Monday, September 25, 2017

Child Development

Child Development has a basis in our curriculum to ensure that we both provide a clear progression into the world of childcare and education as well as a foundation for our students to learn about the responsibilities and realities of being parents in the future. Many students at Tiverton High School go on to study childcare, health and social care and psychology at college and indeed in a workplace. This course is an ideal stepping stone for this career pathway. It teaches the values of family and the responsibilities of parenting. The course has an analytical aspect allowing students the opportunity to develop skills in debating, questioning and research. It also allows the development of time management through the undertaking of an independent study of one child between the age of 0-5 years.


Emily Pike Subject Leader  


This subject is not taught at KS3 – it is an option that can be selected for study in Years 10 and 11.

We currently offer GCSE Child Development in Years 10 and 11. This can be taken in a short/fat course over one year or as a long/thin option to be studied over two years.

The exam board is OCR and the course can be seen here

Year 10

Year 11

• Family

• Physical Development

• Intellectual Development

• Emotional Development

• Social Development

• Pregnancy and Birth

• Newborn Baby

• Nutrition

• Health and Safety

• Child Study Introduction 

 • Child Study

• Community Support

• Child Study

• Clothing Care

• Extended Writing assessment

• PIES –

• Revision and Exam skills

There are many ways we ensure that all students make progress in Child Development, classes are of mixed ability and so the lessons are planned to ensure that the range of challenge is suitable for all in the group. Objectives are differentiated in every lesson. Tasks are set with either a different objective or outcome for students, usually a C grade minimum outcome and also an A/A* outcome. Extension tasks are set within lessons and access by many of the students. These extension tasks relate to aiming for an A grade in the exam or the top mark band in the controlled assessment work. These tasks can be done by students of any ability and in fact in the controlled assessment work it is encouraged that all students aim for the top mark band.

Feedback is given frequently through verbal and written feedback in books and on work. If verbal feedback is given students will be asked to engage with this by making a note of what has been discussed and checks will be made on their progression towards improvement.

Marking has particular a focus and strengths and targets given to ensure that progress is being made. Students set their own targets and monitor their progress throughout the course.

Written feedback is grade targeted and so students can expect targets that will help them achieve their predicted grades.


Preparation for pregnancy and birth



Number of Lessons

Exam/Child Study/Short Task  (delete appropriate)

Taught by:



RR – exam June 14


Syllabus Content – taken from current syllabus:




• The structure and function of male and female reproductive systems

• How fertilisation takes place, and the development of the embryo and foetus

• The problems of infertility, e.g. fallopian tube blockage, hormone imbalance and the possible solutions, e.g. in-vitro fertilisation (IVF).


• The diet of the mother, including nutritional needs during pregnancy and lactation

• Making choices for health and well-being

• The roles of the different health professionals supporting the pregnant mother.

Ante-natal provision

• Routine checks carried out at an ante-natal clinic, including scans

• Additional specialised screening tests

• To recognise the importance of ante-natal/parenting classes/role of the father/partner.

Preparation for the birth of the

new baby

• The choices available for delivery

• The stages of labour and the methods of delivery, including pain relief

• The role of the father/partner

• The need to prepare for the baby.

Post-natal care

• The post-natal needs of the family

• The post-natal provision available for the mother and baby.



Key Objectives:

Key Outcomes:


To be able to define the key words for the topic and provide an example or description of each.


To label the structure of the reproductive system


Describe conception and the growth of the foetus

Be able to give examples of pre and post natal care


Explain the role of the mother and father


To be able to describe labour and birth using examples of pain relief and give examples of birth stories.


Be able to list the post natal care that is given to the mother and the father; link this to what is offered in the local area.



Be able to use the key words correctly and within extended writing answers. They will be able to give examples of pre and postnatal care, describe pregnancy and birth and the role of the mother and father at this time.





Students will be able to describe the key words correctly and use them correctly in their work. They will be able to link concepts such as labour and pain relief to explain the decisions that people face in this topic.

They will develop their writing skills to ensure that they fully develop ideas in extended writing to aim for maximum marks in exam questions.



Students will make more progress and be able to make suggestions based on knowledge to extend their answers. They will make links between the topic of the family and pre conceptual care to this topic in particular to the concept of roles and responsibilities or males and females. They will exploit every opportunity to use the key words in their work providing definitions and explanations to structure their work.


Assessment opportunities

Peer assessment opportunities

Self Assessment opportunities


Formal assessment – 30 minute practice question paper


Key words test to include spellings


Homework – contraception, antennal tests leaflet (practice for short task)


Extended writing question



Marking of questions


Identification of key words in others work




Targets set from marking of books.


Self assessment of extended writing


Personal targets set from leaflet homework and practice paper.


Lesson Outline


Family Planning (2 lessons)

Identify male and female reproductive systems Understand the range of contraception available to prevent pregnancy

Genetics and Infertility (1 lesson)

To understand how the sex of a child is determined List the causes of infertility

First signs (1 lesson)

Research the first signs of pregnancy Explain the physical and emotional effects of pregnancy

Embryo and Foetus Development (2 lessons)

Understand the changes that occur to an embryo and foetus List the effects of pregnancy on the mother and father Describe the different ante-natal tests


Completion of a practice exam question

Healthy Pregnancy (1 lesson)

To consider what a mother and father need to do to ensure a healthy pregnancy Identify the important aspects of a healthy pregnancy

Pregnancy Choices (1 lesson)

To understand the decisions mothers and fathers need to make during pregnancy

Labour and Birth (2 lessons)

Understand what happens in the three stages of labour Take into account the reasons for an assisted delivery List and give examples of pain relief

Post natal care and new born baby (2 lessons)

Explain the features of a new born baby Understand what is meant by the terms SCBU and post-natal


Extended writing task

Last year saw students organise and hold a playgroup where activities were organised and parents and children invited to an hour of structured play. This allowed students the opportunity to put their skills into practice and a lot of fun was had by all. Parents have asked for this to be arranged more frequently. Students gained a lot from this experience and learnt new skills that are required for the child study controlled assessment.

Exam grades were good with the majority of students achieving A and A* grades in the exam alone.

Many child development students completed their year 10 work experience in nurseries, playgroups, pre schools and primary schools putting into practice their skills and understanding of the physical, intellectual, emotional and social developmental norms. Feedback from employers was exemplary.

This course leads nicely into courses at college in either child care or health and social care. Some local employers will look for this GCSE when taking on apprentices as it gives a good basis for continuing in this line of learning.

Login To THS

THS Dashboard

Pupils and Staff

Classcharts Homework
  Office 365

THS iLearn
Parents Evening Booking

THS Network Folders


 SIMS at Home