ED2FDL-Supporting development and learning for 0 £ 11 years

Module Provider: Institute of Education
Number of credits: 20 [10 ECTS credits]
Level:5
Terms in which taught: Autumn / Spring / Summer module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2022/3

Module Convenor: Hilary Harris
Email: hilary.harris@reading.ac.uk

Type of module:

Summary module description:

This module will focus on the curriculum areas and frameworks which underpin practice within early years/educational settings (0-11 years): the Early Years Foundation Stage and Key Stages One and Two within the National Curriculum. It will consider the ways that practitioners can assess effectively, for example, through evaluation of methods and assessment. The module will consolidate prior learning around curriculum frameworks and apply theories of development and learning to practice. This module has an emphasis on the application of learning to practice in the workplace, through the continuing development of reflective practice.

Aims:

The aims of this module are to reinforce knowledge and understanding of development and learning from 0-11 through:

• Critical analysis of the curriculum or framework within their own workplace which is supported by a wider knowledge of the curriculum from 0-11 years


• Identification and evaluation of suitable tools of assessment to develop and implement specific plans and activities to meet individual learning and developmental needs of children


• Consolidation of prior learning across programme with a focus on reflective practice.

Assessable learning outcomes:

On successful completion of this module students should also be able to:

• reflect upon and adapt practice in the light of current research


• demonstrate awareness of ethical issues in relation to development and learning and be able to discuss in relation to personal beliefs and values


• apply knowledge of ICT to support development of e-portfolio


• engage with study skills support and tutor feedback in order to develop academic practice.

Additional outcomes:
On successful completion of this module students should also be able to:
£ reflect upon and adapt practice in the light of current research
£ demonstrate awareness of ethical issues in relation to development and learning and be able to discuss in relation to personal beliefs and values
£ apply knowledge of ICT to support development of e-portfolio

Outline content:

• The definition and essential learning areas of the curriculum


• Critical discourse on curriculum areas and content


• Implications towards children’s development and learning


• Assessment and evaluation strategies – national and international perspectives


• The statutory basis and language of assessment


• Methods of assessment: critical analysis of the assessment process; observation; record keepingand ethical considerations: confidentialities


• Development of reflective practice – evaluating different models to support reflective writing


• Using ICT to support assessment


• portfolio-building workshops

Brief description of teaching and learning methods:
The module will be taught through a combination of lectures, seminars, tutorials, group work and analytical discussions. Students will be expected to develop their reflective skills throughout the module. Work - based learning will provide an essential contribution to achievement of the outcomes, particularly through the observation and analysis of effective assessment methods and the extension of subject knowledge within relevant curriculum areas.

Contact hours:

	Autumn	Spring	Summer
Lectures		12	12
Seminars	3	1	1
Tutorials			3
Fieldwork		5	5
Placement		42	36
Guided independent study:		40	40
Total hours by term	3	100	97
Total hours for module	200

Summative Assessment Methods:

Method	Percentage
Written assignment including essay	90
Practical skills assessment	10

Summative assessment- Examinations:
n/a

Summative assessment- Coursework and in-class tests:

Summer Term

• Reflective account 40%


• E-Portfolio and reflective essay 50%


• Mentor-student professional discussion10%

Formative assessment methods:
Work-based discussions with the mentor, plus tutorials and placement experience all contribute to formative assessment. Peer assessment will also be used at the end of autumn and spring terms.

Penalties for late submission:

The Support Centres will apply the following penalties for work submitted late:

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of five working days;
• where the piece of work is submitted more than five working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/cqsd-old-site-documents/penaltiesforlatesubmission.pdf
You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Assessment requirements for a pass:
40% overall

Reassessment arrangements:
Resubmission during summer if candidate would otherwise fail to graduate

Additional Costs (specified where applicable):

1) Required text books: Module Handbook has reading list but there are no core textbooks and many resources are available online

2) Specialist equipment or materials: 

3) Specialist clothing, footwear or headgear: 

4) Printing and binding: 

5) Computers and devices with a particular specification: 

6) Travel, accommodation and subsistence: 

Last updated: 22 September 2022