A 4000 word assignment based on a current educational issue that is explored within the context of an Early Years setting and the current literature – both policy and research based. Trainees will be expected to undertake some small scale primary research on which to base their evaluation and reflect on the implications of their research for their own practice. Assesses Learning Outcomes 1, 2, 3.

Process skills for training to be an Early Years Teacher
Observing sessions; identifying the context of learning; setting aims, objectives, learning outcomes; questioning; choosing learning activities; evaluating lessons; Use of ICT to support Teaching and Learning.

Thinking about learning
Types of learning; short and long-term memory; self-esteem and attachments; attention; motivation; behaviour management; styles of learning; language and numeracy skills; Diversity: individual differences and special needs.

Aspects of lesson planning
Sequencing activities; individual, small group and whole session teaching; styles of learning; classroom behaviour management and discipline plans; differentiation; assessment of children’s work; handling values

The curriculum
The Early Years curriculum; Enabling environments: Engaging with Parents & Carers, children with SEN/EAL. Safeguarding babies and Young children in educational settings

Care and Education in society
Role of care and education in society; home and school; co-operation and conflict; school choice and competition; different types of schools.

The learning environment
Structure, organisation and management of a setting; legal framework of the setting; delivering the Early Years Curriculum and the National Curriculum; meeting diverse needs; cross curricular issues; management and behaviour of sessions; pastoral care; links with the community; teaching as a career, job applications and interviews, pay and conditions of service, working with other adults in the setting.

1. Understand and apply a range of ideas to educational issues in teaching and learning within the Early Years curriculum.
Knowledge and Understanding, Learning, Application

2. Critically analyse educational theory and ideas in the context of educational practice
Learning, Analysis, Application

3. Use relevant evidence to analyse an educational issue and critically evaluate an institutional response to the issue
Knowledge and Understanding, Enquiry, Analysis, Communication, Application, Problem Solving

4. Understand expectations of professional behaviour and through constructive reflection, critically evaluate own performance and take responsibility for personal professional development
Learning, Enquiry, Application, Reflection

University workshops will draw upon your setting experience and help you to interpret that experience in the light of current thinking on teaching, learning, assessment and care and education of babies and young children. Some sessions will introduce you to themes through case studies. At other times you will be asked to focus on evidence you collect through your setting experience. You will also be asked to use the ideas explored in the sessions in planning your future work. You will also be asked to collaborate with others in preparing and presenting your views on key issues.

There will be a complementary series of workshops in your setting. In these your senior colleagues will introduce you to the way in which issues impact on their institution and you will have the opportunity to develop your understanding through dialogue with experienced and trainee teachers.

A further 222 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 work-based 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, Continuum International Publishing

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

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

GREEN, A (2007) Effective Teaching for the 21st Century, 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, Polity Press

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

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

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

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

Primary:

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

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

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

Early Childhood:

ANG,L (2014) The Early Years Curriculum; The UK context and beyond. London: Routledge

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

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

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