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On successful completion of the module, students will be able to:
Analyse the underlying values and principles relevant to Early Years education in England and internationally, including the developments in the EYFS and Key Stage 1 frameworks;
Describe the key themes and factors that define effective Early Years teaching, including planning, teaching, assessing and delivering the curriculum;
Explain how teaching can be adapted to meet the strengths and needs of all pupils, and to promote good outcomes for all learners;
Identify opportunities for their own professional development in relation to the Foundation subjects in EYFS and Key Stage 1 and evaluate the impact on their professional practice.
This module builds on the knowledge, understanding and skills developed in the level 4 modules Curriculum and Applied Pedagogy 1 (PED 4412) and SBT1 (PED 4302). Students will have the opportunity to engage with, critically examine and evaluate theory and research (eg. in relation to planning, teaching and assessment) and consider to what extent it underpins Early Years classroom practice including that related to formative and summative assessment. Students will explore a range of learning approaches for particular groups of learners eg by gender, socio-economic status, EAL. They will extend their knowledge and understanding of current national priorities in primary education, and reflect on their own professional practice.
Students will have the opportunity to appraise the roles and responsibilities (including legal) and some of the complexities for teachers, in relation to children's learning and progression (eg. differentiation, working in professional teams and working with parents to support children's progress, including working with other adults in the classroom). This work will support students in preparation for the level 5 module, SBT 2 (PED 5632) as they prepare to take on more responsibility for teaching and learning in the classroom.
Students continue to develop as reflective practitioners through their Professional Learning modules in level 4 and 5 (PED 4402 and PED 5702). In this module, students are encouraged to use those skills to reflect on and evaluate their own skills and practice in relation to planning, teaching and assessment, differentiation and observation and how they enable and support learning. They will consider the impact of their practice on pupil progress. They will continue to develop and refine their key professional skills in relation to planning, teaching, assessment and self-evaluation, as well as enhancing their own professional development through personal reflection.
Underpinned by studies undertaken in level 4 (Curriculum and Applied Pedagogy 1 PED 4412) this module also features Curriculum Focus Weeks where students will develop personal subject knowledge in relation to Specific Areas of Learning (eg Understanding of the World, Expressive Arts and Design) and a range of National Curriculum subjects. Curriculum areas explored in Level 5 are: The areas of curriculum focus in Level 4 are: History, Geography, Computing, Art and Design, Music, RE, Science and Design Technology. Students will consider planning for the range of learning experiences within a Foundation Stage/Key Stage 1 setting and associated school-based training pro-forma with reference to and reflection on their experiences in the level 4 module SBT 1 (PED 4302). Students will be particularly encouraged to reflect on and evaluate the impact of their learning on their professional practice in preparation for SBT 2 (PED 5632).
In line with national developments, Physical Development and PE will continue to be a focus in this module, building on good practice and experiences from level 4 study - in particular Curriculum and Applied Pedagogy 1 (PED 4412).
This module also provides students with the opportunity to undertake a two-week Alternative Placement. In order to gain experience in age phases on either side of that for which they are training. Thus, Early Years students will gain experience in settings that cater for the 0-3 years age phase, and Key Stage 2 in primary school during the first week of their Alternative Placement. They will also have opportunity through the second week of the placement, to enhance their personal profile by gaining experience within a setting that addresses their own emerging development needs or areas of interest such as in special provision, schools/settings where there is a high percentage of children new to English or with English as an Additional Language (EAL), or in outdoor education. Assessment for the placement will focus on the impact of the placement on the student's personal, professional development.
Staff will use a variety of delivery methods appropriate to the subject content. Lectures will involve students in interactive discussion and analysis of sources and key concepts. Workshop sessions will involve students in practical activities involved with teaching and learning and evaluation. Tutorials will involve students in small group and individual discussion focusing on analysis and synthesis.
Curriculum Focus Weeks are workshop based and are planned and delivered in collaboration with colleagues from partnership schools. Workshops will demonstrate the progression from EYFS and into Key Stage 1 of a variety of subjects, with all subjects being covered by the end of level 5 study.
A key feature of this module is the partnerships with schools, which will be organised around weekly professional learning visits settings where they will have the opportunity to work individually and in small groups to enable students to develop and contextualise their learning and links between theory and practice.
Scheduled Teaching and Learning Activities
Hours: 40
Intended Group Size: Up to 40
Guided independent study
Hours: 160
Further details relating to assessment
Assessments will reflect as much as possible, the attributes and characteristics necessary in the fulfilment of the professional role of the teacher.
Assessment for this module is closely related to the scope of the Teachers' Standards (2012) - and in particular; to promote good progress and outcomes for pupils (TS2), demonstrating good subject and curriculum knowledge (TS3), planning and teaching well-structured lessons (TS4), adapting teaching in response to the needs of pupils (TS5), making accurate and productive use of assessment (TS6), managing behaviour effectively to ensure a good and safe learning environment (TS7), and to fulfil their wider professional responsibilities (TS8).
001 Reflective Portfolio; 2,000 word equivalent; Semester 1 50%
002 Presentation; 10 mins (2,000 word equivalent); Semester 2 50%
Module Coordinator - Ms Caroline Tobbell
Level - 5
Credit Value - 20
Pre-Requisites - NONE
Semester(s) Offered - 5YLQ5YLQ