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. Peer group feedback will form part of the group presentation.

Summative Assessment

1. Portfolio: (2,500) (Weighting 75%)
(LOs 2,3,4,5)

2. 20 minute individual assessment within a group presentation (LO1) (Weighting 25%)
(LO,s 1)
To complete assessment students will be required to be undertaking 'SCS85227-5 Professional Development: Reflecting on Practice' alongside.

This module will introduce students to the definitions of play and the importance of play to the all-round development of the child through a theoretical and historical approach. Students will learn about the differing types of play, their relationship with development and current provision set within a cultural context.

Students will consider a range of planning perspectives and the implementation and evaluation of the planning process in the context of the planning cycle.

The module will examine the role of the adult in the extension of play opportunities. Students will be asked to consider the place of flexibility and spontaneity in the planning process and will have the opportunity to plan, provide and evaluate activities to use with children on placement which will take into account the individual needs of the child.

Students will gain deeper understanding of learning theories and early childhood pedagogy relating to play, and an experiential view of teaching and learning.

Students will combine their theoretical knowledge of child development and practical experience to the observation and assessment within their case study. Students will be introduced to a range of observation techniques and they will be encouraged to focus upon the ethical, professional and cultural issues that may affect the way in which we may perceive and interpret the behaviour of others.

The learning strategies will require students to commit 300 learning hours of which 40 hours will consist of contact time (20 x 2 hours).
The teaching strategies will employ a range of methods, including lectures, presentations, tutorials, interactive workshops and peer group discussion which will allow students to share ideas and experiences and will encourage reflection and evaluation. A key aspect of the learning strategy is what will take place in the community and on placement through engagement with the other professionals, children and their families.
Students will be encouraged to engage with learning technologies including the use of Blackboard.

Multimedia classroom resources, learning resource centre, internet and access to tutor. Access to children in context.

Drake, J., (2009), Planning Children's Play and Learning (3rded), London, David Fulton.
Hobart, C. and Frankel,, (2009), A Practical Guide to Child Observations
Lindon, J., (2005), Understanding Child Development, Abingdon, Hodder Arnold
Mortimore, P., (1999), Understanding Pedagogy: and its impact on learning, London, Paul Chapman.
Moyles, J., (2010), Thinking about Play: Developing a Reflective Approach, Maidenhead, OUPMoyles, J., Georgeson, J and Payler, J., (2011), Beginning Teaching, Beginning Learning, Maidenhead, OUP
Riddall-Leech, S.,(2009), How to Observe Children, Oxford, Heinemann
Tassoni, P. and Hucker, K., (2005), Planning, Play and the Early Years, (2nd Ed), Oxford, Heinemann