Cambridge Nationals Child Development Teacher Resource by Cambridge International Education

We are working with OCR towards endorsement of this resource

CAMBRIDGE NATIONAL LEVEL 1 / LEVEL 2

Child Development

Digital Teacher’s Resource

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

We are working with OCR towards endorsement of this resource

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

We are working with OCR towards endorsement of this resource

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NOTICE TO TEACHERS IN THE UK It is illegal to reproduce any part of this work in material form (including photocopying and electronic storage) except under the following circumstances: (i) where you are abiding by a licence granted to your school or institution by the Copyright Licensing Agency; (ii) where no such licence exists, or where you wish to exceed the terms of a licence, and you have gained the written permission of Cambridge University Press; (iii) where you are allowed to reproduce without permission under the provisions of Chapter 3 of the Copyright, Designs and Patents Act 1988, which covers, for example, the reproduction of short passages within certain types of educational anthology and reproduction for the purposes of setting examination questions. The teaching content of this resource is endorsed by OCR for use with specification Engineering Design (60370865). All references to assessment, including assessment preparation and practice questions of any format/style are the publisher’s interpretation of the specification and are not endorsed by OCR. This resource was designed for use with the version of the specification available at the time of publication. However, as specifications are updated over time, there may be contradictions between the resource and the specification, therefore please use the information on the latest specification and Sample Assessment Materials at all times when ensuring students are fully prepared for their assessments. Endorsement indicates that a resource is suitable to support delivery of an OCR specification, but it does not mean that the endorsed resource is the only suitable resource to support delivery, or that it is required or necessary to achieve the qualification. OCR recommends that teachers consider using a range of teaching and learning resources based on their own professional judgement for their students’ needs. OCR has not paid for the production of this resource, nor does OCR receive any royalties from its sale. For more information about the endorsement process, please visit the OCR website.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONALS

We are working with OCR towards endorsement of this resource INTRODUCTION Child Development: Teacher’s Resource

Introduction About the authors Brenda Baker (Student Book and Teacher’s Resource)

Brenda Baker has worked in the early years sector and as a primary school teacher. She went on to become a lecturer in early years care and education. One of the most satisfying aspects of her role was supporting early years and teaching assistant students to succeed in their work experience placements. For a number of years, Brenda managed the health and social care department in a further education college. Since leaving that role, Brenda has worked with awarding bodies to support the development of new qualifications in health and social care and childcare. She has contributed to a wide range of books, revision guides and other resources to support students and teachers.

Louise Burnham (Student Book and Teacher’s Resource)

Louise Burnham has worked in primary schools and in further education as a teacher, tutor and assessor for over 25 years, managing early years teams, as a SENCo and leading professional courses. Louise particularly enjoys her work as an assessor as it enables her to visit different early years settings and schools and to work with students and children. She has written and co-authored many books and educational articles for those working in schools, colleges and early years settings. She continues to teach part-time in school and work with college students on childcare courses.

Renata Paradowska (Revision Guide and Workbook)

Renata Paradowska is a qualified psychologist and teacher with over 10 years’ experience in working with both children and adults. She has been delivering child development courses since 2015. Her academic interests include cognitive neuroscience and early brain development. She is currently the head of child development, psychology and criminology department in a mainstream school in Berkshire, alongside creating resources for Cambridge University Press.

Katherine Stapleton (Student Book and Teacher’s Resource) Kat Stapleton has been working in the early years sector for over 25 years. After achieving her NNEB, she started working as a nursery nurse, then quickly progressed to nursery management, obtaining her Level 4 in children’s care, learning and development. Kat believes that a quality early years workforce provides the secure foundations that each child needs to enable them to fulfil their potential. This passion led Kat into a career training early years practitioners of all ages, working as an early years assessor, internal quality assurer and tutor. She has also written a range of resources for learners undertaking early years qualifications. Kat has settled in her current role of Office Manager in a day nursery, shaping the practice in the setting and supporting the team to give every child the best possible outcomes for the future.

Cambridge Nationals Child Development – Baker, Burnham, Stapleton © Cambridge University Press 2022. Copying permitted for purchasing institution only. This material is not copyright free.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONALS

We are working with OCR towards endorsement of this resource INTRODUCTION Child Development: Teacher’s Resource

About the series The Cambridge University Press resources for the Cambridge National Level 1/Level 2 qualification comprise these teacher resources, a student book, and a combined revision guide and workbook. While all three can be used separately, they have been designed to work together to provide comprehensive support for the qualification.

The Student Book covers all of the units in the specification and is where students will find the core information they need. This will help them with their knowledge and understanding of the subject. Information is arranged by unit and then by Topic Area, so they can easily find what they are looking for. Questions and activities will help to apply knowledge and understanding and to develop practical skills. Test Your Knowledge questions can be used to assess progress. Answers for these questions are in the digital version of the Student Book. The Student Book has been endorsed by OCR.

The Revision Guide and Workbook supports Unit R057 Health and well-being for child development, which is the externally assessed unit. The exam preparation section offers advice to help students prepare for this assessment. The revision guide section provides concise outlines of the core knowledge covered in the specification. Each page focuses on a small piece of learning to help break revision up into manageable chunks. The practice questions in the workbook section bring revision and learning together. Digital quizzes help students to understand the language used in the examined unit assessment and to check knowledge and understanding of key concepts. The Revision Guide and Workbook has not been through the OCR endorsement process.

This Teacher’s Resource covers all of the units in the specification and is a rich bank of ideas to help you create engaging lessons to meet the needs of your class. It contains presentations, worksheets, audio-visual material, activity and delivery ideas, which can be personalised for your lessons. Digital quizzes help test understanding and unlock the language used in assessment. Although we would recommend using the accompanying student book, it is not essential. We also encourage you to download and customise the presentations, worksheets and teaching ideas. The Teacher's Resource has been endorsed by OCR.

There is more information on getting the best from these resources in the pages that follow.

Cambridge Nationals Child Development – Baker, Burnham, Stapleton © Cambridge University Press 2022. Copying permitted for purchasing institution only. This material is not copyright free.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONALS

We are working with OCR towards endorsement of this resource INTRODUCTION Child Development: Teacher’s Resource

Getting the most from your Cambridge National Level 1/Level 2 Child Development Teacher’s Resource

OCR has endorsed this Teacher’s Resource for the Cambridge National Level 1/Level 2 Child Development qualification for first teaching from September 2022, so you can be confident that it meets the needs of the specification. It has been written to support teachers of all levels of expertise and follows the tried-and-tested pedagogical cycle of Engage–Teach–Apply–Review, breaking the content down into manageable chunks.

We recognise the diversity in vocational classrooms and that how you deliver your Cambridge National course will vary from the way other schools deliver it. Therefore, while we have provided an exemplar delivery plan for each unit, the teaching notes and accompanying resources can be organised and amended to meet your particular needs. Indeed, we encourage you to download and adapt the banks of ideas, worksheets and presentations – all of which are provided in editable files. In this resource you will find:

 delivery plans (editable Microsoft Word)

 teaching notes (non-editable PDFs and editable Microsoft Word)  presentations (editable PowerPoint slides)  worksheets and worksheet answers (editable Microsoft Word)  audio-visual material (online only, not editable)  digital quizzes (online only, not editable).

Using the delivery plans A sample outline delivery plan is included for each of the units. It gives one suggestion of how you can cover the specification content within the guided learning hours, setting aside time for the exam (examined unit) or the assessment (non-examined units (NEAs)). Lessons are assumed to be 60 minutes long unless otherwise stated. The delivery plans can be edited – rather than a ‘scheme of work’ they are meant for you to use as a set of ideas for delivery.

Cambridge Nationals Child Development – Baker, Burnham, Stapleton © Cambridge University Press 2022. Copying permitted for purchasing institution only. This material is not copyright free.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONALS

We are working with OCR towards endorsement of this resource INTRODUCTION Child Development: Teacher’s Resource

Using the teaching notes The teaching notes are full of activity and teaching ideas to help you follow the Engage–Teach–Apply– Review cycle. There are teaching notes to help you introduce the unit, and then notes for each of the specification’s Topic Areas. The teaching notes will guide you to appropriate resources such as worksheets, slideshow presentations, and audio-visual material. At the end of the notes for each unit, there are suggested review activities. Each of the Engage–Teach–Apply–Review stages has a different focus.

Engage  starter activities to engage students, activate prior knowledge and get them thinking about what they are going to learn in the unit and/or topic  student-friendly introductions to the unit and/or topic.

Teach

 engaging and stimulating guidance and activities that activates/builds on prior learning and introduces new information in varied ways  teacher-mediated activities that develop knowledge and understanding.

Apply

Review

 student-led activities for applying knowledge and understanding to relevant contexts or for practising skills and knowledge retrieval  assessment-style practice tasks.

 mid-point and end-of-unit checks on students’ progress and understanding  recap of the topic and/or unit; these are often discussions or quiz-style activities.

Approximate timings are given for each of these activities, so that you can mix and match them to incorporate into your own lesson plans and timetables.

Presentations (PowerPoint slides)

For each unit we have provided a presentation that can be used at the start of the unit, to introduce the topics, key concepts and key terms. These presentations can be revisited towards the end of the unit to review and check students’ understanding and progress.

There are also separate presentations for each of the topic areas within the unit, covering the learning content in more depth. All of the presentations can be used front of class or shared directly with students, and provide excellent opportunities and activities for discussion, exploring new concepts and reviewing topics. Brief notes on how to use them are included within the PowerPoint Notes view. Please note that some slides contain animations or transitions that you will need to click through in Slideshow mode. Where this occurs, instructions are included in the Notes view.

Cambridge Nationals Child Development – Baker, Burnham, Stapleton © Cambridge University Press 2022. Copying permitted for purchasing institution only. This material is not copyright free.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONALS

We are working with OCR towards endorsement of this resource INTRODUCTION Child Development: Teacher’s Resource

Worksheets and answers There are a number of editable worksheets for each of the Topic Areas within a unit. These provide a variety of activities such as knowledge recall, understanding of key terminology, research, case studies and mini projects. Answers for questions with definite answers or guidance on what to include for more open questions are included (on separate files). Worksheets are often used in the ‘Apply’ stage, and are suitable for independent, paired or group work.

Using the digital quizzes Straightforward digital quizzes for front-of-class use help students to check knowledge and understanding, and crucially to understand the exam language for the mandatory examined unit. Use the quizzes at any point during the unit – for example at the start of the unit or a Topic Area to highlight prior knowledge or at mid- or end-of-unit review points. The quizzes have a different focus depending on the unit: Mandatory examined unit:

 Quiz 1: A 10-question quiz that focuses on the command words used in the exam.

 Quiz 2: A 10-question quiz that provides the command words in a subject-specific context. (These quizzes are also available for independent use within the Cambridge National Level 1/Level 2 Child Development Revision Guide and Workbook)  Quiz 3: A 10-question quiz that focuses on key terminology and concepts covered in the mandatory examined unit for Child Development. Mandatory non-examined assessed units:

 For each NEA unit, there is a 20-question quiz that focuses on key terminology and concepts.

Using the audio-visual material

The 15 video resources included with this Teacher’s Resource are great for engaging students with the key concepts that benefit from visual examples in each of the units, and they come with thought-provoking questions for discussion and reflection. You will find opportunities for using them outlined in the relevant unit/Topic Area notes.

Cambridge Nationals Child Development – Baker, Burnham, Stapleton © Cambridge University Press 2022. Copying permitted for purchasing institution only. This material is not copyright free.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONALS

We are working with OCR towards endorsement of this resource R057 HEALTH AND WELL-BEING FOR CHILD DEVELOPMENT Child Development: Teacher’s Resource

TA1 Pre-conception health and reproduction Learning intention Child and healthcare workers and those who work with children need to know about the factors which have an impact on the pre-pregnancy health of both partners, and how these may affect their ability to conceive. In addition, they should understand the process of reproduction, including the male and female reproductive systems, different forms of contraception and the signs and symptoms of pregnancy. By the end of this Topic Area, students should know about the process of reproduction from pre-conception to pregnancy.

Key terms These words and phrases will be used often during this Topic Area. A yellow fluid (liquid) formed in the 12 days after conception to surround and protect the embryo and later the foetus

antenatal care

The medical care which is given to a woman during pregnancy

conception (fertilisation)

The point of fertilisation when an embryo starts to form and pregnancy begins

contraception

Using various methods to prevent pregnancy when having sex

embryo

The fertilised egg developing in its mother’s womb up to the first eight weeks of pregnancy

fertility

The ability to conceive and produce babies

foetus

An unborn baby more than eight weeks after fertilisation, after the organs have started to develop

implantation

The process of implantation occurs when the egg implants itself into the lining of the womb

amniotic fluid

menstrual cycle The monthly process of ovulation and menstruation in a woman’s body Part of the central nervous system, formed in the embryo shortly after conception

ovulation

The point in a woman's menstrual cycle when an egg is released

postnatal care

The care given to a new mother and her baby after birth

neural tube

pre-conception

Before fertilisation

reproduction

The process of having babies

Unit Overview PPT Slide 4, Worksheet 1 and Worksheet 4 will help students to understand these words and phrases, and contextual definitions are included in the Child Development Student Book glossary.

Common misconceptions Misconception

How to elicit

How to overcome

Conception can happen at any point in a woman’s menstrual cycle

Ask students to identify the fertile part of a woman’s menstrual cycle

Teach that conception can only happen around the time of ovulation

Women can conceive at any time until menopause

Ask students to investigate the likelihood of conception at different ages

Ask students to create a table showing the percentage of women who are likely to fall pregnant at the ages of 20, 25, 30, 35, 40 years

Smoking should be avoided in pregnancy but will not affect a woman’s chance of conceiving

Students look at the chances of becoming pregnant between male and female smokers and non-smokers

Teach that smoking affects different aspects of fertility such as damage to the egg, problems in the fallopian tubes, sperm production in men

Cambridge Nationals Child Development – Baker, Burnham, Stapleton © Cambridge University Press 2022. Copying permitted for purchasing institution only. This material is not copyright free.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONALS

We are working with OCR towards endorsement of this resource R057 HEALTH AND WELL-BEING FOR CHILD DEVELOPMENT Child Development: Teacher’s Resource

TA1.1 Factors affecting pre-conception health for women and men and TA1.2 Other factors affecting the pre-conception health for women Engage PPT 1.1 slide 1 5 mins

 Ordering Display the flip chart from the previous brainstorm activity. Ask students to put their ideas in order of importance for the health of the baby.

5 mins

 Riz and Allan Ask students to consider the following scenario. Riz and Allan have just moved in together and are intending to have a baby in the future. Riz is 35 years old and Allan is 45. They say they are ‘not in a hurry’ to start trying for a baby and that they want to enjoy being together first. Discuss as a class whether this is the best option for their situation if they want to have a family.

5 mins

 Brainstorm Show Slide 1. In pairs, students brainstorm things parents should consider before trying for a baby. If necessary, prompt them to think about pre-conception health (e.g. lifestyle choices, age, weight). Students might also mention other factors such as financial stability and physical environment. Accept all appropriate suggestions. Have a quick whole-class feedback session so students hear a range of ideas. Write students’ ideas on a flip chart. Keep the flip chart to use in another activity.

Teach

5 mins

 Factors affecting pre-conception health Show Slide 2. Focus on the factors that affect pre-conception health and discuss how each factor can affect the chances of conceiving for women and men. Look back at the students’ suggestions from the brainstorm activity and see which of the factors students suggested. Check any gaps or misconceptions.

PPT 1.1 slide 2 20 mins

 Other factors affecting women Explain why taking adequate folic acid and having up-to-date immunisations are important.

5 mins

Apply

 Gap analysis Introduce the topic sections. Remind students of what they already know, and what they want to find out about pre-conception health.

30 mins

 Presentation Ask students to give a two-minute presentation on what they found out during the research task. The rest of the class should listen and take notes. Give students an opportunity to ask questions at the end of each presentation.

20 mins

 Other factors affecting women This worksheet helps students to consolidate their knowledge about the purpose of having up-to-date immunisations and the importance of taking folic acid before and during pregnancy.

Worksheet 1 10 mins

 Factors affecting pre-conception health Students work in pairs to carry out this research task. Assign a different factor affecting pre-conception health to each pair. Remind students to find out about the infertility risk factors for both men and women. Students can use the following websites (or other suitable websites):  Tommy’s  NHS  National Institute for Health and Care Excellence (NICE)  The Complete Fertility Centre

Mid-point review  Design a poster or leaflet Ask students to design a poster or a leaflet for people who are thinking about having a baby. Make sure they include why pre-conception health matters, and whether each factor affects the chances of conceiving for men and/or women.

Cambridge Nationals Child Development – Baker, Burnham, Stapleton © Cambridge University Press 2022. Copying permitted for purchasing institution only. This material is not copyright free.

30 mins

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONALS

We are working with OCR towards endorsement of this resource R057 HEALTH AND WELL-BEING FOR CHILD DEVELOPMENT Child Development: Teacher’s Resource

TA1.3 Types of contraception methods and their advantages and disadvantages Engage  Is it the right time to try for a baby? Tell students to consider the following scenario: Connie and Raff have been considering having a baby. They have decided that Connie needs to start taking folic acid and Raff needs to stop smoking before they try for a baby. Ask, What should Connie and Raff do to prevent pregnancy until they are ready to conceive?

5 mins

 Contraception Elicit what students know about different methods of contraception.

5 mins

 How many can you name? Show the photo of different types of contraception on Slide 3 and ask students to identify them. Explain that it doesn’t matter if they can’t name them all now as they will be learning about them.

PPT 1.1 slide 3 5 mins

Teach

PPT 1.1 slide 3 20 mins

 How contraception works Deliver a session about contraception methods. Explain how each method prevents pregnancy, their level of effectiveness and availability.

15 mins

 Advantages and disadvantages Discuss the advantages and disadvantages of each method and why they will be appropriate for different couples.

15 mins

 Types of contraception methods Review the key term ‘contraception’. Explain that there are three groups or categories: barrier methods, hormonal methods and natural family planning. Focus students’ attention on the photo on Slide 3. Ask, Which contraceptives in the photo go into which category? Alternatively, provide a range of contraceptives for students to identify and categorise.

Apply

25 mins

 Advantages and disadvantages This worksheet helps students to consolidate their knowledge about contraception methods. They could do this individually or in pairs.  Challenge: Students continue the table for the remaining methods of contraception on the reverse of the worksheet.

Worksheet 2 20 mins

 Presentation Ask students to create a five-minute presentation for teenagers to explain how contraception prevents pregnancy. The aim of the presentation is to help prevent young people from becoming parents by accident.

 Information sheet Students produce an information sheet for new mothers about the different methods of contraception which are safe to use whilst breastfeeding. The information sheet should include information about all three categories of contraception.

15 mins

Mid-point review

 Scenarios Divide the class into small groups. Set the following task: What type of contraceptive method could be used in each of these situations? Explain your reasons.  a couple who have had sex without using any protection and do not want to get pregnant  a woman who is on medication for epilepsy so cannot take hormonal contraceptives  a couple whose religion is against the use of birth control  a young woman who does not have a partner but has very painful, heavy periods  a couple who do not want to have any children.

Cambridge Nationals Child Development – Baker, Burnham, Stapleton © Cambridge University Press 2022. Copying permitted for purchasing institution only. This material is not copyright free.

10 mins

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONALS

We are working with OCR towards endorsement of this resource R057 HEALTH AND WELL-BEING FOR CHILD DEVELOPMENT Child Development: Teacher’s Resource

TA1.4 The structure and function of the reproductive systems Engage  Think back … Ask students at what age they were first aware of the male and female reproductive systems. Discuss any misconceptions they had at the time. Is there anything they still need to know? Write down any gaps for review after these two lessons.

5 mins

 Key terms Give students some sticky notes. Ask them to write any key terms for male or female reproductive parts that they know on the sticky notes. Explain that they should only write one term on each sticky note. Now give them some different coloured sticky notes and ask them to write key terms which they need clarifying. Write on the board the headings ‘male’ and ‘female’. Students stick their sticky notes under the appropriate heading. Use this to inform your teaching. Keep their sticky notes to look at in the mid-point review.

5 mins

Teach PPT 1.1 slide 4 20 mins

 The menstrual cycle Show the video about the phases of the menstrual cycle and talk about what happens from the first day of a woman’s period to the day before her next period.

Video 1.1 15 mins

 The male reproductive system Display the diagram of the male reproductive system on Slide 5. Ask students to identify the different parts of the diagram. Draw out what they know. Click to reveal each label. Explain the function of each of the named parts.

PPT 1.1 slide 5 20 mins

 The female reproductive system Display the diagram of the female reproductive system on Slide 4. Ask students to look at the slide and identify the different parts of the diagram. Draw out what they already know. Click to reveal each label. Explain the function of each of the named parts.

Apply

Worksheet 3 20 mins

 Information leaflet Ask students to create an information leaflet about the menstrual cycle for school nurses to take to the Year 6 puberty talk.

30 mins

 Female and male reproductive systems This worksheet helps students to consolidate their knowledge. They could do this individually or in pairs.  Challenge: Students write a definition for each label.

Mid-point review

 Key terms review Put the following words in a hat: seminal vesicle, fallopian tubes, penis, urethra, testes, uterus, ovary, vas deferens, sperm duct, cervix, vagina. Ask students to take a word out of the hat, say whether it is a male or female reproductive part and explain its function to the class.

15 mins

 Sticky notes Go through the key terms that students wrote on sticky notes in the starter activity and check understanding.

10 mins

 Peer-to-peer check In pairs, students test one another about what happens at different stages of the menstrual cycle. Student A chooses a day (e.g. day 5) and Student B says what is likely to be happening on that day. They take turns.

10 mins

Cambridge Nationals Child Development – Baker, Burnham, Stapleton © Cambridge University Press 2022. Copying permitted for purchasing institution only. This material is not copyright free.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONALS

We are working with OCR towards endorsement of this resource R057 HEALTH AND WELL-BEING FOR CHILD DEVELOPMENT Child Development: Teacher’s Resource

TA1.5 How reproduction takes place Engage  Sorting activity Write these stages on the board in random order: ovulation, conception/fertilisation, implantation, embryo, foetus. Ask students to put them in the correct order. Do they know what they all mean? Go through each one and check.

5 mins

 Consider this! Write the following sentences on the board:  The embryo undergoes many rapid changes in the first few weeks of pregnancy.  The foetus is fully formed by the 12th week of pregnancy and just needs to grow. Discuss the sentences with the class. Emphasise the difference between an embryo and a foetus.

5 mins

 Twins Ask, How many sets of (twins/triplets) do you know? What would you like to find out about multiple pregnancies?

5 mins

Teach

10 mins

 Ovulation Show the video about the four phases of the menstrual cycle again. Use it to review the stage of ovulation and a woman’s most fertile time.

Video 1.1 2 mins

 Conception (fertilisation) and implantation Show students a video about conception and use it as a stimulus for a class discussion about what happens.

Video 1.2 5 mins

 Embryo to foetus Display Slide 6. Explain how an embryo starts to develop. Use the diagram on the slide, which shows a foetus in a womb, to find and explain the purpose of the placenta, umbilical cord and amniotic fluid.

PPT 1.1 slide 6 10 mins

 Multiple pregnancies Display Slide 7. Ask, How do you think a multiple pregnancy occurs? Using the slide, reveal the answer and deliver a session about when and why they occur.

PPT 1.1 slide 7 15 mins

Apply

 Gap analysis Draw out what students already know about how reproduction takes place and what they want to find out.

PPT 1.1 slides 4–5 30 mins

 Reproduction Students complete Questions 1–4 of this worksheet to help them consolidate their knowledge about reproduction.

Worksheet 4 Questions 1–4 10 mins

 Multiple pregnancies Students complete Question 5 of this worksheet. Annotating the diagram will help students to consolidate their knowledge about multiple pregnancies.

Worksheet 4 Question 5 10 mins

 Sex education leaflet Ask students to design a sex education leaflet for children aged 8–12, explaining how reproduction takes place. Support them by showing Slides 4 and 5 if needed.

Mid-point review

 Key-terms quiz Students work in groups. Ask them to devise a reproduction key-words quiz to check the class’s knowledge and understanding. They swap their quiz with another group. Give them time to complete the quiz.

20 mins

 Key-terms review Ask students to write sentences putting the reproduction key terms in context. They share them in groups and peer review them.

10 mins

Cambridge Nationals Child Development – Baker, Burnham, Stapleton © Cambridge University Press 2022. Copying permitted for purchasing institution only. This material is not copyright free.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONALS

We are working with OCR towards endorsement of this resource R057 HEALTH AND WELL-BEING FOR CHILD DEVELOPMENT Child Development: Teacher’s Resource

10 mins

 Pair share Write the following topics on the board:  development of the embryo and foetus  identical and fraternal siblings  ovulation  conception (fertilisation) and implantation. Ask students to choose one of the topics. They find someone who chose the same topic and talk about it in pairs.

Cambridge Nationals Child Development – Baker, Burnham, Stapleton © Cambridge University Press 2022. Copying permitted for purchasing institution only. This material is not copyright free.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONALS

We are working with OCR towards endorsement of this resource R057 HEALTH AND WELL-BEING FOR CHILD DEVELOPMENT Child Development: Teacher’s Resource

TA1.6 The signs and symptoms of pregnancy Engage 5 mins

 True story Show students a newspaper story about a mum who didn’t know she was pregnant before she started giving birth. Discuss as a class how they think this could happen.

5 mins

 What could it mean? Ask students to consider the following scenarios:  Caitlin has irregular periods and never knows when they are coming. Lately she has felt sick and bloated.  Samantha has been feeling very tired and generally unwell.  Ayse is finding her work difficult as she constantly feels the need to use the toilet (for urinating).  Davina has sore breasts each month with her period but this month her breasts are sore and her period is late. Ask, Which of these women could be pregnant? Discuss as a class. At the end, clarify that they are all signs and symptoms of pregnancy.

Teach

10 mins

 Signs and symptoms of pregnancy Deliver a session on the common signs and symptoms of pregnancy. Note that whilst students are likely to know about a missed period, the cause may need reinforcing (i.e. the egg has been fertilised so does not need to pass out of the woman).

15 mins

 Pregnancy Have a whole-class discussion about the physical and emotional characteristics of each trimester.

15 mins

 What pregnancy symptoms are normal? Use this NHS video (at the bottom of the webpage) as a stimulus to discuss the signs and symptoms of pregnancy.

NHS video 5 mins

Apply

 Gap analysis Draw out what students know already about the signs and symptoms of pregnancy and what they would like to find out.

20 mins

 Checklist Students design a checklist of symptoms for a woman who thinks she is pregnant. They can do this individually or in pairs.

10 mins

 Research task In pairs, students research one stage (trimester) of pregnancy. They explain to the class what they found out.

15 mins

 Presentation Ask students to create a five-minute presentation for teenagers about what happens to the female body during pregnancy.

Mid-point review

 Pair share Ask students to share what they know about the signs and symptoms of pregnancy.

10 mins

 Key-terms review Students write sentences using each of the key terms in context.

10 mins

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R057 HEALTH AND WELL-BEING FOR CHILD DEVELOPMENT Child Development: Teacher’s Resource

R057 Health and well-being for child development: Suggested delivery outline This unit has 48 Guided Learning Hours and is assessed by an exam of 1 hour 15 minutes. Below is a suggestion for delivery based on 37 60-minute lessons and 9 60-minute revision sessions. You may wish to adapt this delivery outline to best suit the needs of your students. Topic Area

Topic section reference

Unit overview

Introduction to unit

TA1

Pre-conception health and reproduction

TA1

Pre-conception health and reproduction

Suggested coverage

No. of lessons

TA Reference

Supporting resources

 Outline/overview of unit

0.5

Student Book unit opener PPT Overview slides 1–5

1.1

 Introduction to pre-conception health

0.5

PPT 1.1 slide 1

1.1, 1.2

 Why pre-conception health matters

PPT 1.1 slides 1 and 2 Worksheet 1 and answers

PPT 1.1 slide 3 Worksheet 2 and answers

PPT 1.1 slides 4 and 5 Worksheet 3 and answers Video 1.1

PPT 1.1 slides 4–7 Video 1.1 Video 1.2 Worksheet 4 and answers

 Factors affecting pre-conception health for women and men  Importance of up-to-date immunisations and taking folic acid

Pre-conception health and reproduction

1.3

 Barrier methods of contraception

TA1

 Hormonal methods of contraception  Natural family planning

 Advantages and disadvantages of each method

Pre-conception health and reproduction

1.4

 The structure and function of the female reproductive system

TA1

 The structure and function of the male reproductive system  The menstrual cycle

Pre-conception health and reproduction

1.5

 What happens during reproduction

TA1

 Development of the embryo and foetus  Multiple pregnancies

TA1

Pre-conception health and reproduction

1.6

 Signs and symptoms of pregnancy

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R057 HEALTH AND WELL-BEING FOR CHILD DEVELOPMENT Child Development: Teacher’s Resource

TA Reference

Topic Area

Topic section reference

Suggested coverage

No. of lessons

TA1

Pre-conception health and reproduction

All sections

Revision sessions – teacher to focus on what is needed by students

TA2

Antenatal care and preparation for birth

2.1

 The purpose and importance of antenatal clinics

PPT 1.2 slide 1 PPT 1.2 slide 2 Worksheet 5 and answers Video 1.3

PPT 1.2 slide 3 PPT 1.2 slide 4 Worksheet 6 and answers

PPT 1.1 slide 2 PPT 1.2 slide 5 Worksheet 7 and answers

 Where to give birth (choices available for delivery)

Video 1.4

 The role of the birth partner

2.6

 Methods of pain relief in labour

2.7, 2.8

 Signs that labour has started

PPT 1.2 slide 6 Worksheet 8 and answers

 The roles of different health professionals

 How each professional supports mother and baby  Reasons for routine tests/checks during pregnancy and what conditions they can identify TA2

Antenatal care and preparation for birth

2.2

 Reasons for screening tests and what conditions they can identify

 Reasons for diagnostic tests and what conditions they can identify Antenatal care and preparation for birth

2.3

 The purpose and importance of antenatal (parenting) classes

TA2

 Advice on feeding and caring for a new baby

Antenatal care and preparation for birth

2.4

TA2

Antenatal care and preparation for birth

2.5

TA2

Antenatal care and preparation for birth

TA2

Antenatal care and preparation for birth

TA2

Supporting resources

 Stages of labour

TA2

Antenatal care and preparation for birth

2.9

 Methods of assisted birth

TA2

Antenatal care and preparation for birth

All sections

Revision sessions – teacher to focus on what is needed by students

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R057 HEALTH AND WELL-BEING FOR CHILD DEVELOPMENT Child Development: Teacher’s Resource

TA Reference

Topic Area

TA3

Postnatal checks, postnatal 3.1 care and the conditions for development

 Postnatal checks that are carried out on the baby:

Postnatal checks, postnatal 3.2 care and the conditions for development

 Postnatal care of the mother and baby

Suggested coverage

No. of lessons

PPT 1.3 slides 1–3 Worksheet 9 and answers Video 1.5

PPT 1.3 slide 4 PPT 1.3 slide 5 Worksheet 10 and answers Worksheet 11 and answers Video 1.6

PPT 1.3 slide 6 Worksheet 12 and answers

 five days after birth  The role of the health visitor, partner, family and friends  How to reduce the risk of SIDS

 The mother’s six-week check and what it includes TA3

Supporting resources

 immediately after birth

TA3

Topic section reference

Postnatal checks, postnatal 3.3 care and the conditions for development

 Developmental needs of children from birth to five years

TA3

Postnatal checks, postnatal All sections care and the conditions for development

Revision session – teacher to focus on what is needed by students

TA4

Childhood illnesses and a child-safe environment

 Recognise general signs and symptoms of illness in children

PPT 1.4 slide 1 PPT 1.4 slide 2 PPT 1.4 slide 3 PPT 1.4 slide 4 Worksheet 13 and answers Worksheet 14 and answers

4.1

 Their importance and how to meet these needs

 Key signs and symptoms of when to seek emergency medical help

Childhood illnesses and a child-safe environment

4.2

 How to meet the needs of an ill child

PPT 1.4 slide 5

TA4

Childhood illnesses and a child-safe environment

4.3

 How to ensure a child-friendly safe environment

PPT 1.4 slides 6 and 7 Worksheet 15 and answers Video 1.7

Childhood illnesses and a child-safe environment

All sections

TA4

 The importance of safety labelling Revision session – teacher to focus on what is needed by students

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R057 HEALTH AND WELL-BEING FOR CHILD DEVELOPMENT

Worksheet 1: The purpose of vaccinations and the importance of taking folic acid 1. Fill in the blanks below by selecting the appropriate word or phrase from the word bank. There are two words or phrases you don’t need. Word bank COVID-19

infections

vaccinations

flu

MMR

whooping cough

German measles

rubella

a. Vaccinations are used to prevent

b. The

vaccine must be given before pregnancy.

c. The

vaccine is given between the 16th and 32nd week

of pregnancy. d. The

vaccine is safe to be given at any time

should not be given to pregnant mothers.

during pregnancy. e. Some

during pregnancy.

can cause a range of serious health conditions in

the baby.

2. Answer the questions below. Write full sentences.

a. What is folic acid?

b. What is a neural tube?

c. Why is it important for a woman to take folic acid if she is planning to conceive?

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UNIT: R057 TA 1.1, 1.2

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R057 HEALTH AND WELL-BEING FOR CHILD DEVELOPMENT

Worksheet 2: Advantages and disadvantages of different contraceptive methods Complete the table. Name

Type

Advantages

Natural family planning

No side effects. Many religions and cultures accept it as a birth control method. Can take up to a year for periods to return to normal after injections stop. Can stop periods altogether. May cause weight gain, mood swings, headaches. No protection against STIs.

Contraceptive injection

Medication does not interfere with it. Can be fitted four weeks after giving birth. Can be put in at any time during menstrual cycle and works straight away. No hormonal side effects. No health risks.

Intrauterine device

Barrier

Emergency Hormonal contraceptive pill

Male/female condom

Small risk of infection after it is put in place. Can be uncomfortable for a few months in the beginning. Risk of heavier periods. May not be suitable for all women. No protection against STIs.

Can be put in place before intercourse. Usually no serious side effects.

Diaphragm/cap

Disadvantages

Should not be used for contraception on a regular basis. Can cause sickness and headaches. May be less effective for those on some types of medication. No protection against STIs. If used incorrectly or torn, it is likely to be ineffective. Interrupts sex.

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UNIT: R057 TA 1.3

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R057 HEALTH AND WELL-BEING FOR CHILD DEVELOPMENT

Worksheet 3: Female and male reproductive systems Label the diagrams.

Word bank ovary

fallopian tubes

vagina

cervix

Female reproductive system

uterus/womb

Male reproductive system

Word bank penis

sperm duct/epididymis

urethra

seminal vesicle

testes

vas deferens

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UNIT: R057 TA 1.4

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R057 HEALTH AND WELL-BEING FOR CHILD DEVELOPMENT

Worksheet 4: How reproduction takes place 1. Why is ovulation important for fertilisation to take place?

2. Write about the purpose and function of each of the following:

a. amniotic fluid

b. placenta

c. umbilical cord

3. What is the difference between fertilisation and implantation. Which of these comes first?

4. What is an embryo? How is it different from a foetus?

5. Look at the diagram below and label it to show what is happening.

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UNIT: R057 TA 1.5

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R057 HEALTH AND WELL-BEING FOR CHILD DEVELOPMENT

Worksheet 1 answers: The purpose of vaccinations and the importance of taking folic acid 1. Fill in the blanks below by selecting the appropriate word or phrase from the word bank. There are two words or phrases you don’t need. Word bank COVID-19

infections

vaccinations

flu

MMR

whooping cough

German measles

rubella

a. Vaccinations are used to prevent infections during pregnancy. b. The rubella vaccine must be given before pregnancy.

c. The whooping cough vaccine is given between the 16th and 32nd week of pregnancy. d. The flu vaccine is safe to be given at any time during pregnancy. e. Some vaccinations should not be given to pregnant mothers. f.

German measles can cause a range of serious health conditions in the baby. The two unused words and phrases are COVID-19 and MMR.

a. What is folic acid?

2. Answer the questions below. Write full sentences.

Folic acid is part of the group of B vitamins, which help the body to make healthy red blood cells. Our bodies are not able to store it very well. It is important for a woman to take it for two to three months before pregnancy because it is difficult for the body to have enough folic acid for a healthy pregnancy through food alone. It is also linked to the formation of the neural tube. b. What is a neural tube?

The neural tube is the early development of the baby’s central nervous system – the brain, skull and spinal cord. It is formed in the embryo very soon after conception, between four and six weeks after the first day of a woman’s last period, so sometimes before she knows that she is pregnant.

c. Why is it important for a woman to take folic acid if she is planning to conceive? If there is not enough folic acid in the mother’s system, the baby is more likely to have a birth defect such as spina bifida.

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UNIT: R057 TA 1.1, 1.2

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R057 HEALTH AND WELL-BEING FOR CHILD DEVELOPMENT

Worksheet 2 answers: Advantages and disadvantages of different contraceptive methods Complete the table. Type

Advantages

Disadvantages

Natural family planning

No side effects. Many religions and cultures accept it as a birth control method.

Couples can only have sex at certain times of the month. No protection against STIs.

Contraceptive injection

Hormonal

Can be administered by the woman every 13 weeks. Periods can become more regular, lighter, less painful. Can be used whilst breastfeeding. Not affected by medication.

Can take up to a year for periods to return to normal after injections stop. Can stop periods altogether. May cause weight gain, mood swings, headaches. No protection against STIs.

Intrauterine device

Hormonal

Small risk of infection after it is put in place. Can be uncomfortable for a few months in the beginning. Risk of heavier periods. May not be suitable for all women. No protection against STIs.

Diaphragm/cap

Barrier

Can be put in place before intercourse. Usually no serious side effects.

Spermicide can cause irritation and cystitis.

Emergency contraceptive pill

Hormonal

Can be used after intercourse in cases where a couple has not used other forms of contraception. No serious side effects.

Should not be used for contraception on a regular basis. Can cause sickness and headaches. May be less effective for those on some types of medication. No protection against STIs.

Male/female condom

Barrier

No preparation is needed. Easily available.

If used incorrectly or torn, it is likely to be ineffective. Interrupts sex.

Name

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UNIT: R057 TA 1.3

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R057 HEALTH AND WELL-BEING FOR CHILD DEVELOPMENT

Worksheet 3 answers: Female and male reproductive systems Label the diagrams.

Word bank cervix

Female reproductive system

ovary

fallopian tubes

vagina

uterus/womb

Male reproductive system

Word bank penis

sperm duct/epididymis

urethra

seminal vesicle

testes

vas deferens

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UNIT: R057 TA 1.4

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R057 HEALTH AND WELL-BEING FOR CHILD DEVELOPMENT

Worksheet 4 answers: How reproduction takes place 1. Why is ovulation important for fertilisation to take place? Ovulation is important for fertilisation to take place because it is the release of a mature egg into one of the fallopian tubes. It is at this point that a woman is at her most fertile and the egg can be fertilised by a male sperm. 2. Write about the purpose and function of each of the following: a. amniotic fluid Protects the embryo and then the foetus whilst it is in the womb. It also keeps the foetus at a consistent temperature and contains antibodies which reduce the risk of infection. b. placenta

Holds the embryo in place in the womb. Its function is to nourish the foetus during pregnancy. c. umbilical cord

Passes nutrients from the placenta to the foetus from around week five of pregnancy. 3. What is the difference between fertilisation and implantation? Which of these comes first?

Fertilisation occurs when the egg and sperm meet, usually in a fallopian tube. Implantation occurs when the fertilised egg is attached to the womb lining. Fertilisation happens first.

4. What is an embryo? How is it different from a foetus?

An embryo is the description of the fertilised egg up to eight weeks after fertilisation. A foetus is the description of the developing baby after eight weeks.

5. Look at the diagram. Explain how dizygotic twins are formed.

The egg splits in half at fertilisation or shortly afterwards.

A single sperm fertilises a single egg.

Two separate but identical embryos are formed. They will share a placenta as well as many characteristics.

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UNIT: R057 TA 1.5

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TA1: Pre-conception health and reproduction

R057: Health and well-being for child development

• In pairs, students brainstorm things parents should consider before trying for a baby. • If necessary, prompt them to think about pre-conception health (e.g. lifestyle choices, age, weight). • Students might also mention other factors such as financial stability and physical environment. • Accept all appropriate suggestions. • Have a quick whole-class feedback session so students hear a range of ideas. • Write students’ ideas on a flip chart. • Keep the flip chart to use in another activity.

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R057, TA1

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Factors affecting pre-conception health for women and men Smoking

Factors affecting preconception health

Parental age

Types of contraception methods

The female reproductive system

Taking recreational drugs

The male reproductive system

Embryo to foetus

Multiple pregnancies

Factors affecting pre-conception health

Drinking alcohol

Weight

• Show Slide 2. Focus on the factors that affect pre-conception health and discuss how each factor can affect the chances of conceiving for women and men. • Look back at the students’ suggestions from the brainstorm activity and see which of the factors students suggested. • Check any gaps or misconceptions.

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R057, TA1

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Types of contraception methods • progesterone only pill • combined pill • diaphragm • contraceptive injection

• emergency contraceptive pill • condoms

Types of contraception methods

The female reproductive system

The male reproductive system

Embryo to foetus

Multiple pregnancies

Factors affecting pre-conception health

• contraceptive patch

Engage • Show the photo of different types of contraception on Slide 3 and ask students to identify them. • Explain that it doesn’t matter if they can’t name them all now as they will be learning about them.

Teach • Review the key term ‘contraception’. • Explain that there are three groups or categories: barrier methods, hormonal methods and natural family planning. • Focus students’ attention on the photo on Slide 3. Click to reveal the methods on the left. • Ask, Which contraceptives in the photo go into which category? Key 1 progesterone only pill 2 combined pill 3 diaphragm 4 contraceptive injection 5 contraceptive patch 6 emergency contraceptive pill 7 condoms

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R057, TA1

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The female reproductive system Uterus/womb Fallopian tube

Ovary Cervix

Vagina

The female reproductive system

The male reproductive system

Embryo to foetus

Multiple pregnancies

Ask students to identify the different parts. Draw out what they already know. Click to reveal each label. Explain the function of each of the named parts.

• • • •

Types of contraception methods

Factors affecting pre-conception health

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R057, TA1

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The male reproductive system

Seminal vesicle Vas deferens

Urethra Sperm duct

Testes

The female reproductive system

The male reproductive system

Embryo to foetus

Multiple pregnancies

Ask students to identify the different parts. Draw out what they already know. Click to reveal each label. Explain the function of each of the named parts.

• • • •

Types of contraception methods

Factors affecting pre-conception health

Penis

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R057, TA1

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Types of contraception methods

The female reproductive system

The male reproductive system

Embryo to foetus

Multiple pregnancies

Factors affecting pre-conception health

Embryo to foetus

• Display Slide 6. Explain how an embryo starts to develop. • Use the diagram to fins and explain the purpose of the placenta, umbilical cord and amniotic fluid.

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R057, TA1

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Multiple pregnancies

• Monozygotic (identical) twins are formed from a single egg. They share a placenta and will always be the same sex.

The female reproductive system

The male reproductive system

Embryo to foetus

Multiple pregnancies

Display Slide 7. Ask, How do you think a multiple pregnancy occurs? Click to reveal the answers. Deliver a session about multiple pregnancies. Go through what happens in a multiple pregnancy, and when and why they occur.

• • • •

Types of contraception methods

Factors affecting pre-conception health

• Dizygotic (fraternal) twins are formed from two separate eggs. They have two separate placentas, can be different sexes and are non-identical.

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