1. Identify stages of development and progression in children’s early mathematical and early literacy acquisition.
Knowledge and Understanding
Learning
Application

2. Critically analyse early years teaching and learning strategies and evaluate their use in supporting diverse groups of children’s learning in literacy and numeracy.
Learning
Application
Analysis

3. Critically evaluate elements of the learning environment which support the development of early literacy and early numeracy.
Knowledge and Understanding
Analysis
Evaluation

4. Critically reflect upon current policy and curriculum and how these have been informed by theoretical perspectives.
Learning
Application
Reflection

Weekly sessions:
Introductions to early mathematical and early literacy acquisition with links to theoretical perspectives. This will cover curricula and strategies used within early childcare settings and schools. Strategies and approaches to literacy and numeracy will also be explained and applied, such as phonics and numicon. Application in practice will support assessment opportunities to enable students to demonstrate their subject knowledge and understanding. Exploration of a range of diverse child needs (EAL, SEND, G&T, etc) will be addressed to extend knowledge and understanding of how all children learn.

Made up in three parts:

A critical evaluation of a literacy learning activity which has been developed and led with learners. This will identify, in relation to curriculum and theory, how the activity has been approached, taught and assessed to show progression. Assesses Learning Outcomes 1, 2, 3, 4 (at 50%) 1250 words approx

A critical evaluation of a numeracy learning activity which has been developed and led with learners. This will identify, in relation to curriculum and theory, how the activity has been approached, taught and assessed to show progression. Assesses Learning Outcomes 1, 2, 3, 4 (at 50%)1250 words approx

A 500 word reflection on the ECSDN graduate competencies, accompanied by Practice Placement Booklet (including observations on the student in practice) (at 0%).

University workshops will draw upon your school/setting experience and help you to interpret that experience in the light of current thinking on teaching, learning, assessment and in relation to literacy and numeracy. You will also be asked to use the ideas explored in the sessions in planning your future work.

A further 270 hours of independent study will require you to take responsibility for relating the issues addressed in this module to your professional experience.

General:
Early Years Foundation Stage Curriculum and any further curricula updates.

Ang,L 2014 The Early Years Curriculum; The UK context and beyond. Routledge

Brownhill, S (2013) Getting children into writing, story ideas for children aged 3-11 Sage

Hayes, C. (2016) Language, literacy and communication in the early years: a critical foundation, Critical Publishing: Northwich

Haylock, D. and Cockburn, W. (2013) Understanding Mathematics for Young Children 4th Ed Sage

Oates, R. and Hey, C. (2014) The student practitioner in early childhood studies Routledge

Pound, L. (2015) Teaching Mathematics Creatively, Routledge: London

Talyor, H. and Harris, A. (2014) Learning and Teaching Mathematics 0-8 Sage

Watts, A. (2013) Outdoor learning throughout the seasons David Fulton

Waugh, D. Warner, C. Waugh, R. (2013) Teaching Grammar, Punctuation and Spelling in Primary Schools Learning Matters

Wyse, D. Baumfield,.V. Egan, D. Gallagher, C. Haywood, L. Hulme, M. Leitch, R. Livingston, K. Menter,. I and Lingard, B. (2013) Creating the Curriculum Routledge

University teaching sessions
Tutorials
Work Placement
University library, ebrary and website
Materials and Links on Blackboard
Social media e.g twitter @EarlyYearsSU @EdStaffs