My Revision Notes: Education and Childcare T Level
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Description
Contents
Reviews
Language
English
ISBN
9781398356917
Cover
Title Page
Copyright
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Element 1 Wider context
1.1 The differences between a range of childcare and education provision from 0 to 19 years
1.2 The different responsibilities of each of the identified roles, the entry requirements and possible career progression routes in the sector
Element 2 Supporting education
2.1 The origin and purpose of the EYFS and the National Curriculum from Key Stage 1 to Key Stage 4
2.2 How teachers/practitioners can effectively support children and young people in their education
2.3 Current theoretical and pedagogical approaches applied in education and the evidence that underpins them
2.4 How metacognition supports children and young people to manage their own learning
2.5 How practitioners provide effective feedback and why it is important in supporting educational development
2.6 Why up-to-date and appropriate technology is important to effectively support educational development
2.7 How personal, educational and environmental factors may affect engagement and development in reading, literacy and mathematics
Element 3 Safeguarding, health and safety and wellbeing
3.1 The requirements and purpose of legislation in relation to educational settings
3.2 How statutory guidance informs policies and procedures in educational settings
3.3 The importance of emotional health and its impact on overall wellbeing
3.4 The difference between a child or young person ‘at risk’ and ‘in need’
3.5 The factors that may indicate that a child or young person is in danger or at risk of abuse
3.6 The legal definition of a position of trust, as defined by the Sexual Offences (Amendment) Act 2000, and how power and influence can be used and abused
3.7 Grooming: an individual developing a relationship, trust and emotional connection with a child or young person so that they can manipulate, exploit and abuse them
3.8 The range of indicators that an adult in a setting may have inappropriate relationships with children and young people
3.9 How abuse, neglect, bullying, persecution and violence may impact on development and behaviour
Element 4 Behaviour
4.1 How the stages of social, emotional and physical development may inform behaviour, and how practitioners can use this information to meet needs
4.2 How a range of individual, environmental and educational factors can positively or negatively influence behaviour
4.3 The link between self-esteem, identity and inappropriate behaviour, and the effects of over-confidence as well as low self-esteem
4.4 How self-image, self-esteem and the ideal self inform self-concept
4.5 Why children and young people must know how to adapt behaviour to different social contexts
4.6 Why it is important to set and follow behaviour management policy and processes
4.7 How home, family circumstances and care history can affect behaviour
4.8 How children/young people may respond to both positive and negative verbal and non-verbal communication from adults
4.9 How and why practitioners use positive approaches to motivate behaviour, attainment and achievement
4.10 How and why practitioners use a range of strategies for setting clear expectations of behaviour
4.11 How and why practitioners use a range of strategies to support children and young people to develop self-regulation and resilience
4.12 How and why practitioners use a range of strategies to deal with inappropriate behaviour
4.13 How and why practitioners use a range of strategies to motivate children and young people to test and stretch their skills and abilities
4.14 How practitioners assess risks to their own and others’ safety when dealing with challenging behaviour
Element 5 Parents, families and carers
5.1 The advantages of working with parents, carers and wider families to support children and young people
5.2 The characteristics of different family structures
5.3 Possible barriers to effective partnerships with parents, carers and wider families
5.4 Where to find a range of reliable resources to support parents and carers and the wider family
Element 6 Working with others
6.1 How agencies and services support children, parents/carers and wider families
6.2 The roles of other professionals in supporting children, parents/carers and families
6.3 How to work collaboratively with other agencies and professionals
6.4 Why practitioners establish and maintain professional boundaries and relationships with children/young people, families and other professionals
Element 7 Child development
7.1 The expected patterns of development in infancy, early childhood, middle childhood and adolescence
7.2 The key concepts of attachment theory and how early attachments influence adult relationships
7.3 The differences between receptive and expressive language
7.4 How practitioners, parents, carers and other professionals can promote language development at different ages
7.5 How children and young people develop friendships from infancy through to adolescence
7.6 The difference between expected and unexpected transitions, and how these may affect children in positive or negative ways
Element 8 Observation and assessment
8.1 The purpose of national assessments and benchmarks
8.2 The different purposes of formative and summative assessment
8.3 The purpose of accurately observing, recording and reporting on participation, conceptual understanding and progress
8.4 Different roles that practitioners play in assessment processes and requirements
Element 9 Reflective practice
9.1 Key concepts of specific models of reflection
9.2 Current priorities and debates in education
9.3 The importance of receiving ongoing developmental feedback
9.4 How practitioners can meet their own developmental needs
Element 10 Equality and diversity
10.1 The basic principles of laws, regulations and codes of practice in relation to equality, diversity and human rights
10.2 The links between legal requirements and the organisational policies and procedures relating to equality, diversity, discrimination, confidentiality and the rights of children and young people
10.3 Why it is important to promote equality, diversity and inclusion
10.4 The consequences of labelling children and young people
10.5 The impact of a range of barriers to participation
Element 11 Special educational needs and disability
11.1 The statutory duties and responsibilities of practitioners supporting children and young people with SEND and the link between the Children and Families Act 2014 and the SEND Code of Practice: 0 to 25 years 2015
11.2 How professionals and organisations support children and young people with SEND
11.3 The principles of integration, equity and inclusion, and the differences between them
11.4 Appropriate terminology to use when discussing the needs of children and young people with SEND
11.5 The difference between the medical and social models of disability
11.6 How a primary disability may affect development
11.7 The range of cognitive skills necessary for effective educational development, and how single or multiple disabilities might affect these
11.8 How cognitive difficulties might have an impact on language, communication and educational development
11.9 How a chronic condition may affect emotions, education, behaviour and quality of life
11.10 How adults can remove barriers in order to empower and value children and young people
11.11 When and how speech can be supplemented or replaced by AAC
Element 12 English as an additional language
12.1 The characteristics of the five stages of acquiring an additional language
12.2 How a range of factors might affect language acquisition
12.3 How home language affects education and development
12.4 The communication, social and emotional needs of children/young people being taught EAL
12.5 How practitioners can use a range of strategies to support children/young people being taught EAL
Glossary
Index
Backcover
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