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City & Guilds Unit 401 - Planning For Progression - Workbook/Final Assignment
Subject: Student careers advice
Age range: 14-16
Resource type: Unit of work
Last updated
15 December 2021
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This series of resources have been created for those Teaching and Studying the City & Guilds Employability Skills Award/Certificate/Diploma (5546)
The qualification itself is made up of many Units all of which require assessment that can present evidence and demonstrate that all learning outcomes have been met.
These Workbooks include various challenges, activities and tests to prove learners understanding and collate the evidence required to confirm they have met all outcomes and can be used as a Final Assignment. Each page has a header that includes the individual outcomes covered and can be assessed easily and then signed off.
These can be completed by the individual learners as a final assignment or as a group if delivered as a workbook and would normally follow 2 - 3 sessions of underpinning knowledge, group activities, research tasks and relevant delivery.
This particular installment in the series focuses on helping the learner plan for progression by understanding their programme and the facilities and support available and by being able to recognise and build on personal stengths.
Learner outcomes are as follows;
1 Understand own study or training programme 2 Know the facilities & support available in the college 3 Recognise personal strengths (skills, qualities and attitudes) needed for learning and work 4 Agree an action plan for self-improvement
Other Units in this series are available on TES and within the SmartBooks Resource Shop
This resource is available to download as a PDF file. Word versions are available and feel free to message me directly for these formats at [email protected] .
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Academic Catalog
Ncel 401c: esl for child development & parenting iii, foothill college course outline of record, description, course objectives.
The student will be able to:
- Respond appropriately to verbal instructions, requests, and questions from children, parents, supervisors, or co-workers.
- Demonstrate understanding of and utilize language functions which are useful for children at various developmental stages.
- Apply appropriate vocabulary and grammar related to daily tasks and topics in social and occupational situations to initiate and maintain conversations with peers, co-workers, parents, and children.
- Demonstrate the ability to comprehend children's literature, as well as college-level texts on child development or parenting topics and related vocabulary.
- Produce oral and written messages about children and to children with increased control of specific grammatical structures.
Course Content
- Responding to and making requests
- Follow directions of supervisors and co-workers
- Responding to questions from parents
- Making guesses about an infant's needs
- Using choice questions for toddlers
- Providing descriptive praise
- Listening to and describing a child's schedule
- Listening to and discussing short passages and conversations about children
- Understanding and responding to short passages related to child care and parenting
- Gaining familiarity with children's literature in English
- Navigating complex grammar, syntax, vocabulary in college-level texts on child development
- Understanding and completing written messages related to young children at various stages of development
- Simple present
- Simple past
- Simple future
- Present progressive
- Present perfect
- Modal verbs to express ability, requests, permission, advice, future possibility
- Tag questions
Lab Content
Not applicable.
Special Facilities and/or Equipment
Method(s) of evaluation.
Vocabulary and comprehension quizzes Role plays and dialogues Written messages to parents, co-workers, supervisors, and children Book reports Presentations
Method(s) of Instruction
Lecture Class discussions
Representative Text(s) and Other Materials
Brems, Chan, and Rosner. English for Child Care: Language Skills for Parents and Providers, chapters 6-9 . 2010.
This text is a seminal work in the field.
Supplemental textbooks used in the CHLD courses, such as:
1. Berger, Kathleen Stassen. The Developing Person through the Lifespan. 2017.
2. Feeney, Stephanie, et al. Who Am I in the Lives of Children?: an Introduction to Early Childhood Education. 2019.
3. Gonzalez-Mena, Janet. The Young Child in the Family and the Community. 2006.
Textbooks used for ESL instruction:
1. Lynn, Sarah, et al. Future, 2nd ed. 2018. (level 2 or 3)
2. Schoenberg, Irene. Focus on Grammar, 5th ed. 2016. (level 2 or 3)
Types and/or Examples of Required Reading, Writing, and Outside of Class Assignments
- Reading: Child development articles, parenting articles
- Writing: book reports
Discipline(s)
Print options.
Send Page to Printer
Print this page.
Download PDF of this page
The PDF will include all information unique to this page.
Foothill College Catalog 2023-2024
A PDF of the entire 2023-2024 catalog.
IMAGES
VIDEO
COMMENTS
Unit 401 - Child development from conception to 7 years City & Guilds - 3605-03 L3 - Diploma for the Early Educator (Early Years Practitioner) Eden Senescall - ZBD8919 Task C Case study 1: Development may not follow the expected pattern for Callum as he has been diagnosed with a disability called spina bifida. This affects his vison, coordination and his muscles so therefore this will have a ...
3.1 Identify the areas of development that may not follow the expected patterns for the following reasons: a. disability b. emotional c. physical d. environmental e. cultural f. social g. learning needs h. communication 3.2 explain how the development of children from conception to 7 years is influenced by personal factors a. maternal health
Assignment 401 - Child development from conception to 7 years. Task C - Case studies Case Study 1, Callum aged 2 Identify the different reasons why development may not follow the expected patter and state the areas that may be affected.
Posts: 1. Help Unit 401 Case Studies. Hi everyone, would anybody have any help or guidance for unit 401, task C, case studies. I am really stuck on this one: Jack is six years old and lives with his Dad. He loves to dance and his dad takes his around the country to dance competitions. He recently won a prestigious dance competition and his dad ...
Task C Case studies. Babies and children's development from conception to 7 years can be influenced by personal and external factors. Use the following case studies to help answer the questions. Case study 1. Callum is two years old and has Spina Bifida, which affects his vision and muscle co-ordination. Due to her low income, Callum's mum ...
Unit 401 Child development from conception to 7 years Outcome 1: Understand the expected pattern and holistic aspects of development for children from birth to 7 years 1 describe the pattern/sequence and rate of each aspect of development from birth to 7 years in relation to: a. physical b. communication c. intellectual/cognitive
Assignment 401 Task Bi Scenario Statement 'Your set of slides or handouts…' has been removed and replaced with 'Your presentation..' Task C - Case studies Each case study has been slightly amended for relevance and to reduce stereotypical references/assumptions. Case study 3 is now age specific Case study 4 - age of child has been
3.1 summarise the legal and national requirements to identify and act on support needs. 3.2 explain the duty of care for an early years practitioner to identify and act on a support need. 3.3 explain the practitioner's role in identifying support needs of children and/or families within own early years setting.
The assignment for this component consists of three tasks. In response to Task 1, learners will demonstrate their knowledge and understanding of growth and development of a child of a given age. In response to Task 2, learners will demonstrate their knowledge and understanding of development and factors affecting development of.
The assignment for this component consists of three tasks. In response to Task 1, learners will demonstrate their knowledge and understanding of how a child of a given age plays. In response to Task 2, learners will demonstrate their knowledge and understanding of a suitable play experience/activity based on a case study.
Assignment 401 - Task C Case study 1 - Callums development may not follow the expected pattern due to the fact he has spina bidfida. This affects his muscle and vision co-ordination making his physical development strain. Personal factors that influence callum's development include maternal health. His mother did not eat a balanced diet or take folic acid supplements due to her lack of income.
This qualification has connections to the: Advanced Technical Diploma for the Early Years Practitioner (Early Years Educator) 3605-30. Level 3 Diploma for the Children and Young People's Workforce: Early Learning and Childcare Pathway (England) Level 3 Extended Diploma in Children's Care, Learning and Development (Wales and NI) Appendix 1.
City & Guilds cannot accept liability for loss or damage arising from the use of information in this publication. City & Guilds. 1 Giltspur Street. London EC1A 9DD. T +44 (0)844 543 0033. www.cityandguilds.com. F +44 (0)20 7294 2413. [email protected]. Level 3 Diploma for the Early.
c. Apply appropriate vocabulary and grammar related to daily tasks and topics in social and occupational situations to initiate and maintain conversations with peers, co-workers, parents, and children. d. Demonstrate the ability to comprehend children's literature, as well as college-level texts on child development or parenting topics and
Assignment - Unit 201 Child And Young Person Development. Level 2 Certificate in Supporting Teaching and Learning in Schools Assignment - Unit 201 Child and young person development Task A 1. Complete the... Save Paper; Unit 401: Planning To Meet The Needs Of The Learners In Education And Training & Unit 402: Delivering Education...
Posts: 1. 401 task bii information booklet. i am really struggling on where to start of even look for help to do this task. produce and information booklet to describe to a parent the possible adverse factors which affect neurological and brain development in relation to the following, communication. attachment. memory formation. sensory pathways.
City & Guilds Unit 401 - Planning For Progression - Workbook/Final Assignment. Subject: Student careers advice. Age range: 14-16. Resource type: Unit of work. File previews. pdf, 1.01 MB. This series of resources have been created for those Teaching and Studying the City & Guilds Employability Skills Award/Certificate/Diploma (5546) The ...
Brain Development Conception to Age 7 Task B - Bi. Introduction Its an exciting time when you start making plans to have a baby. Babies need to go through and complete lots of stages of development including the development of the brain. Babies that are born before they have reached the normal 37-40 weeks of term are classed as preterm.
Apply appropriate vocabulary and grammar related to daily tasks and topics in social and occupational situations to initiate and maintain conversations with peers, co-workers, parents, and children. Demonstrate the ability to comprehend children's literature, as well as college-level texts on child development or parenting topics and related ...
Assignment 303 task c policy and case studies Level 3 Diploma EYE NVQ ... NVQ Children's Care, Learning and Development, Diploma for the Children and Young People's Workforce, England's Early years Educator qualification Please DO NOT COPY and PASTE information from this forum and then submit the work as your own. Plagiarism risks you failing ...
act establishing a task force to study the responsiveness of state agencies and the judicial branch to issues concerning child sexual abuse. committee reports: kid 22 xx 0047 substitute for house bill no. 5160. an act concerning the maintenance of liability insurance coverage by child care centers, group child care homes
18-month-old child. Shez decided to turn that passion into a business. When Kaye opened Tomorrow's Promise Montessori School in Huntsville, TX, however, she didn't know how to hire employees or fill out paperwork. That changed with the help of her local Small Business Development Center.