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					Session Plan:
Module/Unit Level Five: Health and Community Three – Year Two Learners Care AIM …..a general statement about the intention of the session DURATION A practical and academic workshop on Health Promotion in line with the 3 Hours – this session may flow through to inverse care law and a review of the assignment criteria, motivation for the next week with the health promotion learners to go for the A grade project LEARNING OUTCOMES measuring skills knowledge and attitude so that by the end of the lesson …… All students will be able to 1 Identify a range of health promotion campaigns for children and their families. 2 Define what makes health promotion campaigns effective. 3 Design a health promotion campaign for a specific area of health and present to peers. Most students should be 4 Apply the practical health promotion activity to the early years foundation stage curriculum and welfare requirements (EYFS) 5 Examine the effectiveness of the media and advertising in particular for health promotion. 6 Demonstrate how they will promote a healthy lifestyle for children and families Some students may be able to 7 Analyse the effectiveness of health promotion campaigns for children and young people. 8 Recount and reflect on how their current and previous placements have promoted a healthy lifestyle for children and young people. 9 Evaluate their own health promotion campaign and say why it would be effective and what could be better. 10 Review academic terms for use in the assignment. Programme Diploma in Childcare and Education Location Derby Road DAY/ DATE / TIME th Friday 14 November 2008

Evaluation of session

Session Plan 2008/09 M.J.Edwards 2008







Welcome, register and brain gym
within first 10 mins
Active Intro (Hook the learners)

This section illustrates the chunked times mapped to the Teaching and Learning Strategy

Connect the learning

PowerPoint Throughout Session Music will be used throughout the session

Participation in brain gym activity

9.00 1–3

Introduction to the learning outcomes Placement Hotspot Hotspot Q and A Peer feedback Q and A Discussion during game Write list Feedback to group. verbal

Intro to contents /aims

Activity/ Input


main body of session


Whole group interactive game The Snowball Technique
Then introduce and make links to the next part of the session

Paper and pens “plant” key questions Word

Activity/ Input

1-3, 5 1 – 3,5,6


Activity/ Input


within final 20 mins

Demonstrate learning

1-3,5 – 8


Homework / bridge to next session

1-9 9.40

Introductory Discussion What makes adverts (all media) powerful? Introduction to health promotion activity: IN PAIRS What health promotion campaigns are there in currently in the UK? And “Sell you fruit” You Tube Activity – Analysing the campaign promotion video Make link of health promotion to Every Child Matters PowerPoint to promote discussion.

Learners should have brought a piece of fruit in – spares are available.

Chart sheet You tube clips embedded within PowerPoint

Written Verbal

Session Plan 2008/09 M.J.Edwards 2008


Focus Cards Mind Mapping Paper Creating Definitions Each group will create a mind map or Creative Resources poster to feedback to the rest of the PowerPoint group. Group One Explain why it is important to promote a healthy lifestyle for young children? Group Two Describe how a practitioner promotes healthy living for children and young people and their families? Group Three What are the benefits of living a healthy life style? Group Four Evaluate the short and long term effects of NOT promoting a healthy lifestyle. Tutor Use Sure Start Definition

Focus Groups

Stretch and Challenge Groups


1-3, 4-7

Practical Activity
With evaluation and analysis The Five A Day Campaign Juicing Surprise Learners will evaluate the learning that would take place for children using the EYFS

Fruit Juicer EYFS Creative resources Mind Mapping Paper

Q and A Kinaesthetic and experiential Written EFYS comments.

Session Plan 2008/09 M.J.Edwards 2008


Two groups using Welfare standards Two Group using Development matters. While Drinking the fresh Juices introduce concept… Who are the hard to reach families? Why? How can we reach them? Theory Slot The Inverse Care Law…

PowerPoint Discussion JUICES!!!

Q and A

10.30 10.45 1-10 The Health Promotion Project

Comfort Break
Health Promotion Project Packs The BUDGET: £15,000 Learners will design a health promotion day with information on a health related topic. Learners will also create an advert for their promotion.        Obesity reduction. Smoking cessation. Five A Day. MMR Immunisation. Sensible Drinking. Sexual Health. Mental Well Being. Presentation Conference board Communication skills used Written Verbal Independent and as a group

Learners will design a “promotion
Session Plan 2008/09 M.J.Edwards 2008

day” that includes the following:       Facts about the topic. A conference board. An activity or presentation. Compare the Fors and Against the health campaign. Long Term Benefits to Child and Family. Identify some self help groups. Learners to include a break down of costs for budgeting.

Learners will feedback progress to tutor – Make note… Learners will present back as part of next weeks session. Assignment Tutorials While learners are working in teams to research their topics… opportunity may be provided if appropriate for learners to receive 1 – 1tutorals for assignments May want to work with individuals on A and B grading criteria also… for stretch and challenge. Target Setting Summary of Lesson, Closing comments and Thoughts Check Learning Outcomes Home work


Tutorial Sheets

Learner written work Tutorial notes



Target Sheets

Targets set and evaluative comments in a fortnight.

Session Plan 2008/09 M.J.Edwards 2008

Writing Learning Outcomes Learning Outcomes
Learning outcomes should describe what it is that the learners should achieve in terms of knowledge, understanding and skills. They should be written as descriptors of ways that students will be expected to demonstrate the results of their learning and include an explicit statement of the skills which will be assessed including where assessment of these forms only one element of an assessment. Learning outcomes should relate to explicit statements of achievement and be achievable and assessable. The table below lists examples of verbs which can be used to draw up learning outcomes according to the aims of the module/ unit or session.
Knowledge and understanding Outcomes written to enable students to demonstrate knowledge/understanding/ awareness

Learning Outcomes
state record identify clarify describe make distinctions draw on list recount discuss respond to disclose reveal define name explain account outline refer to make observations illustrate show solve use Analysis - Outcomes written to enable students to demonstrate the skill of analysis

analyse compare appraise criticise categorise assemble prepare construct develop create

examine debate contrast question distinguish arrange plan formulate redefine initiate design invent start produce carry out

Application - Outcomes
written to enable students to demonstrate that they can apply their knowledge

recognise apply compute calculate demonstrate

recognise discover manipulate modify perform

indicate predict prepare produce relate

Synthesis/creativityOutcomes written to enable students to demonstrate the skill of synthesis/creativity

Evaluation - Outcomes written to enable students to demonstrate the skill of evaluation

evaluate estimate measure

recommend assess criticise

judge appraise discriminate

compare advocate

Words such as those in the list below should be avoided when writing outcomes because they are too difficult to quantify:
 know  be aware of  appreciate  be familiar with  believe  have a good grasp of  be interested in  obtain knowledge of  learn the basics in  be familiar  realise the significance of  become acquainted with

Session Plan 2008/09 M.J.Edwards 2008