Child Development

OCR Cambridge National – Child Development Year 9

Unit

Topics

How will I be assessed

Term 1

Learning Outcome 1: Understand reproduction and the roles and responsibilities of parenthood

Learners must be taught: The wide range of factors which affect the decision to have children, i.e.

• relationship between partners • finance • parental age • peer pressure/social expectations • genetic counselling for hereditary diseases (e.g. Down’s Syndrome, cystic fibrosis, sickle cell anaemia, muscular dystrophy) Pre-conception health, i.e.

• diet • exercise • healthy weight • dangers of smoking/alcohol/recreational drugs • up-to-date immunisations Roles and responsibilities of parenthood, i.e.

• meeting primary needs, i.e. o food o clothing o shelter o warmth o rest/sleep • providing love and nurture • socialisation, customs, values (e.g. patterns of behaviour, social interaction, role models) To recognise and evaluate methods of contraception, their efficiency and reliability, i.e.

• barrier methods, i.e. o male and female condoms o diaphragm or cap • contraceptive pill, i.e. o combined o progestogen-only • intrauterine device and intrauterine system • contraceptive injection • contraceptive patch • contraceptive implant • natural family planning • emergency contraceptive pill

The structure and function of male and female reproductive systems, i.e.

• female reproductive system, i.e. o ovaries o fallopian tubes o uterus/lining of the uterus o cervix o vagina o the menstrual cycle

• male reproductive system, i.e. o testes o sperm duct system/epididymis o urethra o penis o vas deferens

• how reproduction takes place, i.e. o ovulation o conception/fertilisation o implantation o development of the embryo o development of the foetus o multiple pregnancies

• the signs and symptoms of pregnancy, i.e. o missed period o breast changes o passing urine frequently o tiredness o nausea

End of topic assessments

Term 2

Learning Outcome 2: Understand antenatal care and preparation for birth

Term 3

Learning Outcome 3: Understand postnatal checks, postnatal provision and conditions for development

Learners must be taught: The roles of the different health professionals supporting the pregnant mother, i.e.

• Midwife • Obstetrician • General Practitioner • Gynaecologist • Paediatrician The importance of antenatal and parenting classes, i.e.

• preparing for a safe pregnancy and delivery • preparation of both parents for labour and parenthood • role of father/partner in supporting the mother throughout pregnancy and birth • for the birth to be an emotionally satisfying experience • promotion of healthy lifestyle and breastfeeding Routine checks carried out at an antenatal clinic, including scans, i.e.

• weight check • blood tests • blood pressure • urine test • STIs • examination of the uterus • baby’s heartbeat • ultrasound dating scan Specialised diagnostic tests, i.e.

• ultrasound anomaly scan/mid-pregnancy scan • nuchal fold translucency scan • AFP (alpha fetoprotein) test • CVS (chorionic villus sampling) • amniocentisis • NIPT blood test (non-invasive prenatal testing) The choices available for delivery, i.e.

• hospital birth (e.g. Consultant-led units, Midwife or GP-led units, birthing centres) • home birth • domino scheme • private hospital/independent midwife The stages of labour and the methods of delivery, including pain relief, i.e.

• stage 1 – neck of the uterus opens • stage 2 – the birth of the baby • stage 3 – delivery of placenta and membranes • methods of delivery, i.e. o forceps o ventouse o elective/emergency caesarean section • pain relief, i.e. o gas and air (Entonox) o pethidine o epidural anaesthetic o TENS o water birth o breathing and relaxation techniques Learners must be taught: The postnatal checks of the newborn baby, i.e.

• Apgar score • skin o vernix o lanugo • physical checks o weight o length o head circumference o fontanelle o eyes o mouth o feet o fingers o hips • reflexes o sucking o rooting o grasp o walking o startle (Moro) The specific needs of the pre-term (premature) baby, i.e.

• baby born before 37 weeks • specific needs, i.e. o treatment for infection o breathing problems

End of topic assessments

o feeding problems The postnatal provision available for the mother and baby and the postnatal needs of the family, i.e.

• the role of the father/partner • support from other family and friends • information, advice and support from the GP, Midwife and Health Visitor • postnatal check 6 weeks after birth • 6-8 week review by Health Visitor or Doctor Conditions for development, i.e.

• the importance of the environment to the child and the need for, i.e. o love and security o warmth o rest/sleep o exercise/fresh air o cleanliness o stimulation/opportunities to play o opportunities for listening and talking o routine (e.g. bedtime, bath time, feeding) o awareness of Sudden Infant Death Syndrome (SIDS) • the need for acceptable patterns of behaviour and approaches to discipline, i.e. o need for boundaries o consideration of others o safety o promoting positive behaviour

OCR GCSE Child Development

Year 10

Unit

Topics

Term 1

Physical development Intellectual development Social development Emotional development (0-5) Safety

Term 2

Practical task 2

Development norms • To identify the norms from birth to five years • How the baby develops physically from birth to 5 years • The development of fine and gross motor skills.

Conditions for development • The selection of clothing and footwear for babies and children • The need for warmth, rest, sleep, exercise, fresh air, cleanliness, routine and the importance of the housing environment to the child. Safety • How to create a safe, child-friendly environment within the home and the garden/play areas • To be aware of the most common childhood accidents • The importance of road and car safety • How safety has become an issue due to diverse family lifestyles.

Conditions for development • The factors promoting development and appreciation of the importance of environment, support, talking and listening to a child, stimulation, love, praise, security, encouragement, bonding, quality time, opportunity to play.

Patterns of learning • The stages of intellectual (cognitive) development, including communication and language, number skills, reading and writing Short Task two Internally Design and make a book for a pre-schooler assessed/externally

Term 3

Investigative task 1

Nutrition and feeding • To justify the choice between breast and bottle feeding • How to introduce mixed feeding (weaning) and to experience the range of food products available • How to encourage healthy attitudes to food and eating patterns in childhood • The function and sources of the major nutrients in the diet, e.g. protein, fats, carbohydrates, vitamins and minerals • The importance of healthy eating and its relationship to dietrelated illnesses • The importance and application of hygienic practices related to food preparation within the home.

How will I be assessed End of topic assessments

moderated Internally assessed/externally moderated

Nutrition Short Task three Comparing baby foods

Topics

Year 11

Unit

Term 1

Candidates complete one Child Study Task which assesses a Child Study (Individual Task) variety of skills

Term 2

Health and community support

Term 3

Review and revision

How will I be assessed Internally assessed/externally moderated

Candidates choose a set OCR theme as a basis for the study The child to be studied must be aged 0-5 years The child outside the family unit External exam The need for day-care provision To know the types of pre-school provision available, their regulation and control.

Community provision The statutory services available for children and families The voluntary services and self-help agencies available to children and families The statutory services available to children and families for those with special/additional needs The voluntary services available to children and families for those with special/additional needs The effects of special/additional needs children on families.

All of the above External exam