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Leaving Certificate Applied

Childcare/ Community Care

Support Material

Updated February 2009

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Childcare / Community Care

(Vocational Specialism) The Childcare/Community Care Vocational Specialism consists of:

• 4 x Modules

• 1 x Task

• 1 x Final Exam (comprising two parts: practical and written)

Modules

Four modules must be completed from the following:

1. The Care of Babies and Young Children

2. Child Development and Play

3. Parenting and Care Provision

4. People with Special Needs

5. Older People

Any four modules can be selected and they can be completed in any order.

Each module in the Childcare/Community Care Vocational Specialism is worth 1 Credit.

4 Modules x 1 Credit = 4 Credits

Task

1 Task is to be completed at the end of session 2 in Year 1, or in Session 3 in Year 2.

The task is worth 10 Credits.

Final Exam

This is completed at the end of Session 4 in Year 2.

The final exam is worth 12 credits.

The final exam comprises two parts: a written exam and a practical assignment brief.

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Written Exam The written exam paper has:

• a weighting of 60% of the final examination mark for the specialism

• a time allocation of 1 ½ hrs

• 5 sections – 1 section for each of the five modules.

• 2 questions in each section – 1 question to be answered from each of four sections

• questions of equal value = 60 marks each

• structured questions that are divided into parts e.g. a, b, c, d,….requiring

reasonably short answers.

• visuals, drawings, symbols etc. where appropriate to facilitate the answer.

• some questions that require the student to sketch or support their answer with

diagrams.

Practical Examination – Assignment Brief The practical examination

• Carries a weighting of 40% of the final examination mark for the specialism

• Includes 2 x assignment briefs that are issued in session four.

• Candidates choose which of the two assignments they wish to undertake.

• Each assignment is sourced in a different module.

• Assignments change each year.

• Each assignment is structured and outlines clearly what information, research etc.

the student is expected to undertake.

• Students undertake the assignment in session four and must have it completed by

31 May.

• In June students attend an interview with an external examiner in order to discuss

the assignment. The duration of the interview is 10-15 minutes.

Copies of past examination papers and briefs can be found on

www.examinations.ie

Click on the menu bar on the left side of the page that says ‘examination material archive’ Follow the instructions from there.

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http://www.examinations.ie/

Coimisiun na Scruduithe Stait AP 9.7

State Examinations Commission

Leaving Certificate Applied 2003 Total Mark

Vocational Specialism –

Childcare/Community Care (240 marks) Monday, 9 June Afternoon, 2.00 to 3.30 Directions to Candidates 1. Write your EXAMINATION NUMBER in this space:

2. WRITE ALL ANSWERS INTO THIS ANSWER BOOK.

3. Candidates should answer a total of four questions. Each question should be selected from a different section.

There are five sections in this paper. Candidates should answer questions from four sections only.

4. Each question carries 60 marks.

For the Superintendent only For the Examiner only

1. Total of end of page totals

2. Aggregate total of all disallowed questions

3. Total mark awarded (1 minus 2)

4. Bonus mark for answering through Irish (if applicable)

5. Total mark awarded if Irish Bonus. (3 plus 4)

Note: The mark in row 3 (or row 5 if an Irish bonus is awarded) must correspond with the mark in the Total Mark box on the flap grid and on the front of the answer book.

Centre Stamp

666444444

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Section 1 – The Care of Babies and Young Children

(Attempt either Question 1 or Question 2 if answering this section. Each question carries 60 marks)

1. (a) What is a balanced diet? (12 marks)

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(b) List two functions of protein in a child’s diet. (8 marks)

1. _________________________________________________________________

2. _________________________________________________________________

(c) Name four sources of protein in the diet. (12 marks)

1. __________________________________________________________________

2. __________________________________________________________________

3. __________________________________________________________________

4. __________________________________________________________________

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(d) Why should each of the following be avoided in the diet of a toddler? (12 marks) Fizzy drinks __________________________________________________________

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Crisps ______________________________________________________________

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Peanuts _____________________________________________________________

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(e) Plan a packed lunch and suggest some healthy snacks suitable for a six year old who will be away for the day on a school trip. (16 marks) Packed lunch _________________________________________________________ _____________________________________________________________________

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Healthy snacks _______________________________________________________

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2. (a) List two advantages and two disadvantages of using disposable nappies and cloth nappies. (16 marks)

Disposable nappies

Advantages

1. __________________________________________________________________

2. __________________________________________________________________

Disadvantages

1. __________________________________________________________________

2. __________________________________________________________________

Cloth nappies

Advantages

1. __________________________________________________________________

2. __________________________________________________________________

Disadvantages

1. __________________________________________________________________

2. __________________________________________________________________

(b) What is the difference between boys’ disposable nappies and girls’ disposable nappies? (8 marks)

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(c) Outline the procedure which could be followed when changing a baby’s nappy.

(20 marks) _____________________________________________________________________

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(d) List two causes of nappy rash. (8 marks)

1. _______________________________________________________________

2. _______________________________________________________________ (e) Describe a treatment for nappy rash. (8 marks)

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Section 2 – Child Development and Play


3. (a) Physical development can be divided into two areas: gross motor development and fine motor development. List three examples of skills or activities in each area. (12 marks)

Gross motor development

1. __________________________________________________________________

2. __________________________________________________________________

3. __________________________________________________________________

Fine motor development

1. __________________________________________________________________

2. __________________________________________________________________

3. __________________________________________________________________

(b) Indicate with a tick ( ) the approximate age at which a child reaches each of the

following stages of development. (12 marks)

Stages of development 0 – 3 months

6 months

9 months

12 months

1. A child has complete head control. 2. A child can turn his/her head

towards light or sound.

3. A child can pull himself/herself up to a sitting position.

4. When lifted, the child’s head falls back if not supported.

5. A child holds a crayon by grasping it in the palm of the hand.

6. A child can roll from his/her back onto his/her stomach.

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(c) List two practical ways in which a parent/carer could help a child who is slow to learn to walk. (8 marks)

1. _________________________________________________________________

2. _________________________________________________________________

(d) Give four reasons why outdoor play is important for children. (12 marks)

1. _________________________________________________________________

2. _________________________________________________________________

3. _________________________________________________________________

4. _________________________________________________________________

(e) Name, sketch and describe two items of equipment that might encourage children to engage in outdoor play. (16 marks)

Name _____________________________________

Description _________________________________

___________________________________________

___________________________________________

___________________________________________

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Sketch

Name _____________________________________

Description _________________________________

___________________________________________

Sketch

___________________________________________

___________________________________________

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4. (a) What is creative play? (8 marks)

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(b) List four skills which a child could develop through art and craft activities.

(12 marks)

1. _________________________________________________________________

2. _________________________________________________________________

3. _________________________________________________________________

4. _________________________________________________________________

(c) You have been asked to recommend some art and craft materials for a four year old child. List six examples of art and craft materials which you would recommend and state the approximate cost of each item. (12 marks)

Art and craft materials Cost €

1.

2.

3.

4.

5.

6.

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(d) Plan an art and craft activity which you could carry out with the four year old child using some of the materials you have recommended. (20 marks)

Name of activity ______________________________________________________

Materials/equipment needed _____________________________________________

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Steps involved in carrying out the activity __________________________________

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(e) What safety precautions should be considered when carrying out art and craft activities with young children? (8 marks)

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Section 3 – Parenting and Care Provision


5. (a) Discuss how the role of parents has changed in recent years. (18 marks)

Role of mother _______________________________________________________

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Role of father _________________________________________________________

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(b) What topics should be included in a parenting course for first-time parents? (12 marks) _____________________________________________________________________

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(c) List four factors which may cause stress within a family. (12 marks)

1. __________________________________________________________________

2. __________________________________________________________________

3. __________________________________________________________________

4. __________________________________________________________________

(d) Discuss your understanding of the situation illustrated below. (18 marks)

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

What advice would you offer to the adults in this situation?

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6. (a) Complete each of the following sentences in relation to pregnancy. (10 marks)

1. The average length of a pregnancy is __________________________weeks. 2. Another name for the uterus is the __________________________________. 3. The ____________________________cord links the baby with the placenta. 4. High blood pressure during pregnancy can lead to ___________________. 5. _______________________________________is used to produce pictures of the baby in the uterus.

(b) Explain the difference between an embryo and a foetus. (12 marks)

Embryo______________________________________________________________

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_____________________________________________________________________

Foetus_______________________________________________________________

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_____________________________________________________________________

(c) Label the diagram below to indicate the position of each of the following:

foetus; placenta; umbilical cord; uterus wall; cervix; amniotic fluid. (12 marks)

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(d) What is an induced birth? (8 marks)

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(e) Describe the three stages of labour. (18 marks)

Stage 1

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Stage 2

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Stage 3

___________________________________________________________________

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Section 4 - People with Special needs


7. (a) Children with special needs may have learning disabilities and/or physical

disabilities. (12 marks) Name two learning disabilities. 1. _________________________________________________________________ 2. _________________________________________________________________ Name two physical disabilities. 1. _________________________________________________________________ 2. _________________________________________________________________

(b) Write an informative note on any two of the disabilities you have listed above.

(24 marks)

Name of disability ____________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Name of disability ___________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

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(c) What are the benefits of integrating children with special needs into mainstream primary schools? (12 marks)

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(d) Describe the work of one of the following organisations:

Enable Ireland or The Irish Deaf Society. (12 marks)

Name of organisation _________________________________________________

Description of work __________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

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___________________________________________________________________

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8. (a) Discuss the alterations which would need to be made to each of the following areas in the home to accommodate a family member who is wheelchair bound. (27 marks) Entrance hall________________________________________________________

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Kitchen_____________________________________________________________

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Bathroom and toilet___________________________________________________

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(b) List four appliances, aids or items of equipment other than a wheelchair which could aid a person's mobility. (12 marks)

1. ________________________________________________________________

2. ________________________________________________________________

3. ________________________________________________________________

4. ________________________________________________________________

(c) Sketch the sign that indicates that an area is wheelchair accessible. (9 marks)

Sketch (d) Give four examples of places where you would expect to see the sign that you have

sketched displayed. (12 marks)

1. ________________________________________________________________

2. ________________________________________________________________

3. ________________________________________________________________

4. ________________________________________________________________

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Section 5 - Older people


9. ‘I have to leave my home and I am broken hearted. Having lived in this house all my life I have a lifetime of memories here. I never thought that the day would come when I would be unable to cope alone, but I know I must move. Summer Hill Nursing Home seems to be a nice place.’ Annie aged 85

(a) Discuss the advantages and the disadvantages of Annie moving to the nursing home.

(24 marks) Advantages _________________________________________________________

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Disadvantages ______________________________________________________

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(b) How can Annie be helped to cope with this major change in her life? (12 marks)

___________________________________________________________________

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(c) Describe four ways in which an older person who is living alone at home might be supported. (12 marks)

1. _________________________________________________________________

2. _________________________________________________________________

3. _________________________________________________________________

4. _________________________________________________________________

(d) Why do some people worry about growing old? (12 marks) ____________________________________________________________________

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10. (a) List four physical signs of ageing. (12 marks)

1. ________________________________________________________________

2. ________________________________________________________________

3. ________________________________________________________________

4. ________________________________________________________________

(b) Discuss the benefits of exercise and leisure activities for older people. (12 marks)

___________________________________________________________________

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(c) Describe a range of exercise and leisure activities suitable for older people. (12 marks)

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(d) What is osteoporosis? (8 marks) ___________________________________________________________________

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(e) How might osteoporosis affect the lifestyle of an older person? (8 marks)

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(f) How can young adults reduce the risk of developing osteoporosis? (8 marks)

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Coimisiún na Scrúduithe Stáit State Examinations Commission

Leaving Certificate Applied 2003 Childcare/Community Care Practical Examination (40% of Total Marks) Assignment Briefs General Directions to Candidates 1. Each candidate will present a coursework assignment - Assignment A or Assignment

B and

attend an interview with the examiner in order to discuss the assignment. The duration of the interview will be 10 -15 minutes.

2. Each component of the assignment must be clearly identified by the candidate's

examination number. 3. The assignment must:

(a) comply with the assignment briefs given overleaf on pages 2 & 3 (b) be undertaken during class time, under the supervision of the class teacher (c) be completed before 31 May 2003 (d) be the candidate's own individual work (this must be verified by the school

authorities) (e) not have been previously assessed as a Student Task (this must be verified

by the school authorities)

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Childcare/Community Care

Assignment Brief A Carry out a study on PLAY and how it affects the development of children. Interview a parent/carer of a 3-5 year old child OR a playgroup leader to find out more about the benefits of play for this age group and the type of play that they enjoy. Research a range of toys and games available for 3-5 year old children in your local community. From the research you have carried out select and evaluate one toy or game that you would consider suitable for 3-5 year old children. 2003 The assignment should be presented in portfolio format and include the following information: • An explanation of the terms play with evidence of having consulted at least two

childcare books. • A record of an interview with a parent or playgroup leader, using a questionnaire that

you have prepared to find out about the benefits of play for 3-5 year olds and the type of play enjoyed by this age group.

• A survey of your local community identifying:

- the places where toys and games can be purchased or borrowed; - the range of toys and games that are available for 3-5 year olds with a brief

description of each.

• A detailed evaluation of one of the toys or games that you would consider to be most suitable that includes: name and description of toy or game; manufacturer; cost; age suitability; how the toy/game would support a child’s development; safety; durability; and reason you feel this toy or game is suitable.

• An evaluation of the overall assignment to include:

- a critical evaluation of your completed assignment; - your personal strengths and weaknesses in carrying out this assignment; - how the finished assignment could have been improved.

• A log or diary documenting briefly progress through the planning, carrying out and

evaluation stages of the assignment. • A bibliography.

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Childcare/Community Care Assignment Brief B

Research the EATING HABITS of primary school children in your area. Select a child in the age range 4-6 years and record his/her daily eating routine by interviewing the child’s parent/carer. Evaluate the child’s eating routine and suggest how it could be improved. Design and produce an information pack on healthy eating with practical suggestions for parents/carers of children in this age group. 2003 Parents’/carers’ consent must be sought before students start work on this assignment brief. The assignment should be presented in portfolio format and include the following information: A definition of the term healthy eating. A plan outlining how the child was selected and how parental consent was sought. Information about the child: name, age, class, daily schedule including meal times, break times etc. A record of an interview with the child’s parent/carer, using a prepared questionnaire in order to find out about the child’s eating routine, favourite meals, foods, snacks etc. An evaluation of the child’s eating pattern, types of foods eaten at mealtimes, snacks, lunch box etc. with suggestions for improvement. An information pack that could be used by parents/carers on healthy eating for primary school children that includes sample menus, snacks, lunch boxes etc. An evaluation of the information pack to include:

- a critical evaluation of the information pack by yourself and the parent/carer of the child; - suggestions on how the pack might be improved.

An evaluation of the overall assignment to include:

- a critical evaluation of your completed assignment; - your personal strengths and weaknesses in carrying out this assignment; - how the finished assignment could have been improved.

A log or diary documenting briefly progress through the planning, carrying out and evaluation stages of the assignment and supporting evidence e.g. photographs of the activity. A bibliography.

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Overview of Childcare Community Care Course

The Childcare and Community Care Module Descriptor can be found on:

http://lca.slss.ie/downloads/Childcare.pdf

Module 1: The Care of Babies and Young Children This module introduces students to the physical care and needs of babies and children

from birth to school age.

Strategies for the teaching of the module

Numerous strategies for the teaching of this module are included in the Childcare /

Community Care module descriptor under teacher guidelines pages 10 – 21.

As a number of practical skills in the module deal with the physical care of the baby/child

a range of materials/equipment are necessary for demonstration and practice purposes.

Students would also benefit greatly from a visit to class from a parent and baby where

some of the physical caring skills might be observed by students.

Equipment / Materials List for the Care of Babies and Young Children Module

Teachers/Tutors who attended in-service in the past have suggested the following

list for the effective delivery of this module. Items are not listed in order of priority, some

are optional and it is possible that other items not listed will be required..

• Anatomically correct doll

• Sterilising Unit

• Bottles, teats etc.

• Sterilising fluid, tablets etc.

• Bottle heater

• Formula Milk

• Weaning foods

• Baby bowl and spoon

• Lunch box

• Different types of thermometers

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• Nappies – cloth and disposable

• Nappy changing mat

• Cotton wool

• Nappy rash barrier products

• Nappy liners

• Safety pins

• Nappy bucket

• First aid box

• Samples of babies clothing with different fastenings etc.

• Carry cot

• Baby blanket

• Dental cleaning equipment

• Model of teeth

Learning Outcomes

Learning outcomes for the Care of Babies and Young Children can be achieved in

different ways. It is useful to cluster them together rather than completing them one at a

time e.g. in a class on nappy changing one could deal with appropriateness of styles of

clothing for a baby, different types of nappies, hygienic routines, nappy rash, recognising

symptoms of an unwell child, safety, etc.

The amount of time spent on learning outcomes will depend on their importance, the

needs and abilities of the students and their interest in particular areas. It is therefore not

necessary to slavishly work your way through each learning outcome one by one or in the

order that they are presented in the module descriptor.

Key Assignments

All four key assignments listed on page 22 of the Childcare/Community Care module

descriptor must be completed to the best of the learner’s ability.

The following are suggestions for possible approaches to completing Key Assignments in

The Care of Babies and Young Children. It should be noted that these are suggestions only as

there are numerous ways that each key assignment could be approached.

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Key assignment 1

I kept a logbook of the skills I learned for looking after a baby.

The log can be started at the beginning of the module and can be kept in any format.

Each student keeps his or her own log. It does not have to be detailed like a diary. Each

day students could be invited at the end of class to list the new skills they have learned.

They could write a line or two about some of the skills or include if appropriate a piece

of evidence such as a handout, some class notes etc.

Key assignment 2

I designed a safety checklist for a room at home and used it to assess/evaluate how safe the

room was for a child

The checklist could be generated by conducting a brainstorm with the whole class group first,

followed by each student using the checklist on their room at home. The list could if wished

be word-processed and copied for each student to use.

Key assignment 3

I used my IT skills or handwriting skills to design and make a healthy menu card for a

child for one day that included a lunch box and snacks.

Students could initially work in small groups to generate a healthy menu after which they

could all make their own individual menu card. The menu card could combine IT and

writing skills if wished. Clip art could also be used or pictures cut and pasted from

magazines.

Key assignment 4

I identified the main items, furniture, equipment and clothing needed for a baby and

costed them locally.

Each student could visit a different shop or cost a range of different items. After the costing

has been completed a collage/poster could be made illustrating the items and prices.

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Module 2: Child Development and Play

This module introduces students to the integrated nature of play and child development.

Students also have the opportunity to plan and implement play activities with children

and make play items for them as well.


Numerous strategies for the teaching of this module are included in the

Childcare/Community Care module descriptor under teacher guidelines pages 26-38

The work sheets included in this resource may also help to support teacher and student

when undertaking this module.

Equipment / Materials List for the Child Development and Play Module

Teachers/Tutors who attended in-service in the past have suggested the following

list for the effective delivery of this module. It is possible that other items not listed will

be required.

• A range of toys and games for different aged children for evaluation purposes

• A range of art & craft materials e.g. scissors, paper, card, glue, sellotape, paints, coloured

pencils/markers etc.

Learning Outcomes

Learning outcomes for Child Development and Play can be achieved in different ways. As

with the previous module it is useful to cluster them together rather than completing them

one at a time e.g. all of unit 6 could be completed together by making a toy for a child.

Learning outcomes related to child development, equal opportunities and play could also be

covered at the same time.

Key Assignments




Child Development and Play. It should be noted that these are suggestions only as there are

numerous ways that each key assignment could be approached.

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Key assignment 1

I designed a simple developmental milestone chart

Students could work on this key assignment in small groups. One approach is to draw a line

on the back of a length of wallpaper. The line is then sectioned every 3 or 6 months covering

the age range 0-5 years. Students can then write in, draw or attach pictures to the line to

indicate various milestones.

Key assignment 2

As part of a group I designed a simple booklet or chart showing a range of toys, games or

activities (approx. 10) suitable for one of the following age groups: 0-1 or 1-2½ or 2½ -4

This booklet or chart can be made very simply by each student having responsibility for

one or two of the toys. Free catalogues such as those from Argos, The Early Learning Centre

etc. are an ideal source of pictures of toys for this assignment.

Key assignment 3

I organised an appropriate activity for a child. I have either written out the plan or

recorded it in some other way, I have carried out the activity, I have evaluated the activity

and said what I was good at and what I would change if I was doing it again.

Activities for this key assignment can be simple such as reading a story to a child, helping

them with a jig-saw, making play-dough with them, organising a painting session, water play

or sand play in the garden etc. When planning the activity students need to have a child in

mind (it could be a younger sibling). It is helpful if you support students planning and

evaluation by providing them with a list of headings to write under.

When planning for the activity students could consider: the age of the child; the child’s

interests; why this activity is being selected; materials needed; costs involved; time needed;

place where activity will take place; safety; permission from the child’s parent etc.

When evaluating the activity students could consider: how interested the child was in the

activity, did it hold their interest? Did the child learn anything new? Was the child able for

the activity? Was it safe? Was there enough time provided or did it take longer than

expected? Was there anything that could be improved-if so how? etc.

Key assignment 4

I made a simple item for a child: I have either drawn out a design or recorded it in some

other way, I have made the item, I have evaluated the item and said what I did well and

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what I would need to change if I was making it again.

The item for the child will ideally be some type of simple play item. The main thing for

students to keep in mind is that the item must be safe and non-toxic.

An example of a simple play item is a percussion instrument. This can be made from a

clear plastic mineral bottle that has been well washed and dried. A handful of lentils,

dried peas, rice etc can then be placed inside the bottle. The cap is then screwed back in

place and sealed with a strip of coloured electrician’s tape. Other parts of the bottle can

then be decorated with stripes using the tape, which comes in a range of bright colours.

The percussion instrument is then ready for the child to use when their favourite music is

played.

Module 3: Parenting and Care Provision This module deals with the range of people who care for children such as parents,

babysitters and childcare service providers. It covers the period from antenatal care

before birth to parenting skills after birth.



Childcare/Community Care module descriptor under teacher guidelines pages 44-56.

No specialised materials or equipment are recommended for the teaching of this module.

However the work sheets included in this resource may help to support teacher and student

when undertaking this module.

Students are a resource themselves for this module, as so many of them will have had

experiences of babysitting. It addition it would help to invite parents to class to talk to

students about their parenting experiences.

Learning Outcomes

Learning outcomes for Parenting and Care Provision can be achieved in different ways.

As with previous modules it is useful to cluster them together rather than completing

them one at a time.

Key Assignments

All four key assignments listed on page 57 of Childcare/Community Care module


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Parenting and Care Provision. It should be noted that these are suggestions only as there are


Key assignment 1

I prepared an information leaflet on ‘Becoming a Parent’

Students could work on this key assignment in small groups. If possible the help of the IT

teacher could be enlisted. The leaflet could be presented if wished in a question and answer

format. Research could be conducted by talking to parents, reading books, searching the

internet etc.

Key assignment 2

As part of a group I carried out a survey to find out about antenatal care in my own local

community.

As a class brainstorm the questions that will need to be asked. Each student could then

approach one parent in the community and ask them to answer the questions. The answers

could be later compiled in class. Its best to keep the questions as simple as possible by giving

a choice of possible answers to choose from. This means students just have to tick boxes and

the results are quick to compile.

Key assignment 3

I designed a checklist that could be used by a babysitter at the beginning of a babysitting

session to get important information from parents before they leave.

A checklist could be drawn up in cooperation with parents as it would be useful to

seek their advice. Try and enlist the help of the IT teacher so that the checklist could

be word-processed as it would be a useful tool for students to use in the future.

Key assignment 4

I interviewed a person working in childcare and kept a record of the interview.

The interview could be conducted as a class interview. Invite a playgroup leader, crèche

worker or childminder etc. to class. The students could have the questions preprepared so that

the interview is conducted as a question and answer session. The interview could be audio or

videotaped.

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Module 4: People with Special Needs This module helps to heighten student’s awareness and understanding of people with

special needs and to develop socially acceptable attitudes.


Numerous strategies for the teaching of this module are included in the Childcare /

Community Care module descriptor under teacher guidelines pages 62-72

While no specialised materials or equipment are needed to teach this module catalogues

will need to be sourced to show examples of communication aids, mobility aids etc. Good

examples can also be sourced on the web.

The work sheets included in this resource may also help to support teacher and student when

undertaking this module.

Learning Outcomes

Learning outcomes for People with Special Needs can be achieved in different ways. As

with previous modules it is useful to cluster them together rather than completing them

one at a time e.g. by inviting a visiting speaker to class from a voluntary organisation

learning outcomes from several of the units such as attitudes, inclusiveness and

independence, communication, voluntary organisations and support groups can be

achieved.

Key Assignments




People with Special Needs. It should be noted that these are suggestions only as there are


Key assignment 1

I carried out research to find out more about one special need from each of the following

groups; physical disability, sensory impairment, learning difficulty, emotional difficulty.

Give each student a set of four cards with the name of a special need written on each card

(one from each group). Ask students to find out four things about each special need and write

them on the cards. Provide a range of books, leaflets etc. for students to consult.

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Key assignment 2

I participated in a group discussion about my personal attitudes and fears in relation to

meeting people with special needs and I have kept a short record of some of the points

made.

Ensure that the groups are small so that all students have the opportunity to express

themselves. Give each group a large sheet of paper or card and a thick marker. Ask them to

record their main discussion points.

Key assignment 3

I designed a simple set of guidelines to help me to overcome

initial awkwardness and fear when meeting someone with special

needs for the first time.

Carry out a brainstorm in class on how initial awkwardness and fear might be overcome.

After the brainstorm has finished invite each student to write down privately four things that

they will do to help them personally.

Key assignment 4

I carried out some research to find out more about one of the following that makes

provision for people with special needs in the local area – voluntary organisation/support

group or education/training/employment centre or day care/residential care centre.

Organise a class visit to one of these groups or invite them to visit the class group. Plan

the questions that students will ask in advance. If a visit or field trip is not possible try

conducting the research by telephone.

Module 5: Older People This module helps to heighten student’s awareness and understanding of older people in

the community and provides an opportunity for students to explore their own feelings and

attitudes about growing older. The module also addresses stereotypical assumptions made

about older people.



Childcare/Community Care module descriptor under teacher guidelines pages 78-88

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No specialised materials or equipment are needed to teach this module. Try to make

contact with organisations such as the active retirement group who are a wonderful

resource for this module

The work sheets included may also help to support teacher and student when undertaking this

module.

Learning Outcomes

Learning outcomes for Older People can be achieved in different ways. As with previous

modules it is useful to cluster them together rather than completing them one at a time.

Key Assignments



The following are suggestions for possible approaches to completing Key Assignments in the

module Older People. It should be noted that these are suggestions only as there are


Key assignment 1

I observed the media for a period of one week and kept a diary of articles and references

related to older people.

Enlist the support of staff by asking them to keep their newspapers for the class for the week.

All articles related to older people can be cut out and filed by the students. In addition divide

out other media that students can observe during the week such as TV, radio and magazines.

At the end of the week discuss the findings.

Key assignment 2

I interviewed an older person that I know to find out about how life has changed since they

were a child. I recorded the interview by either writing it down or taping it on an audio or

videotape.

As a group decide on a set of questions to ask an older person. Students can then take their

questions to an older person they know and conduct an interview with them.

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Key assignment 3

I designed a leaflet for older people on one or more of the following topics: health, diet,

exercise, leisure.

Students can work in small groups and each group can work on a different topic. With the

help of the IT teacher the topics can be presented in a leaflet format with clip art etc.

Key assignment 4

As part of a group I planned the content of a pre-retirement course.

Invite a panel of retired people to class to talk to students about the types of things that

would be useful to know before retiring. At the end of the session prioritise the most

important topics that everyone feels should be part of the course.

Task Students complete seven tasks over the two years. One of these tasks must be anchored in

Childcare Community Care. This will take place in either session 2 or session 3. (It is

important to check with your LCA co-ordinator which of the two sessions)

A task is a practical activity by which learning is applied to any of the following:

• The development of a product

• The investigation of an issue

• The provision of a service

• The staging of an event

Task Ideas There are endless possibilities for task ideas within Childcare/Community Care. All tasks should be accompanied by individual student reports. Students should be

encouraged to brainstorm / explore their own task themes. Here are a few ideas to give you a

sense of the types of themes that students might select for a task:

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• With the cooperation of the IT teacher produce a class newsletter or magazine on

childcare articles, problems, tips etc. Each student could be responsible for a particular

part of the newsletter.

• Invite a group of parents and toddlers to class. Provide refreshments for the parents and

have activities organized for the toddlers.

• Invite a group of students to class and provide them with guidance, information packs etc.

on babysitting. Invite a parent to attend as a guest speaker.

• Research a day in the life of a playgroup or a day in the life of a person with special

needs or a day in the life of an older person.

• Carry out a child study. E.g. collect information about the child e.g. how they spend a

typical day, favourite books/toys/foods etc., stage of development that they are at etc.

Observe the child doing different activities and write up a report. (Parental permission is

essential)

• Produce a resource book for older people on activities in the local area, places of interest,

services available, the importance of a healthy diet, exercise etc.

• Produce a leaflet for parents on how to entertain children in the local area

• Plan an event for children e.g. a puppet show at a local playgroup. Make the puppets,

write the script, put on the show, evaluate it etc.

• Carry out a critique of a range of toys and games suitable for a particular age group.

• Survey a local building to find out how suitable it is for use by a person who uses a

wheelchair.

• Research older people in the community e.g. active retirement group. Look at the range

of activities, benefits to older person etc.

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Methodology in the classroom Active teaching and learning methods that engage learners in the learning process are

strongly encouraged. when teaching the Childcare / Community Care Modules.

.

Remember the old Chinese proverb:

I hear, and I forget

I see, and I remember

I do, and I understand

Chinese Proverb

The use of active teaching and learning methods helps to maximise learning:

Reading

Hearing Words

Looking at picturesWatching a film/videoLooking at an exhibit

Watching a demonstrationSeeing it done on location

Participating in a discussionGiving a talk

Doing a dramatic presentationTeaching others/ Simulating

Doing the real thing

After Two weeks we tend to remember:10% of what we read

20% of what we hear

30% of what we see

50% of what we see and hear

70% of what we say

90% of what wesay and do

The Learning PyramidAdapted from: Edgar Dale Audio Visual methods in Teaching

Passive

Active

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Scan through the lists below to identify some of the characteristics of the active classroom

Some examples of active methods include:

Tr ad it iona l /D id a c tic ap proa ch

• Pa ss ive le a rner• T ea c h e r d ire c ted• Le a rn ing f r om t ea c h er

a lone• Le a rn ing f r om e x per t

• Le a rn ing f r om f eed b a c k f rom one k ey per son

• C om pet it ive env ir onm ent

• Re ly ing on ru le s

A ctiv e a ppr oa ch

• A c tiv e lea r ner• T ea c h e r gu id ed• Le a rn ing f r om e a c h

oth e r• D is c ove ry un d er

gu id a nc e• Le a rn ing f r om t h e

re a c tions of m a ny peop le

• C o l la b ora t ive env ir onm ent

• R ely ing on gu id el ines

Tradit iona l /D idact ic a pproach

• Cons iste ncy/same ness• Secre cy• Copyin g from o thers

d isco urage d• Mistak es fe are d• Le arning by note s

• Formal l ayout of classroom

• Class time short• Isolated de cisions• Re sult s th in king

••

•

Active approach

Dive rs ity/flex ib il ityOpe nness/ sharing

• Le arning by borrowing enco urage d

• Mistak es le arn ed from• Le arning by prob lem

so lv ing• Informal / flex ib le

arrange ment• Lon ger cl ass t ime

Involve me nt of others• Pro cess th ink ing

Examples of Active teaching and learning strategies

ShadowingStudy visitVirtual chat

DemonstrationsPerformance

Work experienceLearning centresWorksheets

MappingStory tellingSurveyInterview

Field tripVox popRole playExperiments

PresentationsDiscussionLogsDiaries

Practical workExhibitionsIce breakers

QuizDisplaysGamesDanceMimeDebate

Case studiesBrainstormingGroup projects

Etc. 41

Example: Using active methodology to teach how to change a baby’s nappy Invite a parent / carer and baby to class and ask them to demonstrate to students how they change their baby’s nappy. The session could be further enhanced by adding one or more of the following: • The session could be photographed or videoed.

• There could be a question and answer session during and after the demonstration

• Students could have the questions prepared in advance.

• Students could practice changing a nappy by role playing using a doll.

• Students could watch a short video on how to change a nappy

• Students could conduct a survey to find out more about nappy changing items

available locally e.g. brands, cost etc.

• Students could do a test on different makes of disposable nappies to find out which one

(brand) holds the most moisture.

• Students could find out about environmentally friendly nappies

• Students could investigate cloth nappy services

An example of a worksheet to support one of the above ideas follows:

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Leaving Certificate Applied – Childcare Community Care The Care of Babies and Young Children

Change a Nappy (using a doll) Before 1. List the items you will need ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 2. Describe how you will change the nappy ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

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After 3. Which parts of the activity did you find… Easy? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

Difficult? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 4. How would you know when to change a baby’s nappy? ________________________________________________________________ ________________________________________________________________ 5. How would you dispose of a soiled nappy? ________________________________________________________________ ________________________________________________________________

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Linking with the Community One of the key underlying principles of Leaving Certificate Applied is ‘linking with the

community’

There are a wide range of possibilities for doing this in Childcare / Community Care.

Opportunities are clearly identified in the learning outcomes for each module. They are

further elaborated upon within the teacher guidelines (found beside the learning outcomes)

Linking with the community involves groups or individuals going out into the community on

visits, fact finding exercises etc. There is also scope for inviting the community into the

classroom e.g. a visiting speaker. The possibilities are numerous.

The following worksheet is an example of how you might structure an activity which

involves going out into the community.

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Leaving Certificate Applied – Childcare Community Care The Care of Babies and Young Children

Disposable Nappies

Carry out a class survey to find out about disposable nappies. Find out about the different brands, sizes, costs etc. of disposable nappies available in your local shops.

Shops Visited Brand names of nappies

Sizes available (No in packet and weight of baby)

Cost

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Supporting Literacy: Word Banks Developing a word bank for a module can help to support a students basic skills and can be used in a number of ways. It can: • Introduce students to new terminology specific to the Childcare/Community Care

modules • Provide a list of most commonly used words in a module • Clarify the meanings of words • Provide a resource for correct spelling

Word banks can be drawn up in advance by the tutor and presented to students as a word bank booklet or as a wall poster. This can be used by the tutor as a teaching aid and as a resource for students to look up correct spellings. Word banks can also be given to students as blank templates that they can fill in themselves as they work through a module and come across new words. Example: List of Words

Care of Babies and Young Children

Word Bank

paediatrichazardinfectiousprogrammeimmunisationcharacteristicweaningnutrientbalanced diet

temperatureformula milksteriliser

Word banks can be used as a resource for worksheets e.g. • Students are presented with a range of sentences that have missing words. Students

select the correct missing words from the word bank to complete sentences or • Students are presented with a number of sentences explaining different terms or

describing items of equipment etc. The students select the word from the word bank that best fits the description they have been given.

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The Care of Babies and Young Children

Word Bank

48


Child Development and Play

Word Bank

49


Parenting and Care Provision

Word Bank

50


People with Special Needs

Word Bank

51


Older People

Word Bank

52

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Personal Reflection

In Childcare/Community Care

All students complete a PERSONAL REFECTION TASK • This task requires that students reflect on learning experiences over the course of the

programme and to look forward by planning for future learning and work.

• All teachers should have a role in supporting students through the process of reflection

• A quality process will ensure that the task is a meaningful experience for all students

and that they are enabled to do the task well

• Childcare/Community care teachers can support students with this task in many ways

Some suggestions include:

• Inviting students to discuss/write down what they are learning in modules,

units, key assignments, specific topics, tasks, individual classes, specific

experiences e.g. field trips, visiting speakers etc.

• Identifying the most important things they have learned

• Identifying the most interesting/ enjoyable things they have learned

• Identifying the least interesting things

• Keeping a log book, photographs, collages etc. to remind them of their

experiences

• Looking at the relevance of the experiences for the future

• Designing games and worksheets to help students to reflect

Reflection doesn’t require huge amounts of time but it does need to be done regularly. You

might be interested to find out what topics etc. are having the most impact on your students.

leaving certificate applied community care support material.pdftask . 1 task is to be completed at...

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