Drake, J., (2009), Planning Children's Play and Learning in the Foundation Stage (3rd 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
Tassoni, P. and Hucker, K., (2005), Planning, Play and the Early Years, (2nd Ed), Oxford, Heinemann

Internet and access to tutor. Work based setting placement.

This module involves a placement in an early years settings which extends professional development from level 2 by considering the particular communications skills required to work in and lead an early years team. The students will develop their practice, understanding and skills of planning and implementing activities for children in preparation for employable status. It will enable practitioners to establish evidence of advanced practical skills and learning from work based activities. Students will reflect upon the preparation of the curriculum and the organisation of staff and children within the EYFS.

Students will engage in reflective analysis to enhance their own performance within Early Years settings with reference to the Early Years Professional Standards.

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 the vocational evidence 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) (LOs 2 & 3)

2. A reflective and analytical account of two activities/incidents observed in the early years setting which demonstrated a team working approach to leadership and management .
(Weighting 100%) (LO 1,2) (3,000 words)

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

This module cannot be compensated.

The learning strategies will require students to commit 300 learning hours of which 13 hours will consist of contact time.  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.