GCSE Child Development

					          GCSE Child

   Individual Task
  Coursework Guide

(If found, please return to Ms Bamford in E27 so the
aforementioned careless student can be tortured

                                                    Sarah Bamford
                                       Peacehaven Community School
             5 Sections

The Individual Task has 5 sections. These are

  1)Task Analysis
  2) Development
  3) Planning
  4) Execution
     i) Observation
     ii) Knowledge
  5) Evaluation

The next pages will outline for you what is required in
each of the five sections. This will probably not make
sense yet. You will be given additional help and guidance
about each section. This booklet is to give you an
overview of the work required. Remember this is worth
30% of your total exam mark.

                       General Guidance

1. Use the marks shown for each section to determine how much
time and effort you should devote to each section.

2. Try to use ICT where you can – there are extra marks for it.

3. There are also marks for presenting work in a variety of ways,
not just writing. So use charts, diagrams, mind maps etc.

4. Proof read your work – you gain marks for spelling, punctuation
and grammar

5. PACE yourself. Use the A3 diary sheet to work out what you
will do when. Try to get your first observation done in
September; two more in October; two more in November and just
one in December.

6. Use after-school catch-up clinic as soon as you get behind so
you can get yourself back on track (Mondays 3-4pm)

7. Use lesson time effectively - it will save you time at home.

8. Share this guide with your parents/carers – they may be more
supportive than you think when they realise how hard you are

9. Talk to your teacher – they might be able to help!

10. Remember to have a life – this study is a huge task but don‟t
let it dominate everything else.

           1.Task Analysis (6 marks)

This section is designed to help you think about which
area of child development is most appropriate for the
child you wish to study, and for your to develop a task
title. You will have completed much of this work
already in the summer holidays.

Use the following sub-headings to lay-out this section
of your work.

Brief introduction – what you are going to do, over what time
period, with what age child. What you hope to find out, how
you will know you‟ve found it. What will you need to consider
(i.e. all areas of development, how well your child is developing,
how your child will react to activities etc..) (you may find this
easier to write when you have actually completed your task but
don‟t forget it!)

1) Information about the Child.
- Questionnaire and responses (written up)
- Developmental milestone checklists (completed for your
- No identifying details (surnames/ addresses)

2) Areas of Child Development
- A definition of each of the areas of Child Development –
   Physical, Intellectual, Social, Emotional and Language.

- A brief description of how your child is developing in each

3) Chosen Area of Child Development
- An explanation of which area of Child Development you have
   chosen and why (make sure you link this to the child e.g. “I
  have chosen physical development as the child is 8 months
  old and learning to crawl but is not yet speaking or
  communicating so measuring intellectual/social/emotional
  development would be difficult”)
- An explanation of why you have NOT chosen other areas

4) Possible Resources you will need for the task
This can be a list or spiderdiagram or chart. Include every
resource you could possibly use, even if you know you won‟t use
them – be imaginative and specific!

5) Research into the Chosen Area of Development
- Information from textbooks, leaflets, websites etc. about
   the chosen area of development e.g. physical development –
   some general information but perhaps some information
   focused on e.g fine manipulative skills.
- Make sure the information relates to the age of your child
- present the information in a variety of ways - Diagrams,
   charts, text, bullet points, weblinks.
- You can include some downloaded information but make sure
   you highlight/annotate relevant parts and make sure the
   web address or source is clear.

  6) Task Title
  You will be given additional help on this section in class.
  The title should be:
  - either a question you want to ask about your child and your
  chosen area of development or a statement you wish to
  - You will be given example titles but must formulate your own
     title here.

Also needs something here about what exactly you want to find
out – e.g whether they understand a particular number of
concepts, be as specific as possible- and that you will undertake a
number of activities over what time period in order to answer
your question (criteria for completion)

This section should be completed by the end of September.
You will also have started other sections too by this point.

             2. Development (8 marks)

Start this section in September. Complete by end

This section is where you show how your research and
thinking is „developing‟. It is to show that you have
considered a variety of options for observation or tasks,
before actually planning your visits. NB: It is NOT about
„Child‟ Development.

Nearly everything you write in this section is about
exploring possibilities of how you could do your work. You
only need to state which options you have chosen in sub-
section 5.

1. Ideas from Research

You need to look back through the research information you
collected on your chosen area of development – e.g. what would be
expected of a child of the age chosen? What sort of variations
might you expect to see?
Show how this research has given you ideas (mind map?) for what
you could expect to see in your child.

2. Methods of Observation
   - List/chart/spidergram of different methods of observing
     children (there are some ideas in the thin textbook (page
     131 – you will also be given some help with this in lesson
   - Information about some of the different methods to
     observe children –– for each idea you would need to consider
     the advantages and disadvantages as well as whether they
     are appropriate in your case

3. Possible Activities for Visits
   - List/chart/spidergram of possible activities that would be
     suitable for age of child and relevant to area of
   - Use the research (milestones etc.) to consider which
     activities might be most appropriate for your visits.

4. Length and Frequency of Observations
Timing and length of observations will depend on age of child and
chosen area of development.
   - possibilities for frequency and timing (e.g. if you want to
     show how a skill develops over time you will need to space
     out observations).

5. Decisions on methods and activities
   - details of activities you have chosen – pick activities that
     most suit your task e.g physical development etc.
   - Justify why you have selected each task. Make sure at this
     point that you re-state how the research informs your
     decision (e.g. if research says a 9 month old should be able
     to hold between thumb and forefinger then explain that this
     informed bead picking task..)

                              - 10 -
                 3. Planning (8 marks)

Start this section in September. Complete by mid-

This is where you show how you have taken your ideas
from Section 2 (Development) and made precise and
detailed plans of what to do, when etc.

You have to plan each of your 6 observations in detail.
You should do this one at a time, not all at once, so that
you can intersperse planning work with observations.

1. Overview Plan
   - Draw a diagram or chart (e.g. flow chart) to show in what
     order you will undertake the observation activities e.g
   - Include activities for 6 observations
                                                1. Undressing Activity

                                               2. Communication Activity

                                               3. Conversation Activity

                              - 11 -
2. Plan of Individual Observations
Show detailed planning of each of the 6 visits. For each plan you
should include:
   - Timings
   - Methods of Observation
   - Details of Activity
   - What you will be looking for
   - Resources required
You might like to develop a chart format to show this information
for each of the observations.

3. Recording Observations
For each observation include:
   - Details of how you intend to record the information you are
      seeking– this could be a tick chart, a camera, a painting etc.
   - Try to use a variety of recording methods as well as (not
      instead of) notetaking.
   - You may want to develop a note-taking pro-forma to use as
      well showing:
   - time, place, date
   - what happened;
   - focus on area of development;
   - mini-evaluation – any questions raised by visit? Anything you
      would do differently?
NB: Make sure you allow time to write up notes immediately after

                                - 12 -
4. Potential Problems and Contingency Plans
   - details of observations that are weather dependent – what
      will you do if it rains and you‟d wanted to be outside?
   - Any other problems you think could happen and what you will
    (Make sure you refer to changes of plan in the evaluation

                              - 13 -
              4. Execution (24 marks)

This section is about what you actually did – both what
you observed and how you have applied your knowledge to
understand what you saw.
Start this section end September. Complete by
beginning of January.

1. Observations (12 marks)
Use subheadings (e.g. Visit 1) for each observation.
- time, place, length of visit, method of observation
- Detailed descriptions of each of your observations. You need to
explain what happened (set the scene) but make sure your
observations are focused on your chosen area of development.
- Concluding thoughts – what did you find out? Did the visit go
well? Anything you would change or still want to ask?

                              - 14 -
2. Application of Knowledge (12 marks)
Use subheadings for each observation (e.g Visit 1, Visit 2 etc.)
For each observation you need to:
   - Relate the theory (what it says in the books!) to what you
     actually saw. Use your original research to check whether
     what you saw was what you would expect to see for this age.
     You can use quotes from your research information here.
   - Offer your own thoughts about what you saw e.g. if a child
     appeared shy why do you think this was?
   - Compare what you saw either with another child of similar
     (or slightly older/younger) OR with developmental
     milestones for same age/slightly older/slightly younger

                              - 15 -
                5. Evaluation (14 marks)

Make sure you look through all your work before you
start writing this.

Start in January.

1. Conclusions
- Restate your task title
- Explain what you have found out about your chosen child and
this area of development by looking through the final part of
each observation and „pulling it together‟

2. Personal View of the Outcome
- What do you think about what you found out? Give examples
for your statements e.g. „I think most two year olds are more able
to climb stairs than Billy – evidence in observation 2 when Billy
tripped up 3 steps..‟

3. Assessment of your Performance
- Were you happy with the way you planned?, researched etc.?
Could you have included more/different activities?
- How would you do it differently?

4. Changes made to Plan
   - details of any changes made
   - reasons for changes

                               - 16 -
5. Strengths and Weaknesses
   - what did you do well – how did this help with the outcome of
     the task?
   - What did you not do so well? – how did this affect the

6. Assessment of Task Title
- Did you choose a good title for your task?
- Have you found out what you wanted to find out with the title?
- What did you find out (in brief as you have already said this).

                               - 17 -

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