Autumn Term 1

Autumn Term  2

Spring Term 1

Spring Term 2

Summer Term 1

Summer Term 2

Year 9

Reproduction and the roles and responsibilities of parenthood  

Factors affecting the decision to have children.

Preconceptual health

Contraception.

 Male and female reproduction. Menstrual cycle

Antenatal care and preparation for birth

Conception.

Signs and symptoms of pregnancy. Roles of health professionals. Antenatal care.

Postnatal checks, postnatal provision and conditions for development

Specialist diagnosis tests and scans

Choices for birth

Stages of labour & methods of delivery

Pain relief during labour

Postnatal checks

SCBU and postnatal provision

Nutritional guidelines and requirements for children from birth to five years

Current dietary guidelines

Functions and sources of nutrients

Nutritional requirements and stages of feeding children - weaning

Management and recognition of childhood illnesses

How immunity to disease is acquired

How to recognise and treat common childhood ailments

Diet related illnesses

Needs of an ill child

How to prepare a child for a stay in hospital

Character Virtue(s)

Respect:

students are invited to share their own experiences with the rest of the group, some of which may be personal. A culture is fostered where it feels safe to do so and students demonstrate respect for their peers. For example, students are invited to discuss their own experiences of the menstrual cycle.

Self control:

students will be required to read content to be covered in each lesson ahead of time, in order to better engage in lessons. For example, students will be asked to research the roles of health professionals in order to complete a careers based lesson.

Empathy:

students are given several opportunities to investigate the experiences of people they know in their families and community, in relation to childbirth and the impact of children on their lives. For example, students devise and carry out a questionnaire on a woman they know about their childbirth experience, when they ask about experience of assisted delivery and pain relief.

Independence:

students will be asked to plan and set their own goals. For example, students design a presentation that will inform nursery workers about the delivered content around nutrition.Students have the freedom to decide on the material to include and plan lessons to meet a set deadline.

Independence:

students will be asked to plan and set their own goals. For example, students design a presentation that will inform nursery workers about the delivered content around nutrition.Students have the freedom to decide on the material to include and plan lessons to meet a set deadline.

Collaboration:

students work effectively with others to create fact sheets for parents about common childhood illnesses and how to treat them.

Key assessments

End of unit written test

End of unit written test

End of unit written test

Assessment details

Unit RO58 controlled assessment

End of unit written test

Year 10

Child safety

How to create a safe, child friendly environment

Safety labelling

Common childhood accidents

Social and internet safety

Key factors when choosing equipment for children from birth to five years

Age appropriateness

Safety (flammability/stability)

Cost

design/ergonomics

Durability

Hygiene

Investigate and develop feeding solutions for children from birth to five years

Nutritional analysis

Breastfeeding and bottlefeeding

Planning and evaluating feeding solutions

Revision of unit RO57 content

Immunisation

Nutrition

Needs of an ill child

Diet related illnesses

breastfeeding/bottle feeding

Antenatal care

Labour

Character Virtue(s)

Self control:

students will be required to read content to be covered in each lesson ahead of time, in order to better engage in lessons. Flip learning will take place throughout this term.

Curiosity :

the exam brief is investigated during this term. Students are asked to carry out research into various pieces of nursery equipment and to evaluate their performance in terms of design and safety.

Independence:

students will investigate equipment for use in a nursery with little/no teacher or peer input. This will involve visiting a nursery or creche and arranging this themselves.

Collaboration:

collaboration is fostered in this unit and students are given opportunities to work together during various practical based activities, for example, preparing a meal for a toddler. Task sharing and group responsibility is the key to the successful development of the meal.

Independence:

students plan for their assessed practical (NEA) independently and carry it out under test conditions. They must show good organisational skills to do this well.

Responsibility:

students will be required to read content to be covered in each lesson ahead of time, in order to better engage in lessons.

Key assessments

End of unit written test

Unit RO58 controlled assessment

Unit RO58 controlled assessment

Assessment will include a combination of written testing and extended writing.

Year 11

Physical, intellectual and social developmental norms from birth to five years

Milestones of development

Centile charts

Benefits of learning through play

Creativity

Hand eye coordination

Mental stimulation

Physical fitness

Communication

Social skills

Independence, confidence and self esteem

Plan play activities for a specified developmental area with a child from birth to five years

Methods of observation

Methods of recording

Carry out and evaluate play activities for a chosen developmental area with a child from birth to five years.

Revision

Past papers

Extended written questions with exemplar answers

Kahoot quizzes

Revision exercises

Revision ‘baby shower’

Character Virtue(s)

Seeking connections: students are asked to use knowledge gained in term 1 to devise a series of play activities for young children that will support and enhance a child’s development. They will apply theoretical knowledge to a real case scenario. For example, they use their knowledge of milestones of development to devise activities that promote a specified area of development, such as fine motor skill development.

Independence: students are taught how to observe children using methods such as participative and naturalistic methods and how to record these observations. They are then given the opportunity to engage with a young child outside of the school environment to test and evaluate the play activities through their observations. They meet and interview parents as part of this process.

Self control with learning: students are asked to read content ahead of lessons in order to engage better in revision lessons.

Self control with other students: students are asked to work collaboratively using resources for revision.

Key assessments

RO59 controlled assessment

Informal examination questions