Level 3 Award in Supporting Teaching and Learning in Schools.
Unit Three Workbook – Understand Child and Young Person Development.
Assessment criteria breakdown and instructions.
Your tutor will assess the unit and provide you with feedback and guidance on your progress and achievements, any areas that you need to develop will also be identified.
Once you have completed all of the tasks your tutor will ‘sign-off’ this unit as complete, you will then be able to commence the next unit
| Criteria | The Evidence must show that the learner is able to: |
| 1.1 | Explain the sequence and rate of each aspect of development from birth – 19 years. |
| 1.2 | Explain the difference between sequence of development and rate of development and why the difference is important. |
| 2.1 | Explain how children and young people’s development is influenced by a range of personal factors |
| 2.2 | Explain how children and young people’s development is influenced by a range of external factors |
| 2.3 | Explain how theories of development and frameworks to support development influence current practice |
| 3.1 | Explain how to monitor children and young people’s development using different methods |
| 3.2 | Explain the reasons why children and young people’s development may not follow the expected pattern |
| 3.3 | Explain how disability may affect development |
| 3.4 | Explain how different types of interventions can promote positive outcomes for children and young people where development is not following the expected pattern |
| 4.1 | Analyse the importance of early identification of speech, language and communication delays and disorders and the potential risks of late recognition |
| 4.2 | Explain how multi agency teams work together to support speech, language and communication |
- – Explain the sequence and rate of each aspect of development from birth to 19 years.
| Age | Examples of Physical, Intellectual, Social, Emotional, Behavioural and Moral development |
| 0-3 years | Physical Development – Physical development at this age is usually incredibly rapid. This is a period of fast development especially when considering fine motor skills. When babies are born, they depend on reflexes rather than being able to control bodily movements. A reflex is an automatic movement for example, sucking and grasping, which are needed in order for babies to survive.
|
| 3-7 years |
|
| 7-11 years |
|
| 12-16 years |
|
| 16-19 years |
|
1.2 – Explain the difference between sequence of development and rate of development.
| Sequence of Development | Rate of Development |
|
|
2.1 & 2.2 – Explain how children and young people’s development is influenced by a range of personal and external factors.
| Personal factors | External Factors |
|
|
| 2.3 | Explain how theories of development and frameworks to support development, influence current practice. |
| 3.1 | Explain two different methods that can be used to monitor the development of children and young people. |
| Method One – | |
| Method Two – | |
| 3.2 & 3.3 | Give two reasons why children and young people’s development may not follow the expected pattern. Include disability as one of your reasons. |
| Reason One- Disability | |
| Reason Two – | |
| 3.4 | Explain how different types of interventions can promote positive outcomes for learners. |
| 4.1 | Analyse the importance of early identification of speech, language and communication delays and disorders and the potential risks of late recognition. |
| 4.2 | Explain how multi agency teams work together to support speech, language and communication. |
4.3– Explain how play and activities are used to support the development of speech, language and communication.
| How play and activities develop: | Examples |
| Speech |
|
| Language |
|
| Communication |
|
5.1 – Explain how different types of transitions can affect children and young people’s development
| Type of Transition | Effect on Development |
| Emotional |
|
| Physical |
|
| Physiological |
|
| 5.2 | Evaluate the effect on children and young people of having positive relationships during periods of transition. |
