child development gcse coursework

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Child Development (GCSE)

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Child Development enables students to gain a real insight into all of the challenges, excitement, considerations and responsibilities surrounding childrens’ development. 

The course encourages multiple approaches to learning such as practical opportunities and real-life scenarios which supports students' development of applied knowledge and practical skills.

Learning Journey

Unit 2: understanding the equipment and nutritional needs of children from birth to five years (25% of final grade).

Students will investigate the different equipment and nutritional requirements of children from birth to five years.

Unit 3: Understand the development of a child from birth to five years (25% of final grade)

Students will investigate the developmental norms of children from birth to five years. They will understand the impact of play on the developmental norms.

How to prepare for Child Development tasks

Students will be expected to collect evidence in the form of both primary and secondary research. This research is then used to complete the controlled assessment as laid out by the exam board.

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Child development: course guide for GCSE

'Child development: coursework guide' is the key text for the coursework component of the child development GCSE AQA specification. As an essential guide to coursework, it is also highly relevant to a wide range of other child care and health and social care courses.

This book was written by a leading exam board's chief examiner and principal moderator, and is closely linked to the bestselling 'Child development: a comprehensive guide for GCSE'.

It is the first text ever to be dedicated to the coursework element of child development, and provides essential information on planning and carrying out activities and observations, as well as explaining assessment criteria and coursework outlines. 'Child development: coursework guide' is comprehensive, accessible and fully illustrated throughout - the core text for planning, conducting and writing up coursework projects.

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GCSE Child Development OCR – Revision Content

Browse Study Rocket's GCSE Child Development OCR free revision notes.

GCSE Child Development OCR – Topics

• IGCSE English
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GCSE Child Development

Gcse aqa home economics: child development.

This flexible, six-unit resource is ideal for teacher led e-learning in the classroom or independent study. The topics are explained in short, interactive, engaging online lessons so that learners grasp concepts quickly and gain the skills and knowledge needed for their GCSE assessments. This qualification may be used as a platform for progression to GCE Health and Social Care, CACHE qualifications and a career in childcare.

Resource details

To ensure learners have explored all of the child development topics that they could be assessed on, learners must complete all six units.

This unit is about understanding family including: types of family, planning for a family, how to prepare for a baby and how to provide a safe environment for children.

This unit is about understanding pregnancy including: reproduction, pre-conceptual care, preparation for birth, labour, the newborn baby and postnatal care.

Diet, health and care of the child

This unit is about understanding the dietary and healthcare requirements of a child including: a healthy diet, feeding a baby, weaning, feeding a young child, food related problems, childcare and child health.

Development of the child

This unit is about understanding how children develop including: physical and intellectual development, social and emotional development and learning to play.

Support for the parent and child

This unit is about understanding the different types of support available for a parent and child including: child care provision and educational and developmental provision.

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The Department for Education and Ofqual have launched consultations on proposed changes to the content and structure of GCSEs taken by students in England.

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This guide explores our assessment approach.

GCSE (9-1) reform

For the latest news and guidance on the reform of GCSEs, please visit our dedicated GCSE reform pages.

GCSEs are offered across Levels 1 and 2 of the National Qualifications Framework (NQF) and they are primarily targeted at secondary school pupils, but are also suitable for adult returners.

The Theory of Vygotsky and His School and Developmental Tasks

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Vygotsky has accomplished a revolution in developmental psychology. He has put forward a new understanding of the course, conditions, source, form, specificity and motives of the child’s psychological development. He has described developmental stages and transitions from one stage to another. In short, he revealed and formulated the basic laws of the child’s psychological development.

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Research on Developmental Psychology

Cognitive functioning: is it all or none.

Keeping Track of Individuals: Insights from Developmental Psychology

Bozovic, L.I. (1986). Personality and its forming in childhood . Moscow.

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Burmenskaya, G.V. (1978). The concept of invariance and mental development of the child. Voprosy Psikhologii , 6 .

Davydow, V.V. The meaning of the work of L.S. Vygotsky for contemporary psychology. Sovjetskaja Pedagogika , 6 .

Davydow, V.V. (1988). Problems of developmental education . Moscow.

El’konin, D.B. (1989). Selected psychological works . Moscow.

Gal’perin, P. Ya. (1966). Method of `slices’ and the method of step-by-step mental action formation in studies of children’s thinking Voprosy Psikhologii , 4 .

Gal’perin, P.Ya. (1989). Study of the intellectual development of the child. Voprosy Psikhologii , 1 .

Gal’perin, P.Ya. (1985). Methods of instruction and the cognitive development of a child . Moscow.

Leont’ev, A.N. (1959). Problems of mental development/Problems of the development of the psyche . Moscow.

Lisina, M.I. (1986). Problems of the ontogenesis of communication . Moscow.

Marx, K. (1956). Economical philosophical manuscripts from 1844 by K. Marx and F. Engels. Early works . Moscow.

Novoselova, S.L. (1968). Development of thinking in childhood . Moscow.

Obuchova, L.F. (1972). Stages in the development of children’s thinking . Moscow.

Obuchova, L.F. (1981). Ideas of Jean Piaget: pros and cons . Moscow.

Vygotsky, L.S. (1934). Foundations ofpedology . Lectures, 2 MGMI.

Vygotsky, L.S. (1956). Selected psychological studies . Moscow.

Vygotsky, L.S. (1982). Collected Works . vol. 1.

Vygotsky, L.S. (1983). Collected Works . vol. 3.

Vygotsky, L.S. (1984). Collected Works . vol. 4.

Zaporozec, A.V. (1986). Selected psychological Works . (2 volumes). Moscow.

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State University, Moscow, Russia

L. F. Obuchova

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Department of Developmental Psychology, Utrecht University, The Netherlands

Jan J. F. ter Laak  & Peter G. Heymans  & 

Department of Developmental Psychology, Moscow State University, Russia

Andrei I. Podol’skij

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Obuchova, L.F. (1994). The Theory of Vygotsky and His School and Developmental Tasks. In: ter Laak, J.J.F., Heymans, P.G., Podol’skij, A.I. (eds) Developmental Tasks. Springer, Dordrecht. https://doi.org/10.1007/978-94-015-8108-0_3

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GCSE Grades 2024: New Grade Boundaries and Equivalents

The evolving grading system has transformed academic benchmarks for students. Explore the new GCSE Grades 9-1 for 2024! Learn how the updated grading system reshapes academic performance and what it means for students this year. Whether you're awaiting results or simply curious, this blog will keep you informed!

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2024 brought an exciting twist to GCSE coursework. The grading system not only evaluated performance but also redefined how brilliance was recognised. In this blog, we delved into the intriguing 9-1 structure and the latest GCSE Grades boundaries that shook up the status quo. Whether you were eagerly awaiting your results or simply curious about the changes, you explored a realm where precision met potential.   Ready to decode the secrets behind the numbers and uncover what lay ahead in this new academic frontier? Let’s embark on this journey together! 

Table of Contents  

1) What were the 9-1 GCSE Grades and their Grade Equivalents? 

2) How Were Grade Boundaries Determined? 

3) Why Did the Grading System Change? 

4) What to Do If Your Results Were Unexpected? 

5) How Were GCSEs Graded in Northern Ireland? 

6) How Were GCSEs Graded in Wales? 

7) Conclusion 

What were the 9-1 GCSE Grades and their Grade Equivalents? 

The 9-1 grading system for GCSEs in England was introduced to better reflect the revised, more challenging curriculum and to provide greater differentiation among students. Here’s a breakdown: 

a) Grade 9 : The highest grade awarded for exceptional performance. 

b) Grade 8 : Very high achievement, just below Grade 9; roughly equivalent to an A*. 

c) Grade 7 : Strong performance, equivalent to the old A grade. 

d) Grade 6 : Good performance, equivalent to a high B under the old system. 

e) Grade 5 : Known as a strong pass; equivalent to a low B or high C. 

f) Grade 4 : A standard pass, equivalent to the old C grade; the minimum required for many post-16 courses. 

g) Grade 3 : Roughly equivalent to a D, indicating below the standard pass level. 

h) Grade 2 : Equivalent to the old E grade, showing a lower level of achievement. 

i) Grade 1 : The lowest grade, equivalent to the old F and G grades, indicating minimal understanding. 

j) U (Ungraded) : Indicates that the student did not achieve the minimum required to be awarded a grade.  

How Were Grade Boundaries Determined? 

Grade boundaries for GCSEs were established through a blend of statistical analysis and expert assessment. These boundaries are not fixed and can vary each year based on overall student performance. Here’s a detailed look at the process: 

1)Statistical Predictions 

Exam boards used historical data and students' prior performance to forecast the expected distribution of grades. By analysing trends and patterns from previous years, they could estimate the grade boundaries needed to maintain consistency and fairness across different cohorts. 

2) Expert Judgment 

Subject Matter Experts (SMEs) reviewed a selection of exam scripts around critical grade boundaries, such as 4, 5, and 7. They evaluated the quality of responses to determine the level of performance required for each grade. This review process ensured that the grades reflected the actual standards of student work. 

3) Adjustments 

Grade boundaries were adjusted based on the relative difficulty of the exam compared to previous years. If an exam was notably more challenging or easier, the boundaries were modified to account for these variations. This adjustment process was designed to ensure that students were assessed fairly and that the results accurately reflected their abilities. 

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Why Did the Grading System Change? 

The GCSE Grading system transitioned from letters (A-G) to numbers (9-1) to improve differentiation, especially among top performers, and to reflect a more challenging curriculum. 

a) Greater Differentiation  

The new scale offers finer distinctions among high-achieving students, providing clearer differentiation. 

b) Reflecting a Rigorous Curriculum  

The numerical grades better align with the advanced curriculum, ensuring an accurate representation of students' knowledge. 

c) Alignment with International Standards  

The change brings GCSEs in line with global grading practices, enhancing international comparability. 

d) Enhanced Clarity for Employers and Educational Institutions  

The system provides clearer insights into student capabilities, aiding better assessment by employers and institutions. 

e) Maintaining Relevance  

The updated grading system ensures that assessments are relevant in today’s competitive global education landscape. 

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What to Do If Your Results Were Unexpected?  

Receiving GCSE results that don’t meet your expectations can be disheartening, but there are several proactive steps you can take to address the situation: 

1) Talk to Your School or College 

Reach out to your school or college for guidance. They can help you understand your options, including the possibility of appealing a grade, resitting exams, or exploring alternative qualifications such as apprenticeships or vocational courses. 

2) Consider Resits 

If you did not achieve a grade 4 in English or maths, you will need to resit these subjects. Resits can be scheduled for the autumn or the following summer, giving you an opportunity to improve your grades. 

3) Appeal the Results  

If you believe there has been an error in marking, you can request a review or re-mark of your exam papers through your school. Be aware of the deadlines set by exam boards for submitting appeals. 

4) Explore Alternative Pathways 

If your grades do not meet the entry requirements for your preferred A-levels or college courses, consider alternative routes such as vocational qualifications, apprenticeships, or other educational pathways that may better align with your goals. 

How Are GCSEs Graded in Northern Ireland? 

In Northern Ireland, GCSEs were graded using either the 9-1 system or the traditional A-G system, depending on the exam board selected by the school. Here's a comparison of the two grading systems: 

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How Were GCSEs Graded in Wales? 

In Wales, GCSE Grading systems varied depending on the exam board chosen by the school. The two systems in use were the traditional A-G grades and the more recent 9-1 grades. Here is a detailed comparison between the two grading systems: 

The A-G grading system, where A represents the highest achievement and G the lowest, was used alongside the 9-1 system. In the 9-1 system, a grade of 9 denotes the highest level of performance, with grades descending to 1, which represents the lowest. The mapping indicates that while both systems are designed to reflect student performance, the 9-1 system allows for greater differentiation among higher-achieving students. 

Conclusion 

Reflecting on the 2024 GCSE results, it’s evident that the new grading system has reshaped our understanding of academic excellence. The 9-1 structure and updated GCSE Grades boundaries provided a more nuanced assessment of student performance, highlighting each learner’s potential. This year’s results set a new benchmark, inspiring students and educators to strive for greater heights. As we move forward, let’s embrace these changes, recognising that every GCSE Grade tells a story of hard work, resilience, and brilliance. 

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Frequently Asked Questions

GCSE stands for General Certificate of Secondary Education. It is a set of exams taken by students in the UK, typically at the end of compulsory education, around age 15-16, covering various subjects. 

GCSE Results Day 2024 was on Thursday, 22 August 2024. Students were able to collect their results from around 8:00 AM at their schools, with specific times varying by institution. 

In India, the GCSE equivalent is the Class 10 board exams, such as those administered by the CBSE or ICSE. These exams assess students' knowledge in various subjects at the end of secondary education, similar to GCSEs. 

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Your child will flourish at the International School of Moscow (ISM), where a careful balance of British academic rigour, one-of-a-kind learning experiences, and personalised support inspire success. We are proud to be one of the top international schools in Russia, offering the English National Curriculum from Pre-Nursery all the way through to 18. This includes (I)GCSEs and A-Levels, which set the standard for international education, and are respected by universities and employers across the world.

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Every day at ISM is packed with exciting opportunities to learn. Our supportive and enabling community is the perfect place to try new things, too.

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Your child will love learning at ISM, where the very best British and international teachers will energise, enthuse, and engage them every day. Our parents strongly agree: 90% say their child has an excellent relationship with and is motivated by our exceptional educators.

Being part of the Nord Anglia family enables us to attract and retain the most talented people, who have an in-depth knowledge of the English National Curriculum. All our teachers hold UK qualified status or equivalent, and many have a Master’s degree or PhD, too. Importantly, all our Primary and core subject teachers are native English-speakers, something that’s unique among schools in Moscow.

With a teacher-student ratio of one to eight, your child will receive the personalised care and attention they need to flourish. Our teachers will get to know their learning needs and preferences, as well as their passions, strengths, and ambitions for the future. This includes nurturing their personal growth, as well as making sure they achieve academically.

Our teaching standards are second to none, which is thanks to the breadth of training and continuing professional development opportunities we offer. On the award-winning Nord Anglia University platform, for example, our teachers study for hundreds of courses and share pedagogical practise that keeps them at the forefront of global educational trends. We also support their career aspirations by offering a Master’s in International Education and senior leadership programmes.

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Our commitment to personal, social and health education (PSHE) fosters the knowledge and attributes our students need to thrive as individuals, family members, and part of society. This ensures they develop a strong moral compass and belief system.

Everyone’s welcome at ISM. Our multicultural community of students, families, teachers, and alumni make our school a supportive, nurturing place to be, where both you and your child will flourish.

We work hard to build strong relationships with you, our parents. Our New Parent Programme – supported by our parent reps and admissions ambassadors – will help you settle into school, as well as life in our magnificent city. You’ll also be invited to regular coffee mornings, student art exhibitions, concerts, and sports competitions. And through our Parent Academy workshops – which cover topics like teaching techniques, assessment methods, and wellbeing themes – you’ll benefit from insights from staff and Nord Anglia specialists.

Every ISM student is a member of one of our four Houses: Romans, Saxons, Vikings, and Normans. Forging a strong sense of identity across the age groups, our Houses take part in sporting and academic competitions, and provide a robust support system.

We’re incredibly proud of our British culture and heritage, too. From our uniform to our curriculum, we seek to instil strong values and develop intelligent, respectful, academically minded students ready to create their own future.

ISM is a tightknit learning community with two state-of-the-art campuses to the west of Moscow city: Rosinka, in a vibrant residential community and Krylatskoe, in the heart of a protected national park. Both are safe gated environments, with 24/7 security.

At both campuses, specialist sports, creative, and STEAM spaces transform how and what our students learn. Our campuses are home to the latest equipment and technology, too, ensuring your child benefits from a 21st century learning experience.

Rosinka Campus

Rosinka is truly unique: it is the only place in Moscow where students can cycle, climb, kayak, and walk within a forested area, all without leaving our gated community. Our Early Years Foundation Stage (EYFS) Building has been thoughtfully designed to nurture our youngest learners’ growth through exploration and play. Alongside bright classrooms, colourful play areas, and a Tinker Room, we are home to one of the only Forest Schools in Russia.

Packed with spaces that spark our children’s curiosity and creativity, our Primary Building plays host to exhilarating learning experiences. It has an open-plan library, an indoor gym, dedicated spaces to learn music, and classrooms packed with interactive technology, including iPads and MacBooks.

Krylatskoe Campus

Easy to reach from Moscow’s city centre, Krylatskoe is situated on the site of the former Olympic Park, which is now a protected area.

Our EYFS and younger Primary (Years 1-4) children learn and discover on our Lower Campus. Here, dynamic, interactive classrooms – as well as specialist music and language spaces – flow into bright outdoor areas, including a garden and allotment, which provide calming areas to connect with nature.

A five-minute walk away, our Upper Campus is home to our older Primary (Years 5-6) and Secondary students. Specialist subjects come to life in well-equipped science labs, art studios, and tech-enriched classrooms, while spacious indoor sports facilities, two all-weather pitches, and an outdoor climbing wall give every child the chance to get active.

JOIN OUR SUPPORTIVE SCHOOL COMMUNITY

• Get in touch with us today – fill in our online enquiry form.
• Come and see our campuses in person – or book a virtual meeting.
• Send us your application.
• We will invite you and your child to an informal family interview.
• If everyone is happy, we will offer your child a place.

A Level Results 2024 - Outstanding Achievement

Childhood in the Outdoors

Time management skills for students: Making the most of every opportunity

The day in a life of a student at the International School of Moscow (ISM) is filled with activities, which means that time is often precious. With so much going on each day – from lessons and coursework to extra-curricular clubs and social activities – we know how important it is to help our young people effectively manage their time.

BRITISH EXCELLENCE, TAILORED TO YOUR CHILD

Our carefully constructed British academic programme – combined with the highest levels of personalised support – will lay the foundations for your child’s success, whatever they choose to do or be in life.

Want to hear from us?

By joining our mailing list, we can keep you up to date with any future newsletters, events and announcements from our family of 80+ premium schools.

Krylatskoe Campus:  + 7 (499) 922 44 00 Rosinka Campus: + 7 (499) 922 44 05  

Admissions:   [email protected]

Krylatskoe Campus Krylatskaya Ulitsa 12 Krylatskoe Moscow 121552 Rosinka Campus Building 41 IRC Rosinka Krasnogorsky region Moscow rural 143442

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