module specification

SE6W50 - Professional Practice in Key Stage 1 (2021/22)

Module specification Module approved to run in 2021/22
Module title Professional Practice in Key Stage 1
Module level Honours (06)
Credit rating for module 15
School School of Social Sciences and Professions
Total study hours 150
 
14 hours Assessment Preparation / Delivery
75 hours Guided independent study
36 hours Scheduled learning & teaching activities
25 hours Placement / study abroad
Assessment components
Type Weighting Qualifying mark Description
Coursework 50%   Assessment will be undertaken in the school in which the student is placed. School-based mentors and university supervis
Coursework 50%   Presentation of a written and oral reflective account of how the student's knowledge and skills have developed, articula
Running in 2021/22 No instances running in the year

Module summary

This module will cover consolidation of the EYFS Framework; develop students’ understanding of the Key stage 1 curriculum, managing transitions from Early Years Foundation Stage to Key Stage 1, critical evaluation of practice and leading a staff professional discussion.  Students will demonstrate inclusive practice when supporting children with EAL, and work collaboratively with the SENCO or other professionals and parents/caregivers. Students are required to observe, plan and implement aspects of the Key stage 1 curriculum and review their practice.

This module will enable students to
• Have a systematic knowledge and understanding of the nature and scope of the Core and Foundation Subjects as specified in Key Stage 1.
• Meet the professional standards to work with Key Stage 1 children
• Become a critically- reflective, effective and flexible practitioner who can raise children’s achievements
• Consolidate and further develop the necessary skills, experience and understanding required to observe, plan, deliver and review their practice across the Key Stage 1 curriculum
• Plan for and implement an holistic and anti-bias approach to children’s learning
• Work effectively and  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.

Syllabus

The module will provide students with opportunities to further essential skills in professional practice with children at Key Stage 1.  This will entail working collaboratively with families, colleagues and other professionals. These outcomes will be achieved through work based experience and attendance at professional study sessions. The module will enable students to gain an understanding of the professional frameworks associated with the Key Stage 1 curriculum, and begin to gain an understanding of the core and foundation subjects in this area.  Students will explore a range of models of planning, assessment and organisation of learning in Key Stage 1 to be implemented in practice.

Teaching will focus on key aspects of practice in primary age group (five to seven years) with emphasis being placed on communication skills, the use of ICT and working with others being embedded in each session.  Students will have opportunities to reflect on their placement experiences with focussed feedback and action plans, and will collect evidence to demonstrate that the graduate practitioner competencies are being addressed.

LO 1, 2, 3 & 4

 

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.  Regular meetings with the setting-based mentor will be undertaken during the practice experience.

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

Placement requirements :
200 hours/25 days over the academic year.  At level 6, this is usually undertaken as either:
Block placement (3 weeks) in the first semester and one day per week in the                  second semester.
or
Two days per week at placement for 12.5 weeks.

Learning and teaching

Core Reading
Burnett, C. and Cremin, T. (2018) Learning to Teach in the Primary School, Abingdon: Routledge
Goouch, K. and Lambirth, A. (2017) Teaching Early Reading and Phonics, (2nd Ed), London: Sage 
Horden, J. and Simon, C.A. (2017) Placements and Work-based Learning in Education Studies: An introduction for students (Foundations of Education Studies), Abingdon: Sage
Keith, L. (2018) Developing Young Children’s Mathematical Learning Outdoors: Linking Pedgogy and Practice, Routledge: Abingdon
Pollard, A. and Dudley, P. (eds) (2018) Reflective Teaching in Schools, London:  Bloomsbury Academic
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

Optional Reading

Hayes, C., Daly, J., Duncan, M., Gill, R. and Whitehouse, A. (2017) Developing as a reflective early years professional: a thematic approach, St Albans: Critical Publishing
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, Northwich: Critical publishing

Reed, M. & Canning, N. (2012) Reflective Practice in the Early Years, London: Sage
Sewell, K. (2015) Planning the Primary National Curriculum, London: Sage

Learning outcomes

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

1. Reflect constructively on their professional learning and set targets for the future development of their professional knowledge and skills
2. Demonstrate the ability to observe, plan, deliver and review their practice across Key Stage 1 curriculum, taking account of children’s diverse needs, and family and cultural backgrounds
3. Show a critical understanding of the need for working positively with families, colleagues and other professionals
4. Develop and justify learning and development strategies with individual children and groups to empower them to make choices and decisions.

Bibliography

Core Reading
Burnett, C. and Cremin, T. (2018) Learning to Teach in the Primary School, Abingdon: Routledge
Goouch, K. and Lambirth, A. (2017) Teaching Early Reading and Phonics, (2nd Ed), London: Sage 
Horden, J. and Simon, C.A. (2017) Placements and Work-based Learning in Education Studies: An introduction for students (Foundations of Education Studies), Abingdon: Sage
Keith, L. (2018) Developing Young Children’s Mathematical Learning Outdoors: Linking Pedgogy and Practice, Routledge: Abingdon
Pollard, A. and Dudley, P. (eds) (2018) Reflective Teaching in Schools, London:  Bloomsbury Academic
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

Optional Reading

Hayes, C., Daly, J., Duncan, M., Gill, R. and Whitehouse, A. (2017) Developing as a reflective early years professional: a thematic approach, St Albans: Critical Publishing
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, Northwich: Critical publishing

Reed, M. & Canning, N. (2012) Reflective Practice in the Early Years, London: Sage
Sewell, K. (2015) Planning the Primary National Curriculum, London: Sage