This module will build upon students' existing knowledge, skills and understanding to encourage them to adopt a positive and reflective approach to their new course. It will cover:
- development of communication and presentation skills
- an introduction to the purpose and development of reflective practice through the use of a PDP
- Examining ways in which data can be interpreted, reported and challenged
- Development of independent research skills
- Development critical thinking skills and develop academic argument
- Academic writing styles, citation and referencing using the Harvard System
- The use of ICT to identify and retrieve good quality sources of information
- Development of time management strategies
- Personal career aspirations
- Introduction to the Staffordshire Graduate Attributes

Summative Assessment
(in teaching block 2)

A PORTFOLIO containing

1) Three reflective accounts on aspects of personal, academic and professional development
(750 words each, 2250 words total) (75%) (LOs 1,2,4 & 4). This element of assessment must be passed.

2) Complete an action plan for personal, academic and professional development during the rest of the course (750 words equivalence) (25%) (LO 5)


Formative Assessment
Reflective tasks will be completed throughout the first year. Drafts accounts will be submitted to the tutor at strategic points during the year for verification of completion to encourage students to reflect throughout the year rather than immediately prior to the final submission date. This will also provide opportunities for students to gain formative feedback on their academic writing skills. Opportunities will be provided for students to submit drafts of their reflective accounts and action plans to gain tutor feedback at strategic points during the module.

Bolton, G. (2010) Reflective Practice: Writing and Professional Development (3rd edition). London: Sage Publications
Cottrell, S., (2011), Critical Thinking Skills: Developing Effective Analysis and Argument, GB, Palgrave.
Hammersley-Fletcher, L., Lowe, M. Pugh, J. (2006): The Teaching Assistant's Guide: An Essential Textbook for Foundation Degree Students. UK: RoutledgeFalmer
Weyers, J & McMillan, K. (2011) How to Write Essays and Assignments (2nd Edition)
All available online through Staffordshire University Library

PebblePad or other suitable online format.

Blackboard Virtual Learning Environment; http://blackboard.staffs.ac.uk

Staffordshire University Graduate Attributes:
http://www.staffs.ac.uk/courses_and_study/why_staffs/staffordshire_graduate/index.jsp

The teaching strategies will employ a range of methods, including lectures, presentations and demonstration of accessing library resources. Group activities will facilitate peer group discussion to share ideas and experiences and will encourage reflection and evaluation.
Students will explore their role within an early years setting by reflecting upon their practice and considering issues related to their role as a professional, their strengths and targets, ethics and confidentiality.
A key aspect of the learning strategy is the involvement of peers and colleagues in the workplace. Students will engage in independent tasks and be given opportunities to gain feedback from tutors and peers through a combination of 1 - 1 and group tutorial sessions.