Where there is more than one element of assessment, please indicate which will be the final assessment of the Teaching Block. If module spans more than one Teaching Block, please allocate assessments to appropriate Teaching Block and indicate final piece of assessment.
Summative Assessment:
1. PORTFOLIO (LOs 1,2) (50%) (Teaching Block 1)
2. LOG/JOURNAL (LOs 3,4) (50%) (Teaching Block 2)
3. VOCATIONAL EVIDENCE RECORD (VER) (LO 5) (0%, but a PASS must be achieved to successfully complete the module) (Teaching Block 2 - Final assessment)
1. Produce a portfolio which will typically include:
- A personal and professional development profile (PDP) to chart progress in academic and personal study skills
- A personal reflective account (approximately 1000 words).
- An action plan identifying long and short term targets to assist learning, academic success and personal development
2. Successfully complete a record of practical skills and competences that will be issued to all students at the start of this module. (This assessment will be zero weighted, but candidates must pass all elements of this record of practical skills to successfully complete this module) (LO 5).

3. A log/journal collecting key information about the work based setting. This must include information such as organisational structure, organisational mission statement, working policies etc.
(Weighting 50%) (LOs, 4,5,)
Formative Assessment:
Opportunities will be provided for students to submit drafts of their reflective accounts and action plans to gain tutor feedback at strategic points during the module.

The University will work closely with the practical work placements to assess competence. Students are encouraged to seek regular feedback on their progress from their placement supervisor. Their progress will also be reviewed during the placement visit, when the visiting tutor will give verbal and written feedback and during personal tutorials in university.

Students will be required to successfully complete all elements of assessment to pass this module.

This module will build upon students' existing knowledge, skills and understanding to encourage them to adopt a positive and reflective approach to their new course. It will cover:
- development of communication and presentation skills
- an introduction to the purpose and development of reflective practice through the use of a PDP
- Examining ways in which data can be interpreted, reported and challenged
- Development of independent research skills
- Development critical thinking skills and develop academic argument
- Academic writing styles, citation and referencing using the Harvard System
- The use of ICT to identify and retrieve good quality sources of information
- Development of time management strategies
- Personal career aspirations
- Introduction to the Staffordshire Graduate Attributes

The module requires students to undertake placement in an early years¿ setting which will provide them with the opportunity to demonstrate evidence of practical work-based skills and learning. Students will explore their role within an early years setting by reflecting upon their practice and considering issues related to their role as a professional, their strengths and targets, ethics and confidentiality.

The learning strategies will require students to commit 300 learning hours of which 30 hours will consist of contact time.
The student will achieve the learning outcomes 3, 4 and 5 of the module mainly through remote learning in the work place setting. The student will need to identify a work place supervisor, and tutor support will be by e-mail, telephone and placement visit.

The teaching strategies for learning outcomes 1 and 2 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. Practical examples and demonstrations of the use of referencing and presentation techniques will be used and peer observation and feedback will be encouraged

Work-based setting placement and supervisor, multi-media classroom resources, access to university library resources and Blackboard

Cottrell, S., (2011), Critical Thinking Skills: Developing Effective Analysis and Argument, GB, Palgrave.
Fanthorne, C., (2004) Work Placements - a Survival Guide for Students, London, Palgrave/ Macmillan.
Hobart, C. and Frankel, J., (2009), A Practical Guide to Child Care and Education Placements, Cheltenham, Nelson Thornes
Richie, C. and Thomas, P., (2005), Successful Study: Skills for Teaching Assistants, London, David Fulton