Internet and access to tutor. Work based setting placement.

Drake, J., (2005), Planning Children's Play and Learning in the Foundation Stage (2nd ed), London, David Fulton.
Fanthome, 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
Rawlings, A., (2008), Studying Early Years: A guide to work based learning, Maidenhead OU Press
Tassoni, P. and Hucker, K., (2005), Planning, Play and the Early Years,(2nd Ed), Oxford, Heinemann

The learning strategies will require students to commit 300 learning hours of which 12 hours will consist of contact time and 192 hours will be placement attendance. The student will achieve the learning outcomes of the module mainly through remote learning in the work place setting. The student will need to identify a work place critical friend, and tutor support will be by e-mail, telephone and one hour placement visit at each setting.

This module involves placement in two early years settings. Students will work with two different age groups within the early years spectrum to extend their skills in linking theory to practice. The students will build upon their experiences in the level 4 module Personal, Professional and Academic Development. It will enable practitioners to establish evidence of practical skills and learning from work based activities. Students will explore their role within the two early years settings, reflecting upon their differences and similarities and relating these to their role as a professional and the implications for the children.

With tutor guidance students will arrange a placement with children in to different age groups.

Students will engage in reflective analysis to enhance their own performance within Early Years settings.

The learning strategies will require students to commit 300 learning hours of which 72 hours will consist of contact time and 180 hours will be placement attendance. The student will achieve the learning outcomes of the module mainly through remote learning in the work place setting. The student will need to identify a work place critical friend, and tutor support will be by e-mail, telephone and one hour placement visit at each setting.

Coursework - Practice Placement Booklet weighted at 0%; Coursework – produce a PLP (Professional Learning Portfolio) weighted at 50%; presentation: reflection of practice – 50%

The University will work closely with the practical work placements to assess competence. Students will be visited by a tutor who will give verbal and written feedback.

Summative Assessment
1. Practice Placement Booklet (including observations in practice) (at 0%) which is mapped to the graduate competencies (ECSDN 2018). The reflective booklet requires students to reflect on practice in their placement of 30 days.

2. Produce a PLP (Professional Learning Portfolio) (at 50%). Include a reflective commentary on the end of placement performance reports (completed by the mentors in the setting) (word count 1500 words). This will enable students to critically analyse their strengths and future challenges.
(Weighting 100%) (LO, 1,2,3)
3. Presentation: (50%) Reflection on strengths of practice since level 4, future challenges and how to overcome these

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

Successful completion of this module is a pre-requisite for progression to level 6. This module cannot be compensated.

This module involves placement in two early years settings. You will work with two different age groups within the early years spectrum to extend their skills in linking theory to practice. You will build upon your experiences from the Personal, Professional and Academic Development module in your first year. It will enable practitioners to establish evidence of practical skills and learning from work based activities. You will explore your role within the two early years settings, and reflect upon your differences and similarities and relate these to the role of a professional and the implications for the children.

With tutor guidance you will arrange a placement with children in to different age groups.

You will engage in reflective analysis to enhance their own performance within Early Years settings.