module specification

SE5W50 - Professional Studies and Practitioner Placement: Part 2 (2024/25)

Module specification Module approved to run in 2024/25
Module title Professional Studies and Practitioner Placement: Part 2
Module level Intermediate (05)
Credit rating for module 15
School School of Social Sciences and Professions
Total study hours 150
75 hours Guided independent study
36 hours Scheduled learning & teaching activities
30 hours Placement / study abroad
9 hours Assessment Preparation / Delivery
Assessment components
Type Weighting Qualifying mark Description
Coursework 50% 40 An e-Portfolio
Placement 50% 40 Placement
Running in 2024/25

(Please note that module timeslots are subject to change)
Period Campus Day Time Module Leader
Year North Wednesday Morning

Module summary

This module will enable students to
 Meet the professional standards for early childhood care and education
 Become a proficient and critically reflective practitioner
 Further develop the necessary skills, experience and understanding required to observe, plan, deliver and review  their practice across the early years curriculum
 Plan for and implement an holistic and anti-bias approach to children’s play and learning
 Work collaboratively with parents and have an understanding of working effectively in teams and with other professionals
 Meet and promote children's health, welfare and safety needs and the conditions that enable them to flourish.

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.


The syllabus for this module will include: 
The module will provide students with opportunities to further develop essential skills in professional practice with children from birth to six years old through work based experience and attendance at professional studies sessions. These sessions will focus on key aspects of practice in early childhood, with communication skills, the use of ICT and working with others threaded through each topic.  Students will have opportunities to reflect on their placement experiences with focussed feedback and target-setting and will collect evidence to demonstrate that the professional standards are being addressed. LO1,LO2,LO3,LO4,LO5

Balance of independent study and scheduled teaching activity

The placement offers practical experience with regular observation and feedback by setting based mentor and supervising tutor as well as observation of other practitioners.  There will be regular meetings with the setting-based mentor during the practice experience.

The professional studies lectures and seminar sessions will provide opportunities for the students to discuss their practical experiences, helping them to constantly make links between their practical and their theoretical understanding, as they further develop their pedagogical approach.

Placement requirements across all modules [including this module] equates to 240 hours/40 days over the academic year.  At level 5 this is usually undertaken as either:

a. 2 day per week at placement for 15 weeks plus two 1 week block placements [17 weeks in total]


b. 2 day per week at placement for 18 weeks plus a 1 week block placement [19 weeks in total].

Learning outcomes

On successful completion of the module, students will be able to:
1. Demonstrate that they have achieved the professional standards for Early Childhood Care and Education
2. Reflect constructively on their professional learning and set targets for the future development of their professional knowledge and skills
3. Take initiative in observing, planning, delivering and reviewing their practice across the early years curriculum, taking account of children’s diverse family and cultural backgrounds
4. Form and promote mutually respectful relationships with families, colleagues and other professionals
5. Form and promote the necessary depth and strength of relationships with individual children and the facilitate the building of relationships with and between children in groups


Anning, A., Cottrell, D., Frost, N., Green, N., Robinson, M., (2010) Developing Multiprofessional Teamwork for Integrated Children's Services: Research, Policy and Practice, Berkshire: OUP
Bilton, H. (2010), Outdoor Learning in the Early Years, , Oxon, David Fulton Publishers
Blandford S., & Knowles, C. (2009) Developing Professional Practice 0-7, Essex, Pearson
Drake, J., (2009) Planning for Children’s Play and Learning: meeting the needs in the later stages of the EYFS of the Foundation Stage (3rd Edition) London: David Fulton
Ephgrace, A. (2011) Reception Year in Action, Oxon: Routledge
Gasper, M., (2009) Multi Agency Working In The Early Years: Challenges and Opportunities, London: Sage
Hobart, C., Frankel, J., (2009) (4th Edition)  A Practical Guide to Child Observation and Assessment, Cheltenham: Nelson Thornes
Miller, L. (2010) Theories and Approaches to Learning in the Early Years, London, Sage
Musgrave, J., & Stobbs, N. (2015). Early Years Placements: A Critical Guide to Outstanding Work-based Learning. Early Years, Northwich: Critical Publishing.
McMahon, S., & Dyer, M., (eds) (2018) Work-based Practice in the Early Years: A Guide for Students, Abingdon: Routledge
Palaiologou, I. (Ed.) (2010), The Early Years Foundation Stage Theory and Practice, London: Sage Whalley, M. (and the Penn Green Team) (2007) Involving Parents in Their Children’s Learning, London: Sage (to download ‘Every Parent Matters’ document)
Reed, M & Canning, N., (2012) Reflective Practice in the Early Years, London: Sage