Level 2 Child Development Learning Journey
The Child Development curriculum is designed to cultivate learners’ keenness to embark on the various career paths open to students in Child.
The curriculum will allow students to acquire an increasing amount of knowledge and skills through a mixture of theory and practical scenarios.
Students’ learning will begin by gaining an understanding of the difference between growth and development, exploring factors that affect growth and development and how children grow and develop from birth to five years of age.
Students will also be able to explore how children play, understands how play can be organised to promote learning and can demonstrate how children’s learning can be supported through play effectively.
Students will apply and put into practice what they have learned with their learning preparation for the external assessment. Students will gain understanding of how individual circumstances can impact on a child’s learning and development and learn to explore safe environments to support play, learning and development. Learning will also involve students undertaking investigation into how a child learns and develops including how activities can be adapted to support the inclusion of children learning and development through play.
Level 2 BTEC Teach Award in Child Development
|YR11 & 12
COMPONENT 1 – CHILDREN’S GROWTH AND DEVELOPMENT
Learning Aim A: Learners will explore different characteristics of Children’s development from birth to 5 years.
Students’ learning begins with Component 1 to gain knowledge, skills and understanding into the different characteristics of children’s development from birth to 5 years.
Building on the knowledge of children’s growth and development, students will also examine the different methods professionals use when measuring children’s growth and development holistically (physical, intellectual and cognitive, language and communication, emotional and social).
Assessment of this unit will be internal via written assignments where students will produce a booklet to identify, explain, discuss and evaluate different aspects of growth and development from birth to 5 years.
B1- To explores the different factors that can affect a child’s growth and development from birth to five years old.
Students now use the knowledge, skills and understanding of children growth and development to demonstrate more confidence in exploring different factors and their impact on children’s physical development from birth to five years old.
Assessment of this unit will be internal via a written report explaining how physical factors impact on children from birth to 5 years.
B2- ENVIRONMENTAL FACTORS
Different factors will have an impact on different aspects of growth and development.
Having learned about physical factors and their impact, students will have the opportunity to expand their knowledge and understanding of environmental factors such as housing, home environment, environmental conflicts, effects of exposure to drugs, smoking and alcohol, socioeconomic factors, discrimination, income and poverty and poor relationships with significant adults.
Students’ assessment will be internal via a written report to explain, compare, assess and evaluate how environmental and social factors impact on children’s growth and physical development.
|YR11 & 12
COMPONENT 2: LEARNING THROUGH PLAY
Component 1: A1- To understand that children at different ages and stages of development have different play needs.
Having acquired the knowledge, skills and understanding of how children grow and develop holistically from birth to 5 years along with the impact of physical and environmental factors, students will now explore the importance of play to children development.
Students’ assessment will be a written report independently produced by each student. In the report students will have to identify, outline and describe the stages of play for children of different ages.
A2-To describe how play can be organised and the potential advantages and disadvantages of each style.
Under this learning aim students will build up their knowledge and understanding by exploring how the different stages of play can be organised to promote learning via adult-led play, adult-initiated play and child-initiated play to promote play opportunities including the advantages and disadvantages in different settings for children across the 0-5 year’s age range.
Students will be internally assessed through a written report. They will have to identify, outline, explain, discuss and assess the role of the adult in organising learning through play, using relevant examples.
A3: Role of adults in promoting play
Students will explore:
Indoor and outdoor activities
Demonstrating equipment and resources
Adapting activities for personal interest
Choosing equipment and resources
Joining in with play activities
Awareness of health and safety
In the final internal assessment students will discuss and assess how the role of adults and organisations promotes learning through play, using relevant examples.
B1- Demonstrate how children’s learning can be supported through play.
This learning aim will allow the students to think about and gain knowledge and understanding of planning play opportunities.
Students must produce a report describing ways in which play, activities and resources can promote learning and learning opportunities across the five areas of development for children in all age groups, using appropriate examples.
B2: Physical play and learning
In this learning aim students will examine how children’s development benefits from physical play and learning.
Students will produce a report describing ways in which play, activities and resources can support physical play and learning opportunities across the five areas of development for children in all age groups, using appropriate examples.
| YR11 & 12
COMPONENT 3: SUPPORTING CHILDREN TO PLAY, LEARN AND DEVELOP A (ao1)
LO-A: understand how the following individual circumstances can impact on a child’s learning and development.
In Component 3 students will investigate individual circumstances that may impact on children’s learning and development. This includes all areas of development as a whole as well as separate areas of development.
Students will be able to apply their prior understanding, knowledge and skills to identify the impact on learning of individual circumstances.
LO: B To understand how the environment, the home, community settings and early year’s settings can be adapted to meet the needs of children with individual circumstances who require support to play, learn and develop.
Through this learning aim students will be able to gain knowledge, skills and understanding of :
Managing risks and hazards of environments and activities
The role of the adult in supporting positive risk taking
Teach children how to use internet-enabled technology safely
Health and safety considerations for inside and environments
LO: C Learners will know how to adapt activities for children with individual circumstances to promote their learning and development.
In this learning aim students will learn how to promote inclusive learning through adaptation of activities for children with individual circumstances or specific needs who require support to play, learn and develop.
Recapping of learning will be done to check learning progress before assessing students using past papers that integrates all three learning aims in a 1 ½ hour mock assessment.
Recapping of learning will be done to further check learning progress to target final intervention strategies for targeted learners before assessing students using past papers that integrates all three learning aims in a 1 ½ hour mock assessment.
Students who failed to get at least a L2Pass in the first external exam will be given the opportunity to receive individualised intervention for the re-sit exam.
The curriculum is designed to allow students to demonstrate playing in experimental and imaginary settings through role plays embedded into lesson planning and delivery coupled with internal and external assessment. Marking and feedback is robust to facilitate students’ reflection.
Differentiation is entrenched into teaching and learning tasks aimed to challenge students to write extensively at Level 2 with the confidence required to be successful in assessments.
Robust intervention is in place to support all students in achieving or exceeding the targets set.