Cambridge Nationals Child Development Teacher's Resource by Cambridge International Education

CAMBRIDGE NATIONAL LEVEL 1 / LEVEL 2

PL E

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.

PL E M

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

University Printing House, Cambridge CB2 8BS, United Kingdom One Liberty Plaza, 20th Floor, New York, NY 10006, USA 477 Williamstown Road, Port Melbourne, VIC 3207, Australia 314–321, 3rd Floor, Plot 3, Splendor Forum, Jasola District Centre, New Delhi – 110025, India 103 Penang Road, #05–06/07, Visioncrest Commercial, Singapore 23846 Cambridge University Press is part of the University of Cambridge. It furthers the University’s mission by disseminating knowledge in the pursuit of education, learning and research at the highest international levels of excellence.

PL E

www.cambridge.org Information on this title: www.cambridge.org/9781009113281

This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2022

20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1

A catalogue record for this publication is available from the British Library ISBN 978-1-009-11328-1 Digital Site License

Additional resources for this publication at www.cambridge.org/9781009113281

Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Information regarding prices, travel timetables, and other factual information given in this work is correct at the time of first printing but Cambridge University Press does not guarantee the accuracy of such information thereafter.

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 Level 1/ Level 2 Cambridge National in Child Development at a glance (J809). 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

INTRODUCTION Child Development: Teacher’s Resource

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

PL E

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 National Level 1/Level 2 in 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

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.

PL E

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 How to use this series document.

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

CAMBRIDGE NATIONALS

INTRODUCTION Child Development: Teacher’s Resource

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

PL E

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 non-examined assessment (non-examined units). 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.

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

CAMBRIDGE NATIONALS

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

Teach

PL E

 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.

 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

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

Review

 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.

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

CAMBRIDGE NATIONALS

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

PL E

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 meaning of the command words used in the exam. (This is also available for independent use within the Cambridge National Level 1/Level 2 Child Development Revision Guide and Workbook)

 Quiz 2: A 10-question quiz that again focuses on the command words, but this time in the context of Child Development. (This is 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. 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 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.

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

CAMBRIDGE NATIONALS

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

R057: Unit overview About this unit What do you need to know about health and well-being for child development? In this unit you will learn about the importance of pre-conception health and reproduction, antenatal care and preparation for birth. You’ll also learn about postnatal care and the conditions in which a child can thrive. Understanding the stages of development for a baby’s health right from the start will mean that you are able to support their care needs effectively. This is the externally assessed unit.  70 marks

Reference Topic area

PL E

 48 GLH

TA1

Pre-conception health and reproduction

TA2

Antenatal care and preparation for birth

TA3

Postnatal checks, postnatal care and the conditions for development

TA4

Childhood illnesses and a child-safe environment

Essential knowledge for non-specialist teachers

The Child Development Student Book includes information on all the main topics for the unit. We also recommend the following sources of additional information: Topic

Source

NHS Pregnancy

childhood illnesses

NHS Health

SA M

pre-conception care, childbirth and postnatal care planning a pregnancy

Tommy’s

infertility

NHS Infertility

pre-conception health

NICE

IVF

Complete Fertility Centre

safe sleeping

The Sleep Charity

nutrition

British Nutrition Foundation

communication skills

I CAN

pregnancy podcast

Birth-ed

Key terms

These words and phrases will be used often during the course of the unit:    

antenatal care conception (fertilisation) contraception fertility

 postnatal care  pre-conception  reproduction

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

Opportunities for synoptic learning This is the first unit of the qualification. It provides background knowledge and understanding for students who wish to work in childcare and is a basis for the other two units.

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

CAMBRIDGE NATIONALS

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

R057: Teaching notes Introducing the unit Engage PPT Overview slide 2 10 mins

 Billy’s siblings Display the positive and negative factors the students wrote for the previous starter activity. Tell the class that Billy now has two siblings, and that his parents do not use contraception or consider any pre-conception factors. Ask, Might the health and development of Billy’s siblings be affected more than Billy’s was? Discuss as a class.

5 mins

SA M

Teach

PL E

 Meet Billy Display Slide 2. Read the question aloud and look at Billy. Students suggest one or two positive and negative things Billy’s parents could have done before his birth to influence his health and well-being as a baby. Split the class into two groups. Group A think of positive factors and Group B think of negative factors. They could record their suggestions on a flip chart.  Positives: healthy diet, pregnancy yoga, having the support of a birth partner, mum having up-to-date immunisations.  Negatives: smoking, alcohol, being overweight.  Discuss how each factor is likely to have had an impact on Billy’s health or development when he was a baby. Elicit students’ ideas about why both parents influence the baby’s pre-conception health. Ask whether these influences will affect Billy now that he’s four years old. (Elicit or prompt that these factors will mainly affect fertility. However, having obese parents, for example, may mean that Billy also overeats or has a poor diet. Having parents who smoke may mean that he breathes in secondhand smoke. It may also mean that he is more likely to smoke later on in life.)  Challenge In pairs, students consider whether any of these factors will affect Billy now.

 Purpose and main concepts Introduce the overall purpose of the unit, along with the four Topic Areas on the slide. Ask students what they think they will learn, then reveal the table.

PPT Overview slide 3 5 mins

 Gap analysis Ask students what they think they will learn about and do a quick skills and knowledge gap analysis activity with the class, taking each of the high-level Topic Areas in turn.

5 mins

 Key terms Introduce the key terms for the unit on the slide. Ask what each word or phrase means before clicking to reveal the definition.

PPT Overview slide 4 5 mins

Apply

 Using key terms Display Slide 4 again. Allocate one of the key terms to each student. Ask them to use their word in a sentence that is childcare related. As the students say their sentence, check for any misunderstandings.

PPT Overview slide 4 5 mins

 The importance of support Ask students to consider the importance of supporting a couple and their baby at the following four stages:  pre-conception  conception  during pregnancy  after the birth. Write down their ideas on a flip chart to revisit at the end of the unit.

10 mins

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

CAMBRIDGE NATIONALS

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

Review PPT Overview slide 5 10 mins

 Key terms Display Slide 4 again. Check that students are confident about the meaning of the key terms.

PPT Overview slide 4 5 mins

SA M

PL E

 Gap analysis Show Slide 5. Do a high-level gap analysis against the Topic Areas with students. For each Topic Area, ask the students to name one or two key questions which they would like to have answered by the end of the unit.

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

CAMBRIDGE NATIONALS

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

PL E

These words and phrases will be used often during this topic area. amniotic fluid

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

menstrual cycle The monthly process of ovulation and menstruation in a woman’s body ovulation postnatal care pre-conception

The point in a woman's menstrual cycle when an egg is released The care given to a new mother and her baby after birth Before fertilisation

The process of having babies

reproduction

Part of the central nervous system, formed in the embryo shortly after conception

neural tube

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

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

CAMBRIDGE NATIONALS

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

PL E

 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.

 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.

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.

30 mins

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

CAMBRIDGE NATIONALS

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 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

PL E

 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?

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

Apply

 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.

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

 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

 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.

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.

10 mins

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

CAMBRIDGE NATIONALS

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

TA1.4 The structure and function of the reproductive systems Engage 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

PL E

 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.

Teach

 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.

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

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

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

CAMBRIDGE NATIONALS

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

TA1.5 How reproduction takes place Engage 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

PL E

 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.

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.

 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.

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

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

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

CAMBRIDGE NATIONALS

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

10 mins

PL E

 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.

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

CAMBRIDGE NATIONALS

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

PL E

 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

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

CAMBRIDGE NATIONALS

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

R057: Suggested delivery outline

PL E

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. TA Reference

Topic Area

Topic section reference

Suggested coverage

No. of lessons

Supporting resources

Unit overview

Introduction to unit

ALL

 Outline/overview of unit

0.5

Student Book unit opener PPT Overview slides 1–5

TA1

Pre-conception health and reproduction

1.1

 Introduction to pre-conception health

0.5

PPT TA1 1.1 slide 1

TA1

Pre-conception health and reproduction

1.1, 1.2

 Why pre-conception health matters

PPT TA1 1.1 slides 1 and 2 Worksheet 1 and answers

PPT TA1 1.1 slide 3 Worksheet 2 and answers

PPT TA1 1.1 slides 4 and 5 Worksheet 3 and answers Video montage 1.1

PPT TA1 1.1 slides 4–7 Video montage 1.1 Video montage 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

TA1

Pre-conception health and reproduction

1.3

 Barrier methods of contraception

 Hormonal methods of contraception

 Natural family planning

 Advantages and disadvantages of each method

TA1

Pre-conception health and reproduction

1.4

 The structure and function of the female reproductive system  The structure and function of the male reproductive system

TA1

 The menstrual cycle

Pre-conception health and reproduction

1.5

 What happens during reproduction  Development of the embryo and foetus  Multiple pregnancies

TA1

Pre-conception health and 1.6 reproduction

 Signs and symptoms of pregnancy

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

CAMBRIDGE NATIONALS

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

Topic Area

Topic section reference

TA1

Pre-conception health and ALL reproduction

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

TA2

Antenatal care and preparation for birth

 The purpose and importance of antenatal clinics

PPT TA2 1.2 slide 1 PPT TA2 1.2 slide 2 Worksheet 5 and answers Video montage 1.3

PPT TA2 1.2 slide 3 PPT TA2 1.2 slide 4 Worksheet 6 and answers

PPT TA2 1.1 slide 2 PPT TA2 1.2 slide 5 Worksheet 7 and answers Video montage 1.4

2.1

Suggested coverage

No. of lessons

PL E

TA Reference

 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 TA2

Antenatal care and preparation for birth

2.3

 The purpose and importance of antenatal (parenting) classes

Antenatal care and preparation for birth

TA2

Antenatal care and preparation for birth

TA2

Antenatal care and preparation for birth

TA2 TA2 TA2

2.4

 Where to give birth (choices available for delivery)

2.5

 The role of the birth partner

2.6

 Methods of pain relief in labour

TA2

 Advice on feeding and caring for a new baby

Antenatal care and preparation for birth

2.7, 2.8

Antenatal care and preparation for birth

2.9

Antenatal care and preparation for birth

ALL

 Signs that labour has started

Supporting resources

PPT TA2 1.2 slide 6

 Methods of assisted birth

Worksheet 8 and answers

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

 Stages of labour

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

CAMBRIDGE NATIONALS

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

Topic Area

Topic section reference

Suggested coverage

TA3

Postnatal checks, postnatal care and the conditions for development

3.1

 Postnatal checks that are carried out on the baby:

Postnatal checks, postnatal care and the conditions for development

3.2

TA3

No. of lessons 2

PL E

TA Reference

 immediately after birth  five days after birth

 Postnatal care of the mother and baby

PPT TA3 1.3 slide 4 PPT TA3 1.3 slide 5 Worksheet 10 and answers Worksheet 11 and answers Video montage 1.6

PPT TA3 1.3 slide 6 Worksheet 12 and answers

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

 Developmental needs of children from birth to five years

PPT TA3 1.3 slides 1–3 Worksheet 9 and answers Video montage 1.5

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

Supporting resources

Postnatal checks, postnatal care and the conditions for development

3.3

TA3

Postnatal checks, postnatal care and the conditions for development

ALL

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

TA4

Childhood illnesses and a child-safe environment

4.1

 Recognise general signs and symptoms of illness in children

PPT TA4 1.4 slide 1 PPT TA4 1.4 slide 2 PPT TA4 1.4 slide 3 PPT TA4 1.4 slide 4 Worksheet 13 and answers Worksheet 14 and answers

 Their importance and how to meet these needs

TA4 TA4

TA4

 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 TA4 1.4 slide 5

Childhood illnesses and a child-safe environment

4.3

 How to ensure a child-friendly safe environment

PPT TA4 1.4 slides 6 and 7 Worksheet 15 and answers Video montage 1.7

Childhood illnesses and a child-safe environment

ALL

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

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

CAMBRIDGE NATIONALS

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 infections

vaccinations

flu

MMR

whooping cough

German measles

rubella

PL E

COVID-19

a. Vaccinations are used to prevent b. The c. The of pregnancy. d. The during pregnancy. e. Some

vaccine must be given before pregnancy.

vaccine is given between the 16th and 32nd week

vaccine is safe to be given at any time

should not be given to pregnant mothers.

can cause a range of serious health conditions in

SA M

during pregnancy.

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?

UNIT: R057 TA 1.1, 1.2

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

CAMBRIDGE NATIONALS

R057 HEALTH AND WELL-BEING FOR CHILD DEVELOPMENT

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

Advantages

Natural family planning

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

Contraceptive injection

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

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.

Barrier

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.

SA M

Diaphragm/cap

Disadvantages

PL E

Name

Emergency Hormonal contraceptive pill

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

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

UNIT: R057 TA 1.3

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

CAMBRIDGE NATIONALS

R057 HEALTH AND WELL-BEING FOR CHILD DEVELOPMENT

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

Word bank

PL E

Female reproductive system

ovary

fallopian tubes

uterus/womb

vagina

SA M

cervix

Male reproductive system

Word bank penis

sperm duct/epididymis

urethra

seminal vesicle

testes

vas deferens

UNIT: R057 TA 1.4

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

CAMBRIDGE NATIONALS

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:

b. placenta

c. umbilical cord

PL E

a. amniotic fluid

SA M

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.

UNIT: R057 TA 1.5

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

CAMBRIDGE NATIONALS

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 infections

vaccinations

flu

MMR

whooping cough

German measles

rubella

PL E

COVID-19

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.

2. Answer the questions below. Write full sentences. a. What is folic acid?

SA M

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.

UNIT: R057 TA 1.1, 1.2

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

CAMBRIDGE NATIONALS

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.

SA M

PL E

Name

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.

UNIT: R057 TA 1.3

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

CAMBRIDGE NATIONALS

R057 HEALTH AND WELL-BEING FOR CHILD DEVELOPMENT

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

Word bank ovary

vagina

SA M

cervix

PL E

Female reproductive system

fallopian tubes

uterus/womb

Male reproductive system

Word bank penis

sperm duct/epididymis

urethra

seminal vesicle

testes

vas deferens

UNIT: R057 TA 1.4

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

CAMBRIDGE NATIONALS

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

b. placenta

PL E

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.

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.

SA M

A foetus is the description of the developing baby after eight weeks.

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

A single sperm fertilises a single egg.

The egg splits in half at fertilisation or shortly afterwards.

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

UNIT: R057 TA 1.5

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

R 0 5 7 H e a l th a n d we l l - b e in g f o r c h il d d e ve l o p m e n t: U n it o ve r vie w

CAMBRIDGE NATIONALS

PL E

R057: Health and well-being for child development

SA M

Unit overview and review

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

R 0 5 7 H e a l th a n d we l l - b e in g f o r c h il d d e ve l o p m e n t: U n it o ve r vie w

CAMBRIDGE NATIONALS

This is four-year-old Billy. What might have influenced Billy’s health and well-being before his birth?

PL E

Healthy diet

Parents drinking alcohol

Let’s get started

What we will learn

Key terms

Review

SA M

• Display Slide 2. Read the question aloud and look at Billy. • Students suggest one or two positive and negative things Billy’s parents could have done before his birth to influence his health and well-being as a baby. • Split the class into two groups. Group A think of positive factors and Group B think of negative factors. They could record their suggestions on a flip chart. • Positives: healthy diet, pregnancy yoga, having the support of a birth partner, mum having up-to-date immunisations, taking folic acid • Negatives: smoking, alcohol, being overweight • Discuss how each factor is likely to have had an impact on Billy’s health or development when he was a baby. • Elicit students’ ideas about why both parents influence the baby’s pre-conception health. • Ask whether these influences will affect Billy now that he’s four years old. (Elicit or prompt that these factors will mainly affect fertility. However, having obese parents, for example, may mean that Billy also overeats or has a poor diet. Having parents who smoke may mean that he breathes in secondhand smoke. It may also mean that he is more likely to smoke later on in life.)

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

R 0 5 7 H e a l th a n d we l l - b e in g f o r c h il d d e ve l o p m e n t: U n it o ve r vie w

CAMBRIDGE NATIONALS

Purpose and main concepts By the end of this unit, you will TA1 Preconception health and reproduction

Health and well-being for child development

TA2 Antenatal care and preparation for birth

TA3 Postnatal checks, postnatal care and the conditions for development

Let’s get started

the importance of pre-conception health and the factors which affect the ability to conceive

PL E

TA4 Childhood illnesses and a child-safe environment

Know

Understand

the male and female reproductive systems and about different types of contraception

Understand

how healthcare professionals support the pregnant woman and baby and preparation for birth

Understand

postnatal care of mother and baby and the importance of developmental needs

Know

actions to take in medical situations and emergencies and the importance of a child-safe environment

What we will learn

Key terms

Review

SA M

Teach • Introduce the overall purpose of the unit and the four Topic Areas on the slide. Ask students what they think they will learn. Then click to reveal the table. End-of-unit review • Return to the main concepts at the start of the unit. Ask, What have you learnt about the importance of health and well-being for child development? Have any of your views changed?

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

R 0 5 7 H e a l th a n d we l l - b e in g f o r c h il d d e ve l o p m e n t: U n it o ve r vie w

CAMBRIDGE NATIONALS

Key terms

Pre-conception is before parents try for a baby. Conception (fertilisation) is the point at which the egg and sperm meet

Let’s get started

Fertility

Contraception

Reproduction

Antenatal and postnatal care

PL E

Pre-conception and conception

The ability to conceive and produce babies

Using various methods to prevent pregnancy when having sex

What we will learn

The process of having babies

The medical care which is given to a woman during pregnancy (antenatal) and after birth (postnatal)

Key terms

Review

SA M

Teach • Introduce the key terms for the unit on the slide. • Ask what each word or phrase means before clicking to reveal the definition. Apply • Display Slide 4 again. Allocate one of the key terms to each student. • Ask them to use their word in a sentence that is childcare related. • As the students say their sentence, check for any misunderstandings.

Review • Display Slide 4 again. Check that students are confident about the meaning of the key terms.

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

R 0 5 7 H e a l th a n d we l l - b e in g f o r c h il d d e ve l o p m e n t: U n it o ve r vie w

CAMBRIDGE NATIONALS

What do you know about … health and wellbeing for child development? TA1 Pre-conception health and reproduction

What do I know already?

What do I need to find out?

PL E

Topic

TA2 Antenatal care and preparation for birth

TA3 Postnatal checks, postnatal care and the conditions for development TA4 Childhood illnesses and a child-safe environment

Let’s get started

What we will learn

Key terms

Review

SA M

Review • Show Slide 5. Do a high-level gap analysis against the Topic Areas with students. • For each Topic Area, ask the students to name one or two key questions which they would like to have answered by the end of the unit. End-of-unit review • Ask students to talk about one thing that they have learnt in each of the main Topic Areas. Ask, What were the challenges and/or surprises for you? How have you made use of your learning or skills in your projects or assessments?

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

CAMBRIDGE NATIONALS

PL E

TA1: Pre-conception health and reproduction

R057: Health and well-being for child development

SA M

• 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.

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

R057, TA1

CAMBRIDGE NATIONALS

Factors affecting pre-conception health for women and men

PL E

Smoking

Weight

Factors affecting preconception health

Parental age

Factors affecting pre-conception health

Types of contraception methods

The female reproductive system

Drinking alcohol

Taking recreational drugs

The male reproductive system

Embryo to foetus

Multiple pregnancies

SA M

• 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.

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

R057, TA1

CAMBRIDGE NATIONALS

Types of contraception methods • progesterone only pill

• diaphragm

PL E

• combined pill

• contraceptive injection • contraceptive patch

• emergency contraceptive pill • condoms

Factors affecting pre-conception health

Types of contraception methods

The female reproductive system

The male reproductive system

Embryo to foetus

Multiple pregnancies

SA M

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

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

R057, TA1

CAMBRIDGE NATIONALS

The female reproductive system Uterus/womb

PL E

Fallopian tube

Ovary

Cervix

Vagina

Factors affecting pre-conception health

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.

SA M

• • • •

Types of contraception methods

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

R057, TA1

CAMBRIDGE NATIONALS

The male reproductive system

PL E

Seminal vesicle Vas deferens Urethra

Sperm duct Penis

Testes

Factors affecting pre-conception health

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.

SA M

• • • •

Types of contraception methods

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

R057, TA1

CAMBRIDGE NATIONALS

Factors affecting pre-conception health

PL E

Embryo to foetus

Types of contraception methods

The female reproductive system

The male reproductive system

Embryo to foetus

Multiple pregnancies

SA M

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

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

R057, TA1

CAMBRIDGE NATIONALS

Multiple pregnancies

PL E

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

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

Factors affecting pre-conception health

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.

SA M

• • • •

Types of contraception methods

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