The item for the child will ideally be some type of simple play item. The main thing for students to keep in mind is that the item must be safe and non-toxic.
An example of a simple play item is a percussion instrument. This can be made from a clear plastic mineral bottle that has been well washed and dried. A handful of lentils, dried peas, rice etc can then be placed inside the bottle. The cap is then screwed back in place and sealed with a strip of coloured electrician’s tape. Other parts of the bottle can then be decorated with stripes using the tape, which comes in a range of bright colours. The percussion instrument is then ready for the child to use when their favourite music is played.
Module 3: Parenting and Care Provision
This module deals with the range of people who care for children such as parents, babysitters and childcare service providers. It covers the period from antenatal care before birth to parenting skills after birth.
Strategies for the teaching of the module
Numerous strategies for the teaching of this module are included in the
Childcare/Community Care module descriptor under teacher guidelines pages 44-56. No specialised materials or equipment are recommended for the teaching of this module. However the work sheets included in this resource may help to support teacher and student when undertaking this module.
Students are a resource themselves for this module, as so many of them will have had experiences of babysitting. It addition it would help to invite parents to class to talk to students about their parenting experiences.
Learning Outcomes
Learning outcomes for Parenting and Care Provision can be achieved in different ways. As with previous modules it is useful to cluster them together rather than completing them one at a time.
Key Assignments
All four key assignments listed on page 57 of Childcare/Community Care module descriptor must be completed to the best of the learner’s ability.
The following are suggestions for possible approaches to completing Key Assignments in Parenting and Care Provision. It should be noted that these are suggestions only as there are numerous ways that each key assignment could be approached.
Key assignment 1
I prepared an information leaflet on ‘Becoming a Parent’
Students could work on this key assignment in small groups. If possible the help of the IT teacher could be enlisted. The leaflet could be presented if wished in a question and answer format. Research could be conducted by talking to parents, reading books, searching the internet etc.
Key assignment 2
As part of a group I carried out a survey to find out about antenatal care in my own local community.
As a class brainstorm the questions that will need to be asked. Each student could then approach one parent in the community and ask them to answer the questions. The answers could be later compiled in class. Its best to keep the questions as simple as possible by giving a choice of possible answers to choose from. This means students just have to tick boxes and the results are quick to compile.
Key assignment 3
I designed a checklist that could be used by a babysitter at the beginning of a babysitting session to get important information from parents before they leave.
A checklist could be drawn up in cooperation with parents as it would be useful to seek their advice. Try and enlist the help of the IT teacher so that the checklist could be word-processed as it would be a useful tool for students to use in the future.
Key assignment 4
I interviewed a person working in childcare and kept a record of the interview.
Module 4: People with Special Needs
This module helps to heighten student’s awareness and understanding of people with special needs and to develop socially acceptable attitudes.
Strategies for the teaching of the module
Numerous strategies for the teaching of this module are included in the Childcare / Community Care module descriptor under teacher guidelines pages 62-72
While no specialised materials or equipment are needed to teach this module catalogues will need to be sourced to show examples of communication aids, mobility aids etc. Good examples can also be sourced on the web.
The work sheets included in this resource may also help to support teacher and student when undertaking this module.
Learning Outcomes
Learning outcomes for People with Special Needs can be achieved in different ways. As with previous modules it is useful to cluster them together rather than completing them one at a time e.g. by inviting a visiting speaker to class from a voluntary organisation learning outcomes from several of the units such as attitudes, inclusiveness and independence, communication, voluntary organisations and support groups can be achieved.
Key Assignments
All four key assignments listed on page 73 of the Childcare/Community Care module descriptor must be completed to the best of the learner’s ability.
The following are suggestions for possible approaches to completing Key Assignments in People with Special Needs. It should be noted that these are suggestions only as there are numerous ways that each key assignment could be approached.
Key assignment 1
I carried out research to find out more about one special need from each of the following groups; physical disability, sensory impairment, learning difficulty, emotional difficulty.
Give each student a set of four cards with the name of a special need written on each card (one from each group). Ask students to find out four things about each special need and write them on the cards. Provide a range of books, leaflets etc. for students to consult.
Key assignment 2
I participated in a group discussion about my personal attitudes and fears in relation to meeting people with special needs and I have kept a short record of some of the points made.
Ensure that the groups are small so that all students have the opportunity to express
themselves. Give each group a large sheet of paper or card and a thick marker. Ask them to record their main discussion points.
Key assignment 3
I designed a simple set of guidelines to help me to overcome initial awkwardness and fear when meeting someone with special needs for the first time.
Carry out a brainstorm in class on how initial awkwardness and fear might be overcome. After the brainstorm has finished invite each student to write down privately four things that they will do to help them personally.
Key assignment 4
I carried out some research to find out more about one of the following that makes provision for people with special needs in the local area – voluntary organisation/support group or education/training/employment centre or day care/residential care centre.
Organise a class visit to one of these groups or invite them to visit the class group. Plan the questions that students will ask in advance. If a visit or field trip is not possible try conducting the research by telephone.
Module 5: Older People
This module helps to heighten student’s awareness and understanding of older people in the community and provides an opportunity for students to explore their own feelings and attitudes about growing older. The module also addresses stereotypical assumptions made about older people.
No specialised materials or equipment are needed to teach this module. Try to make contact with organisations such as the active retirement group who are a wonderful resource for this module
The work sheets included may also help to support teacher and student when undertaking this module.
Learning Outcomes
Learning outcomes for Older People can be achieved in different ways. As with previous modules it is useful to cluster them together rather than completing them one at a time.
Key Assignments
All four key assignments listed on page 89 of the Childcare/Community Care module descriptor must be completed to the best of the learner’s ability.
The following are suggestions for possible approaches to completing Key Assignments in the module Older People. It should be noted that these are suggestions only as there are
numerous ways that each key assignment could be approached.
Key assignment 1
I observed the media for a period of one week and kept a diary of articles and references related to older people.
Enlist the support of staff by asking them to keep their newspapers for the class for the week. All articles related to older people can be cut out and filed by the students. In addition divide out other media that students can observe during the week such as TV, radio and magazines. At the end of the week discuss the findings.
Key assignment 2
I interviewed an older person that I know to find out about how life has changed since they were a child. I recorded the interview by either writing it down or taping it on an audio or videotape.
As a group decide on a set of questions to ask an older person. Students can then take their questions to an older person they know and conduct an interview with them.
Key assignment 3
I designed a leaflet for older people on one or more of the following topics: health, diet, exercise, leisure.
Students can work in small groups and each group can work on a different topic. With the help of the IT teacher the topics can be presented in a leaflet format with clip art etc.
Key assignment 4
As part of a group I planned the content of a pre-retirement course.
Invite a panel of retired people to class to talk to students about the types of things that would be useful to know before retiring. At the end of the session prioritise the most important topics that everyone feels should be part of the course.