Course Overview
Course/Subject Title:
Prepared by:
Awarding body:
This qualification aims to enable learners to develop basic knowledge and
understanding of the needs of babies and young children from birth to 5
years. It seeks to develop an understanding of the role of
the practitioner in babies’ and young children’s development in a variety of
settings. The qualification also seeks to develop the skills needed to
support babies’ and young children’s care and learning needs
in sessional and full-day care settings whilst exploring a range of potential
careers related to working with babies and young children.
This qualification is ideally suited to those working or volunteering in an early
years setting, in roles with limited responsibilities, who wish to achieve a formal
qualification or to follow a career in childcare/early years.
Developing Skills for Early
Years practice Level 2
Unit 2 children’s rights
Sally Hazlewood-McNair
NCFE
Lesson Duration:
10am-3pm (5hrs including half
hour break)
Start Date: 6th January 2011
End date: 8th July 2011
Assessment Details:
The NCFE Level 2 Certificate in Developing Skills for Early Years
Practice is internally assessed. The candidate must produce a
portfolio of work that covers all learning outcomes of this
qualification.
Each candidate must create a portfolio of evidence, which
demonstrates achievement of all learning outcomes associated with
each unit. Learning outcomes specify what each candidate has to
achieve and are included within Section 3 of this Qualification
Specification.
Differentiation: is shown within the variety of selected materials given to each individual during sessions,
peer work strategies and teacher assistance is given through out lessons which will be identified within
corresponding lesson plans.
Extension Activities: these are provided during each session in the form of: Handouts, research activities,
presentations and any other form of activity deemed appropriate to the learner and the content of lesson
All learning styles are accommodated within the range of teaching materials/strategies
1
2
Week:
10/02/
11
Topics to be covered?
L.O
What will learners do?
How will
learning be
checked?
Key/basic
skills?
What
resources are
needed
What independent
learning/homework
will be set?
Contribute to the provision of equal
opportunities for children
and young people
1.1
Listen/discuss
Observation, Q &
A, discussion
1.4
Participate in warm up activity/
discuss last weeks learning, present
and discuss completed homework &
put into file
All areas of the
unit are
matched to key
Skills;
English, Maths,
IT Planning and
Reviewing
Problem Solving
Working with
Others
Paper, pens,
computer,
whiteboard, video/
PowerPoint,
handouts, sample
policies, leaflets.
Craft materials,
worksheets
To investigate own
settings procedures for
safeguarding children
and confidentiality
procedures/discuss in
following lesson
(intro)
•Warm Up
•Recap last weeks learning
•Homework from last session
worksheet (1.1)
•
What is the UN Convention on the
Ri rights of the Child?
Watch video & discuss
•Thought shower tasks in groups
for given situations
•Complete worksheet
•Presentation of completed work
In groups discuss the question
above and then answer the
following:
What rights should children
have? Should this be the same
for all children? Is it the case
for all? Why do some not have
such rights?
Write answers on post it notes
and stick around the
whiteboard/feedback
Observation, Q &
A, completion of
worksheet,
feedback
Observation,
differentiated Q
& A, completion of
worksheet &
posters, check
responses
Observation,
differentiated Q
& A, completion of
activities/
Feedback
Observation,
differentiated Q
& A, completion of
worksheets,
activities/
Feedback
Observation,
differentiated Q
& A, completion of
worksheets,
activities/
Feedback
3
Week: 2
17th/02/11
Topics to be covered?
L.O
•Warm Up
•Recap last weeks learning
What will learners do?
How will
learning be
checked?
Key/basic
skills?
What
resources are
needed
Participate in warm up activity/
discuss last weeks learning, discuss
homework
Observation, Q &
A, discussion
In pairs discuss what safeguarding
mean/feedback. Watch/listen to
presentation
Discuss,
Observation, Q &
A, completion of
task & feedback
Paper, pens,
computer,
whiteboard, video/
PowerPoint,
handouts, sample
policies, leaflets.
Craft materials,
worksheets
Watch/listen to presentation
Small group activities/discussion/
Worksheets
Observation,
differentiated Q
& A, completion of
mind map/group
tasks
All areas of the
unit are
matched to key
Skills;
English, Maths,
IT Planning and
Reviewing
Problem Solving
Working with
Others
•Homework from last session
1.7
Read the information provided
on the Convention on the Rights
of the Child; read each article
and annotate where
appropriate to show your
opinion and make links to
practice.
1.8
1.9
Research task
In groups using the internet
research the rights of children
and create a PowerPoint
presentation to show the whole
class: stating 3 articles taken
from the convention on
children’s rights, that you think
are the most important and say
why
You will give feedback to each
group regarding their
What independent
learning/homework
will be set?
Observation,
differentiated Q &
A, completion of
case studies
Feedback
Observation,
differentiated Q &
A, completion of
worksheets,
activities/
Feedback
4
presentations
Week: 3
24th/02/11
Topics to be covered?
L.O
What will learners do?
How will
learning be
checked?
Key/basic
skills?
What
resources are
needed
•Warm Up
•Recap last weeks learning
Participate in warm up activity/
discuss last weeks learning, discuss
homework
Observation, Q &
A, discussion
Introduce this weeks topics
*Discrimination
Watch/listen to presentation
In pairs complete a mind map ‘what
is discrimination’ & feedback.
Paper, pens,
computer,
whiteboard, video/
PowerPoint,
handouts, sample
policies, leaflets.
Craft materials,
worksheets
*What is indirect
discrimination
Watch/listen to presentation
Small group
activities/discussion/use LRC to
research this subject create
PowerPoint presentations/
feedback/discuss complete
worksheets
Observation,
differentiated Q
& A, completion of
mind map/group
tasks, individual
responses
All areas of the
unit are
matched to key
Skills;
English, Maths,
IT Planning and
Reviewing
Problem Solving
Working with
Others
*What is direct discrimination
How does discrimination
impact on a child’s
development
Small group discussion, complete
case studies, present findings
Group discussions/ answer
questions on
worksheet/feedback
What independent
learning/homework
will be set?
Observation,
differentiated Q &
A, completion of
presentations
Feedback of
individual
responses
Observation,
differentiated Q &
A, completion of
case studies
worksheets,
activities/
Feedback
5
Week: 4
03/03/11
Topics to be covered?
L.O
•Warm Up
•Recap last weeks learning
What will learners do?
How will
learning be
checked?
Key/basic
skills?
What
resources are
needed
Participate in warm up activity/
discuss last weeks learning, discuss
homework
Observation, Q &
A, discussion
All areas of the
unit are
matched to key
Skills;
English, Maths,
IT Planning and
Reviewing
Problem Solving
Working with
Others
Paper, pens,
computer,
whiteboard, video/
PowerPoint,
handouts, sample
policies, leaflets.
Craft materials,
worksheets
Introduce this weeks topics
• The Importance of
Settings having Equal
Opportunities, Anti
Discriminatory and/or
Inclusion Policies
1.6
Listen and participate in discussions
Watch PowerPoint & videos ‘
Small group discussions & feedback
Thunder shower task in groups
‘what policies are there in your
setting for equal ops and inclusion
Complete case studies & present
findings
Use Internet to research inclusive
practice & create
presentation/present to class
Watch presentations, complete
sorting activity in small groups,
Small group activities
/discussion/use LRC to research
this subject create PowerPoint
presentations/ feedback/discuss
complete worksheets
Observation,
differentiated Q
& A, completion of
mind map/group
tasks, individual
responses
What independent
learning/homework
will be set?
Observation,
differentiated Q &
A, completion of
presentations
Feedback of
individual
responses
Observation,
differentiated Q &
A, completion of
sorting task
worksheets,
activities/
Feedback
6
Watch/listen to presentation & watch
NSPCC videos
Small group discussion, complete
case studies, present findings
Week: 6
17th/03/11
Topics to be covered?
•Warm Up
•Recap last weeks learning
This weeks topic:
* Individual needs of children
L.O
Observation,
differentiated Q &
A, completion of
case studies
worksheets,
activities/
Feedback
What will learners do?
How will
learning be
checked?
Key/basic
skills?
What
resources are
needed
Participate in warm up activity/
discuss last weeks learning, discuss
homework
Observation, Q &
A, discussion
Listen and participate in discussions
Observation,
differentiated Q
& A, completion of
mind map/group
tasks, individual
responses
All areas of the
unit are
matched to key
Skills;
English, Maths,
IT Planning and
Reviewing
Problem Solving
Working with
Others
Paper, pens,
computer,
whiteboard, video/
PowerPoint,
handouts, sample
policies, leaflets.
Craft materials,
worksheets
Watch PowerPoint & videos
worksheets/feedback, in group’s
list possible hazards
indoor/outdoor and how they can be
minimised.
Discuss children’s needs and create
a poster depicting individual needs
and
What independent
learning/homework
will be set?
Observation,
differentiated Q &
A, completion of
presentations
Feedback of
individual
responses
Group activities ‘ how settings can
promote inclusion’
Observation,
7
* Recap unit 2 and completion
of all work.
* Discuss unit 3
Create a policy for a Childs setting
on inclusive practice, research
subject using text books, watch
presentation & videos & discuss
Complete worksheet
differentiated Q &
A, completion of
sorting task
worksheets,
activities/
Feedback
Complete quiz, feedback answers;
participate in workshop session to
ensure that all unit 2 work is
complete.
Observation,
differentiated Q &
A, Feedback
Watch presentation, feedback to
whole class for discussion
Observation,
differentiated Q &
A, Feedback
8
9