A 3000 word assignment requiring an assessment of how effectively a whole lesson promotes babies and young children’s learning within a particular subject and then exploring its wider impact on learning beyond the subject. Assesses Learning Outcomes 1, 2, 3 and 4.

Subject Education in the Early Years Curriculum:
Aims and objectives of Early Years Education (ECE); ECE curriculum history and current curriculum debate; the nature of subject learning, subject learning in different contexts. Recent curriculum developments and potential future directions.

Preparing for Learning and Teaching
Objectives and lesson planning; designing learning tasks using a variety of resources; preparing schemes of work and issues in progression; assessment and record keeping; using simulations and practical activities; the role of ICT in ECE learning; using visual stimulus; creativity and innovation in ECE learning. Other issues in teaching and learning – diversity, personalisation, literacy and numeracy, care and attachments.

1. Plan and critically evaluate sessions and sequences of sessions which involve a range of teaching and learning styles, and which use appropriate resources
Enquiry, Application

2. Design and critically evaluate teaching/learning activities and materials using ECE knowledge and learning theory
Knowledge & Understanding, Learning , Analysis, Communication , Problem Solving

3. Analyse and critically evaluate the contribution and role of specific teaching/learning activities to wider subject learning
Knowledge & Understanding, Learning, Reflection

4. Analyse and critically evaluate the contribution of early years care and education to the wider curriculum Knowledge & Understanding, Communication, Reflection

University workshops will draw heavily upon your setting experience and help trainees to interpret that experience in the light of current practice in ECE. Links will often be made to the Education and Professional Issues module with a view to setting these issues in an Early Years context that makes reference to current care and educational thinking and research. Trainees will often be asked to collaborate with others in preparing and presenting views on key issues and in the development of specific learning activities. Trainees will frequently be required to research issues in settings or contribute examples of their work to University sessions as the basis for discussion. Outside of University, a further 252 hours of independent study will require you to take responsibility for relating the issues addressed in this module to your personal experience and building up evidence in your portfolio. Your mentor and university tutor will support you in this process.

University teaching sessions
Tutorials
Placement School/College meetings with Mentor
University library
Materials and Links on PGCE Blackboard

For students on the PGCE EYTS course.

General:

ARTHUR, J and DAVIES, I (2009) The Routledge Education Studies Textbook, London: Routledge

BECK, J (2003) Key Issues in Education, London: Continuum International Publishing

BURTON, B (2007) Introduction to Education Studies, London: Sage Publications.

COHEN, L (2010) A Guide to Teaching Practice, London: Routledge

ELLIS, E (ed) (2011) Learning and Teaching in Secondary Schools, London: Learning Matters

GREEN, A (2007) Effective Teaching for the 21st Century, London: UWIC Press

KYRIACOU, C. (2009) Effective Teaching in Schools: Theory and Practice, London, Nelson Thornes

MOORE, R (2004) Education and Society: Issues and Explanations in the Sociology of Education, London: Polity Press

POLLARD, A. (2008) Reflective Teaching: Evidence-informed Professional Practice, London: Continuum International Publishing

PRITCHARD, A (2008) Ways of Learning: Learning Theories and Learning Styles in the Classroom, London: Routledge

SEWELL, S. (2008) Doing your PGCE at M Level: A Guide for Students, London: Sage Publications

SMOTH, P (2003) Understanding Children’s Development, London: John Wiley and Sons


Primary:

ARTHUR, J. AND CREMIN, T (eds) (2010) Learning to Teach in the Primary School, London: Routledge

MOYLES, J (2007) Beginning Teaching, Beginning Learning: in Primary Education, Berkshire: OU Press

HAYES, D (2008) Foundations of Primary Teaching, London: Routledge

ROSE, R AND HOWLEY, M (2007) Special Educational Needs in Inclusive Classrooms, London: PCP

Early Childhood:

BRIGGS, M. and HANSEN, A. (2012) Play-based learning in the primary school. London: Sage

DESAILLY, J. (2012) Creativity in the primary classroom London: Sage

HALPENNY, A. and PETTERSEN, J. (2014) Introducing Piaget London: Routledge

MACINTYRE, C. (2012) Enhancing learning through play 2nd ed, London: David Fulton

OATES, R. and HEY, C. (2014) The student practitioner in early childhood studies London: Routledge

ROSE, R. and HOWLEY, M. (2007) Special Educational Needs in Inclusive Classrooms, London: PCP

SMIDT, S. (2014) Introducing Malaguzzi London: Routledge

WATTS, A. (2013) Outdoor learning throughout the seasons London: David Fulton

WATSON, A. (2006) Raising Achievement in Secondary Mathematics, Berkshire: OU Press

WYSE, D. BAUMFIELD,.V. EGAN, D. GALLAGHER, C. HAYWOOD, L. HULME, M. LEITCH, R. LIVINGSTON, K. MENTER,. I and LINGARD, B. (2013) Creating the Curriculum London: Routledge