ED2FDL: Supporting development and learning for 0 - 11 years

Module code: ED2FDL

Module provider: Institute of Education

Credits: 20

Level: Level 2 (Intermediate)

When you'll be taught: Semester 1 / 2

Module convenor: Ms Pamela Cottrell, email: pamela.cottrell@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: No

Talis reading list: Yes

Last updated: 5 August 2024

Overview

Module aims and purpose

This module will focus on the curriculum areas and frameworks which underpin practice within early years/educational settings (0-11 years): the Early Years Foundation Stage and Key Stages One and Two within the National Curriculum. It will consider the ways that practitioners can assess effectively, for example, through evaluation of methods and assessment. The module will consolidate prior learning around curriculum frameworks and apply theories of development and learning to practice. This module has an emphasis on the application of learning to practice in the workplace, through the continuing development of reflective practice.

Aims

The aims of this module are to reinforce knowledge and understanding of development and learning from 0-11 through:

• Critical analysis of the curriculum or framework within their own workplace which is supported by a wider knowledge of the curriculum from 0-11 years
• Identification and evaluation of suitable tools of assessment to develop and implement specific plans and activities to meet individual learning and developmental needs of children
• Consolidation of prior learning across programme with a focus on reflective practice

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Identify relevant principles and concepts in relation to the assessment of children’s development and learning
2. Reflect upon their professional responsibilities in terms of promoting the outcomes of all children that are set out in government policy, legislation, statutory and non-statutory guidance and current initiatives
3. Reflect upon their own professional practice and developing study skills for academic achievement, using models to support their reflective writing and drawing on theory, academic literature and current research as appropriate, as well as personal experience

Module content

• The definition and essential learning areas of the curriculum
• Critical discourse on curriculum areas and content
• Implications towards children’s development and learning
• Assessment and evaluation strategies – national and international perspectives
• The statutory basis and language of assessment
• Methods of assessment: critical analysis of the assessment process; observation; record keeping and ethical considerations: confidentialities
• Development of reflective practice – evaluating different models to support reflective writing
• Using ICT to support assessment
• Portfolio-building workshops

Structure

Teaching and learning methods

Lectures, discussion groups, tasks, research, work-based activities. Work-based learning will provide an essential contribution to achievement of the outcomes.

Study hours

At least 21 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 40% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Work-based discussions with the mentor, plus tutorials and workplace experience all contribute to formative assessment.

Reassessment

Additional costs