ED3EYI: Independent Implementation (Early Years)

Module code: ED3EYI

Module provider: Institute of Education

Credits: 40

Level: 6

When you'll be taught: Semester 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 ED3EYG (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 third 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 completed in ED3EYS and ED3EYG, extending and consolidating their learning in the previous module to demonstrate the knowledge, attributes, skills and understanding to become a qualified early years teacher and to meet the Teacher’s Standards ( Early Years) with regard to expectations at the end of an ITT programme so that a recommendation for EYTScan be made. 

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• To develop and demonstrate achievement of Teachers’ Standards(Early Years) 
• To consolidate and / or enrich early years settingexperience 
• To build on and further develop students’ understanding of the professional attributes, roles and responsibilities of early years teachers and other professionals involved in education. 
• To confidently work with individuals and small groups of babies and young children aged birth to five years. 
• To confidently lead the practice of other early years practitioners 

Module learning outcomes

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

1. Demonstrate through their practice an appropriate understanding of early years pedagogy, children’s development and learning and the wider role of the early years teacher in relation to leadership.
2. 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).
3. Show insight into the debates about a range of issues relating to early years teaching and the ability to engage with these debates professionally.
4. Take responsibility for their own development as an early years teacher through reflective practice.
5. Demonstrate proficiency in the fundamental skills in literacy and numeracy.

Module content

This module will predominantly be spent in an early years setting (GE) or the student's own employment (GEB) under the supervision of and mentor and university link tutor University based training will focus upon deepening students' knowledge and understanding of early years pedagogy and practice. 

Students would be expected to put into practice all they have learnt with regard to global awareness into their placement or employment experiences. 

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 47days on placement in an early years setting. GEB students will complete this in their own employment.

Study hours

At least 28 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 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 and be awarded EYTS.

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