Programme of Study Catalogue

Objectives:

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

Identify the developments in the relevant subjects and the factors related to how pupils learn and possible barriers to learning;
Exemplify high standards of literacy, articulacy and the correct use of Standard English;
Recognise the importance of Systematic Synthetic Phonics (SSP) in the teaching of early reading;
Demonstrate appropriate teaching strategies in the teaching of early mathematics;
Identify opportunities for their own professional development in relation to the Core subjects in EYFS and Key Stage 1;
Describe a personal and professional perspective on educational practices.

Content:

This introductory module enables students to become familiar with the prime and core areas of Communication and Language, Literacy and mathematics in the EYFS Framework (2013) and National Curriculum (2014).

Students are introduced to communication and language as a prime learning area in EYFS and the specific learning areas of literacy and mathematics. They are also introduced to, and become familiar with, the Key Stage 1 programmes of study for English and mathematics which build on the work from the EYFS. Students will become familiar with and develop their knowledge and understanding of the professional frameworks associated with teaching in the Early Years and Key Stage 1.

Students will discover the importance of using good quality texts to develop a love of literacy in young children. They will study the use of systematic synthetic phonics (SSP) to develop early reading, and refer to models of reading, such as the 'simple view of reading' as a key theoretical perspective. There is an emphasis on contexts and shared experience for promoting language and reading comprehension in the early years, including story-telling, shared and guided reading. The key features of simple narrative texts for beginning readers are examined.

The module will enable students to acquire knowledge and understanding of the professional documentation associated with teaching mathematics in the Early Years. Students will examine the development of the concept of number: counting, place value, knowing and using number facts, and calculating. A range of models of planning, assessment and organisation of learning in a Foundation Stage and Key Stage 1 setting will be demonstrated and explored in preparation for School-based Training.

Students will be encouraged to take responsibility for their own professional development in the areas covered in preparation for the School Based Training module (PED 4302) and the Level 5 module Developing the Core Curriculum (PED 5734).

Learning and Teaching Information:

Teaching methods will include lectures, practical workshops and tutorials. A range of directed independent tasks will be set during the module. Students will complete a focused placement in schools with strong provision in SSP to experience high quality practice.

Scheduled learning and teaching activities
Hours: 80
Intended Group size: Up to 40

Guided independent study
Hours: 320

Further details relating to assessment
As English and mathematics are core areas of the curriculum and as such represent key areas of professional responsibility, knowledge and understanding for teachers, and are critical to meeting the Teachers' Standards (2012) this module must be passed to enable progression and is therefore exempt from condonement of marginal failure.

Assessments will reflect as much as possible, the attributes and characteristics necessary in the fulfilment of the professional role of the teacher. Assessment for formative purposes is provided throughout the module, including peer-review.

Assessment for this module is closely related to the scope of the Teachers' Standards (2012) - and in particular; to promote good progress and outcomes by pupils (TS2), demonstrating good subject and curriculum knowledge (TS3), plan and teach well structured lessons (TS4), adapting teaching in response to the needs of pupils (TS5) and fulfilling wider professional responsibilities (TS8).

Assessment:

001 Maths Portfolio 4000 words equivalent end of semester 2 50%
002 English Portfolio 4000 words equivalent end of semester 2 50%
003 Computing: In Session Tasks; Pass/Fail. 0%

Fact File

Module Coordinator - Wendy Lowde
Level - 4
Credit Value - 40
Pre-Requisites - NONE
Semester(s) Offered - 4YLQ4YLQ