AS level

Health and Social Care

HSC04

Educating Children and Young People

Final Deadline: Friday 9 th May 2013

Contents Page

Page number

1

TEXTBOOK: the textbook written by Richard Smithson (Health and Social Care AQA A2) is a MUST for you.

It contains extremely useful information to enable you to produce a quality report that meets the criteria.

Refer to it as you work on your report.

Remember a copy of the chapter can be found:Student shared area > Health and Social Care > AS > Unit 4

Save this or email it home so that you always have a copy to hand!

Weekly Plan & deadlines 3Independent learning tasks 4Unit 16 summary & how you will be assessed 5AQA Specification: What you need to know, understand and demonstrate 6- 9Getting started 10Writing introduction to report 11Section A: Topic description 12 - 14Referencing for Section A 15Example of Section A 15aSection B: Lesson Plan 16 - 23Example of Section B 23aSection C: Evaluation of lesson 24 -25Example of Section C: Evaluation of lesson 26-28Section C: How educational theorist apply to my learning plans 29-30Example of Section C: Applying theorist to learning plans 30aAppendix & example of appendix 30-31Useful resources (websites, books, journals) 32Mark Scheme & how to meet A grade criteria 33-34Examiners report 35EMB Grade & how I need to improve 36

Weekly Plan & DeadlinesAS Level Unit 4: Educating Children & Young

People (double award)

2

Week Date Content Deadlines

1 Feb 4- 8

Introduction to unit Choose age range Section C: Learning PlansResearch chosen learning topicPlanning learning experience: Lesson plan

2 11 - 15

Section C: Learning PlansResearch how children learn your chosen topic areaPlan learning experience – lesson plan & detailed description

List 1 Lesson planFri 13 th Jan

Half Term18 - 22

Section C: Learning PlansResearch how children learn your chosen topic areaPlan learning experience – lesson plan & detailed description

3 25 -1st MarWrite Section A: Introduction Letter to school/nursery

Detailed description of List 1 lesson

Fri 20 th Jan

4 Mar 4 - 8

Choose topic from List 2Section A: IntroductionResearch how children normal learn this topicPlan learning experience: lesson plan & detailed description

Section A for first topic

Fri 27 th Jan

5 11 – 15Section B Topic description Research how children normal learn this topicCarry out learning experience

Lesson plan

Fri 3 rd Feb

6 18-22Carry out learning experienceWrite Section B: Topic Description

Detailed description of lesson plan List 2Fri 10 th Feb

7 25 - 29Carry out learning experiences Section D: Evaluation of learning experiences

Section A for topic 2

Evaluation of lessons

Fri 24 th Feb

8Easter holiday

April 1st - 12

Amendments to Sections A, B & CContinue with first draft of Section D

Evaluation of theoriesFri 2 nd Mar

9 15 - 19 Section C: Evaluation: Deadline: Friday 9th

10 22 - 26 Section C: Evaluation & appendix Mar 201211 29 – 3 May Section C: Evaluation & appendix

DEADLINE: FRIDAY 9th MAY – START P1

AS Level Unit 4:Independent Learning Tasks

3

Please note: Final Deadline:

Friday 9 th March 2012 Remember:

- All work should be treasure tagged and printed before the start of the lesson

Week Date Content Deadlines

1 Feb 4- 8

Section B: Learning Plans Topic 1- Research how children normally learn your topic area- Gather evidence and examples of this- Planning your own learning experience by creating a lesson plan

Friday 6th Jan

2 11 - 15

Section B: Learning Plans Topic 1- Research how children normally learn your chosen topic area- Plan learning experience create lesson plan & detailed description- Design any resources/materials you will need- Write Section A: Topic description for first topic from list 1

List 1 Lesson planFri 13 th Jan

Half Term

18 - 22

- Write Section A: Topic Description for first topic from List 1 - Write a letter to school/nursery explaining what you would like to

do

Detailed description of List 1 lesson Fri 20 th Jan

325 -1st

Mar

Section B: Learning Plans Topic 2- Research how children normal learn this topic- Plan learning experience: lesson plan & detailed description- Design any resources/materials you will need

Section A for first topic

Fri 27 th Jan

4 Mar 4 - 8Section B: Learning Plans Topic 2

- Research how children normal learn this topic- Plan learning experience: lesson plan & detailed description

Lesson plan for topic 2

Fri 3 rd Feb

5 11 – 15- Carry out learning experience- Write Section A: Topic Description for first topic from List 2

Detailed description of lesson plan List 2

Fri 10 th Feb

6 18-22- Carry out learning experiences - Write Section A: Topic Description for first topic from List 2- Section C: Evaluation of lessons

Section A for topic 2

Evaluation of lessons

Fri 24 th Feb

7 25 - 29 Section C: Evaluation: using theories Evaluation of theoriesFri 2 nd Mar

8

Easter holiday

April 1st - 12

Section C: Evaluation & appendix

Deadline: Friday 9th

Mar 2012

It is your responsibility to complete these tasks!Unit 4 Summary

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Early Years EducationThis unit introduces you to the theory and practice of learning in education. It also gives you the opportunity to plan a learning situation yourself.

How you will be assessedThis is a very brief overview of what you need to produce for this unit.

You need to produce a portfolio of evidence on an identified Key Stage which contains a learning topic description, a learning plan, an evaluation and source material.You need to choose one age group and one learning topic. For the learning topic you should describe appropriate learning strategies and produce and evaluate appropriate learning plans. Your choice of age group might be influenced by whether you have access to a playgroup, primary school or secondary school.

SECTION A Introduction :( assessed in section A & B A01 out of 28)In this section you should include:

- The Key Stage chosen- The topic- The type of educational establishment and sector- Description of the curriculum followed e.g. Steiner, National Curriculum.

SECTION B Topic descriptions: (assessed in section A & B A01 out of 28)In this section you should describe:

- The topic you have chosen- The main strategies for enabling learning in this topic area, including the

usual ways in which learning takes place, and (if appropriate) typical learning materials, teaching/learning techniques and learning situations

- You should relate your description to the types of learning typical of children and young people in the Key Stage you have chosen quoting relevant theorists

- You should also describe (if appropriate) how learning is assessed and how progress/level of attainment can be measured.

SECTION C Learning Plans: (assessed in A04 out of 20)- Your own plan for setting up a learning experience for your chosen

learning topic, specifying (if appropriate) the design and/or selection of learning materials, activities, procedure and situation required. These should all be appropriate the Key Stage you have chosen

- The planned learning experience should typically relate to a learning experience of around half an hour.

- You should clearly state the educational aim(s) of your plan:

SECTION D Evaluation: (assessed in A04 out of 16)In this section you should include:

- An analysis and evaluation of your own plan for learning- Your evaluation of relevant educational issues, theory and/or empirical

evidence, which can be used to justify and/or criticise your own plans for learning

- A reasoned assessment of the appropriateness of designs to the Key Stage and aims.

SECTION E Appendix: (assessed in A03 out of 16)This section should include:

- References to sources you have used to develop your plans- Documents used i.e. extracts of existing curriculum documents, lesson

plans etc- Other relevant material

AQA SpecificationWhat you need to know, understand and demonstrate

3.41. The roles of learning, child-rearing, genetics and maturation

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You should understand that maturation (genetically-programmed development) has a strong influence on the acquisition of some skills (such as first language acquisition), and that specific aptitudes for example in music) appear to be genetically-influenced.

You should understand that the acquisition of skills and knowledge are also strongly influenced by the child’s rearing environment and learning opportunities. For example, some rearing environments are richer than others in terms of resources, educational toys, safe play space and responsive adults. Children whose parents have positive attitudes to education and are actively involved in learning themselves tend to be influenced and encouraged by this.

You should understand that younger children rely more on experiential learning and modelling, while older children can also learn through verbal instruction without the need for concrete examples.

You should understand that the role of a teacher is only partly to do with formal instruction, and that designing situations and deploying materials to enable learning is often more important.

You should recognise that, in young children, learning is mainly driven by the child, who exploits situations and resources (including parents) to satisfy an intense curiosity, (for example the child’s persistent use of ‘What?’ and ‘Why?’ questions). Only later is learning shaped and controlled by adults.

You should also know that much Early Years’ learning takes place in play situations, so that play can be thought of as the young child’s work.

3.42. Types of learningYou should understand that children learn in a variety of ways including:

- discovery or experiential learning – by exposure to concrete situations;

- modelling – by observing and imitating;- reinforcement – resulting from

praise/encouragement, task achievement or both;

- verbal instruction – by telling and explaining;

- researching and reading;- reflection and analysis – by thinking

about things, especially problem-solving.

AQA SpecificationWhat you need to know, understand and demonstrate

3.4.3. Techniques for enabling learning

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You should understand that, to be most effective, the techniques used to enable learning should take account of the existing abilities of the child, which are linked to the child’s age and experience. When designing and selecting learning materials and situations, it is important to set a level of demand which is high enough to be challenging, yet not too high to be unrewarding.

You should also recognise that a learning experience for use with a group will need to include a range of challenges, so that children of different abilities can all find it rewarding.

The techniques commonly used include:- providing materials designed to enable discovery

learning;- providing immediate feedback on performance;- rewarding and encouraging, demonstrating skills

(acting as a model, including working alongside);- providing prompts and suggestions;- setting structured tasks, verbal instruction followed by

individual practice, group or individual questioning to seek facts or opinions; assessment, discussions, competitions, field trips, role laying, use of stories, team work (with or without allocated roles).

You should also understand that it is incorrect to suggest that there is a ‘right way’ to educate children, partly because there are individual differences between children in how they respond to learning situations, reflecting differences of temperament, personality and abilities.

You should be aware that most children are extremely adaptable and can benefit from a wide range of different educational approaches.

AQA SpecificationWhat you need to know, understand and demonstrate

3.4.4. Theories

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You should know about the following theories of development, learning and education.

Learning theoryThe principles of operant conditioning as described by Skinner, i.e. the systematic and immediate reinforcement of required behaviour by responding to it with a rewarding stimulus, and ignoring non required or unwanted behaviour. The relevance of this for assessment, giving feedback and encouragement.

Social learning theoryKey learning processes including modelling (observation and imitation), selective encouragement and discouragement (similar to operant conditioning), the acquisition of cognitions about what is and is not acceptable behaviour, i.e. learning of social norms.

Social learning theory as an explanation of the cultural transmission of (i) norms of behaviour and (ii) schemas including attitudes and stereotypes.

Piaget’s theory of Cognitive DevelopmentPiaget’s theory of cognitive development, including the ideas that cognitive development involves the development of schemas (by assimilation and accommodation) contributing to the construction of an internal model of the world; that cognitive development proceeds in distinct stages, that a child’s learning capability depends upon which stage s/he is in; that discovery learning is essential to cognitive development, but that support and instruction also play a role.

Piaget’s designs for tests of cognitive development, focussing on conservation, class inclusion, transitivity and abstract thinking are also relevant.

Bruner’s theory of cognitive developmentBruner’s theory of cognitive development, including the ideas that other people (especially adults) enable learning by providing ‘scaffolding’, and that as children get older they acquire more modes of representation of the world.

Vygotsky’s work on cognitive developmentVygotsky’s work on cognitive development, including an emphasis on the importance of instruction, cultural transmission, and the zone of proximal development.

The work of researchers into language acquisition, including Roger Brown who described the child’s key role in initiating language-learning interactions, and Berko, who investigated the child’s tendency to extract grammatical rules from examples.

AQA SpecificationWhat you need to know, understand and demonstrate

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The work of educational theorists and practitioners including Maria Montessori, Friedrich Froebel, Rudolf Steiner and Susan Isaacs, and the contrasts between these and current educational and assessment practice.

3.45 Assessment in early years educationYou should be familiar with which formal and informal methods of assessment, including developmental inventories, teacher assessments and Standard Assessment Tasks (SATs) which apply to across the Key Stages.

You should also know how the content of the curriculum and levels of attainment are relevant across the Key Stages.

Issues in early years learning and educationYou should know that there are differences of opinion about how children’s learning should be organised.Some of these are illustrated by the work of the theorists and practitioners listed above.For example, there are arguments for and against:

educating children ability groups rather than age groups; testing children and setting of targets; a state or a cultural sub-group determining the content of a child’s education (for

example, the National Curriculum), instead of each individual child following his or her own interests and aptitudes.

Getting started1. Choosing an age group

You should choose one of the following age groups: Early Years Foundation Stage (birth to 5 years old) Key Stage 1 (up to 7 years old) Key Stage 2 (up to 11 years old) Key Stage 3 (up to 14 years old) Key Stage 4 (up to 16 years old)

Your choice of age group should be influenced by whether you have access to a playgroup, primary or secondary school.

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2. Choosing your learning topic

You need to identify one learning topic for your client group. This could be identified in conjunction with a practitioner teaching that Key Stage.

Examples of possible learning topics

NOTE: Some of these relate only to one Key Stage (e.g. learning to read or count) whilst others are acquired across a wider range or further developed across various Key Stages. Learning plans should take into account the skill and the Key Stage build on prior achievement.

Getting startedBelow is a rough guide on the skills/ abilities children will be able to complete

Approximate ages for literacy and numeracy skills

Literacy

2-3 – Story telling and singing (e.g. the alphabet song). Looking at books

Reception – Learning alphabet sounds and recognising letters

Year One – Learning to form letters

Year Two – Writing short stories/Poems

Numeracy10

Language skills appropriate to Key Stage acquiring vocabulary acquiring sentence-construction skills learning to read learning handwriting learning to spell learning to punctuate acquiring comprehension skills

Numeracy skills appropriate to Key Stage learning to count learning to measure learning to add and subtract learning to multiply and divide learning about angles learning geometrical shapes and their

properties

Learning subject-specific skills appropriate to the Key Stage learning scientific concepts including: volume,

mass, length, density, speed, acceleration, force, power scientific methods (experiment and observation)

acquiring ICT skills

Learning subject-specific skills appropriate to the Key Stage acquiring construction skills learning about our planet on which we live: i.e geophysical

processes, e.g. weather, water cycle, erosion learning about the universe/solar system learning about food production, industry, transport and

trade learning about different cultures learning interpersonal skills and conventions learning about moral rules and moral behaviour learning about practitioner roles learning caring for oneself and others – this includes

hygiene and safety including pets learning about the human body (functions and processes) acquiring music skills acquiring creative (e.g. visual arts) skills acquiring physical co-ordination – may include specific

sports acquiring an additional language learning about past historical events

Ages 2-3 – Counting 1-10

Reception - Counting objects and recognising numbers

Relating numbers to groups of objects, writing numbers

Year One – Basic addition

Year Two – Times tables and telling the time

You can also check on developmental milestone websitesEarly years 0 - 4 years oldhttp://www.nhs.uk/Tools/Pages/birthtofive.aspx http://www.mychildwithoutlimits.org/understand/developmental-milestones/

National Curriculum 5 - 16 years oldhttp://www.education.gov.uk/schools/teachingandlearning/curriculum/primary

You will need to check what they should be able to complete at the end of the Key Stage

Structure of the report

1. Writing an introduction to the report

Write an introduction to what your portfolio will be about. Include: What this unit is about? Define what learning is (use a dictionary definition or quote from a reputable

website e.g. National Curriculum, DfES) Using the Summary on p5 to explain what you are going to do in each section of

the report. You can include what you need to know, understand and demonstrate from p6-9.

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Age of children in each Key Stage

Structure of the report

2. SECTION A – Introduction

In this section you need to do the following:

Start by identifying what age range you will be focusing on (put this in bold).

What EYFS/ Key Stage in the National Curriculum does this age range fall

into (put in bold)?

What topic area have you chosen to teach? Why have you chosen this topic?

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My chosen:

Age group: ________________________________________________

Key Stage: _________________________________________________

Learning topic: _____________________________________________

An introduction to your chosen Key Stage and topic area; give an explanation of the type of educational establishment and sector your client group belongs to. Give a description of the curriculum followed at your chosen educational establish.

Identify the educational establishment you are going to teach your lesson to

(place name in bold) i.e. nursery/ pre-school/ primary/secondary school nameo Does it belong to the private or statutory sector?

o Give some background about the educational establishment.

When was it established? How many children do they cater for? Describe the building/classrooms What practitioners work there? What does their Ofsted report say about them

http://www.ofsted.gov.uk/inspection-reports/find-inspection-report

You can use their website to help you.

What curriculum does your educational establishment follow? i.e. Montessori,

Steiner, National Curriculum, EYFS . If these is different from the topic/age range you have chosen your will need to explain.For example, if you chose children aged 4 who would be in the Reception Class in the nursery at Dundonald Primary School, you would have to explain the EYFS. Put the Primary school also moves to the National Curriculum up to Key Stage 2. You would have to explain this.

Issues in education – explain any changes that have happened to the EFYS

and National Curriculum. Why have these changes come about?

This should be at least 3 to 4 A4 (size 12) pages long.

For the EYFS What is the Early Years profile?Detail what are the prime and specific areas of development that the profile? What children are learning in these areas?

Sources of supporthttp://www.foundationyears.org.uk/wpcontent/uploads/2012/11/2013_eyfs_handbook.pdf (link to EYFS Profile Handbook)http://www.education.gov.uk/schools/teachingandlearning/curriculum/a0068102/early-years-foundation-stage-eyfs - (link to DFE website)http://www.foundationyears.org.uk/wp-content/uploads/2012/07/EYFS-Statutory-Framework-2012.pdf - Statutory Framework for the EYFS

http://www.bbc.co.uk/schools/parents/early_years_foundation_stage/

Book: Vicky Hutchin The EYFS: a practical guide for students and professionals

For the National Curriculum What is the National Curriculum?

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Explain what each of the 4 Key Stages are.

Sources of supporthttps://www.gov.uk/national-curriculum/overview http://www.bbc.co.uk/schools/parents/national_curriculum/ http://www.nationalcurriculum.co.uk/

Changes in education http://www.education.gov.uk/schools/teachingandlearning/curriculum/nationalcurriculum2014 http://www.education.gov.uk/childrenandyoungpeople/youngpeople/qandlearning/gcses/a00191691/changes-to-gcses-from-2012

http://www.foundationyears.org.uk/wp-content/uploads/2012/07/Overall-Reforms-to-the-2012-EYFS-Framework.pdf

Example of Section ASection A: Introduction I have chosen to investigate the Early Years Foundation Stage for my portfolio. The Early Years Foundation (EYFS) is a framework specifically for children from birth to five years. The Early Years Foundation applies to children who are either at; reception and nursery classes in maintained and independent schools, day nurseries, child minders, playgroups, after school and breakfast clubs, holiday play schemes and sure start children centres. I have chosen to study The Early Years Foundation Stage as this is the stage that I have had the most experience with. It is based around six main areas of development and learning. The first area is personal development social and emotional. This area is one of the building blocks of success in life and helps a child interact effectively and develop positive attitudes to themselves and others. Its main categories involve self-confidence and self-awareness, managing feelings and behaviours as well as making relationships1.

The second area that The Early Years Foundation focuses on is communication, language and literacy. This involves providing opportunities for children to communicate thoughts ideas, thoughts and feelings. Planning activities which will help develop these areas2.

1 http://earlyyearsmatters.co.uk/index.php/psed/2 (http://www.dorsetforyou.com/355566) 27/02/13 17:31

ReferencingYou are to use The Footnotes Style whereby the reference is cited by superscripted numbers placed in the body of the report and its corresponding detailed reference appears at the bottom of the page in which it was cited. To insert a footnote go to the reference tab > insert footnote then for your next one click next footnote

For a book -R Smithson (2005) AQA AS Health and Social Care Phillip Allan: pp16-32

For a book you need the following information in this order: Authors, Date, Chapter title, Book title in italics, Publisher, PagesFor a website -http://www.nhs.uk/NHSEngland/aboutnhs/Pages/NHSstructure.aspx Date: 21.09.12 Time: 14:23

For a journal –Nelson M, Wakefield P, B Smith (2001) Obesity in Early Childhood BMJ 13(6)

For a journal you need the following information in this order: Authors, Date, Title of study, Journal title in italics, Volume, Issue

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The next area is problem solving, reasoning and numeracy. The Early Years Foundation Stage states that “children must be supported in developing their understanding of problem solving, reasoning and numeracy in a broad range of contexts in which they can explore, enjoy, learn, practise and talk about their developing understanding. They must be provided with opportunities to practise these skills and to gain confidence and competence in their use.” This area of development focuses on using numbers as labels and for counting, calculating and understanding shape, space and measures3.

The fourth are of development is knowledge and understanding of the physical world. According to Early Years Matters, “understanding of the world is about how children get to know about other people, the place where they live and about all aspects of the environment.” In the new revised curriculum, this section is broken down into three aspects; People and Communities, The World and Technology.4

The next are of development which The Early Years Foundation Stage focuses on is physical development. According to the website Livestrong “Physical development in children depends on the active engagement of small and large muscle groups. You can promote a young child's physical development by providing opportunities for her to play outdoors and by providing access to grasping toys and age-appropriate finger foods.” Physical development can be categorized into gross motor skills which involves the development and control of larger muscles such as legs, arms and torso as well as fine motor skills which involves the development of smaller muscles such as fingers and toes. Physical development also involves the development of balance and co-ordination5. The final area of development is creative. Creative development is about responding to experiences by expressing and communicating ideas, exploring media and materials, creating music and dance as well as developing imagination and imaginative play. According to Livestrong “The early years foundation stage says: "Children's creativity must be extended by the provision of support for their curiosity, exploration and play. They must be provided with opportunities to explore and share their thoughts, ideas and feelings, for example through a variety of art, music, movement, dance, imaginative and role play activities, mathematics and design and technology.”6

The topic I have chosen is learning to count. I have chosen numeracy because I know a child trying to learn how to count himself therefore I can help him with his progress. The age of the child that I am going to plan a lesson for is 2 years. The child I know attends Four Seasons Pre-School at Roebuck Primary School. This Pre-School opened in 1997 and operates from a large self-contained classroom within the school. There is a maximum of 26 children in the setting at one time. The curriculum followed by this school is the National Curriculum which is a framework set up by the government to ensure that all teaching and learning is consistent and balanced.

The National Curriculum was introduced to all state schools in England, Wales and Northern Ireland in 1988. This ensured that all children were given the same standard of education as well as setting targets and standards for a range of subjects in state schools. The curriculum decides what subjects need to be taught, the knowledge skills and understanding as well as targets and progress of the children. The National Curriculum also produces programmes of study which sets out what teachers should teach in each of the key stages; these include four teaching requirements; use language effectively, use information and communication technology effectively, follow health and safety guidelines and provide teaching that includes different ethnic minority viewpoints.

The National Curriculum is organized into four key stages;

3http://www.rnib.org.uk/livingwithsightloss/livinglearning/earlyyears/helpingchildlearn/Pages/ey_problem.aspx ) 25/01/13 09:314 (http://earlyyearsmatters.co.uk/index.php/knowledge-and-understanding-of-the-world-kuw/) 5(http://www.livestrong.com/article/159702-what-is-physical-development-in-children/)

6http://www.rnib.org.uk/livingwithsightloss/livinglearning/earlyyears/helpingchildlearn/Pages/ey_creative.aspx15

Key stage 1: Ages 5-7 (years 1-2). These years are permitted to do Art and Design, Design and Technology, English, Geography, History, Information and Communication technology, maths, music, physical education, science as well as religious education which is also required. Key Stage 2: Ages 7-11 (Years 3-6). These years are permitted to do Art and Design, Design and Technology, English, Geography, History, Information and Communication technology, maths, music, physical education, science as well as religious education which is also required.Key Stage 3: Ages 11-14 (Years 7-9). These years are permitted to do Art and Design, Design and Technology, English, Geography, History, Information and Communication technology, maths, music, physical education, science as well as religious education which are also required. Key Stage 4: Ages 14-16 (Years 10-11). The requirements for Key stage 4 are set out in section 85 of the Education Act 2002. This shows that students must study a mix of compulsory subjects as well as subjects they have chosen to study.

The subjects which are still compulsory at key stage 4 are Maths, English, Science, ICT, PE and Citizenship. Students will them pick from a range of non- compulsory subjects to study, these are; Art and Design, music, dance, drama, media arts, Design and Technology, geography, history or a modern foreign language

I have researched the curriculum for numeracy In the Early Years Foundation Stage and the progress chart which shows the child’s progress and the steps that the child will go through before counting up to 20. This order is; children can say some familiar number names in familiar contexts such as nursery rhymes, counts reliably up to three using everyday objects, counts reliably up to six using everyday objects, says number names in order, recognises numerals 1-9, counts reliably up to ten using everyday objects, uses developing mathematical ideas and methods to solve practical problems and finally the child in the Early Years Foundation should be able to recognises, count, order, write and use numbers up to 20. In September 2012, the Early Years Foundation Stage Statutory Framework was revised focusing on six extra aims. These are to;

reduce paperwork and bureaucracy; strengthen partnerships between parents and professionals; focus on the three prime areas of learning most essential for children’s readiness for future

learning and healthy development; detail the four specific areas of learning which build on the prime areas; introduce a progress check at aged two to provide for early intervention as necessary; and simplify assessment at age five – usually at the end of the reception year7;

Structure of the report

3. SECTION B – Topic Description

Use hand outs provided for information

GUIDANCE FOR TOPIC DESCRIPTION SECTION

7 (http://www.foundationyears.org.uk/wp-content/uploads/2012/07/EYFS-Statutory-Framework-2012.pdf)

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A topic description where you describe the topic you have chosen, the main strategies for enabling learning in your topic area, how learning usually takes place (quoting relevant theorists) and typical learning materials. You will refer to your chosen age group and will also describe how learning and progress are assessed, if appropriate.

IMPORTANT: The following should be made relevant to your chosen activity and your age group.

(Enter topic name for this heading)

Identify the EYFS or stage of the National Curriculum your chosen age range fits

into. What should children be able to do in this area at this age for your topic area (use the Early Learning Profile) OR the National Curriculum (up to 16 Years)?

Age Year Key Stage (KS)

Assessment Average level of attainment

3-4 EYFS

4-5 Reception EYFS

5-6 Year 1 KS1 Phonics Screening Check

6-7 Year 2 KS1 Teacher assessments in English, maths and science 2

7-8 Year 3 KS2

8-9 Year 4 KS2

9-10 Year 5 KS2

10-11 Year 6 KS2 National tests and teacher assessments in English, maths and science 4

11-12 Year 7 KS3 Teacher assessments

12-13 Year 8 KS3 Teacher assessments

13-14 Year 9 KS3 Teacher assessments 5/6

14-15 Year 10 KS4 Some children take GCSEs

15-16 Year 11 KS4 Most children take GCSEs or other national qualification

Expected outcomes by the end of the year

By the end of this stage what should children in this age group be able to do? Apply this to your topic area.

Main strategies used to teach (enter topic area) to (enter age group) What are the main strategies used for teaching this area of the curriculum? – give

examples for each strategy (3 minimum) of how it is used:- Look at the types of learning

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The types of learning which should be covered (if appropriate to activity)Learning styles: Visual, Auditory, Kinaestheticdiscovery or experiential learning – by exposure to concrete situations;modelling – by observing and imitating;reinforcement – resulting from praise/encouragement, task achievement or both;verbal instruction – by telling and explaining;researching and reading;reflection and analysis – by thinking about things, especially problem-solving.

For descriptions of these see the Smithson textbook, p215-218

Strategies for enabling learning such as (use ALL that are relevant to your topic area): Providing materials Providing feedback on performance Rewarding and encouraging, modelling/demonstrating/working alongside Providing prompts and suggestions Verbal instructions followed by individual practice Group or individual questioning Assessment (e.g. tests) Discussion Competitions Setting structured tasks Group work Individual work Field trips Role playing Using Stories Team work, with or without allocated roles

Be sure to give examples of how a teacher would use these strategies to enable learning for each of your topic areas!

For descriptions of these see the A2 Smithson textbook, p218-223

Techniques teachers use to teach (enter topic area) to (enter age group)

Explain how learning usually takes place and typical learning materials teachers use to teach this in different learning situations.

Look at techniques of enabling learning

What educational theories will I use in my lesson?Piaget, Vygotsky, Skinner, Social learning theory, Bruner, Steiner, Montessori etc

How is (enter topic) assessed formally at (enter chosen key stage)?Explain how your topic area is assessed formally (e.g. The Foundation Stage Profile for 3-5 year olds, Learning Goals EYFS, end of year tests, reading age assessments, National Curriculum Levels…). Provide relevant illustrations.

http://www.direct.gov.uk/en/Parents/Schoolslearninganddevelopment/ExamsTestsAndTheCurriculum/DG_10013041 - directgov website showing assessment

– click link for assessment for Early Yearshttp://www.education.gov.uk/schools/teachingandlearning/assessment

How is (enter topic) assessed informally at (enter chosen key stage)?Explain how your topic area is assessed formally (e.g. teacher observations, oral questioning at the end of a topic…). Provide relevant illustrations.

DON’T GIVE GENERIC METHODS OF ASSESSMENT – APPLY THEM TO YOUR TOPIC

Description of learning situation used to teach (enter topic area) to (enter age)

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Explain why a child’s learning environment is important and where learning usually takes place for your chosen age (nursery, pre-school, school, at home, at play times).Discuss how learning can take place in environments (such as the home)How can parents encourage the learning?

Description of learning materials used to teach (enter topic area) to (enter age) What type of toys are used to teach your topic area (make sure they are age

appropriate)

Useful websiteshttp://www.glsed.co.uk/

Developmental and maturational normsFor your child’s age what should they be able to complete physical, intellectually, emotionally and socially? Use the Child Development book by Carolyn MeggittFor example, stages of language development; motor milestones; stages of cognitive development

Useful websiteshttp://www.nhs.uk/Tools/Pages/birthtofive.aspx#close – From Birth to 5 mile stones

SECTION B – Topic Description

GENERAL TIPS FOR SECTION BProof read (spelling & grammar) Don’t forget to make your activities are appropriate for your age group & topicUse the National Curriculum & Early Years websites –Research your strategies thoroughly: More detail the better! Don’t be generic – always apply strategies to your activities Try not to be repetitiveUpdate your reference table

References for Section B:

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For exampleTopic 1: learning to read

Describe 3 strategies used to help children learn e.g. synthetic phonics, analytic phonics and ‘look-and-say’ method

Describe the learning materials commonly used for each of these strategies. You should illustrate with examples (if

appropriate)

Indicate the teaching/learning techniques commonly used (e.g. providing prompts and using stories) as well as the main types of learning involved (e.g. verbal instructions & modelling)

Describe how learning is usually assessed and how progress and attainment are measured (if appropriate)

Structure of the report

ReferencingYou are to use The Footnotes Style whereby the reference is cited by superscripted numbers placed in the body of the report and its corresponding detailed reference appears at the bottom of the page in which it was cited. To insert a footnote go to the reference tab > insert footnote then for your next one click next footnote

For a book -R Smithson (2005) AQA AS Health and Social Care Phillip Allan: pp16-32

For a book you need the following information in this order: Authors, Date, Chapter title, Book title in italics, Publisher, PagesFor a website -http://www.nhs.uk/NHSEngland/aboutnhs/Pages/NHSstructure.aspx Date: 21.09.12 Time: 14:23

For a journal –Nelson M, Wakefield P, B Smith (2001) Obesity in Early Childhood BMJ 13(6)

For a journal you need the following information in this order: Authors, Date, Title of study, Journal title in italics, Volume, Issue

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How to refer to appendix in main body of workExamples Teachers might make use of songs such as the alphabet song (See Appendix A).

ORNursery teachers monitor a child’s progress using the Foundation Stage Profile (See Appendix B)

Then in appendix you will put a copy of whatever was mentioned.

4. SECTION C – Learning Plans

Getting started:

Should have decided on the following: Selected your age group Chosen a topic Are you focusing on a small/large group or a group with SEN?

This can be the hardest part of the report because you are required to be creative and imaginative!

Ideas for learning topicMY IDEAS!

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SECTION BThis section contains your learning plan for setting up a 30 minute learning experience for each of your chosen topic.

You need to:- State the educational aim (s) of the learning experience- Outline the design and/or selection of learning materials- Outline the teaching method you will use- Outline the procedure & teaching materials you will use- Outline the situation required

For each activity you will prepare a learning plan for your chosen age group. This will include things like:- A lesson plan (including the aims of the activity) what will children be able to

do/understand- Resources- Seating plans- Possible opportunities for praise/rewards

www.primaryresources.co.uk is excellent for examples of lesson plans

Remember both activities should be imaginative, appropriate for the age group and involve the children being active.

Age: ________ Key stage: _______________ My Topic _______________

Activity

What should the children be learning for this topic? Detail EYFS or NC

Briefly detail activity 1 – include what the children should be learning from this activity (must be related to topic area and age appropriate).

Briefly detail activity 2 – include what the children should be learning from this activity.

Include:List of websites you used to find each activity and the date and time you accessed it.

Creating a lesson plan

A lesson plan is a teachers’ detailed description of the learning that will take place throughout the lesson. It will give detailed instructions of activities that the class will be completing for the individual lesson.

There are main different formats for a lesson plan but all will contain the following:- Title of the lesson- Time required to complete the lesson- Content of the lesson and how it fits into the curriculum

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- List of materials/resources needed- Differentiated learning objectives (all, must, some) - Starter- Main activity/ tasks- Plenary- Homework- Extension activity - Assessment opportunities - Differentiation (how you will plan for SEN or G&T students)- Opportunities for ICT, Literacy and numeracy

On p22 -23 you will see an example of our schools lesson plan. I will show you an example of one I have completed.

Before you begin to write your lesson plan answer the following 3 questions:

1. Where are your students going?

What do you want them to learn?

2. How are they going to get there?

How will you do this?

3. How will you know when they've arrived

How do you know they have learnt?

This is the skeleton of your lesson plan

URSULINE HIGH SCHOOL LESSON PLANSubject: Teacher:Class: Date: Period: Room: No. of students on roll:

Unit:Lesson Title:

Differentiated Learning Outcomes (Please state the levels/grades to be accessed)

All must:

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Most should:

Some could:

Resources:

Timing Teaching and Learning Activities

Teacher StudentsRecap of last lesson:

Starter:

Activities:

Extension tasks:

Mini plenaries & plenary(during & at the end of lesson)What did you learn? How did you learn it?

Homework:

Ensuring student progress:

Specific strategies, activities & tasks that enable students to make progress in the lesson:

Specific opportunities & evidence for assessing learners’ progress in the lesson

Assessment: Levels students are at & working towards

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Differentiation:

EAL Name & provision:

SEN Name & provision:

Gifted and Talented Name & provision e.g. use of higher order questioning.

Assessment for Learning including dialogue between staff & students

Opportunities for Independent Learning:

Links with B& E & Languages ICT/Literacy/ Numeracy /Reference to Citizenship (where appropriate)

Functional Skills/ PLTS/Global/ Enterprise skills: (where appropriate)

Deployment of TA: (where appropriate)

Use of ICT, VLE, laptops etc (where appropriate)

Additional teacher’s notes:

Please ensure that you attach:1) mark book records 2) students’ progress against MTG/FFT targets.3) IEP/PSP where appropriate

Example of simple lesson plan for an Art lesson

Lesson Year group Term Lesson Length Lesson

Art 2 Summer 2 2 Hours 1 of 5

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Lesson Outcomes

Pupils record from first-hand observation and explore ideas.

Key Vocabulary

Digital CameraView Finder

Starter

Ask the children to pretend to be a camera. Give the children viewfinders and ask them to walk around the classroom looking through the viewfinder with one eye closed as though they were looking through a camera’s viewfinder.Encourage the children to explore what happens when they move closer to something or further away and when they hold the viewfinder vertically or horizontally.

Main Activities

Ask the children to frame something in their viewfinder that interests them. Ask them to make a drawing of this – about the size of a colour print – noticing whether their frame is wider (landscape) or taller (portrait). Ask them to draw everything they see in their frame. Ask them to take a photograph of what is in the drawing, keeping to exactly the same angle and proportions.

Plenary

Pupils individually compare the drawing with the photograph, then to come together as a class and as a group compare.

Resources Assessment Evidence

Teaching AssistantDigital CameraViewfinders

Q & AViewfinder picture and digital picture taken by the pupil.

Cross Curricular Links

NC ref and level Differentiation Progression

ScienceICT

Version of Art unit 2A Q & ASupport givenOutcome

Lesson Plan - Guidance

Lesson Year group Term Lesson Length Date

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Lesson ContextHere explain what the children should have already learnt prior to your lesson

Lesson AimsSay what you are hoping the children will achieve by the end of the lesson. All:Must:Some:

Key VocabularyList the key words that your lesson will use

Resources Assessment Opportunities

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Timing Teaching and Learning Activities

Teacher (AfL) StudentsDetail what you will be doing What are the students doing?

Starter:This should an activity that introduces them to the topic – see list of 30 starter ideas sheet

Activities:

This is where the main learning will happen. Detail the activity or activities you will be using.Remember your activity should be designed so that the children can meet your aims

Extension tasks:This should be another activity that can be more difficult or reinforces the learning which took place in your main activity. This could be good in case some finish before others.

Mini plenaries & plenary(during & at the end of lesson)What did you learn? How did you learn it?

This should be an activity that can assess whether or not your aim and learning outcomes have been met

Homework:

List the resources you have used What assessment methods did you use

Cross Curricular Links

NC ref and level Differentiation Progression

What other subjects does it (if it does) link to?

En1 etcEYFS learning area and assessment scale

What will you do for more able students?

What should they be able to do next?

Writing the detailed lesson plan

This section builds on your lesson plan by explaining the rationale of your lesson.It should be at least 2 sides of A4.

What needs to be included in this section?What key stage are the children in?

The context in detail (ie what the children will have already done in this topic area. Where in the National Curriculum/EYFS does your lesson fit into?)

Where will the activity take place (i.e. describe seating/room plan, have you made any changes? Will you have the children in a sitting plan and why? Who will be there and how will they help you?)?

What is the aim of the lesson? What you are hoping the children will achieve by the end of the lesson?

What are the learning outcomes? (i.e. What the children would be able to know, understand or do by the end of the learning activity?)

Any preparation needed for your activity (i.e. setting up the classroom, buying material etc)

Reasons behind my activityStarterWhy have you chosen your starter activity? What do you expect the children to achieving during each activity this activity? What learning styles & techniques for enabling learning have you used and why?

Main activityWhy have you chosen your main activity? What do you expect the children to achieving during each activity? What learning styles & techniques for enabling learning have you used and why? How is this activity designed to meet you aims? What will you expect the children to learn from each activity – link to your aims.

PlenaryWhy have you chosen your plenary activity? What do you expect the children to achieving during this activity? What learning styles & techniques for enabling learning have you used and why? How is this activity designed to show that your aims have been met? What will you expect to see from this activity? i.e how will you be able see that your aims have been met?

Extension activity

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Why have you chosen this activity? It should be a more challenging task to stretch the more able students. How will it reinforce some/all of you aims? What makes the task more challenging that the others?

DifferentiationThere are three categories of differentiation:

differentiation by task, which involves setting different tasks for pupils of different abilities

differentiation by support, which means giving more help to certain pupils within the group

differentiation by outcome, which involves setting open-ended tasks and allowing pupil response at different levels.

Explain how you have differentiated your lesson to me the needs of learners who may be EAL/SEN/G&T/FSM.

Remember using different learning styles is also a form of differentiation

Teaching assistant (only complete if you know you will have one) Explain what the teaching assistant will be doing to support both you and the children in the class.

Health and safety issuesWhat health and safety precautions will you have to take? i.e. are scissors/glue/paint being used? Will it be a physical activity? Is extra supervision needed?

Managing Pupils’ behaviourHow will you manage pupils’ behaviour? What strategies will you use? Useful websiteshttp://www.guardian.co.uk/society/joepublic/2010/feb/09/pupil-behaviour-management-tips http://www.teachingexpertise.com/area/behaviour-management http://www.ioe.mmu.ac.uk/alumni/nqt/secondary/docs/Support/FAQs-Behaviour%20Management.pdf

Teaching & learning styles used (A2 Smithson textbook p215—223) What teaching and learning styles will you use for the starter, main activity, plenary and extension activity? Justify why

Types of learning: discovery; modelling; reinforcement; verbal instruction; researching &

reading; reflection & analysis Learning styles: Visual, auditory or kinaesthetic

Techniques for enabling learning: Providing materials; Providing feedback on performance; Rewarding and encouraging, modelling/demonstrating/working alongside; Providing prompts and suggestions; Verbal instructions followed by individual practice; Group or individual questioning; Assessment (e.g. tests); Discussion; Competitions ; Setting structured tasks; Group work; Individual work; Field trips; Role playing; Using Stories; Team work, with or without allocated roles

How will you assess pupil’s progress?

Explain how your plenary is designed to assess whether students have reach the learning outcomes.What assessment methods will you use throughout your lesson? Observation, questioning, self or peer assessment – there are many more.

Useful resources (in student shared area)- PDF document AfL strategies P3

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- PP Assessment for Learning ActivitiesProgression (i.e. what you would be expecting the children to move on to next)

Structure of the report

5. SECTION D – Evaluation

Ask for written feedback from the person who is observing your lessonAsk permission to take pictures of your activitiesAsk pupils if they liked the lesson – how could you record this information?

Guidance

Introductory paragraphStart by giving introductory paragraph explaining whether or not you carried out your lesson plans. If you did, state how many children you used, their age and where you carried out the lessons. If you did not carry out your lesson plans, you should ask a teacher to give you some feedback on your lesson plans

Divide your work into the following headings

What went well during my…..Where your aims & learning outcomes met? How do you know?What feedback did you receive from staff/children/parents?

How effective where my learning strategies? Discuss how effective the learning strategies you used were

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SECTION D: EvaluationThe section will be broken into three parts:

1. Analysis and evaluation of your own plan for learning2. Evaluation of relevant educational issues, theory and/or empirical evidence which

can be used to justify and/or criticises your own plans for learning3. A reasoned assessment of the appropriateness of the designs to the Key Stage

and aims

Learning styles: Visual, Auditory, Kinaestheticdiscovery or experiential learning – by exposure to concrete situations;modelling – by observing and imitating;reinforcement – resulting from praise/encouragement, task achievement or both;verbal instruction – by telling and explaining;researching and reading;reflection and analysis – by thinking about things, especially problem-solving.

How effective where the teaching techniques that I used?

Strengths, weakness and improvements of my ( topic 1 ) learning plan Where you lesson plans detailed? Was the task you used age appropriate What links to the curriculum did it have? Where your aims met? How do you know? Was the activity suitable for all learners? How good where your resources Evaluate your role. Were your organised? Had you planned your time well Did you carry out any assessments? How did this go?

Possible points to include in your evaluation- If your activity was very adult led, you need to say it should have been more experiential

learning. If you used worksheets, suggest methods that might have been better.- The timings (eg I didn’t realise it would take the children so long to…, I should have spent

longer explaining…)- The appropriateness for the age group- The appropriateness for the ability of the children (too easy/things they didn’t understand)- Whether the lesson was well planned- Whether there were any practical problems (eg it rained on day of planned trip outside)- Whether you used appropriate teaching methods (eg did you cater for all types of learners?)- Whether you managed pupils behaviour well- Whether you made good use of ICT facilities- Whether you had sufficient subject knowledge- Did the pupils demonstrate an interest/enjoyment in their learning (give evidence if possible)- Did you allow opportunities for children to work independently?- Did you allow opportunities for the children to take some responsibility for their own learning?- What evidence is there that the children fulfilled the learning objectives in the plan?- How much was achieved during the lesson?- Did you include enough opportunities for reward/encouragement?- Did you differentiate? (eg stretch the more able/support the weaker students)

Example of Section D

31This student did not carry out her lesson, but asked a nursery nurse to give her feedback – overall it was an A grade piece of work

Strategies for enabling learning such as (use ALL that are relevant to your topic area): Providing materials Providing feedback on performance Rewarding and encouraging, modelling/demonstrating/working alongside Providing prompts and suggestions Verbal instructions followed by individual practice Group or individual questioning Assessment (e.g. tests) Discussion Competitions Setting structured tasks Group work Individual work Field trips Role playing Using Stories Team work, with or without allocated roles

Evaluation of my lesson plan:

Numeracy – Shape:

Introduction:

Carrying out my lesson in a primary school seemed to be a very difficult task; I had a date set out to teach in a specific primary school, the head teacher planned a date and time for me to teach. However soon after these plans were made the head teacher then had to go on unexpected leave, the other teachers in the school were then reluctant to take over her role and allow me to teach as they were unaware of the situation. To overcome this issue I managed to have a group of six children of the age group five to six years, year one, to teach outside of school. The group of children did come from the primary school I was aiming to teach in that specific primary school. Therefore the only real plan that changed was the setting, rather than teaching in the school setting I taught in my home.

What went well I the shape lesson?

The aims of my lesson were met. As planned all children were clearly able to identify the shapes being used and then after a short discussion were able to indicate what the properties of the shapes were. The aims stated that most children would be able to compare the properties of two shapes; by the end of the lesson all children were able to do this. As expected only a few children went onto the extension task of identifying the 3D shapes but no children met the final aim which was to apply the properties to the 3D shapes are there wasn’t enough time. The children found the starter activity of identifying shapes to be quite simple; this actually was then effective as they turned the activity into a competition of who could answer first. Therefore the starter activity became fun which then made the children enthusiastic and wanting to learn more. The discussion of shapes and their properties seemed to be more challenging to explain than I thought; I had to explain the concepts a few times before I could see the children understanding. However on the other hand I found the use of different examples of shapes to explain the concept was effective as they then began to understand different properties. The children enjoyed the activity of filling in the large poster as a group using a range of colours. The aim of some children moving onto the 3D shapes may have been over ambitious. Some children did move onto this task and were able to complete it, however other children in this age group may not have found this as easy to complete.

How effective were my learning strategies?

Visual learning

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In my shape lesson the use of pictures of shapes benefitted all children as it increased their understanding. Being given a picture assisted the child as they could then count the number of sides using the picture for example. I felt that all children benefitted from the visual resources. Visual learners were highlighted in this task as I saw them refer back to the pictures of shapes more than the other students when completing the shape worksheet.

Auditory learningIn my shape lesson the auditory learners benefitted from group discussions, I found these children listened to other class members answers to questions. When they were then asked the same question they tended to repeat the answers they heard someone else say. Therefore I could see that they benefitted from discussions and they learnt through what they heard from their peers.

Kinaesthetic learningI included this style of learning in the role play shape game in the plenary, all the children enjoyed this game, it was a challenge trying to get them to understand what they had to do in the game but once they understood it was proven to be effective. When the children gave an incorrect answer I made sure I corrected them however after a few rounds they then understood and I feel all benefitted from the game.

Discovery learningI found that the children enjoyed discussing their answers and explaining why they gave the answer and present to the class what they did to get the answer. The children enjoyed to work individually and then share their answers with the rest of the group.

ModellingI found the children to imitate other student’s behaviours when they weren’t sure about the task they had to complete. However I worked to stop copying when they were completing individual tasks. Instead when I saw an individual seeking for advice from others I made sure I then gave that student extra guidance so they could also complete the work set and understand what they had to do.

ReinforcementIn my shape lesson I used positive reinforcement by the use of stickers. After they completed the worksheet or answered a question correctly the students were given a sticker. As I predicted when one student was given a sticker it then motivated the other children to work and behave in a good way in order for them to also get a sticker. I also praised the children when they were behaving well and helping other students with the shape activity. No punishment was needed in my lesson as all the children behaved in an appropriate way,

Verbal instructionIn the shape lesson I relied on verbal instruction to set tasks, I clearly stated what they needed to do. After the first explanation most children were then able to begin the activity with no issues. Some

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children that may not have understood were given extra prompts or the instructions were repeated in order for them to begin the activity they wished to complete.

Reflection and analysisI was able to analyse the students understanding of the topic they had been taught. The worksheet allowed me to quickly check over each students work to see whether the answers were mostly correct or not. I then was able which of the students understood and which ones didn’t. I found that there was only one student in the group that struggled with the task. To overcome this I then made sure that in the rest of the lesson I helped the student with the activities and also I tried to focus a few questions on them so that they were encouraged to think more.

How effective were the teaching techniques that I used?

o Providing materialsIn my numeracy lesson I had pictures of shapes laminated, I then used this to my advantage as I then gave each of the students a board marker, they could then use this to write on the laminated shape sheets. This activity was enjoyed by the children. Throughout the lesson I had all the worksheets prepared and laid out ready so that when we were ready to move onto the next task then it was all ready for them.

o Providing feedback on performanceFeedback was given through praise and through the use of stickers. This was effective as it acted as a motivation and encouraged the children to complete the activities they had been set to complete.

o Rewarding and encouragingThere was a situation whereby two students were distracted and off task, I then intervened and told them to continue to work. When I saw them both working I praised them for working hard. When they had completed the task I gave them a sticker for their hard work. This then encouraged them to continue this good behaviour and remain motivated in the other tasks.

o Providing prompts and suggestionsWhen I conducted a group discussion on a few occasions the children may have given answers that were not completely correct or that could be expanded further. If a wrong answer was given I’d let them know that that might not be completely correct and then ask them a simpler question to get them thinking to then achieve the right answer. For example a child was asked how many sides the hexagon had; when they answered incorrectly I showed them a picture and prompted them to count the sides together. Then the child was able to give the correct answer.

o Group and individual questioningI found that the children enjoyed group tasks more than the individual tasks. In group tasks I found them all willing to work together.

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Individually there were more distractions and as the activities individually were longer which could have also caused then to lose interest quicker.

o AssessmentI was able to check the student’s progress through the individual work completing the worksheet. Also the role-play shape game allowed me to identify at the end of the lesson which students were confident on the topic and which weren’t. The shape role play assessment/game allowed me to realise that the students had met the aims and objectives of the lessons as they were able to identify the properties of shapes and some were then also able to begin to compare properties of two shapes.

Strengths, Weakness and Improvements of my Shape lesson:

Strengths:

The lesson plans I created were appropriate and effective, when I planned to teach in the primary school the head teacher went over my lesson plans and was happy to then allow me to teach in the school. I felt my lesson plans were effective as when I was teaching my lesson I often referred back to the plan so I then had a clear outline of what I was doing. After teaching my lesson I had feedback from those who were observing me, they stated that the “lesson was very thoroughly planned.”

The starter and main activity I felt were well suited for the age group, the children found the topic challenging at first however after practice and discussions the children grasped the main ideas. My lesson feedback stated that the observer felt the lesson suitability to the age group was “good.”

I feel that the children did learn the main aims they were meant to, the lesson was ended and after a small discussion with the children I felt that they left the lesson knowing more than what they began the lesson with. The lesson evaluation stated that they felt the children “extended their previous basic knowledge.” The aim for all children to identify shapes and properties was met along with the aim that shape properties could be compared.

Feedback on this lesson was interesting as it stated that all children were engaged in the activities, this surprised me as I expected children to lose interest as it was outside of school hours and numeracy may be seen by the children as a subject that isn’t interesting. The lesson evaluation supports this as the observer felt “all children were engaged.”

I felt my role as a teacher was met, I taught the main aims of the lesson and I feel I managed the student’s behaviour well. When children became disengaged I was successful in getting them motivated again to continue working. The children weren’t badly behaved so there was no need for me to punish them in any way. I felt I was also successful in promoting good behaviour by the use of praise and reinforcement. Also the observer stated

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that she felt, “the children were excited about their new teacher” I felt I managed this well by engaging the children in the tasks they were doing and reducing any disruptive behaviour. I reengaged the children by motivating them through the use of stickers, I stated that if they did complete the task set then they could have a sticker at the end.

The communication skills shown by me in the lesson I felt were effective my tone of voice and clarity of speech were described as being excellent. This was useful when I was giving instructions and also managing behaviour. When two of the children were distracted and not completing the work they were meant to I lowered my tone of voice and used an assertive tone of voice which was effective as the children then got back on task.

Weaknesses:

Timing was an issue with this shape lesson; I found that I had planned too much for so little time. The children took longer to grasp concepts than what I expected; I had to spend longer on the explanations to the students. Therefore the lesson over ran by 10 minutes. The observer stated that “the lesson was tight for time maybe next time I could reduce the number of shapes we were working with.” However I felt that the more shapes the properties could be applied to it may develop their understanding further and provide a baseline for future learning.

The children’s behaviour may have been altered due to them knowing who I was. The students that I taught the lesson to are children that I babysit for on a regular basis and also as some of my family members work in the school. I felt this affected their behaviour as they were better behaved than if I was a complete stranger.

My extension task was found to be too challenging when it was shown to the head teacher in the primary school, she said that some of the students would be able to complete the task. In my lesson the students that moved onto the extension task were very bright children, I soon realised that if the other children were to finish quickly then they may not have understood the task as well. The observer stated, “the extension work was only suited for the more able students.” This is supporting my doubts of the task being too challenging for all the students to complete. However this task may have been advantageous to some students as it shows differentiation, it shows how I am stretching the more able students.

The activity where the students were working independently on the worksheet wasn’t as interesting as the other tasks which did cause two students to lose interest.

Improvements:

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Work on my timings; make sure that I plan a lesson more concisely so that I can control the activities more. If children are working at a slow pace next time I should encourage them along more and move on when the time is up.

To improve next time I could choose children who are not familiar with me and don’t know who I am. I feel this will give me an opportunity to see how other children behave and alter how I respond to these children and manage their behaviour.

To improve my extension task for next time I will simplify it somewhat so that it can be completed by all class members. So when planning a future lesson I might seek advice from a teacher of the age group so that I can choose an extension task that meets my aims but that is also achievable by the children of that age group.

To make the independent work on the worksheet more interesting maybe the students could instead complete a similar activity on the computer. They may find this more interesting and it may distract them a bit so that they are focusing more on the technology but at the same time they are completing the work and being assessed. Also these methods of teaching sometimes provide immediate feedback, for example marking the activity online so the student themselves can find out straight away what grade they managed to achieve.

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Structure of the report

6. SECTION D – Evaluation

Guidance The main theories that you will be looking at are:

Learning Theorists Skinner’s Learning Theory Social Learning Theory Piaget’s theory of Cognitive Development Bruner’s theory of Cognitive Development Vygotsky work on Cognitive Development

Educational Theorists Montessori Frobel Steiner Isaacs

Language theorists Berko Roger Brown

Guidance: How to structure your work

Main ideas of (enter theories name)First start by summarising the theory that applies to your learning topic

Positive evaluation of (enter theories name)What are the positive features of this theory? How can it be applied to education? How can teachers use this theory in teaching your topic area?

How did I use (enter theories name)in my lesson plan?Using the theory you have described explain how the principles of this theory was applied to your lesson plan.

Negative criticisms of (enter theories name)Are there any criticisms to this theory?

Some of the theories will not apply to your learning plan

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Linking theories to your activities - Examples

Skinner believed that if children are rewarded, this will reinforce learning. In my lesson I rewarded the children who manage to say their 10 times table off by heart. This should mean that they will want to learn more times tables because they associate it with rewards.

Steiner believed that imaginative play is important in education and that learning should be made fun. My first activity uses these ideas. By making part of the classroom look like a sweet shop, the children were able be using their imagination as well as hopefully finding the activity fun.

Vygotsky highlighted the importance of learning from instruction and defined children’s intelligence as the extent to which they are able to do this. He said a teacher’s role is to encourage children to concentrate and pay attention. By showing the children a video clip and then asking them questions on it afterwards, I will be encouraging them to concentrate. They should be particularly attentive because I will warn them before showing the clip that they will be asked questions on it afterwards.

Structure of the report 7. SECTION D – Appendix

Guidance

What could be included in the appendix? Relevant extracts from National Curriculum/Early Learning Goals Evidence of visits to schools Lesson plans from other schools Recipes/ how to make… Copies of stories used…

Resource material in the appendix needs to be labelled (ie write on each piece what it has been used for and refer to relevant page in main body of work)

WARNING: If you have only included a bibliography, you will only get 6 mark max out of 20 for A03

Remember, you should be referring to the appendix throughout your coursework. It is worth 25% of your overall mark.

How to refer to appendix in main body of workExamples Teachers might make use of songs such as the alphabet song (See Appendix A).

ORNursery teachers monitor a child’s progress using the Foundation Stage Profile (See Appendix B)

Then in appendix you will put a copy of whatever was mentioned.

Your report must

Be all your own work

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SECTION D: AppendixThis section should include references to all sources you used to develop your plans. You need to include a brief outline of each source used, with a statement of what the source was used for.Include a bibliography listing all publications and web sites used. (It is important to start this section as soon as you embark on this report and keep it up to date).

THIS SECTION SHOULD BE CHUNKY!!!

Build on some of the facts and theories described in AS Units 4:Child Development and A2 Unit 12 Human Development: Factors and Theories

Demonstrate sound understanding Be fully referenced

PLEASE REFER TO A2 SMITHSON TEXT BOOK P232-239 A2 HEINEMANN TEXTBOOK 191-272 AQA SPECIFICATION

Assessment Objectives:

The Assessment Objectives are common to AS and A Level. You are required to meet the following assessment objectives.

Quality of Written Communication (QWC)

Throughout your portfolio work your QWC will be assessed. This requires you to produce written material in English that:

ensures that text is legible and that spelling, punctuation and grammar are accurate so that meaning is clear

selects and uses a form and style of writing appropriate to purpose and to complex subject matter

Organises information clearly and coherently, using specialist vocabulary when appropriate.

Marks for QWC are incorporated into the assessment criteria for AO3 and AO4.For this unit this is section B, C, D & E

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The skills you need to show are shown below. The weightings are shown for Unit 1

A01 Knowledge, Understanding and Skills Demonstrate relevant knowledge, understanding and skills.

A02 Application of Knowledge, Understanding and Skills Apply knowledge, understanding and skills.

A03 Research and Analysis Use appropriate research techniques to obtain information from a range of

sources. Analyse issues and problems

A04 Evaluation Evaluate evidence, make judgements and draw conclusions about work-related

issues.

Useful Resources

Books for further reading:Bee, H. et al (2003) The Developing World of the Child Allyn and BaconBee, H. (1999) The Developing Child (9th edition), LongmanBruce, T. and Meggitt, C. (2002) Child Care and Education, Hodder ArnoldDaly, M., Byers, E, Taylor, W (2006) Understanding Early Years Theory in PracticeHutchin, V (2012) The EYFS: A practical Guide for Students and Professionals (CACHE)Lindon, J. (2012) Understanding Child Development 0-8 years 3edMeggit, C. (2012) Child Development: An illustrated Guide 3rd EditionMoonie, N. (2006) Health and Social Care (GCE A2 Level) HeinemannNational Assessment Agency (2005) Building a Picture of What Children Can DoPound, L. and Hughes, K. (2005) ‘How children learn from Montessori to Vygotsky, Educational Theories and Approaches Made Easy, Step Forward PublishingSheridan, M. et al (1997) From Birth to Five Years: Children’s Developmental Progress RoutledgeTassoni, P. Hucker, K. (2005) Planning Play and the Early Years Oxford: Heinemann

Magazines and newspapers:Child EducationNursery EducationNursery WorldThe Times Education Supplement

Main Websites:http://www.education.gov.uk/schools/teachingandlearning/curriculum (National Curriculum website)http://www.foundationyears.org.uk/early-years-foundation-stage-2012/ (EYFS website)

http://www.education.gov.uk/schools/teachingandlearning/assessment Click on attainment targets to see what children should be achieving in this area (remember all children should be at Level 2, most able at Level 3 by end of Key Stage One)

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Main textbooksChapter 6: Early Years p212 -239Smithson, R. (2006) AQA A2 Health and Social Care, Phillip Allan Updates: Oxfordshire

Chapter 16: Early Years p191 -230Moonie, N. (2006) A2 for AQA Health and Social Care, Heinemann: Oxford

Copies of these chapters are available on VLE and Student Shared Area

Useful Websites www.direct.gov.ukwww.ncaction.org.uk (National Curriculum in Action – lesson plans for teachers)www.literacytrust.org.uk (National Literacy Trust)www.nurseryworld.co.uk (Nursery World magazine)www.underfives.co.uk - lesson plans for EYFSwww.preschool.org.ukhttp://en.wikipedia.org/wiki/Wug_testwww.bbc.co.uk/schools (area for parents has fun activities for ideas!)

Unit 4: Educating Children & Young People Final checklist

What should be included for unit 4:

Title page: Health and Social Care/ Unit 4: Educating Children & Young People / Your name / Candidate Number / Centre number (14527)

Section A: Introduction

Section A for topic

Section B Topic description

Topic 1 Table lesson plan

Topic 1 Detailed lesson plan

Topic 2 Table lesson plan

Topic 2 Detailed lesson plan

Section C (Evaluation) title page

Topic 1 lesson evaluation

Topic 2 lesson evaluation

Evaluation of theories for topic one and two

SEE PAGE BELOW FOR MORE DETAIL ON APPENDIX Section D (Appendix) title page

Table of references (see p15 in student guide)

Appendix for Section A – Topic Description

Websites printed/highlighted and cross referenced

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Summary of assessment and checklist for Unit HSC04

The assessment of this unit is based on an identified Key Stage in education. The report must include a learning topic description, a learning plan, an

evaluation and source material. The report must have the following sections –

A Introduction- stating the Key Stage chosen, the topic, the type of educational establishment and sector and a description of the curriculum followed.

B Topic Description- In this section you should describe: the topic you have chosen the main strategies for enabling learning in this topic area, including the usual

ways in which learning takes place, and (if appropriate) typical learning materials, teaching/learning techniques and learning situations

you should relate your description to the types of learning typical of children and young people of the Key Stage you have chosen, quoting relevant theorists

you should also describe (if appropriate) how learning is assessed and how progress/level of attainment can be measured.

C Learning Plan- This section should contain: your own plan for setting up a learning experience for your chosen learning

topic, specifying (if appropriate) the design and/or selection of learning materials, activities, procedure and situation required. These should all be appropriate to the Key Stage you have chosen

the planned learning experience should typically relate to a learning experience of around half an hour

you should clearly state the educational aim(s) of your plan.D Evaluation- In this section you should include:

an analysis and evaluation of your own plan for learning your evaluation of relevant educational issues, theory and/or empirical

evidence, which can be used to justify and/or criticise your own plans for learning

a reasoned assessment of the appropriateness of the designs to the Key Stage and aims.

E Appendix- This section should include:

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references to sources of information used to develop your plans with explanations of how sources were used. The references must be in the correct form.

any documents you used, such as extracts of existing curriculum documents or lesson plans

other relevant material.

AO1 The maximum number of marks is 28. Assessment comes from section A – introduction and section B – topic

description

Tasks TICKThe key stage is identified.The topic is clearly named and describedThe type of educational establishment is presentThere is a description of the curriculum followedThe main strategies for enabling learning are covered – this should include the usual ways learning takes place, appropriate learning materials if any, teaching/learning techniques and learning situations.The description only relates to the types of learning typical at the chosen key stage age children and quotes the relevant theorists.The assessment methods are described to include how progress and attainment are measured.

MB 1 1-7 marks A topic is described with some accurate information about strategies and methods. Assessment methods are not mentioned.

MB 2 8-14 marks Topic and strategy descriptions are detailed, mainly accurate and clearly appropriate to the KS specified. Assessment methods are described.

MB 3 15-21 marks Description of the topic is detailed and accurate. The main

relevant strategies are Key Stage-appropriate and clearly described with appropriate reference to types and techniques of learning.Assessment methods are accurately described, where appropriate.

MB 4 22-28 marks Descriptions of the topic and strategies are presented without significant omissions. The description reveals

an excellent grasp of types and techniques of learning.In-depth and accurate descriptions of assessment methods are provided, where appropriate.

AO2 The maximum number of marks is 20.Assessment is from Section C – Learning plan

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The candidates own plan for setting up a learning experience for their own chosen learning topic, specifying (if appropriate) the design and/or selection of learning materials, activities, procedure and situation required. These should be appropriate to the Key Stage chosen.The planned experience will take 30 mins.The plan clearly states the educational aims.

MB 1 1-5 marks A coherent learning plan is presented for the topic.Aims are stated.

MB 2 6-10 marks The learning plan provided is detailed, specific and clearly Key Stage-appropriate.Aims are clear and specific.

MB 3 11-15 marks The learning plan provided reveals sound understanding

of educational practice for the specified Key Stage. Materials provided are well-chosen/designed, appropriate to explicitly-stated aims and to the Key Stage specified.

MB 4 16-20 marks The learning plan and materials for the topic reveal flair

and imagination, and appear highly likely to achieve explicitly-stated aims. They are presented with enough detail to enable the reader to provide the specified learning experience.

AO3 The maximum number of marks is 16 Assessment is from Section E - The Appendix and the portfolio as a

whole.

Full references to sources of information used to develop the plan/sAny documents used – this could include extracts from existing curriculum documents or lesson plansOther relevant material

MB 1 1-4 marks Some relevant background research source material is present.No Explanation is evident.References are not included.Information in the portfolio of evidence is poorly-organised and lacks a coherent structure, although it may contain some valid points. The portfolio of evidence contains significant errors and/or omissions in the use of technical terms, spelling, punctuation and grammar leading to a lack of clarity.

MB 2 5-8 marks The chosen topic is supported by appropriate background

research material.45

No explanation is evident.References are included.Information in the portfolio of evidence shows some organisation and structure and contains some valid evidence. The portfolio of evidence contains some errors and/or omissions in the use of technical terms, spelling, punctuation and grammar leading to inconsistency in clarity.

MB 3 9-12 marks A range of background research sources are included, which

are directly relevant to the topic chosen. Explanation of how sources have been used.References are in the correct form.Information in the portfolio of evidence is mainly well-organised and structured and is supported by valid evidence. The portfolio of evidence is written with reasonable clarity but has a few minor errors and/or omissions in the use of technical terms, spelling, punctuation and grammar.

MB 4 13-16 marks There is evidence of thorough research into the chosen topic

area, together with sources for relevant techniques and theory.Explanation of how sources have been used.References are in the correct form.Information in the portfolio of evidence is logically-organised leading to a coherent structure and is supported by a range of valid evidence. The portfolio of evidence is clearly written with few minor errors in the use of technical terms, spelling, punctuation and grammar.

AO4 The maximum marks 16. Assessment is from section D – evaluation.

An analysis and evaluation of your own learning plan is present.There will be an evaluation of relevant educational issues, theory and/or empirical evidence which can be used to justify and/or criticise their own plans for learningA reasoned assessment of the appropriateness of the designs to the Key Stage and aims.

MB 1 1-4 marks Some appropriate evaluation of the plan is present,

including reference to theory. The portfolio of evidence contains significant errors and/or omissions in the use of technical terms, spelling, punctuation and grammar leading to a lack of clarity.

MB 2 5-8 marks Evaluative points and references to theory are 46

mainly accurate, and appropriately linked with the stated aims of the plan. The portfolio of evidence contains some errors and/or omissions in the use of technical terms, spelling, punctuation and grammar leading to inconsistency in clarity.

MB 3 9-12 marks Evaluations are reasoned and justified with reference to

relevant issues, theory and evidence.The evaluations are sound and plausible in relation to the plan presented, and related appropriately to the stated aims and the Key Stage Specified.

MB 4 13-16 marks Evaluations are thorough, reasoned and justified, and refer accurately and without obvious omissions to a range of relevant theories, issues and evidence in learning.

The evaluations are completely consistent with the stated aims and reveal a realistic understanding of learning techniques and the capabilities of the Key Stage specified.

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Meeting the A Grade Criteria

Section A (Topic description) Have you described the topics and

strategies in detail? Have you shown good understanding

of types of learning? Have you shown a good

understanding of techniques for learning?

Have you given in-depth and accurate descriptions of assessment methods?

Section B (Learning plans) Are aims stated explicitly? Do learning plans and materials reveal

flair and imagination? Will the learning plans achieve the

aims? Is there enough details in the learning

plans for someone else to be able to repeat the lesson?

Section C (Evaluation) Is your evaluation thorough, reasoned

and justified? Have you referred to a range of relevant

theories, issues and evidence? Is your evaluation completely consistent

with the stated aims? Does it reveal a realistic understanding

of learning techniques and the capabilities of the age group specified?

Section D (Source Material) Have you provided evidence of thorough

research into the two chosen topic areas?

Have you included a copy of all of the documents you have used as part of your research and explained how you used each document?

Have you cross referenced all source material?

Have you given a list of all sources used? Are all of your references in the correct

form (Name of author, Year, Name of book, Publisher)

Assessment Grades Log

MTG Predicted grade

Assessment activity Grade What do you need to do to improve?

Introduction to report

List 1 learning plan

Detailed description of List 1 learning plan

Section A for first topic

Lesson plan & Detailed description of List 2

learning plan

Section A for topic 2

Evaluation of learning plans

How theories apply to my learning plans

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*Comments must relate to grade achieved and refer to assessment criteria identifying how to improve if the grade is below targetIf the grade is on or above target note why this has been achieved referring to the assessment criteria

Please keep this sheet in your folder

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