Core Paper B revision

• Mathematics
• Further Education (Key Stage 5)

Core Paper B revision

Element 7 - 12 

T - levels in Education & Early Years 

ZE30801 

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Aims of the session 

By the end of the session, all learners will: 

- Engage in tutor led revision regarding some gaps in knowledge. 

- Participate in classroom based activities and quizzes. 

- Complete work sheets and practice exam questions for application support. 

Element 7: Child Development

Theory recap 

Rudolf Schaffer & Peggy Emerson

- Researched babies for the first 18 months on their life.

- Regular and monthly visits took place.

- Reactions and PSED was monitored & how children develop attachments.

stage	Age	Features
Asocial stage	0 - 6 weeks	Babies use facial representation to communicate
Indiscriminate attachment	6 weeks - 7 months	3 months + can be soothed by familiar adult.
Specific attachment	7 months +	1 special person. Separation anxiety occurs & stranger anxiety
Multiple attachment	10 months +	Quick to develop attachments. Quality can vary

Social referencing merges this is when babies monitor the reactions of their parents and imitate. 

If the parents shows worry when the child falls over the child is more likely to show the same. 

Schaffer & Emerson were able to conclude that Bowlby's theory was not accurate, they were also able to proof the quality of adult response is just as important - 'quality time'.

Element 7: Child Development

Robert Selman's 5 level framework 

Selman proposed a framework that outlines the different development stages that a young child or person will experience. His work was based on interviews on young people, for this reason some of this age ranges overlap.

Level 0	Momentary physical interaction	3 - 6 years	Children will play with anyone that is of convenience.
Level 1	One way assistance	5 - 9 years	Unable to understand friendship works 2 ways. Children stay friends with those who may not be nice to them.
Level 2	Two way fair weather co - operation	7 - 12 years	Friends should always repay a favour. Friendship may end if one feels they are not receiving the same.
Level 3	Intimate mutual sharing	8 - 15 years	Can become very generous. High levels of trust, can become jealous if someone has separate friends.
Level 4	Mature Friendship	12+ years	Ability to understand and be considerate. Understanding you can have more than one friend.

Collaborate to understand the question 

In pairs work together to break down the 4 mark question. 

What is the question asking you ?

What is the age range in question ?

What would you consider writing in response?

Your response could have been... 

Tanveer should review information about pupil's physical needs (1), then put in place provision for adaptations to the physical environment where extra-curriculum activities are based to ensure full physical access is available for all pupils at the school (1).

• Tanveer should encourage partnership working with external agencies who are supporting pupils who may want to attend (1); this will ensure pupils’ wellbeing is supported so that pupils are enabled to develop self-confidence if this is a potential barrier to attend/access an extra-curriculum activity which they may feel unsure about (1).

• Tanveer should communicate with parents/carers that financial support is available for extra-curricular activities (1); this will help pupils who may not be able to pay for the extra-curriculum activities to participate if they want (1).

• Tanveer can provide or source equality, diversity and inclusion training for the practitioners running the extra-curriculum activities (1); this will help the practitioners to develop their own practice to ensure they do not prevent pupils’ participation in extra-curriculum activities once they try out the activity (1).

• Tanveer should ensure that policies/procedures for reasonable adjustment are in place at the extra-curricular activities (1); this will ensure that pupils with SEND are able to take part in the extra-curriculum activities alongside other pupils (1).

Henri Tajfel & John Turner

In group vs out group (social identity theory)

This theory is all about how perceive ourselves and self image and identity. 

They determined socialisation is often divided in to categories for young people based of specific interests or characteristics.

There are 3 stages. 

Stage 1 - Categorisation: Categorising in to friendship groups based on a specific trait or preferences often young people to understand concepts through comparison. 

Stage 2 - Social identification: Once a young person or child has identified their group, their behaviours start to resemble the same as those in the group. 

Stage 3 - Social comparison: Once an identity has been determined, they begin to create natural comparisons in order to maintain effective self image & self esteem.

The indirect impact ... 

Mental Health 

Resilience

Social skills

Self - concept 

ELEMENT 8

Observation & Assessment 

Which one of the following is a stage in Boud, Keogh and Walkers Model of reflection?

1. Reflective observation
2. Active experiment
3. Reflective process
4. Active conceptualisation

Understanding the planning cycle 

Observations and assessments are essential for tracking and monitoring progress, the planning cycle support the process of observations.

- Checklist observation 

- Snapshot 

- Free description (narrative) 

- Event / time sample.

THE EYFS 2024 & Development Matters 2023 will be used alongside to support. 

Benefits: 

- Informing planning and feedback to colleagues. 

- Creating enabling environments 

- Sharing information 

- Adhering to policies and procedures (everyone has one)

Can you answer the question?

Write it in your book.

Noah is aged 9 years and attends primary school. The primary school teachers

have identified, through formative assessment, that Noah is not making the

expected progress in handwriting.

Explain one way the formative assessment results can be used by the teachers

to support Noah’s progress in handwriting. 

[2 marks] 

Peer assessment

Swap with the person next to you - Use the marking criteria below to peer mark for each other. 

• The teachers can use results from the formative assessment to identify Noah’s specific support needs (1), and then use this knowledge to devise strategies to help and support Noah’s progress with specific elements of handwriting (1).

• Assessment results are used to support the teacher to provide feedback to Noah’s parents/carers relating to Noah’s progress with handwriting (1), this will ensure that Noah’s parents know where Noah may need support at home to further aid progress with his handwriting (1).

Observations & assessment beyond Early Years 

In FE college & 6th form and universities, teachers and lecturers work in numerous ways to collect evidence and observations to support their students. 

- We often monitor and schedule 1 - 1's in the first 5 weeks of the course and do mini assessments. (Numeracy & Literacy)

- Our obserations help make studnt referrals for exam access support. We often need evidence could be through our 'tutor observations'.

 - We aim to provide targeted feedback to individualise support.

- Assess perfomance / relevant knowledge. 

- Lecturers ensure standards of education is met. 

Element 9

Reflective Practice

Selective Education 

A selective school is one that only allows students to enter on the basis of their examination results - also known as SATS (Grammer school). 

these schools using accommodate secondary education. 

Selective education is very divisive, its not everyone's preference.

Anyone in favour of selective education often promotes social mobility - individuals of certain social class

Group Discussion 

There is debate over the advantages and disadvantages of selective education.

Identify one advantage and one disadvantage of selective education. 

Boud, Keogh & Walkers Model 

A model that was created in 1985 and uses 3 different stages of reflective practice. 

1. Experience - In this stage the individual begins to present feelings. If something has gone well or not so well and this then reflects their behaviour. 

2. Reflective Process - In this stage we begin to try and understand our feelings, reflecting on the process, considering ways to remove any obstacles. 

3. Outcomes - Looking at the situation again and aiming to use a new perspective to support this. 

David Kolb's experimental cycle 

Experiential learning theory created in 1984, 

the concept of the theory is all about learning from 

experiences most often in the process. 

Kolb stated it was significantly important for

individuals to progress through the different 

stages of the reflective cycle in order to 

effectively learn from it.

The cycle can be started at any point however 

the sequence will always remain the same. 

Graham Gibb's reflective cycle 

A reflective model from 1988.

The cycle promotes learning through 

repetition in attempt to improve 

each time.

The intention is to encourage a reflective 

process where the individual adds every time 

they use it. 

Core Paper B Revision - Part 2

T Level in Education & Early Years

[e-mail] 

Element 10

Equality & Diversity 

The consequences of labelling young children and young people.

• Can cause the individual to feel stigmatised which can lead to mental health issues. 
• If a young person has been labelled it will influence how others see them (individual perceptions). 
• Individuals often see the label before the person. 
• Place a burden on parents. 

1. Promoting a positive mind set for all children and young people is imperative, it helps them feel motivated and more determined. 
2. Encouraging independence. 
3. Increasing motivation 
4. Creating a culture of achievement

Possible barriers that can occur and strategies to overcome them. 

• Physical accessibility - physical barriers, this could include: the environment, SEND, the learning opportunities. 
• Mental health issues  causing anxiety and withdrawn behaviour. 
• Attitudes and expectations 
• The curriculum - curriculum's are predetermined and can be subjective. 
• Family background 
• Socio - economic barriers - living conditions & location.

Mia is aged 14 years and attends secondary school. Recently, her teachers
have become concerned about Mia’s mental health. She has become withdrawn
within school and prefers to spend break times alone.

Assess one way that Mia’s mental health could impact on her participation in
education

Mia may not be conscious or aware of what is happening around her as she is preoccupied with her own thoughts (1). 

Mia may find it difficult to engage in small group activities within the classroom as she has not absorbed the information she needs to complete the follow-up activity (1) 

She may not benefit from engaging in learning during small peer group activities (1).

Mia is distracted by her personal worries and concerns and is unable to concentrate when the teacher is talking(1) 

She does not grasp an understanding of the topic (1)

Mia does not engage in class work because she is not confident in the teacher’s expectations or how to apply knowledge to the activity (1).

[3 marks]

Any 3 of the points will give you 3 marks. 

Legislation 

Policy

Procedure

All setting's have a vast range of policies that are created on the basis of different legislation. 

Prior to working with children, all practitioners will need to read and be aware of the different policies in place and the different procedures required to effectively meet the requirements.

In your books I would like you to discuss the policy and procedures for each of the allocated legislation's below. 

• Equality Act 2010 
• Keeping Children Safe in Education 2024
• SEND Code of Practice 2015
• Children & Families Act 2014 
• GDPR 2018

Element 11

Special Education Needs & Disability 

Which one of the following is the final stage of acquiring additional language?

1. Advanced fluency
2. speech emergence
3. Intermediate fluency
4. Early production

The Principles of integration, equity and inclusion

Principles of inclusion 

• A curriculum to meet the rights of children and young people.
• The environment should be adapted and individualised. 
• Extra adaptions and support with learning environments. 

Principles of integration 

• Children and young people with SEND should be provided support to access the curriculum requirements.
• Sucess of young people often depends on their environment. 
• Reasonable adjustments are imperative.

Principles of equity

The curriculum should be holistic and well planned for. 

Providing equal opportunities through out. 

Good partnership working with parents. 

Understanding different and own cultures and personal views 

The difference between the medical and social models of disability.

Medical Model	Social Model
Child is faulty	Child is valued
Diagnosis	Strengths and needs defined by self
Labelling	Identifies barriers and develops solutions
Impairment becomes focus of attention	Outcome - based programme designed
Assessment, monitoring programmes	Resources are made available
Segregation & alternative services	Training for parents & professionals
Ordinary needs put on hold	Relationships nurtured
Re - entry if normal enough	Diversity welcomed, child is included
Society remains unchanged	Soceity evolves

In the 1980's a social model of disability was developed. The model encourages society to think about how people with disabilities can be included.

The intention is the child with SEND is not the one who needs to make the change. 

With the Disability discrimination act 1995 and the Equality Act 2010 the social model of disability has challenged society to remove barriers.

Element 12 

English as an additional language

Factors affecting language acquisition

Pro's & Con's 

• Age & stage of development - Young people and older children often acquire another language quicker as they have already mastered linguistics for one language. A child under 4 have not fully mastered a language.
• Personality - Children who are sociable are more excited to try something new. 
• Cognition - This can vary for each child dependent on their abilities. 
• Cultural background - Support at home can influence the development of language acquisition 
• SEN - can make it more challenging for children and young people to acquire another language. 
• Bilingualism - children who already have predetermined language will be more likely to learn a 3rd.

How is EAL linked to PSED and communication?

Unequal proficiency 

When children demonstrate certain strengths and weaknesses. Some children will know reading left to right.

Some children may have good verbal communication but find it difficult to read & write.

Some children may have learnt the linguistics of their home language and therefore are now having additional English lessons for reading and listening. 

Try not to make any assumptions under you are aware of the child individually.

Difficultly understanding the curriculum.

Often children and young people who has studies in their own language will find it difficult to grasp technical terminology presented in curriculum's and learning for all ages. 

Both sequential and simultaneous language learners typically miss vocabulary.

Children and young people with EAL will struggle to read certain words. For example: providing a reception aged child with a work sheet about shapes would only work if you are able to physically show and explain this to them,

Negative attitudes and labeling. 

Often children who speak English as a second language experience some negativity, can be considered as a 'problem'.

Isolation from Peers

Difficulties comprehending

Strategies to support children with EAL 

Lets collaborate a group mind map on how to effectively support EAL in education. 

For example: 1:1 translator. 

This will be extended via group feedback on the board.