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. Successfully complete a record of practical skills and competences (2) that will be issued to all students at the start of this module
(LO, 3) (This assessment will be zero weighted, but candidates must pass all elements of the record of practical skills to successfully complete this module)

2. A reflective and analytical diary of events over the course of the two work placements, relating theory to practice, comparing and contrasting differing organisational structures and ethos. Include a reflective commentary on the end of placement performance report (completed by the mentor in the setting). This will enable students to critically analyse their strengths and future challenges
(Weighting 100%) (2,000 words) (LO, 1,2,3)

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

Drake, J., (2005), Planning Children's Play and Learning in the Foundation Stage (2nd ed), London, David Fulton.
Fanthome, C., (20040 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
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 (6 x 2 hours) and 144 hours will be placement attendance (6 x 24).

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.

Internet and access to tutor. Work based setting placement.

This module involves placement in two early years settings. Students will work with two different age groups within the early years spectrum (0-3.11years and 4-7.11 years) to extend their skills in linking theory to practice. The students will build upon their experiences in Professional Development (1). 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 twelve week placement with children either aged 0-3.11 years or 4-7.11 years and a further twelve week placement with the alternative age group.

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