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. Report
(1500 words) ( LO 1, 2, 3, 4) (Weighting 100%)

Students will review the difference between segregation, integration and inclusion in the light of the legislation and policy formulation within the field.
Students will examine issues of disability, difference and special educational need and consider current thinking and legislation related to the support available for the unique needs of these children. Students will consider the Common Assessment Framework as a source of support that is likely to establish the lead in providing a cohesive model of provision for the interface between the Team Around the Child (TAC).

Students will investigate a range of equal opportunities legislation but will debate whether equal opportunities are only a matter of legislation or needs affective commitment from society and staff in early years. Students will be encouraged to identify and challenge discrimination wherever it exists.

Students will learn how children construct gender roles, self-perception and attitudes towards ethnic groups and diversity. Students will reflect critically upon a vision for the future of young children. Students will examine how anti-discriminatory and anti-bias practice are processes taking place on a number of interlinking levels.

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 and the use of Blackboard will allow students to share ideas and experiences and will encourage reflection and evaluation.

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

DfES, (2001), Special Educational Needs Code of Practice, London, DfES
Gorard, S. (2000), Education and Social Justice, Cardiff, University of Wales Publications.
Griffin, S., (2008), Inclusion, Equality and Diversity in Working with Children, GB, Heinemann.
Knowles, G., (2009), Ensuring Every Child Matters, GB Sage
Lindon, J., (2006), Equality in Early Childhood, Oxon, Hodder and Arnold.
Nutbrown C., Clough, P., (2006), Inclusion in the Early Years, London, Sage
Pugh, G. and Duffy, B., (2009) Contemporary Issues in Early Years (5thed), London, Sage Publications.