The module will include:
• the rationale for planning, implementing and evaluating aspects of early years curriculum
• inclusion, differentiation and parental involvement in planning and assessment
• stages of the planning cycle and types of planning
• approaches to recording children’s achievements and developmental progress
• theoretical perspectives on learning, including active learning and types of play
• practical aspects of planning, including organising stimulating environments and resources and risk assessments

A range of teaching and learning strategies will be employed, including lectures, seminars, DVDs, one to one tutorials, presentations and case study observations. Practical planning tasks in the classroom and peer group discussion will allow students to share ideas and experiences and will encourage reflection and evaluation. Students will consult with workplace supervisors, critical friends or colleagues to gain an awareness of overall curriculum plans before conducting their planned activities with children to enhance their skills and apply knowledge learned in the classroom.

Summative Assessment: Portfolio (weighted 100%)
1. Portfolio of plans (3000 words)
(LO 1,2,3,4,5) (Weighting 100%)
Formative Assessment:
Planning exercises will be undertaken in the classroom to facilitate feedback from tutors and peers. Draft plans will be reviewed before implementation by tutors and work placement supervisors or critical friends and colleagues as appropriate.

Access to working with children in a work-based setting, multi-media classroom resources, access to university library resources and Blackboard, Individual case studies

Drake, J., (2005), Planning Children's Play and Learning in the Foundation Stage (2nd ed), London, David Fulton.
Macintyre, C., (2001), Enhancing Learning Through Play: A Developmental Perspective for Early Years Settings, London, David Fulton.
Moyles, J., (2005), The Excellence of Play, Maidenhead, OUP
Palaiologou, I.,(2012) Observation for the Early Years 2nd Ed London, SAGE.
Fawcett, M. (2009) ‘Learning through Child Observation’ London, JK Publications
Sharman, C., Cross, W. and Vennis, D., (2007), Observing Children and Young People, London, Continuum.
Kamen, T. (2013) Observation and assessment for the Early Years. Oxon. Hodder Education.
Andrews, M. (2012) Exploring Play for Early Childhood Studies. London. Sage.

1. Write, implement and evaluate plans to support the development and learning of individual children, taking into account diversity and inclusivity
Knowledge and Understanding
Communication
Problem Solving
Application

2. Evaluate significant and emerging theories on learning and principles of planning and assessment strategies for the curriculum and pedagogy of an early years setting.
Analysis
Application
Learning

3. Make informed choices about the selection of play materials and resources that will maximise learning, development and involvement.
Application
Problem Solving
Knowledge and Understanding

4. Analyse a range of record keeping and reporting procedures.
Analysis
Application

5. Reflect upon the role of the adult in supporting children's learning and development through playful activities
Application
Reflection