Bruce, T., (2006), Early Childhood: A Guide for Students, London, Sage.
DfCSF, (2007), The Early Years Foundation Stage, London, HMSO.
Drake, J., (2001), Planning Children?s Play and Learning for Foundation Stage. London, David Fulton Publishers.
Pound, L., (2005), How Children Learn: from Montessori to Vygotsky, UK, Stepforward Publications Ltd
QCA (2007), www.qca.org.uk

Multi media classroom resources, learning resource centre, internet and access to tutor

The learning strategies will require students to commit 300 learning hours of which 60 hours will consist of contact time (3x20).
The teaching strategies will employ a range of methods, including lectures, seminars, one to one tutorials, presentations and case study observations. Peer group discussion will allow students to share ideas and experiences and will encourage reflection and evaluation.

A key aspect of the learning strategy is the direct involvement of employers and work based learning. This is particularly effective as it give students realistic, hands on experiences and develops skills relevant to the employers needs. This will improve the students experience and professional confidence providing the student with invaluable skills in planning, management and leadership. Access to other settings delivering alternative curricula will be a useful additional learning strategy for this module.

Summative Assessment
1. A 2,500 word essay. (Weighting 75%) (LOs 1,2,3,4,6)
2. Group Presentation. (Weighting 25%) (LO 5)

Formative Assessment will take place throughout the module in the form of informal observations, questioning, discussion, group work and attendance monitoring. Regular feedback, from the module tutor and through the personal tutor system, will take place. A draft of the essay question will be required at appropriate times throughout the modules.

The module will examine definitions of "curriculum", different models, and educational and political events that affect curriculum.

Students will examine the Early Years Foundation Stage Framework, National Curriculum and alternative curricula. They will examine the political and educational events that led to the introduction of the Early Years Foundation Stage Framework and the current Government policy relating to this. Students will review the literature on the role of the adult in children's learning, the co-construction of knowledge, and will examine appropriate learning programmes to enable children to progress in the areas of knowledge, understanding, skills and concepts

Students will be made aware of the importance of meeting individual needs and ensure equal opportunities in a climate of anti-discriminatory/anti-bias practice.

Students will reflect upon their own experience and knowledge of the range of facilities available to modify their own practice in the light of current research, personal growth and development.