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On successful completion of the module, students will be able to:
Critically reflect on developments in the relevant subjects and the factors related to how pupils learn and how this can be inhibited.
Analyse a range of pedagogical approaches used to develop and assess early reading and writing, including that of systematic synthetic phonics (SSP).
Evaluate a variety of experiential teaching and learning strategies in the teaching of early mathematics and how experiential learning theories can impact on children's conceptual understanding.
Identify opportunities for their own professional development in relation to the Core subjects in EYFS and Key Stage 1.
Demonstrate and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English.
In this module, the knowledge and understanding of the core curriculum areas acquired in Level 4 study and the module Introducing the Core Curriculum (PED 4434) will be developed further.
Students will develop their understanding of the processes through which children learn and the teacher's role in facilitating this through a range of developmentally appropriate pedagogical strategies.
In particular, the module will develop knowledge and understanding of how experiential learning theories can impact on children's conceptual understanding. Students will be introduced to, and analyse the importance of real and relevant contexts for learning, particularly focusing on mathematics in the EYFS curriculum and National Curriculum. Children's enquiry based learning within the curriculum both indoor and outdoor will be evaluated and the role of the adult in promoting effective interactions and empowering children as learners will be explored. The importance of play within the Early Years' curriculum will also be addressed.
This module also introduces early reading and writing in the context of a rich and varied curriculum with high-quality texts and other key resources as a main stimulus.
Models of writing, pedagogical approaches to developing early writing, and the assessment of children as writers will be addressed.
In order to facilitate the development of students' perspectives on early reading development, different models of reading will be studied and analysed, along with a critique of research principles and theories of early reading. Theoretical approaches and practical strategies for word recognition and comprehension will be reviewed.
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.
English: lectures, workshops, tutorials
Hours: 18
Intended Group Size: 40 x 2
Maths: lectures, workshops, tutorials
Hours: 18
Intended Group Size: 40 x 2
Guided independent study:
Hours: 164
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).
001 English Portfolio; 2,000 words equivalent; End of Semester 2 50%
002 Mathematics Portfolio; 2,000 words equivalent; End of Semester Two 50%
Module Coordinator - PRS_CODE=
Level - 5
Credit Value - 20
Pre-Requisites - NONE
Semester(s) Offered - 5S2Q5S2Q
