The learning strategies will require students to commit 150 learning hours of which 30 hours will consist of contact time (3x10).

The teaching strategies will employ a range of methods, including lectures, seminars, one to one tutorials, presentations and case study observations. Peer group discussion will allow students to share ideas and experiences and will encourage reflection and evaluation.

A key aspect of the learning strategy for this module is the direct involvement of employers and work based learning. This is particularly effective as it gives students realistic, hands on experiences and develops skills relevant to the employers needs. This will enable access for students to planning materials and implementation with the children.

Summative Assessment:
Submit a portfolio to include long and short term planning materials and evaluations.
(Weighting 100%) (Words 2,500)
(LO's 1,2,3,4,5,6)

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. A draft of the plans will be required at prior to implementation.

Bruce, T., (2001), Learning Through Play: Babies, Toddlers and the Foundation Years, London, Hodder and Stroughton.
DfES (2007), The Early Years Foundation Stage, London, Crown.
Lindon, J., (2001), Understanding Children?s Play, Cheltenham, Nelson Thornes
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

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

The module will examine the rationale for planning, implementing and evaluating the early years curriculum, including the planning cycle, inclusion and parental partnerships. Students will examine a range of approaches to planning and communication, including long, medium and short term plans.

Students will reflect upon the planning and assessment processes in their own settings and how this links to the fundamentals of good practice and the need for creativity and free choice.

The module will examine the development of children and the role of play in the early years curriculum and children's learning in the light of the work of theorists such as Piaget, Bruner, Vygotsky, Bruce, Athey and Moyles. Students will compare the merits of the competing genre of free and structured play and the balance of adult guidance and intervention.

The module will consider the organisation of play equipment and resources including gender specific balance and the role of the adult as companion, observer, facilitator, mediator, role model, judge and protector.