SHEFFIELD COLLEGE in partnership with SHEFFIELD HALLAM UNIVERSITY Appendix 2 Page | 1 APPENDIX 2 - COURSE PROGRAMME AND ASSESSMENT DETAILED COURSE STRUCTURE TABLE, INCORPORATING MODULES AND ASSESSMENT MAP FOR EACH LEVEL / STAGE OF AWARD The table below shows the balance of coursework/examinations and the number and weighting of assessment tasks. Details of deadlines are given in each module guide, given to you at the start of the course, and in the assessment schedule given to you by the course leader at induction. AWARD TITLE AND MODES Cert HE Early Years Education – Level 4 - Full Time FdA Early Years Education – Levels 4 and Level 5 - Full Time Module Code (if existing module) Module Title Level Credits Module Designation: Core or Elective Year or Semester of Delivery Assessment Tasks for Module Assessment Type (EX/CW/PR) Task Weightings 31- 4802- 00S Child Development Part 1 4 20 Core Year 1 Semester 1 Six Observations 2000-2500 words equiv Report 1250 words PR CW 70% 30% 31- 4803- 00S Play and the Early Years Curriculum 4 20 Core Year 1 Semester 1 Presentation 500-750 words equiv Critical Evaluation 2500 words CW CW 15% 85%
Transcript
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APPENDIX 2 - COURSE PROGRAMME AND ASSESSMENT DETAILED COURSE STRUCTURE TABLE, INCORPORATING MODULES AND ASSESSMENT MAP FOR EACH LEVEL / STAGE OF AWARD The table below shows the balance of coursework/examinations and the number and weighting of assessment tasks. Details of deadlines are given in each module guide, given to you at the start of the course, and in the assessment schedule given to you by the course leader at induction. AWARD TITLE AND MODES
Cert HE Early Years Education – Level 4 - Full Time FdA Early Years Education – Levels 4 and Level 5 - Full Time
Module Code (if existing module)
Module Title Level Credits Module Designation: Core or Elective
Year or Semester of Delivery
Assessment Tasks for Module
Assessment Type (EX/CW/PR)
Task Weightings
31-4802-00S
Child Development Part 1 4 20 Core Year 1 Semester 1
Six Observations 2000-2500 words equiv Report 1250 words
PR CW
70% 30%
31-4803-00S
Play and the Early Years Curriculum 4 20 Core Year 1 Semester 1
Presentation 500-750 words equiv Critical Evaluation 2500 words
CW CW
15% 85%
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31-4804-00S
Observation and Assessment in Professional Practice
4 20 Core Year 1 Semester 1
Three Observations 1500 words equiv Discursive Account 2000 words
PR CW
40% 60%
31-4805-00S
Enabling Environments 4 20 Core Year 1 Semester 2
Report 2500 words Reflective Account 500 -750words
CW CW
85% 15%
31-4806-00S
Safeguarding – Working Together for Children
4 20 Core Year 1 Semester 2
Academic Poster 1500 words equiv Reflective Account 1500 words
CW CW
50% 50%
31-4802-00S
Communication in an Early Years Setting
4 20 Core Year 1 Semester 2
CW Presentation (15 mins) and assessment of peer presentations 2000-2500 words equiv Action Plan 750-1000 words equiv
CW CW
75% 25%
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31-5498-00S
Child Development – Part 2 5 20 Core Year 2 Semester 1
Essay Plan 500-750 words Essay 2500
CW CW
15% 85%
31-5499-00S
Inclusive Practice 5 20 Core Year 2 Semester 1
Presentation 1000-1250 words equiv Discursive Essay 2000 words
CW CW
30% 70%
31-5500-00S
The National Curriculum Key Stage 1 5 20 Core Year 2 Semester 1
Professional Discussion 15-20 mins 750-1000 words equiv Small-scale research project with plan and appendices 2000-2500 words
PR CW
20% 80%
31-5501-00S
Theoretical Perspectives in Early Years 5 20 Core Year 2 Semester 2
Case Study 1500 words Essay 2000 words
CW CW
35% 65%
31-5502-00S
Promoting Children’s Health – Research in Action
5 40 Core Year 2 Semester 2
Formulation of Research 500 words
CW CW
10% 60%
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Research Project 5000words Evaluation 750 words Presentation 750 words equiv
CW CW
15% 15%
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External Examiners
As a student on a Sheffield Hallam University award it is important to note that the University welcomes and values the involvement of students in quality management processes. To support this, please note that the External Examiner for your course is:
Name: TBC
Institution: TBC
External Examining is one of the principal means of maintaining academic standards across the UK. Suitably qualified and experienced External Examiners are appointed to provide informative comment and recommendations upon whether or not -
• the University is maintaining the threshold academic standards • the assessment process measures student achievement rigorously and
fairly against the intended outcomes of the programme(s) and is conducted in line with the University's policies and regulations
• the academic standards and the achievements of students of the University are comparable with those in other UK higher education institutions
All assessment tasks and student work is marked and moderated by internal members of staff before being sent to the External Examiner. In order to carry out their role, External Examiners are asked to comment on assessment tasks, moderate a sample of student work, endorse Assessment Board decisions, and provide the University with an annual report.
At the end of each academic year, the External Examiner annual reports and the responses to them will be made available to you. Students will also have the opportunity to discuss the reports during staff/ student committee meetings. Students can request a copy of a particular External Examiner's report in full by emailing [email protected]
Please note, this information has been provided in order to ensure External Examining arrangements are transparent. Students should not make direct contact with external examiners, in particular regarding individual performance in
assessments. External Examiners have been advised to refer any direct contact from students to the University.
Students may be asked to attend meetings with the External Examiner. The purpose of these meetings is to allow the External Examiner to gain student feedback on modules, course and experience. It would not be appropriate to discuss individual people and/or assessments.
Methods of discussing individual assessments, and engaging with quality management and enhancement processes should already be familiar to you, however if you have any queries, please do not hesitate to contact your tutor.
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Module Specifications
Level 4 Modules Page No
Child Development Part 1 8
Play and the Early Years Curriculum 13
Observation and Assessment in Professional Practice 18
Enabling Environments 23
Safeguarding – Working Together for Children 28
Communication in an Early Years Setting 33
Level 5 Modules
Child Development Part 2 38
Inclusive Practice 43
The National Curriculum Key Stage 1 49
Theoretical Perspectives in Early Years 54
Promoting Children’s Health – Research in Action 59
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MODULE DESCRIPTOR
TITLE Child Development Part 1 MODULE CODE 31-4802-00S LEVEL 4 CREDITS 20 ECTS CREDITS VALUE
10
FACULTY Sheffield Hallam University - Development and Society The Sheffield College – Health, Education and Early Years
DEPARTMENT Sheffield Hallam University – Sheffield Institute of Education The Sheffield College – Education and Early Years
SUBJECT GROUP Sheffield Hallam University – Education, Childhood and Inclusion
DATE APPROVED May 2016 MODULE AIM This module aims to consider classical and contemporary theories of child development. It explores aspects of a child’s development including cognition, emotional and social skills, and language development, addressing the expected milestones a child may experience in relation to age. LEARNING OUTCOMES
LO Ref Learning Outcome 1 Understand, apply and critically consider and reflect upon theoretical
ideas of child development. 2 Critically consider and interpret data in order to provide a holistic
picture of a child’s development 3 Demonstrate systematic knowledge and a critical understanding of
child development INDICATIVE CONTENT The module will explore contemporary theories of child development and observational techniques used in Early Years settings. You will need to carry out a
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number of observations on a child using different techniques including, snapshot, time sample, event sample and narrative observation methods. You will conduct a longitudinal study of a child to be able to build up a picture of their developmental needs, this will allow you to demonstrate an understanding of the holistic development of children enhance your observational skills. LEARNING, TEACHING AND ASSESSMENT STRATEGY Students will be supported in their learning to achieve the above outcomes in the following ways:
• The module is delivered by lectures, seminars and small group tutorials as well as individual tutorials.
• Student discussion will be encouraged and is essential in developing your
individual area of study.
• It is essential that observation of a child takes place over a period of time in an Early Years setting.
• The module will be supported by an appropriate reading list. The assessment
strategy is intended to encourage independent and autonomous learning to develop a reflective practitioner.
ASSESSMENT INFORMATION The module is assessed in the form of a discursive essay based on observations/longitudinal study and a series of observations which will require extensive primary research and observation of a child. These pieces of work will satisfy all Learning Outcomes for this module. Students should use the APA referencing system where appropriate.
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Task No.
Description of Assessment Task
Assessment Task Type Coursework (CW) Written Exam (EX) Practical (PR)
Word Count or Exam Duration
Task Weighting %
In-Module Retrieval Available
1 A series of six observations and a longitudinal study
PW 2000-2500 words equiv
70% Y
2 Academic essay
CW 1250 words
30% Y
FEEDBACK TO STUDENTS Students will receive feedback on their performance in the following ways:
• You will be given formative feedback in the form of tutorial input throughout the module. Initial feedback will concentrate upon the orientation of your individual interpretation of the module brief.
• There will be continual formative oral and written feedback on the progress of your assignment by the tutor.
• Tutor assessment and written formative feedback will be provided on
submission of the research essay and development on the essay itself at the end of the module.
LEARNING RESOURCES FOR THIS MODULE Students will be encouraged to research widely and to use the college Moodle VLE site to supplement learning. Individual research topics will dictate resources, but a suggested reading list will be given at the start of the module. Indicative texts may include: Brodie, K. and Veale, F. (2013) Early Years for Levels 4 and 5 and the Foundation Degree London: Hodder Education. Hobart, C. and Frankel, J. (2009) A Practical Guide to Observation and Assessment. (4th ed.) Cheltenham: Nelson Thornes.
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Mukherji, P. (2014) Foundations of Early Childhood, Principles and Practice. London: Sage. Pound, L. (2005) How Children Learn: From Montessori to Vygotsky – Educational Theories And Approaches Made Easy. London: Practical Pre-School. On-line Journals Early Child Development and Care http://www.tandfonline.com/loi/gecd20#.VtQgBk2zKUk Early Childhood Education Journal http://link.springer.com/journal/10643 Early Childhood Research and Practice http://ecrp.uiuc.edu/abtecrp.html Early Childhood Research Quarterly http://www.journals.elsevier.com/early-childhood-research-quarterly/ Early Years http://www.tandfonline.com/toc/ceye20/current MODULES INCLUDING RESEARCH PROJECTS AND/OR TEACHING-RELATED
RESEARCH PROJECTS
Will the assessment for this module require approval by Faculty Research Ethics Committee? If YES, please detail below how students will seek approval for their research
NO
You will be required to seek permission from your setting/ child’s parents to carry out a series of observations on a child.
Guided Independent Study 80 Independent Placement or Work-based Learning** 60 Placement TOTAL NUMBER OF NOTIONAL STUDY HOURS FOR MODULE
200
CHECKED Date Reason September 2016 Checked Against SI
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MODULE DESCRIPTOR
TITLE Play and the Early Years Curriculum MODULE CODE 31-4803-00S LEVEL 4 CREDITS 20 ECTS CREDITS VALUE
10
FACULTY Sheffield Hallam University - Development and Society The Sheffield College – Health, Education and Early Years
DEPARTMENT Sheffield Hallam University – Sheffield Institute of Education The Sheffield College – Education and Early Years
SUBJECT GROUP Sheffield Hallam University – Education, Childhood and Inclusion
DATE APPROVED TBC MODULE AIM This module focuses on the role of play in the Early Years Curriculum; addressing how play is used as pedagogy for learning. You will consider how early years settings address the concept of ‘play’ and its value as a mechanism for learning in its broadest sense. You will develop your ability to research and will then present your ideas to an audience of your peers on the role of play in the early years setting. LEARNING OUTCOMES
LO Ref Learning Outcome 1 Demonstrate a knowledge and understanding of pedagogical
approaches to play when working with babies and young children in the Early Years Setting.
2 Use research critically and effectively to sustain and develop you own practice in the childcare and education sector.
3 Critically reflect upon and evaluate current professional practice in relation to play and assess how you manage your roles and responsibilities in the setting in order to meet the requirements of the Early Years Foundation Stage.
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INDICATIVE CONTENT You will draw on your experiences within settings to show how you are able to meet the outcomes of the EYFS whilst also providing children with a play focused curriculum, identifying the benefits of child initiated play and adult led play. Consideration will also be given to exploring how our understanding of play has changed over the last decade and the impact of information technology on play experiences. You will also develop an understanding of how play can enhance a child’s development. A critical evaluation of the role of play theorists and current play initiatives such as Effective Provision of Pre-School Education (EPPE) and Researching Effective Pedagogy in Early Years (REPEY) will demonstrate an understanding of the importance of play in relation to a child’s development. LEARNING, TEACHING AND ASSESSMENT STRATEGY Students will be supported in their learning to achieve the above outcomes in the following ways:
• The module is delivered by lectures and small group/individual tutorials.
• Student discussion will be encouraged and is essential in developing your individual area of study.
• The module will be supported by an appropriate reading list. The assessment
strategy is intended to encourage independent and autonomous learning to develop a reflective practitioner.
ASSESSMENT INFORMATION The module is assessed in the form of an individual presentation and a critical evaluation of how the Childcare worker implements the EYSF in their setting and promotes a play focused curriculum. These pieces of work will satisfy all Learning Outcomes for this module. Students should use the APA referencing system where appropriate.
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Task No.
Description of Assessment Task
Assessment Task Type Coursework (CW) Written Exam (EX) Practical (PR)
Word Count or Exam Duration
Task Weighting %
In-Module Retrieval Available
1 Presentation and verbal exposition
CW 500-750 words equiv
15% Y
2 Critical evaluation
CW 2500 words
85% Y
FEEDBACK TO STUDENTS Students will receive feedback on their performance in the following ways:
• You will be given formative feedback in the form of 1:1 tutorial’s input throughout the module. Initial feedback will concentrate upon the orientation of your individual interpretation of the module brief.
• There will be continual formative oral and/or written feedback on the progress of your assignment by the tutor.
• Tutor assessment and written summative feedback will be provided on submission of the formative research plan/essay development and on the essay itself at end of the module.
LEARNING RESOURCES FOR THIS MODULE Students will be encouraged to research widely and to use the college Moodle VLE site to supplement learning. Individual research topics will dictate resources, but a suggested reading list will be given at the start of the module. Indicative texts may include: Broadhead, P. and Howard, J. (2010) Play and Learning in Early Years: From
Research to Practice. London: Sage Education. Brodie, K. and Veale, F. (2013) Early Years for Levels 4 and 5 and the Foundation Degree. London: Hodder Education. Lindon, J., Sharp, A. and Kelman, K. (2008) Play and Learning in Early Years. London: Practical Pre-School Books.
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Mukherji, P. (2014) Foundations of Early Childhood, Principles and Practice. London: Sage Education. Pound, L. (2005) How Children Learn: From Montessori to Vygotsky – Educational Theories and Approaches Made Easy. London: Practical Pre-School. Pound, L. (2012) How Children Learn – Book 3: Contemporary Thinking and Theorists. London: Mark Allen Books. MODULES INCLUDING RESEARCH PROJECTS AND/OR TEACHING-RELATED
RESEARCH PROJECTS
Will the assessment for this module require approval by Faculty Research Ethics Committee? If YES, please detail below how students will seek approval for their research
NO
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NOTIONAL STUDY HOURS FOR THIS MODULE Module Study Hours by Type (see KIS definitions)
Scheduled Learning and Teaching Activity No. of Hours KIS category
Guided Independent Study 135 Independent Placement or Work-based Learning** Placement TOTAL NUMBER OF NOTIONAL STUDY HOURS FOR MODULE
200
CHECKED Date Reason September 2016 Checked Against SI
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MODULE DESCRIPTOR
TITLE Observation and Assessment in Professional Practice
MODULE CODE 31-4804-00S LEVEL 4 CREDITS 20 ECTS CREDITS VALUE
10
FACULTY Sheffield Hallam University – Development and Society The Sheffield College – Health, Education and Early Years
DEPARTMENT Sheffield Hallam University – Sheffield Institute of Education The Sheffield College – Education and Early Years
SUBJECT GROUP Sheffield Hallam University – Education, Childhood and Inclusion
DATE APPROVED May 2016 MODULE AIM This module focuses on the need for effective observation, assessment and planning in an Early Years Setting. The module is designed to help you consolidate your knowledge and enhance your professional practice in these areas. LEARNING OUTCOMES
LO Ref Learning Outcome 1 Identify and explain the essential facts, principles, concepts and
theories and the way in which they are developed. 2 Identify and explain, specified methods of enquiry and production,
and use them appropriately. 3 Apply concepts, theories in your professional work placement.
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INDICATIVE CONTENT You will consider the relationships between observation and assessment when meeting the needs of children and will reflect on the role of effective observation when conforming to the demands of the Early Years Foundation Stage. You will need to show evidence of undertaking effective observations in the childcare setting using a variety of techniques, and will be expected to link your observations to the assessment cycle and evaluate the benefits of both formative and summative assessment methods when producing an Early Years Foundation Stage Profile (EYFSP). LEARNING, TEACHING AND ASSESSMENT STRATEGY Students will be supported in their learning to achieve the above outcomes in the following ways:
• The module is delivered by lectures as well as individual tutorials and practical sessions/workshops.
• You will also be required to complete a number of observations of children within the workplace.
• Student discussion will be encouraged and is essential in developing an individual’s area of study.
• The module will be supported by an appropriate reading list. The assessment
strategy is intended to encourage independent and autonomous learning to develop a reflective practitioner.
ASSESSMENT INFORMATION Assessment of the module will require you to have carried out a number of observations on children, using different observation techniques and to write a discursive essay that requires them to show evidence of academic research on the effectiveness of research methods. These pieces of work will satisfy all Learning Outcomes for this module. Students should use the APA referencing system where appropriate.
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Task No.
Description of Assessment Task
Assessment Task Type Coursework (CW) Written Exam (EX) Practical (PR)
Word Count or Exam Duration
Task Weighting %
In-Module Retrieval Available
1 Three observations
PR 1500 Words equiv
40% Y
2 A discursive essay
CW 2,000 words
60% Y
FEEDBACK TO STUDENTS Students will receive feedback on their performance in the following ways:
• You will be given formative feedback in the form of tutorial input throughout the module. Initial feedback will concentrate upon the orientation of your individual interpretation of the module brief.
• There will be continual formative oral and/or written feedback on the progress of your assignment by the tutor.
• Tutor assessment and written summative feedback will be provided on
submission of the six observations and a plan of the discursive essay. • Written summative feedback will be given on the essay itself at end of the
module. LEARNING RESOURCES FOR THIS MODULE Students will be encouraged to research widely and to use the college Moodle VLE site to supplement learning. Individual research topics will dictate resources, but a suggested reading list will be given at the start of the module. Indicative texts may include: Barber, J. and Paul-Smith, S. (2012) Early Years Observation and Planning in Practice:
Your Guide to Best Practice and Use of Different Methods for Planning and Observation in the EYFS. London: Practical Pre-School.
Brodie, K. and Veale, F. (2013) Early Years for Levels 4 and 5 and the Foundation Degree. London: Hodder Education.
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Hobart, C. and Frankel, J. (2009) A Practical Guide to Observation and Assessment.
(4th ed.) Cheltenham: Nelson Thornes. Kamen, T. (2013) Observation and Assessment in the EYFS. London: Hodder Education. Sancisi, L. and Eddington, M. (2015) Developing High Quality Observation, Assessment and Planning in Early Years: Made to Measure. Abingdon: Routledge. Journals Early Childhood Education Journal http://link.springer.com/journal/10643 Early Childhood Research and Practice http://ecrp.uiuc.edu/abtecrp.html Early Childhood Research Quarterly http://www.journals.elsevier.com/early-childhood-research-quarterly/ MODULES INCLUDING RESEARCH PROJECTS AND/OR TEACHING-RELATED RESEARCH PROJECTS
Will the assessment for this module require approval by Faculty Research Ethics Committee? If YES, please detail below how students will seek approval for their research
Guided Independent Study 70 Independent Placement or Work-based Learning** 60 Placement TOTAL NUMBER OF NOTIONAL STUDY HOURS FOR MODULE
200
CHECKED Date Reason September 2016 Checked Against SI
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MODULE DESCRIPTOR
TITLE Enabling Environments MODULE CODE 31-4805-00S LEVEL 4 CREDITS 20 ECTS CREDITS VALUE
10
FACULTY Sheffield Hallam University – Development and Society The Sheffield College – Health, Education and Early Years
DEPARTMENT Sheffield Hallam University – Sheffield Institute of Education The Sheffield College – Education and Early Years
SUBJECT GROUP Sheffield Hallam University - Education, Childhood and Inclusion
DATE APPROVED May 2016 MODULE AIM This module explores how the environment plays a key role in supporting and extending children’s development and learning, and how enabling environments encourage babies and young children to play. In the Early Years Foundation Stage (EYFS) the environment is described in terms of three aspects: the emotional environment, the outdoor environment, the indoor environment. This module explores how these three aspects make up the environment for play and learning in the EYFS. LEARNING OUTCOMES
LO Ref Learning Outcome 1 Be aware of factors contributing to children’s play and learning and the
impact of the environment on a child’s experience. 2 Have explored the regulatory and legislative framework for Early
Years Services and primary education in relation to an enabling environment.
3 Operate with others in a childcare setting to provide an enabling environment for children and evaluate the appropriate of the environment according to theoretical argument.
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INDICATIVE CONTENT You will be encouraged to take part in reciprocal industrial updating, experiencing different settings and considering what makes an enabling environment for children. You will consider how enabling environments provide meaningful opportunities for children to play and take risks when exploring the world around them. You will be asked to carry out a detailed review of their play environment in order to establish the impact of an enabling environment on a child’s holistic development. You will also consider contemporary ideas such as Forest Schools and the important of risk taking in play in order for children to become independent. LEARNING, TEACHING AND ASSESSMENT STRATEGY Students will be supported in their learning to achieve the above outcomes in the following ways:
• The module is delivered by lectures and small group tutorials. It also includes external visits.
• Student discussion will be encouraged and is essential in developing your individual area of study.
• The module will be supported by an appropriate reading list.
ASSESSMENT INFORMATION The module is assessed in the form of a written report which will require extensive research and access to an educational environment. The module also requires students to submit a reflective account of their own experience of working in an enabling environment for children. These tasks satisfy all the Learning Outcomes for the module. You should use the APA referencing system where appropriate.
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Task No.
Description of Assessment Task
Assessment Task Type Coursework (CW) Written Exam (EX) Practical (PR)
Word Count or Exam Duration
Task Weighting %
In-Module Retrieval Available
1 Written Report
CW 2500 words
85% Y
2 Reflective Account
CW 500-750 words
15% Y
FEEDBACK TO STUDENTS Students will receive feedback on their performance in the following ways:
• You will be given formative feedback in the form of tutorial input throughout the module.
• There will be continual oral and/or written formative feedback on the progress of your assignment by the tutor.
• Tutor assessment and written summative feedback will be provided on submission of the formative research plan/essay development and on the essay itself at end of the module.
LEARNING RESOURCES FOR THIS MODULE Students will be encouraged to research widely and to use the college Moodle VLE site to supplement learning. Individual research topics will dictate resources, but a suggested reading list will be given at the start of the module. Indicative texts may include: Eaton, C. (2014) Enabling Environments on a Shoestring: A Guide to Developing and Reviewing Early Years Provision. London: Early Education. Hodgman, L. (2015) Enabling Environments in the Early Years: Making Provision for
High Quality and Challenging Learning Experiences in Early Years Settings. London: MA Education (Early Childhood Essentials).
White, J. (2011) Outdoor Provision in Early Years. London: Sage Publications.
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Journals Contemporary Issues in Early Childhood https://uk.sagepub.com/en-gb/eur/journal/contemporary-issues-early-childhood Early Child Development and Care http://www.tandfonline.com/loi/gecd20#.VtQgBk2zKUk Early Childhood Education Journal http://link.springer.com/journal/10643 MODULES INCLUDING RESEARCH PROJECTS AND/OR TEACHING-RELATED RESEARCH PROJECTS
Will the assessment for this module require approval by Faculty Research Ethics Committee? If YES, please detail below how students will seek approval for their research
Guided Independent Study 50 Independent Placement or Work-based Learning** 50 Placement TOTAL NUMBER OF NOTIONAL STUDY HOURS FOR MODULE
200
CHECKED Date Reason September 2016 Checked Against SI
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MODULE DESCRIPTOR
TITLE Safeguarding – Working Together for Children MODULE CODE 31-4806-00S LEVEL 4 CREDITS 20 ECTS CREDITS VALUE
10
FACULTY Sheffield Hallam University – Development and Society The Sheffield College – Health, Education and Early Years
DEPARTMENT Sheffield Hallam University – Sheffield Institute of Education The Sheffield College – Education and Early Years
SUBJECT GROUP Sheffield Hallam University – Education, Childhood and Inclusion
DATE APPROVED May 2016 MODULE AIM This module asks you to consider the changing emphasis of legislation and guidance to protecting and safeguarding children in England since 1991, the impact of Every Child Matters (DfES, 2003) and the recent developments of Every Child Matters: Change for Children. The module will introduce you to both national and local safeguarding initiatives, as it is crucial that you have knowledge of these for continuing professional development. This module also aims to introduce contemporary debates about safeguarding children, as well as deepening understanding of the policy development involved and the implications for children’s rights. LEARNING OUTCOMES
LO Ref Learning Outcome
1 To recognise and understand the values and attitude towards children and childhood that are reflected in legislation.
2 To recognise and understand the current legal and procedural framework for safeguarding
3 To explore and understand the relationship between family, child and state
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4 To be able to reflect upon safeguarding practices in your own workplace and make an assessment of how they are implemented in order to safeguard the children in your care.
INDICATIVE CONTENT You will explore the notion of safeguarding children within the context of major legislation and policy change and will reflect, in detail, on the major changes in child welfare in order to understand the debates shaping children's policy. You will explore your own role and responsibilities in safeguarding and protecting children, drawing on your own experiences in practice to recognise the importance of keeping children safe. You will research into a wide range of local and national initiatives in relation to safeguarding, such as Every Child Matters - Change for Children and other key legislation. You will also be asked to consider the effectiveness of a multi-disciplinary team when protecting children from harm, and examine how we can empower children and provide effective strategies to keep them safe in an increasingly complex world. LEARNING, TEACHING AND ASSESSMENT STRATEGY Students will be supported in their learning to achieve the above outcomes in the following ways:
• The module is delivered by lecture and seminars. Individual tutorials will also be offered at the start of the unit and after formative feedback. It also includes workplace learning.
• Student discussion will be encouraged and is essential in developing an
individual’s area of study.
• The module will be supported by an appropriate reading list. ASSESSMENT INFORMATION Assessment of the module will be made by responding to a controlled assessment – consisting of a number of case studies and a reflective account of safeguarding within the childcare setting, carried out in the individual’s childcare workplace. These tasks satisfy all the Learning Outcomes for the module. You should use the APA referencing system where appropriate.
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Task No.
Description of Assessment Task
Assessment Task Type Coursework (CW) Written Exam (EX) Practical (PR)
Word Count or Exam Duration
Task Weighting %
In-Module Retrieval Available
1 Academic Poster
CW
1500 words equiv
50% Y
2 Reflective Account
CW 1500 words
50% Y
FEEDBACK TO STUDENTS Students will receive feedback on their performance in the following ways:
• You will be given feedback in the form of tutorial input throughout the module. Initial feedback will concentrate upon the orientation of your individual interpretation of the module brief.
• There will be written feedback given after the controlled assessment.
• Tutor assessment and written feedback will be provided on submission of the reflective account.
LEARNING RESOURCES FOR THIS MODULE Students will be encouraged to research widely and to use the college Moodle VLE site to supplement learning. Individual research topics will dictate resources, but a suggested reading list will be given at the start of the module. Indicative texts may include: DfES. (2003) Every Child Matters: Change for Children. London: DfES. Available at: www.everychildmatters.gov.uk DfES. (2006) Working Together to Safeguard Children: A Guide to Interagency Working to Safeguard and Promote the Welfare of Children. London: The
Stationery Office.
Jones, P., Moss, P., Tomlinson, P. and Welch, S. (eds). (2008) Childhood: Services and Provision for Children. Harlow: Pearson/ Longman.
Kay, J. (2007) Protecting Children (2nd ed.) London: Continuum Publishing Group. Lord Laming. (2003) The Victoria Climbié Inquiry: Report of an Inquiry. Available at: www.victoria-climbié-inquiry.org.uk/finreport/finreport Lord Laming. (2009)The Protection of Children in England: A Progress Report. London: The Stationery Office. Nurse, A. (2007) The New Early Years Professional: Dilemmas and Debates. London: Routledge. Reid, J and Burton S (eds.) (2014) Safeguarding and Protecting Children in the Early Years. Oxford: Routledge. White, R., Carr, P. and Lowe, N. (1991) A Guide to the Children Act 1989. London: Butterworths. MODULES INCLUDING RESEARCH PROJECTS AND/OR TEACHING-RELATED
RESEARCH PROJECTS
Will the assessment for this module require approval by Faculty Research Ethics Committee? If YES, please detail below how students will seek approval for their research
Guided Independent Study 50 Independent Placement or Work-based Learning** 50 Placement TOTAL NUMBER OF NOTIONAL STUDY HOURS FOR MODULE
200
CHECKED Date Reason September 2016 Checked Against SI
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MODULE DESCRIPTOR
TITLE Communication in an Early Years Setting MODULE CODE 31-4807-00S LEVEL 4 CREDITS 20 ECTS CREDITS VALUE
10
FACULTY Sheffield Hallam University – Development and Society The Sheffield College – Health, Education and Early Years
DEPARTMENT Sheffield Hallam University – Sheffield Institute of Education The Sheffield College – Education and Early Years
SUBJECT GROUP Sheffield Hallam University – Education, Childhood and Inclusion
DATE APPROVED May 2016 MODULE AIM Communication is crucial when working in the Early Years Setting. The ability for practitioners to communicate effectively is necessary for the development of positive relationships with children, their families, colleagues and other professionals. In this module you will learn how to assess your own communication skills and undertake a critical review of how you can improve your skills in order to become more effective and self-reflective practitioners.
LEARNING OUTCOMES
LO Ref Learning Outcome 1 Identify and analyse the key issues around how children develop
communication skills and the role of the practitioner in influencing the learning process.
2 Develop and understand communication skills and apply them to practice in early childhood settings.
3 Make and reflect on connections between subject knowledge and its application in a range of contexts,
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INDICATIVE CONTENT
This module develops your knowledge of approaches to communication. Consideration will be given to the Behaviourist, Psychoanalytical, Cognitive and Humanistic theories of communication alongside professional ethical considerations.
It will be necessary to develop an understanding of ‘sustained shared thinking’ as this is a major focus when communicating with children.
You will also engage in professional enquiry to establish the nature of effective talking and listening when working with children, and consider how effective communication is necessary for the formation of professional relationships. Consideration will be given to multi-agency working and students will be expected to carryout dialogue in the childcare setting with other professionals.
LEARNING, TEACHING AND ASSESSMENT STRATEGY Students will be supported in their learning to achieve the above outcomes in the following ways:
• The module is delivered by lecture, seminar and individual tutorials as well as supporting workshops.
• Student discussion will be encouraged and is essential in developing an individual’s area of study.
• The module will be supported by an appropriate reading list. The assessment
strategy is intended to encourage the student to assess their own communication skills as well as to become a reflective practitioner.
ASSESSMENT INFORMATION Assessment of the module requires the student to deliver a presentation to their peers on communication skills along with joining in peer assessment on the presentations made by others. You will also be required to submit a written personal action plan on communication in the Childcare setting. These tasks satisfy all the Learning Outcomes for the module. You should use the APA referencing system where appropriate.
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Task No.
Description of Assessment Task
Assessment Task Type Coursework (CW) Written Exam (EX) Practical (PR)
Word Count or Exam Duration
Task Weighting %
In-Module Retrieval Available
1 A Presentation/Peer Assessment of Presentation
CW 15 minute present-ation and assess-ment of peer present-ations 2000-2500 words equiv
75% Y
2 Action Plan CW 750-1000 words equiv
25% Y
FEEDBACK TO STUDENTS Students will receive feedback on their performance in the following ways:
• You will be given formative feedback in the form of tutorial input throughout the module. Initial feedback will concentrate upon the orientation of your individual interpretation of the module brief.
• There will be continual oral and/or written formative feedback on the progress of your assignment by the tutor.
• You will receive summative feedback at the end of the module on your reflective account
• Your peers will be encouraged to peer assess your communication skills during your presentation.
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LEARNING RESOURCES FOR THIS MODULE Students will be encouraged to research widely and to use the college Moodle VLE site to supplement learning. Individual research topics will dictate resources, but a suggested reading list will be given at the start of the module. Indicative texts may include: Chalmers, D. (2016) Communicating with Children from Birth to Four Years. Abingdon and New York: Routledge. Lefevre, M. (2010) Communicating with Children and Young People: Making a Difference (Social Work in Practice) Policy Press: London. Petrie, P. (1996). Communicating with Children and Adults: Interpersonal Skills for Early Years and Playwork (2nd ed.). Revival Books: London. On-line Journals Contemporary Issues in Early Childhood: https://uk.sagepub.com/en-gb/eur/journal/contemporary-issues-early-childhood Early Child Development and Care http://www.tandfonline.com/loi/gecd20#.VtQgBk2zKUk Early Childhood Education Journal http://link.springer.com/journal/10643 Early Childhood Research and Practice http://ecrp.uiuc.edu/abtecrp.html Early Childhood Research Quarterly http://www.journals.elsevier.com/early-childhood-research-quarterly/ Early Years http://www.tandfonline.com/toc/ceye20/current Journal of Early Childhood Research http://ecr.sagepub.com/ MODULES INCLUDING RESEARCH PROJECTS AND/OR TEACHING-RELATED RESEARCH PROJECTS
Will the assessment for this module require approval by Faculty Research Ethics Committee? If YES, please detail below how students will seek approval for their research
Guided Independent Study 135 Independent Placement or Work-based Learning** Placement TOTAL NUMBER OF NOTIONAL STUDY HOURS FOR MODULE
200
CHECKED Date Reason September 2016 Checked Against SI
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MODULE DESCRIPTOR
TITLE Child Development Part 2 MODULE CODE 31-5498-00S LEVEL 5 CREDITS 20 ECTS CREDITS VALUE
10
FACULTY Sheffield Hallam University – Development and Society The Sheffield College – Health, Education and Early Years
DEPARTMENT Sheffield Hallam University – Sheffield Institute of Education The Sheffield College – Education and Early Years
SUBJECT GROUP Sheffield Hallam university – Education, Childhood and Inclusion
DATE APPROVED May 2016 MODULE AIM This module furthers the student understanding of child development by considering the influences of holistic development looking at issues relating to health, social, cultural, educational and familial contexts. LEARNING OUTCOMES
LO Ref Learning Outcome 1 Demonstrate knowledge and understanding of babies and young
children and consider how issues including health, welfare, education, culture and sociological perspectives impact on the development of the child.
2 Analyse the impact of external factors on a child’s holistic development.
3 Use research critically and effectively to sustain and develop own practice in the childcare setting in relation to health, social, cultural, educational and familial contexts.
INDICATIVE CONTENT Examining theory and research on issues relating to development and through analysis, you will consider how children’s identities and behaviours are affected by health, society culture and education.
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Students will consolidate their learning from the first child development module and will build on their understanding in order to explain how a child’s life is influenced a number of external factors. Students will need to have an understanding of social theories of childhood, they will consider how government perspectives and policies in relation to childhood may impact on an individual’s development. Students will also need to consider how a child’s culture and values impacts on their lives. This module requires students to actively engage in primary research, they will be asked to write a discursive essay which will explain in detail how a child’s development is influenced by factors such as by health, society culture and education. LEARNING, TEACHING AND ASSESSMENT STRATEGY Students will be supported in their learning to achieve the above outcomes in the following ways:
• The module is delivered by lectures, seminars and small group tutorials as well as individual tutorials.
• Student discussion will be encouraged and is essential in developing an individual’s area of study.
• It will be useful to use Moodle (Virtual Learning Environment) and also to use primary research such as journals.
• The module will be supported by an appropriate reading list. The assessment
strategy is intended to encourage independent and autonomous learning to develop a reflective practitioner.
ASSESSMENT INFORMATION Assessment of this module will take the form of an essay plan, detailing how your essay will be completed, including a breakdown of time scales and a literature review, and a discursive essay. This tasks satisfy all the Learning Outcomes for the module. You should use the APA referencing system where appropriate.
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Task No.
Description of Assessment Task
Assessment Task Type Coursework (CW) Written Exam (EX) Practical (PR)
Word Count or Exam Duration
Task Weighting %
In-Module Retrieval Available
1 Essay plan
CW 500-750 words
15% Y
2 A discursive essay
CW 2,500 words
85% Y
FEEDBACK TO STUDENTS Students will receive feedback on their performance in the following ways:
• You will be given formative feedback in the form of tutorial input throughout the module. Initial feedback will concentrate upon the orientation of your individual interpretation of the module brief.
• There will be continual formative oral and/or written feedback on the progress of your assignment by the tutor.
• Tutor assessment and written summative feedback will be provided on
submission of the research plan/essay development and on the essay itself at end of the module.
LEARNING RESOURCES FOR THIS MODULE Students will be encouraged to research widely and to use the college Moodle VLE site to supplement learning. Individual interests will dictate resources, but a suggested reading list will be given at the start of the module. Indicative texts may include: Aurbury, K. and Riley, A. (2015) Understanding and Using Educational Theories. London: Sage Publications. Brodie, K. and Veale, F. (2013) Early Years for Levels 4 and 5 and the Foundation Degree. London: Hodder Education.
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Clark, R. (2013) Childhood and Society in Early Years. (2nd ed.) London: Sage Publications. Hill, M. and Tisdall, K. (1997) Children and Society. London: Routledge. Jenkins, H. (1998) The Children’s Culture Reader. London: New York University
Press. On-line Journals Children and Society http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1099-0860 Contemporary Issues in Early Childhood https://uk.sagepub.com/en-gb/eur/journal/contemporary-issues-early-childhood Early Child Development and Care http://www.tandfonline.com/loi/gecd20#.VtQgBk2zKUk Early Childhood Education Journal http://link.springer.com/journal/10643 Early Childhood Research and Practice http://ecrp.uiuc.edu/abtecrp.html Early Childhood Research Quarterly http://www.journals.elsevier.com/early-childhood-research-quarterly/ Early Years http://www.tandfonline.com/toc/ceye20/current European Early Childhood Education Research Journal http://www.eecera.org/journal/ Exceptional Children http://ecx.sagepub.com/ International Journal of Early Childhood http://link.springer.com/journal/13158 International Journal of Early Years Education http://www.tandfonline.com/loi/ciey20#.VtQh0k2zKUk MODULES INCLUDING RESEARCH PROJECTS AND/OR TEACHING-RELATED RESEARCH PROJECTS
Will the assessment for this module require approval by Faculty Research Ethics Committee? If YES, please detail below how students will seek approval for their research
Guided Independent Study 130 Independent Placement or Work-based Learning** Placement TOTAL NUMBER OF NOTIONAL STUDY HOURS FOR MODULE
200
CHECKED Date Reason September 2016 Checked Against SI
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MODULE DESCRIPTOR
TITLE Inclusive Practice MODULE CODE 31-5499-00S LEVEL 5 CREDITS 20 ECTS CREDITS VALUE
10
FACULTY Sheffield Hallam University – Development and Society The Sheffield College – Health, Education and Early Years
DEPARTMENT Sheffield Hallam University – Sheffield Institute of Education The Sheffield College – Education and Early Years
SUBJECT GROUP Sheffield Hallam University – Education, Childhood and Inclusion
DATE APPROVED May 2016 MODULE AIM Early Years educators are faced with many challenges; a major challenge is inclusivity. In 1989 the United Nations Charter for the Rights of the Child set the tone for children’s rights at a global level and the discourse of inclusive practice has become central to the care and education of children. It is essential that practitioners have a good understanding of the importance of inclusion and early intervention to support children’s needs. This module aims to inform students of relevant key legislations relating to inclusion, SEN and disability. We shall also consider how inclusive practice is promoted within the Early Years setting and how practitioners respond to issues such as disability, ethnicity, religion, socio-economic status and special educational needs in order to promote an inclusive ethos. LEARNING OUTCOMES
LO Ref Learning Outcome 1 To develop a critical understanding of the principles and theories
relating to Inclusion in the Early Years setting. 2 Plan, use and critically evaluate how strategies relating to inclusive
practice are used in the Early Years setting to promote inclusivity. 3 Communicate information in an appropriate way to a professional
audience.
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INDICATIVE CONTENT The module will require you to understand the diverse society in which we live; you will investigate and analyse the values and belief systems which underpin working in early years education and understand the legal requirements which apply to working with children. You will reflect upon your own values and experiences and how they impact on your professional role. You will be encouraged to consider your own understanding of inclusivity and also evaluate how the setting in which you work promotes strategies of inclusive practice. You will need to carry out some primary research and present your findings in an appropriate way. LEARNING, TEACHING AND ASSESSMENT STRATEGY Students will be supported in their learning to achieve the above outcomes in the following ways:
• The module is delivered by lectures, seminars and small group tutorials as well as individual tutorials. It also includes work-related learning.
• Student discussion will be encouraged and is essential in developing an individual’s area of study.
• The module will be supported by an appropriate reading list. The assessment
strategy is intended to encourage independent and autonomous learning to develop a reflective practitioner.
ASSESSMENT INFORMATION The module is assessed in the form of a discursive essay on the effectiveness of strategies for inclusion in the Early Years Settings. This requires extensive academic and primary research. You will also be required to create and deliver a presentation aimed at an academic audience. These tasks satisfy all the Learning Outcomes for the module. You should use the APA referencing system where appropriate.
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Task No.
Description of Assessment Task
Assessment Task Type Coursework (CW) Written Exam (EX) Practical (PR)
Word Count or Exam Duration
Task Weighting %
In-Module Retrieval Available
1 Presentation CW 1000-1250 words equiv
30% Y
2 A discursive essay
CW 2,000 words
70% Y
FEEDBACK TO STUDENTS Students will receive feedback on their performance in the following ways:
• You will be given formative feedback in the form of tutorial input throughout the module. Initial feedback will concentrate upon the orientation of your individual interpretation of the module brief.
• There will be continual formative oral and/or written feedback on the progress
of your assignment by the tutor.
• Tutor assessment and written summative feedback will be provided on the presentation and on the essay itself at end of the module.
LEARNING RESOURCES FOR THIS MODULE Students will be encouraged to research widely and to use the college Moodle VLE site to supplement learning. Individual interests will dictate resources, but a suggested reading list will be given at the start of the module. Indicative texts may include: Baldock, P. (2010) Understanding Cultural Diversity in the Early Years. London: Sage. Booth, T., Ainscow, M. and Kingston, D. (2006) Index for Inclusion: Developing Play,
Learning and Participation in Early Years and Childcare. London: CSIE
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Browne, N. (2004) Gender Equity in the Early Years. Maidenhead, Berkshire: Open University and McGraw-Hill. Department for Education (2012) Statutory Framework for the Early Years
Foundation Stage. Setting the standards for learning, development and care for children from birth to five. [also available On-line].
Jones, C. (2007) Supporting Inclusion in the Early Years. Maidenhead, Berkshire: Open University and McGraw-Hill. Kay, J. (2012) Good Practice in the Early Years. (3rd ed.) London: Continuum. Lindon, J. (2006) Equality in Early Childhood. Linking theory and practice. London: Hodder Arnold. Nutbrown, C. and Clough, P. (2006) Inclusion in the Early Years: Critical Analyses and Enabling Narratives. London: Sage. Journals Children and Society http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1099-0860 Contemporary Issues in Early Childhood https://uk.sagepub.com/en-gb/eur/journal/contemporary-issues-early-childhood Early Child Development and Care http://www.tandfonline.com/loi/gecd20#.VtQgBk2zKUk Early Childhood Education Journal http://link.springer.com/journal/10643 Early Childhood Research and Practice http://ecrp.uiuc.edu/abtecrp.html Early Childhood Research Quarterly http://www.journals.elsevier.com/early-childhood-research-quarterly/ Early Years http://www.tandfonline.com/toc/ceye20/current European Early Childhood Education Research Journal http://www.eecera.org/journal/ Exceptional Children http://ecx.sagepub.com/ International Journal of Early Childhood http://link.springer.com/journal/13158
International Journal of Early Years Education http://www.tandfonline.com/loi/ciey20#.VtQh0k2zKUk MODULES INCLUDING RESEARCH PROJECTS AND/OR TEACHING-RELATED
RESEARCH PROJECTS
Will the assessment for this module require approval by Faculty Research Ethics Committee? If YES, please detail below how students will seek approval for their research
Guided Independent Study 60 Independent Placement or Work-based Learning** 50 Placement TOTAL NUMBER OF NOTIONAL STUDY HOURS FOR MODULE
200
CHECKED Date Reason September 2016 Checked Against SI
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MODULE DESCRIPTOR
TITLE The National Curriculum Key Stage 1 MODULE CODE 31-5500-00S LEVEL 5 CREDITS 20 ECTS CREDITS VALUE
10
FACULTY Sheffield Hallam University – Development and Society The Sheffield College – Health, Education and Early Years
DEPARTMENT Sheffield Hallam University – Sheffield Institute of Education The Sheffield College – Education and Early Years
SUBJECT GROUP Sheffield Hallam University – Education, Childhood and Inclusion
DATE APPROVED May 2016 MODULE AIM Since 1989 State Schools in England must teach a range of subjects according to targets set by the National Curriculum to ensure the same standards of teaching and learning across the nation. The module will cover the development of the National Curriculum from inception to the present day, in order to contextualise developments in education in the Primary Sector. It will consider how we prepare children for the transition of moving from nursery to school, considering dilemmas such as what makes a child ‘school ready’. It will allow you to consider how the National Curriculum informs your current practice. LEARNING OUTCOMES
LO Ref Learning Outcome 1 Use research critically and effectively to sustain and develop own
practice in the childcare and education sector. 2 Critically analyse key concepts and principles relating to education. 3 Reflect on the impact of the national curriculum in your own practice.
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INDICATIVE CONTENT The content will consider links between the Early Years Foundation Stage and Key Stage 1 of the National Curriculum. It will cover topics including school readiness and shared sustained thinking in an effort to prepare children for Key Stage 1. There will be an opportunity to develop an understanding of which subjects are taught for children aged 5-7 years and also to evaluate the successes of strategies within the curriculum to record targets and assess children’s achievement in key subjects. You will also be encouraged to critically evaluate the strengths and weakness of the National Curriculum and, strategies for improving educational achievement for children in primary education. It will be necessary to carry out a small-scale investigation linked to this topic and discuss how the National Curriculum informs your practice. LEARNING, TEACHING AND ASSESSMENT STRATEGY Students will be supported in their learning to achieve the above outcomes in the following ways:
• The module is delivered by lectures, seminars and tutorials.
• Individual tutorials will be given at the start of the module so that students can discuss their ideas for research.
• Student discussion will be encouraged and is essential in developing an individual’s area of study.
• The module will be supported by an appropriate reading list. The assessment
strategy is intended to encourage independent and autonomous learning to develop a reflective practitioner.
ASSESSMENT INFORMATION This module’s assessment consists of a professional discussion and a small-scale research project with a research plan and appendices. These tasks satisfy all the Learning Outcomes for the module. You should use the APA referencing system where appropriate.
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Task No.
Description of Assessment Task
Assessment Task Type Coursework (CW) Written Exam (EX) Practical (PR)
Word Count or Exam Duration
Task Weighting %
In-Module Retrieval Available
1 A professional discussion
PR 15-20 minutes 750-1000 words equiv
20% Y
2 A research plan and small-scale research investigation with appendices
CW 2,000-2500 words
80% Y
FEEDBACK TO STUDENTS Students will receive feedback on their performance in the following ways:
• Initial feedback will concentrate upon the orientation of your individual interpretation of the module brief.
• There will be continual oral and/or written feedback on the progress of your assignment by the tutor and summative feedback following the professional discussion.
• Tutor assessment and written summative feedback will be provided on
submission of the formative research plan/essay development and on the research itself at end of the module.
LEARNING RESOURCES FOR THIS MODULE Students will be encouraged to research widely and to use the college Moodle VLE site to supplement learning. Individual interests will dictate resources, but a suggested reading list will be given at the start of the module. Indicative texts may include:
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The National Curriculum in England – Handbook for Primary Teachers Key Stage 1 and 2. London: Scholastic. Department of Education (2013) The Primary National Curriculum in England: Key Stage 1 and 2. London: Shurville Publishing. EYFS Statutory Framework, Outcomes & Development Matters Paperback (2012) London: Shurville Publishing and Early Education. Early Childhood Education Journal http://link.springer.com/journal/10643 Early Childhood Research and Practice http://ecrp.uiuc.edu/abtecrp.html Early Childhood Research Quarterly http://www.journals.elsevier.com/early-childhood-research-quarterly/ MODULES INCLUDING RESEARCH PROJECTS AND/OR TEACHING-RELATED
RESEARCH PROJECTS
Will the assessment for this module require approval by Faculty Research Ethics Committee? If YES, please detail below how students will seek approval for their research
Guided Independent Study 130 Independent Placement or Work-based Learning** Placement TOTAL NUMBER OF NOTIONAL STUDY HOURS FOR MODULE
200
CHECKED Date Reason September 2016 Checked Against SI
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MODULE DESCRIPTOR
TITLE Theoretical Perspectives in Early Years
MODULE CODE 31-5501-00S LEVEL 5 CREDITS 20 ECTS CREDITS VALUE 10 FACULTY Sheffield Hallam University – Development and
Society The Sheffield College – Health, Education and Early Years
DEPARTMENT Sheffield Hallam University - Sheffield Institute of Education The Sheffield College – Education and Early Years
SUBJECT GROUP Sheffield Hallam University – Education, Childhood and Inclusion
DATE APPROVED May 2016 MODULE AIM This Module encourages students to consider the historical context of developments in childcare and early years provision. You will be encouraged to study different philosophical perspectives in order to evaluate whether all theories follow the same approach. LEARNING OUTCOMES
LO Ref Learning Outcome 1 Demonstrate an understanding of theoretical perspectives in relation
to the study of Early Years Education. 2 Analyse and evaluate the competing positions held in different
philosophical perspectives of Early Years Education. 3 Critically reflect on the value of theoretical perspectives when working
in contemporary Early Education. INDICATIVE CONTENT This module explores different theoretical perspectives in relation to Early Years and childhood. Students will be asked to study a range of perspectives which are significant from a historical and contemporary context. Philosophers such as John Locke (1632-1704) will be studied a long side theorists such as Piaget and Skinner
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and more contemporary theorists such as Urie Bronfenbrenner. You will be able to consolidate prior learning of theories and develop your knowledge in order to investigate the changing views as to early childhood and policies for the provision of childcare and the education of children. You should consider how these perspectives influence your own practice when working in an Early Years Setting. LEARNING, TEACHING AND ASSESSMENT STRATEGY Students will be supported in their learning to achieve the above outcomes in the following ways:
• The module is delivered by lectures, seminars and tutorials.
• Student discussion will be encouraged and is essential in developing an individual’s area of study.
• The module will be supported by an appropriate reading list. The assessment
strategy is intended to encourage independent and autonomous learning to develop a reflective practitioner.
ASSESSMENT INFORMATION This module is assessed by a case study and a written account evaluating the relevance of theoretical perspectives in contemporary Early Years Education. These tasks satisfy all the Learning Outcomes for the module. You should use the APA referencing system where appropriate. Task No.
Description of Assessment Task
Assessment Task Type Coursework (CW) Written Exam (EX) Practical (PR)
Word Count or Exam Duration
Task Weighting %
In-Module Retrieval Available
1 Case study CW 1500 words
35% Y
2 Essay CW 2,000 words
65% Y
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FEEDBACK TO STUDENTS Students will receive feedback on their performance in the following ways:
• You will be given feedback in the form of tutorial input throughout the module. Initial feedback will concentrate upon the orientation of your individual interpretation of the module brief.
• There will be continual formative oral and/or written feedback on the progress of your assignment by the tutor.
• Tutor assessment and written formative feedback will be provided on
submission of the case study and on the essay itself at end of the module. LEARNING RESOURCES FOR THIS MODULE Students will be encouraged to research widely and to use the college Moodle VLE site to supplement learning. Individual interests will dictate resources, but a suggested reading list will be given at the start of the module. Indicative texts may include: Broadhead, P., Howard, P. and Wood, E. (2010) Play and Learning in the Early
Years. London: Sage. Brock, A., Jarvis, P. and Olusoga, Y. (2014) Perspectives on Play: Learning for Life. (2nd ed.) London: Routledge. Bruce, T. (2005) Early Childhood Education. London: Hodder Education. Kingdon, Z. and Gourd, J. (2014) Early Years Policy: The Impact on Practice. London: Routledge. Lindon, J. (2001) Understanding Children’s Play. Cheltenham: Nelson Thornes. Maynard, T. and Thomas, N. (eds.) (2004) An Introduction to Early Childhood Studies. London: Sage Publications. Moyles, J. (2010) Thinking about Play: Developing a Reflective Approach. Maidenhead: McGraw Hill. Nutbrown, C. (2006) Threads of Thinking. London: Sage. Pugh, G. and Duffy, B. (eds.) (2006) Contemporary Issues in the Early Years. (4th
ed.) London: Sage.
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Rogers, S. and Evans, J. (2008) Inside role-play in Early Childhood Education: Researching Young Children’s Perspectives. London: Routledge. Rogers, S. (2011) Rethinking Play and Pedagogy in Early Childhood Education. London: Routledge. Rose, J. and Rogers, S. (2012) The Role of the Adult in Early Years Settings. Maidenhead: McGraw Hill. Journals British Educational Research Journal Early Childhood Education Journal Early Childhood Research and Practice Early Years: Journal of International Research and Development European Early Childhood Education Research Journal International Journal of Early Years Education MODULES INCLUDING RESEARCH PROJECTS AND/OR TEACHING-RELATED
RESEARCH PROJECTS
Will the assessment for this module require approval by Faculty Research Ethics Committee? If YES, please detail below how students will seek approval for their research
NO
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NOTIONAL STUDY HOURS FOR THIS MODULE Module Study Hours by Type (see KIS definitions)
Scheduled Learning and Teaching Activity No. of Hours KIS category
Guided Independent Study 80 Independent Placement or Work-based Learning** 30 Placement TOTAL NUMBER OF NOTIONAL STUDY HOURS FOR MODULE
200
CHECKED Date Reason September 2016 Checked Against SI
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MODULE DESCRIPTOR
TITLE Promoting Children’s Health – Research in Action MODULE CODE 31-5502-00S LEVEL 5 CREDITS 40 ECTS CREDITS VALUE
20
FACULTY Sheffield Hallam University – Development and Society The Sheffield College – Health, Education and Early Years
DEPARTMENT Sheffield Hallam University – Sheffield Institute of Education The Sheffield College – Education and Early Years
SUBJECT GROUP Sheffield Hallam University – Education, Childhood and Inclusion
DATE APPROVED May 2016 MODULE AIM This module will encourage students to consider children’s health and well-being. The module will address how health promotion within childcare settings is designed for children. Learners will carry out a ‘mini’ research project in which they will consider how health promotion initiatives are used to reduce risk taking behaviours in children. Learners will be supported to select a subject for research but topics could include dietary patterns, physical activity, keeping young people safe, avoiding smoking, harmful substances and recreational drugs. The ability to achieve a healthy lifestyle for children will also be a pivotal area of study within this module. LEARNING OUTCOMES
LO Ref Learning Outcome 1 Initiate, design, conduct and report empirically based early years
childhood research 2 Knowledge of a range of a range of research paradigms, research
Methods and measurement techniques, and some awareness of their limitations.
3 Analyse and evaluate a piece of research
SHEFFIELD COLLEGE
in partnership with SHEFFIELD HALLAM UNIVERSITY
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INDICATIVE CONTENT You will develop the necessary skills of research by selecting a topic related to health promotion and children’s wellbeing. You should consider how initiatives are successful in promoting health based on the qualitative and quantitative data which you have gathered. Your tutor will meet with you at regular intervals to ensure that you are supported in the execution of your research plan and are following guidance given. LEARNING, TEACHING AND ASSESSMENT STRATEGY Students will be supported in their learning to achieve the above outcomes in the following ways:
• The module is delivered by lectures, seminars and tutorials and periods of project supervision with your tutor.
• Individual tutorials will be an essential part of the module as feedback will be tailored to an individual’s research proposal.
• Student discussion will be encouraged and is essential in developing an individual’s area of study.
• The module will be supported by an appropriate reading list. The assessment
strategy is intended to encourage independent and autonomous learning to develop a reflective practitioner.
ASSESSMENT INFORMATION This module has four tasks. You will be required to formulate a research specification and carry out that research in the form of a project, which should include primary and secondary research methods. You will also be required to evaluate your research and make a formal presentation. These four tasks satisfy all the Learning Outcomes for this module. You should use the APA system of referencing where appropriate.
SHEFFIELD COLLEGE
in partnership with SHEFFIELD HALLAM UNIVERSITY
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Task No.
Description of Assessment Task
Assessment Task Type Coursework (CW) Written Exam (EX) Practical (PR)
Word Count or Exam Duration
Task Weighting %
In-Module Retrieval Available
1 Formulation of Project
CW 500 words
10% Y
2 Research Project
CW 5,000 words
60% Y
3 Evaluation CW 750 words
15% Y
4 Presentation CW 750 words equiv
15% Y
FEEDBACK TO STUDENTS Students will receive feedback on their performance in the following ways:
• You will be given formative feedback in the form of tutorial input throughout the module. Initial feedback will concentrate upon the orientation of your individual interpretation of the module brief.
• There will be continual oral and/or written feedback on the progress of your assignment by the tutor at each stage of the research process.
• Tutor assessment and written summative feedback will be provided on
submission of the research plan, after submission of the research, on completion of the evaluation and finally at the end of the presentation of findings.
LEARNING RESOURCES FOR THIS MODULE Research topics will dictate learning resources individually, but the resources listed below will be a useful guide to start with. Students will be encouraged to use our Virtual Learning Environment (VLE) and also use the Learning Centres extensive collection of on-line journals. Arthur, J., Waring, M., Coe, R. and Hedges L.V. (2012) Research Methods in
Education. Sage: London.
SHEFFIELD COLLEGE
in partnership with SHEFFIELD HALLAM UNIVERSITY
Appendix 2
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Bell, J. (2005) Doing your Research Project: A Guide to First-Time Researchers in Education, Health and Social Care. (4th ed.) Maidenhead: Open University Press. Brooks, R. (2014) Ethics and Education Research (BERA/SAGE Research Methods in Education). London: Sage. Cohen, L. and Manion, L. (2013) Research Methods in Education. London:
Routledge. Journals Early Childhood Education Journal http://link.springer.com/journal/10643 Early Childhood Research and Practice http://ecrp.uiuc.edu/abtecrp.html Early Childhood Research Quarterly http://www.journals.elsevier.com/early-childhood-research-quarterly/ MODULES INCLUDING RESEARCH PROJECTS AND/OR TEACHING-RELATED
RESEARCH PROJECTS
Will the assessment for this module require approval by Faculty Research Ethics Committee? If YES, please detail below how students will seek approval for their research
