YC5F02 - Approaches to Pedagogy and Curriculum in the Early Years (2017/18)
|Module specification||Module approved to run in 2017/18, but may be subject to modification|
|Module title||Approaches to Pedagogy and Curriculum in the Early Years|
|Module level||Intermediate (05)|
|Credit rating for module||30|
|School||School of Social Professions|
|Running in 2017/18||No instances running in the year|
Learning and teaching
Theoretical input will be through lectures and seminars.
Teaching and learning include a mixture of face-to-face and online engagement using a blended learning approach. The virtual learning environment platform is a core component of each module, where students access course materials, supplementary materials, links to online resources, engage in online discussions, self-assessment activities and reflective tasks.
Reflection and discussion are key for all students which is promoted in the classroom and online through discussion forum. 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, action research, 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.
Students will be able to demonstrate they have met the learning outcomes through one summative assessment - an essay submitted to summative assessment in week 29 of the academic year.
For the patchwork text, four pieces of written work form the basis of the final essay that discusses
pedagogy and curriculum in the early years. The students will be encouraged to collaborate on the
patchwork text - working in pairs, as a group and in smaller groups – as relevant to the topic of the
patchwork text. They will be encouraged to present one of the patchwork texts to the whole
group – who will be asked to offer critical feedback. Formative feedback will be given on all
patchwork text. The rationale for this approach is to scaffold students capacity for analytical
thinking and critical reflection in preparation for the essay submission at the end of the course.
Students will be required to work collaboratively on an ungraded presentation reflecting on an aspect of a chosen pedagogy applied in their practice or provision related to specific theories of learning, outlining the potential for supporting children’s learning and development. In this way the assessment will address both the professional and academic aspects of the module.
Students will be invited to present the essay for formative feedback which will be provided in a written form and discussed at face to face/Skype tutorial in advance of submission deadline.
All students will receive written feedback against all learning outcomes following the publication of marks. This will be the most comprehensive in cases of failure, where this will support learning for reassessment.