Module Descriptors
INCLUSIVE AND ENABLING ENVIRONMENTS
ECST40084
Key Facts
Health, Education, Policing and Sciences
Level 4
30 credits
Contact
Leader: Sarah Powell
Hours of Study
Scheduled Learning and Teaching Activities: 30
Independent Study Hours: 270
Total Learning Hours: 300
Assessment
- GROUP PRESENTATION weighted at 50%
- ESSAY weighted at 50%
Module Details
ASSESSMENT DETAILS
Assessment 1
(50% Weighting)
Individual assessment of a group presentation on film together with a reflective log that highlights your role in meeting the learning outcomes when making this film ( L0 4 ,5)
References and a reference list are essential and should be recorded according to the Harvard System
Assessment 2 (weighting 50%)
Produce an essay that demonstrates a critical comparative analysis of a chosen curricula model in relation to the Early Years Foundation Stage Model.
(2,000 words)( LO 1,2,3)
References and a reference list are essential and should be recorded according to the Harvard System
(50% Weighting)
Individual assessment of a group presentation on film together with a reflective log that highlights your role in meeting the learning outcomes when making this film ( L0 4 ,5)
References and a reference list are essential and should be recorded according to the Harvard System
Assessment 2 (weighting 50%)
Produce an essay that demonstrates a critical comparative analysis of a chosen curricula model in relation to the Early Years Foundation Stage Model.
(2,000 words)( LO 1,2,3)
References and a reference list are essential and should be recorded according to the Harvard System
INDICATIVE CONTENT
The module will include:
- Exploring the underpinning philosophy, aims, structure and pedagogical approaches to early years curricula
- transitions from play-based learning programmes to formal learning
- organisation of environments and resources and the deployment of practitioners
- Children's rights and how to promote them in early childhood
- teaching and learning practices within early childhood organisations in terms of interactions, providing curricula balance and catering for diversity
- legislation and current thinking on supporting the unique needs of children with a disability or special educational need
- Inclusive approaches and challenging discriminative practices at all levels
- Exploring the underpinning philosophy, aims, structure and pedagogical approaches to early years curricula
- transitions from play-based learning programmes to formal learning
- organisation of environments and resources and the deployment of practitioners
- Children's rights and how to promote them in early childhood
- teaching and learning practices within early childhood organisations in terms of interactions, providing curricula balance and catering for diversity
- legislation and current thinking on supporting the unique needs of children with a disability or special educational need
- Inclusive approaches and challenging discriminative practices at all levels
LEARNING STRATEGIES
A range of teaching and learning strategies will be employed, including lectures, seminars, DVDs, one to one tutorials, presentations and case studies. Links with other modules at this level will be made to embed concepts and consolidate thinking and learning. Groups will undertake independent investigative tasks and report findings to peers through the media of film. This task makes applies theory to practice and encourages links with and between early years settings and schools. Technical support will be available to enable students to develop technology skills
TEXTS
Drake, J., (2009), Planning Children's Play and Learning (3rd Ed), London, David Fulton
Kelly, A., (2004), The Curriculum: Theory and Practice (5thed), London, Sage
Palaiologou, I., (2009), The Early Years Foundation Stage, London, Sage
Rogers, R., (2011), Planning an Appropriate Curriculum in the Early Years: A guide for students, teachers and teaching assistants. (3rd Ed), GB, Routledge
Kelly, A., (2004), The Curriculum: Theory and Practice (5thed), London, Sage
Palaiologou, I., (2009), The Early Years Foundation Stage, London, Sage
Rogers, R., (2011), Planning an Appropriate Curriculum in the Early Years: A guide for students, teachers and teaching assistants. (3rd Ed), GB, Routledge