ED1FLS: Learning Spaces

Module code: ED1FLS

Module provider: Institute of Education

Credits: 20

Level: Level 1 (Certificate)

When you'll be taught: Semester 2

Module convenor: Ms Pamela Cottrell, email: pamela.cottrell@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: No

Talis reading list: Yes

Last updated: 5 August 2024

Overview

Module aims and purpose

This module will explore the physical, emotional and temporal characteristics of a high-quality learning environment that practitioners create for children in early years/educational settings (0-11). Starting from the child, different theoretical and legislative perspectives are taken to evaluate how effective the environment is in enabling children’s learning and development.

The aims of this module are to develop knowledge and understanding of the child’s learning environment through:

• Exploration of the characteristics of an effective environment and how environments influence development and learning
• Identification of statutory and non-statutory health and safety requirements in early years and education settings (0-11 years) and discussion of how risk and challenge is managed effectively
• Evaluation of theories and pioneers in this field, with links to current practice
• Reflection upon the role of the practitioner in maintaining an environment that promotes development and learning
• Development of strategies of effective communication and engagement with children, young people and families that promotes an inclusive and emotionally literate environment

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Identify principles and concepts in relation to the characteristics of an effective learning environment
2. Evaluate current practice, making recommendations for further improvements to the learning environment that is informed by primary and secondary research and relevant theoretical perspectives
3. Explore how to integrate sustainability education into their learning environment
4. Reflect on the role of the practitioner in providing an effective learning environment that promotes the inclusion and outcomes of all children within the context of work-based practice that is set out in government policy, legislation, statutory and non-statutory guidance and current initiatives

Module content

• Physical, emotional and temporal characteristics of the learning environment
• Management of children’s health and well-being in a setting – the debate on risk
• The importance of anti-discriminatory practice in creating an inclusive environment
• The role of the professional and evaluation of own practice in providing enabling environments
• The value of outdoor learning
• International perspectives on effective environments for development and learning
• The use of ICT to support effective practice

Structure

Teaching and learning methods

Lectures, discussion groups, tasks, research, work-based activities. Work-based learning will provide an essential contribution to achievement of the outcomes.

Study hours

At least 21 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 40% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

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

Assessments with numerical marks

• 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 three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/qap/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.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Work-based discussions with the mentor, plus tutorials and workplace experience all contribute to formative assessment.

Reassessment

Additional costs