“We aim to send all young people into an ever-changing world able and qualified to play their full part in it.”


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Child Development

The Subject Way

Our subject has a ‘Subject Way’ at the heart of it. Our Subject Way is designed to help students become young subject specialists. The Subject Way has two main purposes:

Firstly, to teach students the vital skills they need to achieve their full potential and gain the very best grades they can. Secondly, to teach students how each subject relates to the wider world, incorporating the life skills they will learn.

It is our belief that knowing how what you learn links to the wider world brings a subject to life and therefore improves overall understanding and engagement.

Long Term Plans

Year 9

Year 9 is a foundation introductory year whereby Child Development is studied as part of a suite of other subjects.  Students will be introduced to child development starting with conception, birth and how to care for the developing child. We will also focus on the different areas of development and how we can support the child by providing age and stage appropriate activities. Additionally we investigate different places where children can go to be cared for and educated and the typical curriculum that they will follow.

Year 10

Term 1

Term 2

Term 3

  • Different aspects of holistic development
  • Short-term and long-term effects of biological and environmental factors on the healthy growth and development of the child
  • Ways in which the early years practitioner supports the wellbeing and basic care needs of the child through expected and unexpected transitions
  • Child’s care needs and the importance of play and activities to support the child’s independence, health, safety and wellbeing
  • Purpose, role, and function of different types of early years provision
  • Legislation that governs early years settings and the relationship between legislation, frameworks, policies and procedures
  • Expectations with regard to appearance, behaviour, timekeeping and attitude when working in an early years setting
  • Roles and responsibilities of those working with children in early years settings and the purpose of partnership working within early years provision
  • How observations are used in early years settings, the different methods used and the components of recording observations 

Year 11

Term 1

Term 2

Term 3

  • The child-centred approach to planning and the importance of planning to meet the child’s needs
  • Reinforcement of the importance of continuing professional and personal development
  • Preparing for and completing the non-exam assessment (NEA) 

50% of the technical award

NEA enables the learner to show their ability to integrate and apply knowledge, understanding and skills with breadth and depth. It also requires them to demonstrate their capability to apply knowledge, understanding and skills across all content areas that are being assessed.

  • Preparing for and sitting the examined assessment


50% of the technical award

Written examination:

  • 80 marks
  • 1 hour 30 minutes
  • a mixture of multiple-choice, short-answer and extended-response questions 

The written EA is a terminal assessment and will assess the learner’s knowledge and understanding of all content areas

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