module specification

SE5060 - Promoting Early Learning Through the EYFS and Key Stage 1 (2018/19)

Module specification Module approved to run in 2018/19, but may be subject to modification
Module title Promoting Early Learning Through the EYFS and Key Stage 1
Module level Intermediate (05)
Credit rating for module 15
School School of Social Professions
Total study hours 150
 
9 hours Assessment Preparation / Delivery
75 hours Guided independent study
36 hours Scheduled learning & teaching activities
30 hours Placement / study abroad
Assessment components
Type Weighting Qualifying mark Description
Coursework 60%   Report
Coursework 40%   Essay
Running in 2018/19
Period Campus Day Time Module Leader
Spring semester North Friday Afternoon
Spring semester North Thursday Morning
Spring semester LMET Distance Learning Not applicable -

Module summary

This module aims to consolidate students’ knowledge of the Early Years Foundation Stage and as an introduction to the National Curriculum Key Stage 1, including relevant policy documents. The module will enable students to develop appropriate subject knowledge, skills and attitudes identified in statutory requirements and non-statutory guidance nationally and internationally.  The areas of learning and development will be explored within the EYFS and Key Stage 1 frameworks.  The module will engage students to examine critically the EYFS and Key Stage 1 requirements, and to plan, lead and evaluate activities and learning opportunities in order to contribute to children’s development and learning. Study of the EYFS and Key Stage 1 curriculum will reflect the holistic nature of early years’ practice and the role of practitioners as facilitators in children’s learning.

This module addresses a key aspect of professional knowledge in the early years field and aims to enable students to:
 Have an in-depth knowledge of the current thinking which underpins approaches to EYFS and Key Stage 1 curricula nationally and internationally.
 Discuss recent policy developments in the area of these curricula
 Demonstrate a sound understanding of the different areas of learning and development in the early years curricula including the issues of progression and differentiation, including Key Stage 1.
 Consider how the main principles, and the importance of observation and assessment in the EYFS and Key Stage 1 lay the foundation for future reflective practice.

Prior learning requirements

Enhanced DBS
Students are expected to undertake 60 hours work placement providing for children in the birth to six age range as part of this module, normally in a group setting.

Syllabus

In this module, students will develop in-depth and critical knowledge and understanding of the professional frameworks associated with the EYFS and Key Stage 1.

Students will develop an understanding of the three prime areas -communication and language, physical development and personal, social and emotional development as well as the specific areas such as literacy, mathematics, understanding of the world and expressive art and design. 

Students will explore a range of models of planning, assessment and organisation of learning in the EYFS and Key Stage 1.

Online students resident overseas, will need to outline any early years local curriculum in force and compare how the EYFS and Key Stage 1 could be utilised to supplement or consolidate existing standards. LO1,LO2,LO3

Balance of independent study and scheduled teaching activity

For taught course students, knowledge and understanding of EYFS and Key Stage 1 input will be through lectures and seminars. Online students will receive the same input through bespoke on-line module materials with access to an allocated tutor who is available to support them either online, by e-mail or by telephone. All students will benefit from a blended learning approach through the use of WebLearn for supplementary materials, links to E-books, on-line discussions and self-assessment exercises such as quizzes and reflective tasks. All students will carry out weekly tasks as well as analysis of workplace observations and curriculum documentation.

Reflection and discussion are key to teaching for all students – for taught students this will be in the context of tutor-led sessions while for distance learning students reflection will be promoted by the exercises incorporated into the web-based materials.  For all students experiential learning promotes their growing ability to act as a reflective practitioner.

Teaching and learning strategies and methods also focus on workplace skills and professionalism. All students undertake and reflect on observations in the workplace and weekly tasks and reflective exercises support increased knowledge and understanding. Observations, work-related tasks and the use of development planning tools support the growth of practitioners’ professional competence. 

The development of transferable skills in presenting evidence, arguments and points of view to a range of audiences, through a range of media, including the use of ICT also supports individual learning.

Learning outcomes

On successful completion of this module students will be able to:

1. Demonstrate an understanding of the underpinning policy, and principles of the EYFS and Key Stage 1 curriculum nationally and internationally
2. Examine and evaluate one aspect of the curricula in relation to children’s learning and development.
3. Examine the role of early years’ practitioners in providing a favourable environment and in scaffolding children’s learning development.

Assessment strategy

Students will be able to demonstrate they have met the learning outcomes through one summative assessment:
Assessment A – Report
Choose an area of learning and development to observe, then plan, implement and evaluate an activity. Write a reflective report on the process by using relevant reading (60%)
Assessment B -Essay
Discuss the role of the early years’ practitioner in supporting children’s learning and development by creating an enabling environment (40%)

Bibliography

Canning, N., (2011) Play and Practice in the Early Years Foundation Stage, London: Sage
Dubiel, J., (2016)  Effective Assessment in the Early Years Foundation Stage, London: Sage
Nicky, S. and  Morris, G. (2017)  Planning For Learning in Early Years (2nd Ed.): A Practical Approach To Development Matters, USA:  CreateSpace Independent Publishing Platform 
Palaiologou, I. (2016) The Early Years Foundation Stage: Theory and Practice, London: Sage
Keith, L., (2018) Developing Young Children’s Mathematical Learning Outdoors: Linking Pedgogy and Practice, Routledge: Abingdon
Sewell, K. (2015) Planning the Primary National Curriculum, London: Sage

The national curriculum in England Key stages 1 and 2 framework document (2013) https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/425601/PRIMARY_national_curriculum.pdf
Development Matters (2012)https://www.early-education.org.uk/download-development-matters-early-years-foundation-stage-eyfs
EYFS ( 2017) https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/596629/EYFS_STATUTORY_FRAMEWORK_2017.pdf