Child Development

OCR GCSE IN HOME ECONOMICS (CHILD DEVELOPMENT) 1972 is available to students as an option choice in KS4

Personnel

R Clemerson
Curriculum Leader
r.clemerson@ratton.e-sussex.sch.uk

C Wiacek
Child Development Teacher

H Manchip
Child Development Teacher

The specification seeks to encourage an understanding of the overall needs of young children and the social and environmental influences which affect their development in a contemporary, changing and multi cultural society. It places an emphasis on the management of resources and informed decision making to meet human needs by the development, appropriate and transferable skills including ICT.

Specification Aims

The specification gives candidates opportunities to:-

• Increase their knowledge and understanding of human needs, the interdependence of individuals and groups, and the influence of the social, cultural, and economic factor;
• Increase their awareness of the implications for Home Economics of rapid technological changes, the use of information and communication technology (ICT) and the growth of scientific knowledge and understanding, and to develop their ability to respond effectively to such changes;
• Foster their critical and analytical approach to decision making and problem solving in relation to specified context;
• Develop the knowledge and skills required for the effective and safe organisation and management of relevant resources.

Assessment Objectives

Candidates should be able to demonstrate the ability to;

AO1 recall and apply the knowledge and understanding specified in the specification;

AO2 plan and carry out investigations and tasks using ICT in which they;
• Identify issues and questions, assemble relevant information, examine evidence and hypothesise;
• Select and use a range of appropriate Home Economics skills competently;
• Gather, record, collate, analyse viewpoints, interpret and evaluate evidence;
• Arrive at a personal viewpoint, make decisions, take action and evaluate investigations and tasks.

Specification content

The family and the Community
Parenthood & pregnancy
Nutrition & Health
Physical Development
Intellectual, Social and Emotional development

Internal Assessment (coursework)

Internal assessment through coursework assesses the candidate’s ability to apply knowledge and understanding in relation to the subject content. Candidates are also required to plan and carry out investigations and tasks in which they ask questions, examine issues, predict and hypothesis; select and use Home Economics skills completely; gather, record, collate, analyse viewpoints, interpret and evaluate in order to arrive at a personal viewpoint.
Internal Assessment should arise out of the teaching of the subject content. It should be relevant, appropriate and motivating to the candidate. It is structured into assessment areas to which the candidate will respond by completing the tasks.

Candidates are required to complete:

• One individual Task.
• Two Resource Tasks.

The Individual task can be the candidate’s own choice from an area of interest in the subject content. It requires a problem solving and investigative approach and it must include the observation of a child or children, normally up to their fifth birthday. It is suggested that the Individual Task takes 12 – 14 hours to complete and is undertaken during the later part of the course. The Individual Task carries 30% of the assessment for the course.

The Resource Tasks are short, focused assessments with the emphasis placed on the implementation of practical skills. It is expected that each Resource Task can be completed in two to three hours. It is suggested that the Resource Tasks are undertaken throughout the course as part of the learning process, with two of the tasks selected for final assessment. Each Resource Task carries 10% of the assessment for the course.

Scheme of Assessment

There is an end of course examination worth 50%, with two tiers of entry.
Students will be entered for either Paper 1 (Foundation tier) or Paper 2 (Higher tier)

Paper 1 (Foundation tier) has two sections:
Section A has three questions: two are structured questions and one is
in data response format. Students must attempt all questions.

Section B has short answer, structured and free response questions. Students must attempt all questions.

Paper 2 (Higher tier) has two sections:
Section A has short answer; structured and free response questions and is common to Section B of paper 1.
Students must attempt all questions.

Section B has three questions which are structured, data response and free response format. Students must attempt all questions.

Textbook for the course
G.C.S.E. Home Economics for OCR - Child Development.
By Jean Marshall. & Sue Stuart.
Pub: Heinemann 2001.

Useful reference Textbook
Child Development& Care (5th Edition) by Pamela Minett.
Pub: Hodder Arnold 2005.

Student information on the course

Students will study all the specified areas of the syllabus that are listed below:-

The family and the Community:-
• Family structures in the UK
• The child outside the family unit
• Community Provision
• Safety

Parenthood & pregnancy:-
• Pre-conceptual care
• Reproduction
• Family planning
• Pregnancy
• Preparation for the birth
• Post-natal care

Nutrition & Health:-
• Nutrition
• Conditions for development
• Response to infection

Physical Development:-
• New-born baby
• Stages of development
• Conditions for development

Intellectual, Social and Emotional development:-
• Conditions for intellectual development
• Stages of intellectual development
• Communication
• Learning through play
• Social development
• Emotional development

HOMEWORK

There is homework set on a regular basis and can take a variety of forms – research, survey, note taking, G.C.S.E. questions, etc. Homework is linked to the topics being covered in class, together with the resource tasks and is designed to increase / extend understanding and knowledge.

RESOURCES

A variety of resources will be used e.g. Textbooks, worksheets, videos, information sheets / leaflets, outside speakers / visitors where possible, all to ensure understanding of the syllabus and to maintain interest and motivation.

FOLDERS

Students are provided with a folder in order to keep notes and information required for all work and topics covered from the syllabus, and must be kept together and is required for revision purposes, for the end of course examination in June of year 11.

ASSESSMENT

There is a terminal examination – 50% which consists of:-
• two levels of entry – Paper 1 foundation & Paper2 higher tier.
Internal assessment (coursework):-
• 50% made up of two resource tasks = 20% (10% each).
• Individual task = 30%.

EXPECTATIONS

1. All of your work must be neatly produced; whether it be written / classwork or design / resource / individual tasks.
2. You will be given Task sheets as guidelines to follow for each of the resource tasks (more than two will be covered throughout the course) and the individual task.
3. If you are absent for any classwork, and then you must find out what has been missed and catch up!
4. Make sure all homework is also carried out, especially if you have been absent from the lesson.
5. You may need to carry out extra research in your own time, e.g. visiting shops, interviewing, i.e. family and friends, etc. In order to achieve higher marks for research you will need to gather information from a variety of different sources.
6. As far as is possible ICT is encouraged for the preparation of the resource tasks and the individual task.

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