Lecture. Presentation. Discussion. Case Study. collaboration and Group Activities. Observation and Analysis of Video clips. Guest Speaker. Reflection. Enquiry based learning.Problem-based Learning. Feedback on learning activities.
Module Aim:
The purpose of this module is to enable learners to appreciate the provision of school age childcare in the totality of the child’s relaxation, socialisation, learning and development. The organisation of a service for school age children will be explored in the context of the National Quality Guideline for School Age Childcare Services.
Learning Outcomes
On successful completion of this module the learner should be able to:
LO1
Discuss the role of School Age Childcare in relation to children’s relaxation, socialisation, learning and development.
LO2
Analyse the role of national policies in supporting the inclusion of children’s voice in the provision and organisation of School Age Childcare practice.
LO3
Explain the influence and application of the Child Care Act 1991 (Early Years Services) Regulations 2016 and The National Quality Guidelines for School Age Childcare Services on practice
LO4
Plan and evaluate a range of activities that might be provided for children attending a School Age Childcare setting
Pre-requisite learning
Module Recommendations
This is prior learning (or a practical skill) that is recommended before enrolment in this module.
No recommendations listed
Incompatible Modules
These are modules which have learning outcomes that are too similar to the learning outcomes of this module.
No incompatible modules listed
Co-requisite Modules
No Co-requisite modules listed
Requirements
This is prior learning (or a practical skill) that is mandatory before enrolment in this module is allowed.
No requirements listed
Module Content & Assessment
Indicative Content
Role of School Age Childcare in relation to children’s development
• Defining School Age Childcare in Ireland
• With regard to middle childhood (children 6-14 years):
o developmental characteristics of children
o friendships in middle childhood
o wellbeing, self-regulation and emotional literacy
o imagination and creativity
• Use of everyday spaces – linked to Article 12 UNCRC
The inclusion of children’s voice in School Age Childcare Practice
• UN convention on the rights of the child
• Consideration of the Report of Consultations with Children
on After-school Care
• Consideration of the Action Plan on School Age Childcare
Child Care Act 1991 Regulations 2016 & The National Quality Guidelines
• Thorough consideration of the current regulations with regard to School Age Childcare
• Thorough consideration of the National Quality Guidelines for School Age Childcare Services; with particular regard to Key Principles and collaborative partnerships with parents, families, and communities
Plan and evaluate a range of relevant activities
In a simulated practice setting, and using a problem-based learning strategy, consider the assessment task during class contact time, drawing together previous learning in this module and on supervised professional placement.
Assessment Breakdown
%
Continuous Assessment
100.00%
Continuous Assessment
Assessment Type
Assessment Description
Outcome addressed
% of total
Assessment Date
Case Studies
Learners will be invited to plan for the opening of a School Age Childcare setting in simulation. They will be asked to plan a week’s activity giving a rationale for each decision made. This will be assessed as a small group activity (3 learners)
1,2,3,4
100.00
n/a
No Project
No Practical
No End of Module Formal Examination
SETU Carlow Campus reserves the right to alter the nature and timings of assessment