HSC04 Scheme of work
HSC04 Scheme of Work V3
New A-Level Health & Social Care/Schemes of work/Version 3.0
Unit Title HSC04: Educating Children and Young People (Optional)
This unit introduces candidates to the theory and practice of learning in education. It also gives candidates the opportunity to plan a learning
situation themselves.
Method of assessment – portfolio of evidence
Topic
3.4.1
The roles of learning,
child-rearing, genetics
and maturation
Learning
Key
Suggested activities
objectives/understanding terms/definitions/notes
Learning
Introduce the unit.
Child Rearing
Genetics
3.4.2
Types of learning
3.4.3
Techniques for
enabling learning
Understand that children
learn in a variety of ways:
 Discovery or
experiential learning
 Modelling
 Reinforcement
 Verbal instruction
 Researching and
reading
 Reflection and
analysis
Techniques commonly
used include:
 Providing materials
designed to enable
Maturation – the gradual
process of becoming
physically mature or fully
developed.
 Discovery or
experiential
learning
 Modelling
 Reinforcement
 Verbal instruction
 Researching and
reading
 Reflection and
analysis
Effective techniques
take into account
existing abilities of the
child, linked to child’s
Discuss with the
students how best they
learn – there are lots of
tests for them to
complete to find their
learning style.
Resources
AQA A2 Health & Social
Care R Smithson – Pgs 212232
Look at pictures of
children doing activities
– identify the types of
activities being seen.
Think about own
learning – what
lessons/styles do they
remember.
Health & Social Care – AS.
Walsh, Stephens &
Chaloner.
Pgs 14-27 – intellectual
development.
If able – observe a
lesson at a Primary
School or nursery or
even at own school –
Intellectual activities –
Health & Social Care – AS.
Walsh, Stephens &
Chaloner.
Health & Social Care – Neil
Moonie Pgs 285-Theories of
Human Behaviour.
HSC04 Scheme of Work V3
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3.4.4
Theories of
development, learning
and education
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discovery learning
Providing immediate
feedback on
performance
Rewarding and
encouraging,
demonstrate skills
Providing prompts
and suggestions
Setting structured
tasks
Learning theory –
principles of operant
conditioning as
described by
Skinner.
Social learning
theory – modelling,
selective
encouragement and
discouragement,
acquisitions
cognitions, norms of
behaviours and
schemas.
Piaget’s theory of
cognitive
development
Bruner’s theory of
cognitive
development
Vygotsky’s work on
cognitive
development
The work of
age and experience.
look at how the children
are taught. Design a
proforma to measure
what is observed.
Pgs 218-221
Use lessons available on
teacher sites to observe.
www.tes.co.uk/teachingresources/ - lots of useful
lesson resources – good to
show variety of techniques.
Candidates will only
need to know the
theories of development
that are relevant to the
chosen key stage.
Students can choose
each theorist and do
brief overview of the
theory – work in pairs
and present to rest of
group – a definition of
the theory with some
examples.
www.psychlotron.org.uk
Welcome to the Psychlotron
Teaching Resource Bank
Click on resources to browse
the selection of
downloadable Psychology
teaching resources for AS
and A2 level. Very useful for
all.
Psychology for AS Level –
Cardwell, Clark and Meldrum
Pgs 94-96
Collins Psychology for A2
Pgs 252 – 281 Language &
Culture, Language
Acquisition and Problemsolving and decision making.
Social learning theory –
Health & Social Care Core
Themes – Beryl Stretch Pg
146
HSC04 Scheme of Work V3
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3.4.5
Assessment across
the Key Stages
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researchers Roger
Brown and Berko
into language
acquisition
The work of
educational
theorists and
practitioners to
include Maria
Montessori,
Friedrich Froebel,
Rudolf Steiner,
Susan Isaacs if
appropriate.
Familiarity with
formal and informal
methods of
assessment,
including
developmental
inventories, teacher
assessments and
Standard
Assessment Tasks
(SATs) which apply
across the chosen
Key Stage.
Candidates should
also know how the
content of the
curriculum and
levels of attainment
are relevant across
the Key Stage.
www.psychexchange.co.uk/
a website where teachers
share resources.
How Children Learn
Linda Pound
ISBN 978-1-90457-509-2
Assessment
SATs/ Levels/ GCSEs –
which ever applies.
Teacher to present
methods of assessment
used at each key stage.
Department for Education
www.education.gov.uk
Education Department
Websites for National
Curriculum.
TES resources has good
resources.
Schools own documents –
tracking systems.
Curriculum.
Levels of attainment.
HSC04 Scheme of Work V3
Issues in the education
of children and young
people
You 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
in ability groups
rather than in 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/her own
interests and
Classes
Setting
HSC04 Scheme of Work V3
aptitudes.
Candidates will need to
only apply this to their
chosen key stage.
N.B. – There is a website www.cannyminds.com which has resources for learning. Students may find it useful to help with topics.
3.4.6
The portfolio should include the following:
Section A Introduction
In this section you should include:
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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 description
In this section you should describe:
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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.
HSC04 Scheme of Work V3
Section C Learning plans
This section should contain:
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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.
Section D Evaluation
In this section you should include:
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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.
Section E Appendix
This section should include:
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references to sources of information used to develop your plans
any documents you used, such as extracts of existing curriculum documents or lesson plans
other relevant material.