ED3EYG: Guided Implementation (Early Years)

Module code: ED3EYG

Module provider: Institute of Education

Credits: 40

Level: 6

When you'll be taught: Semester 1 / 2

Module convenor: Ms Jo Elsey, email: j.h.elsey@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s): IN THE SAME YEAR AS TAKING THIS MODULE YOU MUST TAKE ED3EYS AND TAKE ED3EYI (Compulsory)

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

Module(s) excluded:

Placement information: Mini placement

Academic year: 2024/5

Available to visiting students: No

Talis reading list: Yes

Last updated: 18 November 2024

Overview

Module aims and purpose

This is the second of 3 early years setting experience modules. It provides trainees with continued experiences of early years pedagogy and practice in a contrasting setting to that of the Shared (Autumn) early years setting experience, extending and consolidating their learning in the previous module in order to demonstrate the knowledge, attributes, skills and understanding to become a qualified early years teacher. 

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• To continue to gain insight and understanding of the requirements for good early years pedagogy  
• To develop the professional attributes, professional knowledge and understanding, leadership skills and professional skills required of early years teachers 
• To gain experience or build on current practice of working with children aged birth to five years individually or in small groups, taking increasing responsibility for children’s development and learning 

Module learning outcomes

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

1. Demonstrate and provide evidence of making appropriate progress towards expected outcomes against the programme ITE curriculum as illustrated by the ED3EYG formative assessment points, and to be judged as not failing appropriate standards of professional and personal conduct. 
2. Demonstrate through their practice understanding of teaching and learningappropriate for babies and young children aged birth to five years. 
3. Show evidence-informed understanding that both informs the student's own practice (including planning and problem-solving) and informs their analysis and evaluation of early years practice (theirs and that of other early years practitioners). 
4. Deploy established approaches to supporting children's development and learning 
5. Appreciate the debates about a range of issues relating to early years practice and pedagogy and the ability to engage with these debates professionally 
6. Take responsibility for their own development as early years teachers through reflective practice. 

In addition, students will continue working towards demonstrating proficiency in the fundamental skills in literacy and numeracy. 

Module content

Evidence-informed practice, relationships with children, professional behaviours, how children learn and child development, statutory frameworks and safeguarding, personal professional development and reflective practice, teaching and learning, curricular and pedagogical knowledge; inclusion, planning, assessing, giving feedback, learning environment, leadership, team working and collaboration.   

Structure

Teaching and learning methods

Early Years Setting experience either in the student's own workplace (GEB) or placement setting (GE): observation of individual children to assessment development, planning appropriate experiences for individual or small groups of children to support their learning and development, leadership of other early years practitioners in relation to early years practice and pedagogy, participating in setting wide activities, observing other early years practitioner's practice, setting based training. 

Students will be supported in their setting or placement by a mentor and a university Link Tutor. 

University teaching, curriculum and professional study sessions, tutorials and guided independent study.

GE Students will be provided with a minimum of 35 days on placement in an early years setting. GEB students will, in addition to their own workplace experience, complete a placement in an additional early years setting. This placement will be for a minimum of 60 hours.

Study hours

At least 25 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

This module is marked on a pass/fail basis. Students must pass each item of assessment to pass the module.

Students are required to meet the assessable learning outcomes in order to pass the module and to proceed to module ED3EYI (Independent Implementation (Early Years)) as judged by the university Link Tutor.Those students identified as making insufficient progress at an assessment board will be visited by the university lead EYITT moderator who will be asked to confirm whether they should be able to progress.

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.

Formative assessments comprise a combination of observations of practice, e-portfolio scrutiny and dialogue between trainee, mentor and university link tutor. Students are expected to complete a progress review form addressing how they have met the assessable learning outcomes and curriculum for the module. 

Reassessment

Additional costs