PED4212 - Children and their needs

Objectives:

On successful completion of the module, students will be able to:

1 Begin to demonstrate a critical understanding of the underlying values and principles relevant to education studies.
2 Begin to demonstrate a critical understanding the diversity of learners and the complexities of the education process.
3 Begin to analyse educational concepts, theories and issues of policy in a systematic way.
4 Begin to demonstrate an ability to reflect on their own and others’ value systems.
5 Begin to organise and articulate opinions and arguments in speech and writing using relevant specialist vocabulary.

Content:

The module will focus on three key themes:

Understanding childhood
– an exploration of different theories and perspectives of childhood over time and place, with emphasis on psychological, philosophical and sociological approaches. To include consideration of historical, contemporary, and comparative models and attitudes to children and childhood. The place of the child in society.

Early socialisation – investigation of what children need to develop as unique individuals, and an examination of some of the barriers children may face in relation to becoming healthy and happy unique individuals, e.g. economic, linguistic, prejudice etc Social and emotional development and how this can impact on learning such as self esteem, gender role stereotyping, attachment, nature/ nurture influences and emotional literacy. Theories relating to social, emotional and moral development.

Promoting better childhood
– with an emphasis on what we can do in school to support children’s social and emotional development, evaluation of examples from practice and links to theoretical underpinning. eg. Self-esteem building – use of circle time, nurture groups, P4C, etc Creating positive learning environments through effective behaviour management strategies and rights respecting schools.
Creating the climate for learning through school ethos, values and inclusive practice.
Home school links exploring expectations, relationships and roles and responsibilities.
Safe school environments – duty of care & introducing safeguarding and welfare of children, roles and responsibilities.

This module will address the following 2012 Teaching Standards:
1. Set high expectations which inspire, motivate and challenge pupils;
7. Manage behaviour effectively to ensure a good and safe learning environment;
8. Fulfil wider professional responsibilities

Learning and Teaching Information:

Lectures will involve trainees in interactive discussion and analysis of sources and key concepts Workshop sessions will involve trainees in practical activities involved with teaching and learning and evaluation.

Tutorials will involve trainees in small group and individual discussion focusing on analysis and synthesis.

Lectures
Contact hours: 18
Intended Group size: 40

Workshops
Contact hours: 18
Intended Group size: 40

Tutorials
Contact hours: 4
Intended Group size: 6-8

Further assessment information

Modules with formative assessment elements will be graded in the following way:

The formative assessment element will have a 10% weighting for the module.

For the purposes of entering the marks formative assessment will be pass/fail. Students pass if they have engaged with formative assessment, IT IS NOT TO DO WITH WHETHER THEY WOULD HAVE PASSED AGAINST THE MARKING CRITERIA. Students will not receive the pass/fail grade, just the formative feedback.

The following formula will be used for calculating summative grades for module using formative assessment:

Summative assessment 1 45%
Formative assessment 10%
Summative assessment 2 45%
Or
Formative assessment 10%

Summative assessment 90%

etc.

This will change according to whether students engage with formative assessment and receive a P or whether they do not and receive an F

This will result in the summative assessment being weighted in the following way, for example:

Example 1:
Summative assessment 1 45%
Formative assessment F
Summative assessment 45%
Or
Summative assessment 1 50%
Formative assessment P
Summative assessment 2 50%

Example 2:
Formative assessment F
Summative assessment 90%
Or
Formative assessment P
Summative assessment 100%

Assessment: