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My Revision Notes: Education and Childcare T Level, Edition 2022 (PDF)

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About the book:

Edition 2022;

Pages: 553;

Authors: Penny Tassoni, Louise Burnham;

Publisher: Рщввук Увгсфешщт;

Language: English;

Size: 6 Mb;


Element 1 Wider context

1.1 The differences between a range of

childcare and education provision from 0

to 19 years

1.2 The different responsibilities of each of

the identified roles, the entry

requirements and possible career

progression routes in the sector

Element 2 Supporting education

2.1 The origin and purpose of the EYFS and

the National Curriculum from Key Stage 1

to Key Stage 4

2.2 How teachers/practitioners can

effectively support children and young

people in their education

2.3 Current theoretical and pedagogical

approaches applied in education and the

evidence that underpins them

2.4 How metacognition supports children and

young people to manage their own


2.5 How practitioners provide effective

feedback and why it is important in

supporting educational development

2.6 Why up-to-date and appropriate

technology is important to effectively

support educational development

2.7 How personal, educational and

environmental factors may affect

engagement and development in reading,

literacy and mathematics

Element 3 Safeguarding, health and safety and


3.1 The requirements and purpose of

legislation in relation to educational


3.2 How statutory guidance informs policies

and procedures in educational settings

3.3 The importance of emotional health and

its impact on overall wellbeing

3.4 The difference between a child or young

person ‘at risk’ and ‘in need’

3.5 The factors that may indicate that a child

or young person is in danger or at risk of


3.6 The legal definition of a position of trust,

as defined by the Sexual Offences

(Amendment) Act 2000, and how power

and influence can be used and abused

3.7 Grooming: an individual developing a

relationship, trust and emotional

connection with a child or young person

so that they can manipulate, exploit and

abuse them

3.8 The range of indicators that an adult in a

setting may have inappropriate

relationships with children and young


3.9 How abuse, neglect, bullying,

persecution and violence may impact on

development and behaviour

Element 4 Behaviour

4.1 How the stages of social, emotional and

physical development may inform

behaviour, and how practitioners can use

this information to meet needs

4.2 How a range of individual, environmental

and educational factors can positively or

negatively influence behaviour

4.3 The link between self-esteem, identity

and inappropriate behaviour, and the

effects of over-confidence as well as low


4.4 How self-image, self-esteem and the

ideal self inform self-concept

4.5 Why children and young people must

know how to adapt behaviour to different

social contexts

4.6 Why it is important to set and follow

behaviour management policy and


4.7 How home, family circumstances and

care history can affect behaviour

4.8 How children/young people may respond

to both positive and negative verbal and

non-verbal communication from adults

4.9 How and why practitioners use positive

approaches to motivate behaviour,

attainment and achievement

4.10 How and why practitioners use a range

of strategies for setting clear expectations

of behaviour

4.11 How and why practitioners use a range of

strategies to support children and young

people to develop self-regulation and


4.12 How and why practitioners use a range

of strategies to deal with inappropriate


4.13 How and why practitioners use a range

of strategies to motivate children and

young people to test and stretch their

skills and abilities

4.14 How practitioners assess risks to their

own and others’ safety when dealing with

challenging behaviour

Element 5 Parents, families and carers

5.1 The advantages of working with parents,

carers and wider families to support

children and young people

5.2 The characteristics of different family


5.3 Possible barriers to effective partnerships

with parents, carers and wider families

5.4 Where to find a range of reliable

resources to support parents and carers

and the wider family

Element 6 Working with others

6.1 How agencies and services support

children, parents/ carers and wider


6.2 The roles of other professionals in

supporting children, parents/carers and


6.3 How to work collaboratively with other

agencies and professionals

6.4 Why practitioners establish and maintain

professional boundaries and relationships

with children/young people, families and

other professionals

Element 7 Child development

7.1 The expected patterns of development in

infancy, early childhood, middle childhood

and adolescence

7.2 The key concepts of attachment theory

and how early attachments influence

adult relationships

7.3 The differences between receptive and

expressive language

7.4 How practitioners, parents, carers and

other professionals can promote

language development at different ages

7.5 How children and young people develop

friendships from infancy through to


7.6 The difference between expected and

unexpected transitions, and how these

may affect children in positive or negative


Element 8 Observation and assessment

8.1 The purpose of national assessments

and benchmarks

8.2 The different purposes of formative and

summative assessment

8.3 The purpose of accurately observing,

recording and reporting on participation,

conceptual understanding and progress

8.4 Different roles that practitioners play in

assessment processes and requirements

Element 9 Reflective practice

9.1 Key concepts of specific models of


9.2 Current priorities and debates in


9.3 The importance of receiving ongoing

developmental feedback

9.4 How practitioners can meet their own

developmental needs

Element 10 Equality and diversity

10.1 The basic principles of laws, regulations

and codes of practice in relation to

equality, diversity and human rights

10.2 The links between legal requirements

and the organisational policies and

procedures relating to equality, diversity,

discrimination, confidentiality and the

rights of children and young people

10.3 Why it is important to promote equality,

diversity and inclusion

10.4 The consequences of labelling children

and young people

10.5 The impact of a range of barriers to


Element 11 Special educational needs and


11.1 The statutory duties and responsibilities

of practitioners supporting children and

young people with SEND and the link

between the Children and Families Act

2014 and the SEND Code of Practice: 0

to 25 years 2015

11.2 How professionals and organisations

support children and young people with


11.3 The principles of integration, equity and

inclusion, and the differences between


11.4 Appropriate terminology to use when

discussing the needs of children and

young people with SEND

11.5 The difference between the medical and

social models of disability

11.6 How a primary disability may affect


11.7 The range of cognitive skills necessary

for effective educational development,

and how single or multiple disabilities

might affect these

11.8 How cognitive difficulties might have an

impact on language, communication and

educational development

11.9 How a chronic condition may affect

emotions, education, behaviour and

quality of life

11.10 How adults can remove barriers in order

to empower and value children and young


11.11 When and how speech can be

supplemented or replaced by AAC

Element 12 English as an additional language

12.1 The characteristics of the five stages of

acquiring an additional language

12.2 How a range of factors might affect

language acquisition

12.3 How home language affects education

and development

12.4 The communication, social and

emotional needs of children/young people

being taught EAL

12.5 How practitioners can use a range of

strategies to support children/young

people being taught EAL



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