The learning strategies will require students to commit 150 learning hours of which 20 hours will consist of contact time (10 x 2 hours).
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 poster presentation session will be organised and open access to presentation will be encouraged.

Bee, H. & Boyd, D., (2004), The Developing Child. Pearson, Allyn & Bacon.
Lindon, J., (2007) Understanding Children and Young People¿s Development from 5-18 years, London, Hodder Arnold.
Drake, J., (2005), Planning Children¿s Play and Learning in the Foundation Stage (2nd ed), London, David Fulton.
Hall, D.M.B., (2006), Health for all Children (4th Ed), Oxford, Oxford University Press
Jones, P., Moss, D.,Tomlinson and Welch S., (2008), Childhood Services and Provision for Children, Essex, Pearson
Lindon, J., (2001), Understanding Children¿s Play, Cheltenham, Nelson Thornes.
Nurse, A.D., (2009), Physical Development in the Early Years Foundation Stage, Oxon, David Fulton
Ouvry, M. (2003), Exercising Muscles and Minds, GB, Early years Network
Rudolf, M. and Levene, M., (2006), Paediatrics and Child Health, Oxford, Blackwell Publications.
Van Dorp, F, and Simon, C., (2007), Child Health, Oxford, OGPL.

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

Students will explore the difference between physical development, maturation, and growth with an emphasis upon gross motor skills and their acquisition in a sequential manner.

This module will investigate key issues affecting physical development such as poverty, nutrition, obesity, healthy eating and social and emotional factors.
Students will examine issues relating to delayed physical development and how its stimulation is encouraged in the National Curriculum (DfEE 1999) and Early Years Foundation Stage (DfES, 2007).

Students will consider the importance of time, space and planned opportunities for exploration and development to children¿s ability to master control of their bodies in a range of environments.

Students will consider the implication of genetic make up and its ability to pre-dispose us to certain characteristics and physical dispositions including some inherited conditions that have the potential to hinder physical development.

Students will consider the importance of providing an inclusive environment with calculated risk and challenge. The concept of unlimited access to the outside space and the ideals of the 'Forest Schools' movement will be debated with the theories of flexibility and structure.

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.

Summative Assessment
1. Prepare and academic poster for display.
(Approx 1,000 words) (Weighting 50%) (LO 4)

2. Plan, prepare and implement an activity for use with the children.
Evaluate the learning achieved during the activity.
(Weighting 50%) (LOs 1, 2, 3)

To complete assessment students will be required to be undertaking Professional Placement Module (1) alongside.