Skills for Life
Support Programme
res no. style title
HO8 Handout Childcare Scheme of Work – extract from a scheme of work
provided by Brooklands College who participated in SfLIP 2007/08.
Programme/Course Title and Code Qualification Aim and Awarding Unit/Module
Skills for Life Level 1 ESOL with Childcare Body
Note: In order to complete this course successfully and to be ready for onward
progression to the designated vocational course CACHE L2), target Ls should Level 1 Skills for Life Speaking /
have mid-level 1 Speaking/Listening, mid-Level Reading (literacy) and low level Listening Test (Cambridge ESOL)
Writing Skills or above. The grammar score should be a minimum of 30. The
materials have been chosen/designed to cater for Ls with this profile. Extension Brooklands College Level 1
activities in speaking, reading, vocabulary and grammar areas may have to be Certificate of Achievement in
provided by the course tutor once the actual profile of the class is known. ESOL with Childcare
Lecturer: Curriculum Manager No. Of Weeks: 15 Academic Year: 2008-2009
Module/Unit Aims: Intended Learning Outcomes:
General aims Students will:
to prepare students to join Level 2 CACHE course; to develop knowledge of a 1. be prepared to join a Level 2 CACHE course
career in Childcare; to develop speaking and listening skills; to prepare students be introduced to key childcare topics; have opportunities for discussion
to take the Cambridge ESOL Speaking and Listening certificate at Level 1 in pairs, small groups and as a whole class; receive reading and writing
Specific aims tasks connected to unit topics; receive initial, diagnostic and formative
to introduce and focus on key childcare topics and to develop students’ assessment tasks; receive regular spoken and written feedback and
subject knowledge of childcare(concepts, terminology) reviews from tutor;
to develop knowledge of requirements for a career in childcare (legal write an assignment of 500-700 words on an autobiographical topic and
and professional responsibilities) identify and practise stages of writing process including planning,
to focus on language skills (lexis, grammar knowledge and language drafting, proof reading and editing
functions) required in order to speak, read and write about topics covered 2. be prepared to take the Cambridge ESOL Skills for Life Speaking and
in course Listening L1 exam
to focus on, and develop in particular, speaking and listening skills that practise speaking and listening skills (speak to communicate & engage
will enable students to participate successfully in a CACHE level 2 course in discussion); pronunciation, stress & intonation; appropriate register in
or employment formal and informal situations; turn taking, conversation and politeness
to focus on a range of topics (outside of childcare) that candidates are conventions asking for and giving personal and factual information;
required to talk about for the Cambridge ESOL speaking and listening asking for and giving instructions & advice;
exam to familiarise students with format of, and provide practise for, presentation skills and techniques: verbal and non-verbal commu-
Cambridge ESOL speaking and listening exam at L1 nication, formal register, structure and organisation of presentation
The Skills for Life Support Programme is delivered on CfBT Education Trust T: 0118 902 1920
behalf of the Learning and Skills Improvement Service by 60 Queens Road F: 0845 838 1207
CfBT Education Trust and partners Reading E: sflenquiries@cfbt.com
RG1 4BS W: www.excellencegateway.org.uk/sflsp
Skills for Life Support Programme
Scheme of work COLOUR CODING KEY
Black bold = childcare topics and lesson content
Blue =embedded grammar
Orange=speaking assessment activities (5 minute presentations)
Pink= written assignment activities
Lilac = Employment skills for childcare
Lime green = ILP work including learning styles questionnaire, tutorial, ILP reviews, portfolio checks
Red=Formative/summative assessment activities
Green=speaking and listening exam practice activities
Pre course initial and diagnostic activities
Contact and Initial assessment will take place at a specified enrolment and Advice and Guidance session
INITIAL ASSESSMENT
Ss will
be interviewed by ESOL A & G tutor
do a grammar gap-fill assessment (written or online)
do a short written task to gauge literacy levels
DIAGNOSTIC ASSESSMENT
Diagnostic assessment will take place in the week prior to commencement of the course
Ss will
do a VAK Learning Styles questionnaire
do L1 OCR sample test
Results obtained from initial and diagnostic tests will be recorded by tutor and used to inform ILP long term, medium and SMART targets
Students will be required to provide files, dividers, A4 lined paper and pens. They will be informed at Diagnostic assessment sessions to
purchase and bring these to lesson 1.
Skills for Life Support Programme
Week Topic/Subject Main Learning Teaching Planned Resources SFL-Basic Notes/
Element Objectives/Outcomes /Learning Assessment/ Skills/Key Things to remember
Methods Evaluation Skills ref Differentiation
(including use of (including use of
ILT) ILT)
UNIT 1 Introductions Get to know each other group work tutor monitoring Course overview Sc/L1 2b; Ls complete ILPs with
pair work speaking handouts 3a; 3c; individual data
Become familiar with all activities targeted Q & A Sd/L1. 1a,; information gathered
1a course introduction: aspects of course and 1c; 2a; 3a from Learning Styles
overview of: course note key elements whole group Tutor monitoring of white Lr/L1 2b; questionnaire. Ls
content & discussion and individual board/OHTS/Pow 3a; 4a; 5a complete long aims and
topics/materials/asses feedback responses and er point slides identify personal
sment/qualification production medium terms aims
aims / opportunities (duration of course).
for progression Individual files, dividers
Introduction to Become familiar with response leading
portfolio content & portfolio content & ton small group
organisation organisation & set up discussion ILP forms
personal portfolios Tutor monitoring Aims in Life WS/L1 2a
pair work and and checking questionnaire
Setting long term & Identify personal long one-to-one individuals asking for
medium term ILP and medium term goals discussion with personal
targets tutor information
interview forms
UNIT 1 Health & Safety (1) Read information from pair work/small Tutor monitoring of pp 141-142 Early Wt/L1. 5. Tutor support for
table and enter group work tasks Years individuals
Children and Health information into a table; discussion leading
1b and Safety be aware of potential to whole group Successful targeted Q & A
childhood accidents; feedback completion of tasks
consider ways of graded tasks
Review of modal introducing health and
verbs : safety issues to children; pair work activities Sc/L1 3d; extension w/s
must/mustn’t; review use of modal verbs to check/review Grammar Sd/L1 2b
should/shouldn’t; of obligation and target grammar practice w/s
may/might necessity;
Set up speaking Give information on Teacher
assessment (giving speaking assessment presentation
5 minute activity & check student followed by Q &
presentation) for understanding of task A & small group Sd/L1 2a;
Skills for Life Support Programme
Week Topic/Subject Main Learning Teaching Planned Resources SFL-Basic Notes/
Element Objectives/Outcomes /Learning Assessment/ Skills/Key Things to remember
Methods Evaluation Skills ref Differentiation
(including use of (including use of
ILT) ILT)
week 4a / 4b requirements; small discussion & 2c
group discussion to whole class
compare ideas for feedback
presentations
UNIT 1 Health & Safety (2) Review and extend pair work Tutor monitoring of Health words Sc/L1 1a; tutor monitoring and
knowledge or parts of tasks crossword 1b; 3a. 3e support of individuals;
2a Childhood Illnesses & body, common childhood graded vocabulary w/s
accidents illnesses – symptoms & Successful Body parts
treatment; identify completion of tasks vocabulary
Review of body common causes of sheet/visual
parts/childhood childhood accident & small group
illnesses vocabulary discuss situations discussion
Set written teacher Roald Dahl: A
assignment: an Ss will be familiarised presentation visit to the
autobiographical with written assignment followed by doctor. Text,
text objectives group discussion discussion
&Q&A points &
worksheet
Assignment
brief
UNIT 1 Health & Safety (3) Discuss and record Tutor monitoring of model phone Sc/L1 1a; Tutor monitoring of tasks
emergency procedure in small group tasks and taking script 1b; 1c; 3b; and taking note of
2b Dealing with the UK ; role play phone discussion note of individual conversation 3c; individual production
emergencies conversations asking for production (use of tenses,
emergency services and pair work role play imperative & zero
Contacting emergency describing situations; will conditional). Ss who
services practise giving instructions require further support &
Use of past & perfect in context of emergency w/s Review of input will be given
tenses to describe situation and review use past tense focused homework tasks
situations: past of zero conditional to pair work leading forms. Recycling on target structures
simple, past describe facts. to whole group f/b your English.
continuous, present Clare West.
perfect Georgian Press
Use of imperative:
giving instructions
in context of first
Skills for Life Support Programme
Week Topic/Subject Main Learning Teaching Planned Resources SFL-Basic Notes/
Element Objectives/Outcomes /Learning Assessment/ Skills/Key Things to remember
Methods Evaluation Skills ref Differentiation
(including use of (including use of
ILT) ILT)
aid: ABC of ABC of
Resuscitation Resuscitation:
review of zero text & w/s
conditional
UNIT 1 Health & Safety (4) ss will read and small group/pair Successful task Rw/L1.2;
understand the language work discussion to completion pp 107-109 Early Rs/L1.1.2;
3a of policies & procedures; talk about Years Rt/L2,1,3
recognise & use the advantages &
Policy & Procedures organisational structure to disadvantages of Tasks 1 & 2
aid understanding; use having policies &
different strategies to procedures in
locate & understand place & following Sc/L1 3e;
information them in their jobs; policy documents 2a; 3a
Check progress of look at ‘real’ policy
written assignment Ss will: produce drafts documents &
and deal with in progress to show discuss.
questions tutor whole class
feedback
plans & drafts of
written
assignment
UNIT 1 Health & Safety (5)
Policy & Procedures
3b
Check progress of Q & A. tutor
speaking monitoring of
assessment individuals to
preparation check
procedure for week 4 understanding of
speaking
assessment
Skills for Life Support Programme
Week Topic/Subject Main Learning Teaching Planned Resources SFL-Basic Notes/
Element Objectives/Outcomes /Learning Assessment/ Skills/Key Things to remember
Methods Evaluation Skills ref Differentiation
(including use of (including use of
ILT) ILT)
Speaking diagnostic Give 5 minute Tutor Teacher Assessor Sc/L1 1a; Ss will give 5 minute
assessment presentation on topic of assessment assessment & feedback form 1b; 1c; 3a; presentations on topics
4a own choice related to feedback 3c; 3e; 4a of personal choice
Giving 5 minute career in childcare or Peer feedback
‘presentations’ child development, peer feedback
Security (1) answer questions from
classmates on topic – 4-
The CRB 5 minutes
Speaking diagnostic as above Tutor Teacher Assessor Sc/L1 1a; Set homework for
4b assessment assessment assessment & feedback form 1b; 1c; 3a; Reading Week
feedback 3c; 3e; 4a
Security (2) Peer feedback
peer feedback
Reading week Ss will consider ILP
SMART targets &
Homework identify 3 personal goals