environment and understand the nutritional needs of children from birth to five years

 

At Key Stage 4, learners will study a Cambridge Nationals Award/Certificate in Child Development. Over the life of the course, learners will study:

 

Unit R057 – Students will be introduced to this externally examined unit in Year 11. In this unit you will learn about the importance of both pre-conception health and creating conditions in which a child can thrive, including the prevention and management of childhood illnesses and creating a safe environment.

 

Topic Area 1: Pre-conception health and reproduction

• 1.1 Factors affecting preconception health for women and men
• 1.2 Other factors affecting the preconception health for women
• 1.3 Types of contraception methods and their advantages and disadvantages
• 1.4 The structure and function of the reproductive systems
• 1.5 How reproduction takes place
• 1.6 The signs and symptoms of pregnancy

 

Topic Area 2: Antenatal care and preparation for birth

• 2.1 The purpose and importance of antenatal clinics
• 2.2 Screening and diagnostic tests
• 2.3 The purpose and importance of antenatal (parenting) classes
• 2.4 The choices available for delivery
• 2.5 The role of the birth partner in supporting the mother through pregnancy and birth
• 2.6 The methods of pain relief when in labour
• 2.7 The signs that labour has started
• 2.8 The three stages of labour and their physiological changes
• 2.9 The methods of assisted birth

 

Topic Area 3: Postnatal checks, postnatal care and the conditions for development

• 3.1 Postnatal checks
• 3.2 Postnatal care of the mother and baby
• 3.3 The developmental needs of children from birth to five years

 

Topic Area 4: Childhood illnesses and a child safe environment

• 4.1 Recognise general signs and symptoms of illness in children
• 4.2 How to meet the needs of an ill child
• 4.3 How to ensure a childfriendly safe environment

 

 

Unit R058: Create a safe environment and understand the nutritional needs of children from birth to five years

Topic Area 1: Creating a safe environment in a childcare setting

Topic Area 2: Choosing suitable equipment for a childcare setting

Topic Area 3: Nutritional needs of children from birth to five years

 

Unit R059: Understand the development of a child from one to five years

Topic Area 1: Physical, intellectual and social developmental norms from one to five years

Topic Area 2: Stages and types of play and how play benefits development

Topic Area 3: Observe the development of a child aged one to five years

Topic Area 4: Plan and evaluate play activities for a child aged one to five years for a chosen area of development

 

At Key Stage 4:

 

Students at Key Stage 4 will have the opportunity to experience life of an early year setting through guest speakers and live and recorded observations, focusing on the development of children. This experience will enable them to understand what development looks like and how important it is to plan appropriate learning activities to develop young children’s knowledge and skills physically, intellectually and socially. Children and babies will be visiting the Academy to allow students the experience of working one-to-one with a child. This encourages multiple approaches to learning, such as practical opportunities and real-life scenarios, which will support students to develop their applied knowledge and practical skills.

Pupils who select Child Development within the options program can access various subjects at A Level, such as, Health and Social Care, Sociology, psychology, and Physical Education.