EV681 programme

8/11/2019 EV681 programme

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University of Brighton

PGCE Early Childhood 3-7

Pedagogy, Principles and Practice in EarlyChildhood

EV681

2014- 2015


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University of Brighton

PGCE Primary Education with QTS

EV681 Pedagogy, Principles and Practice in Early Childhood 2013-14

_____________________________________________________________________________________

Tutors Julie Canavan Room A204 Email [email protected]

Pippa Totraku A108 [email protected]

Module Co-ordinators: Julie Canavan & Pippa Totraku

Aims of the Module:

This module is designed to support knowledge and understanding of theoretical and practical

perspectives for effective pedagogy in early childhood education through an informed and critical

awareness of current policies and practice in teaching and learning.

Students will develop an understanding of the child, stages of development and dispositions towards

learning alongside analysis of current policy and initiatives relating to the education of young children.Students will work collaboratively to develop independence, and responsibility for their own and others

professional learning. They will develop skills to apply technological tools in support of teaching and

learning.

The module aims to provide opportunities for students to gain specific experiences and evidence

towards the Department of Educations Teachers Standards (2012)

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/208682/Teachers__S

tandards_2013.pdf

To develop student teachers knowledge and understanding of contemporary issues in teaching

and learning; To critically examine the nature of learning;

To develop the skills of teamwork and collaboration in the context of professional learning;

To use a range of technological tools in support of student teachers professional learning.

What to expect in the module

In contact time, tutors will provide will lead and facilitate: Lectures, seminars, practical activities,

discussion of key issues and preparation for assessment.

In non-contact time, students will engage with directed and non-directed reading, collection and review

of information, completion of tasks arising from practical sessions, preparation for assessment and theon-going development of an online collaborative blog. Experiences in school will enhance and provoke

learning in taught sessions.

Learning outcomes

Students will be able to:

1. recognise and interpret the processes and dimensions of early learning and development and

their implications for educational policy and practice

2. examinethrough drawing on research and work based experience the factors that contribute to

quality provision and the teachers role in this

3. demonstrate critical understanding of the theories and ideologies that inform teaching to ensure

the progress of all learners
mailto:[email protected]:[email protected]:[email protected]:[email protected]://www.gov.uk/government/uploads/system/uploads/attachment_data/file/208682/Teachers__Standards_2013.pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/208682/Teachers__Standards_2013.pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/208682/Teachers__Standards_2013.pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/208682/Teachers__Standards_2013.pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/208682/Teachers__Standards_2013.pdfmailto:[email protected]:[email protected]


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4. appraisehow the informal and formal contexts of early education impact on teaching and

learning

5. apply knowledge and understanding of a range of technological tools to support and enhance

their own and others professional development.

Assessment TaskTask 1(Collaborative)

Students will identify an essential issue for effective and learning in Early Childhood Education today

that arises from the module themes and school based experience. They will collaborate to design and

develop an informative web-based resource (3 web pages in addition to their blog posts) for fellow

student teachers that explores this issue (2000 word equivalent).

Task 2(Individual)

Students will also submit (via Turnitin) an individual evaluation which will highlight their own

contribution to the development of the resource and an aspect of their own pedagogical understandingfor further development (500 words).

Both tasks will be marked on a pass/fail basis, and both tasks must be passed to pass the module

Referral task 1: a re-working of the original failed component

Referral task 2: if a student fails through non-contribution to the group task they will complete an

alternative essay (2500 words) at the discretion of the tutors.

Assessment criteria:Your on-line resource will provide evidence that you are able to:

Recognise and interpret the processes and dimensions of early learning and development and

their implications for educational policy and practice

Examine through drawing on research and work based experience the factors that contribute to

quality provision and the teachers role in this

Demonstrate critical understanding of the theories and ideologies that inform teaching to ensure

the progress of all learners

Appraisehow the informal and formal contexts of early education impact on teaching and

learning

Apply knowledge and understanding of a range of technological tools to support and enhancetheir own and others professional development

Module Matters

Throughout this module you will be working in groups and individually. The module has both face-to-

face and online elements as you will see from the module programme. You will work collaboratively to

maintain and develop a group blog using WordPress.com. Tutors will also be using a group blog to

introduce the sessions and provide support materials throughout the module at the following link

http://ev681.wordpress.com.

The professional blogs you create are intended to help share experiences of effective practice in asimilar way to practising teachers. However, it should be remembered at all times that these are

professional blogs and as such students are required to adhere to the following code of conduct when

updating and posting.
http://ev681.wordpress.com/http://ev681.wordpress.com/


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Code of Conduct

In relation to school-based experience, students should share general school-based experiences

and ideas focusing on pedagogy and practice. The professional blog is not a space for personal

grievances or concerns.

Anonymised photographs of, childrens work, displays, planning ideas and resources can be

posted as long as relevant permissions have been obtained and any sources appropriately

acknowledged.

Photographs of children are not permitted.

In any discussions or blog posts relating to professional practice, specific schools, children or

colleagues should not be identified by name or inference

At all times students should use professional language and the use of derogatory language or

comments is unacceptable

Assignment guidance

Using your group WordPress blog you should create three additional web pages focusing on different

aspects of a chosen theme. The themes (below) are intentionally broad and intended as starting points.

There will be cross-over and links between the aspects that you focus upon. For example, observations

and analysis of approaches towards the management of classroom behaviour, special educational needs

and English as an additional language will appear within a number of the area themes below. Although

your tutors will be marking your resource, the audience for you to consider for your web-pages will be

other student teachers. The web-based resources should be engaging (draw upon a range of digital

media as appropriate) and properly referenced using the guidance in the handbook (references can be

listed on a separate page).

It is expected that as well as authoring your own content, that you will also curate content from other

professional blogs, making links to articles (theory, research, blog reflections), videos, podcasts or anyother form of media you think gives a useful insight into the theme you have chosen. However you need

to go beyond merely collating content and ensure that there is appropriate critical reflection and

comment on the resources you create and curate.

The assignment will be submitted electronically via Turnitin. Each student will submit task 2 individually

via Turnitin indicating the address of their group blog within their individual submission.

Themes

Teaching and Learning Child Development

Assessment for Learning

Including all learners

Partnerships for teaching and learning

Developing your Subject Knowledge

As trainee teachers you will have the opportunity of witnessing a range of changes to the primary

curriculum as the national curriculum review is completed for implementation in September 2014.There have been and continue to be changes to the Early Years Foundation Stage materials; Current and

previous statutory frameworks and non-statutory materials can be accessed on

http://www.foundationyears.org.uk/eyfs-statutory-framework/
http://www.foundationyears.org.uk/eyfs-statutory-framework/http://www.foundationyears.org.uk/eyfs-statutory-framework/http://www.foundationyears.org.uk/eyfs-statutory-framework/


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Pebblepad/ E-portfolio

Your assignment feedback should be uploaded to Pebblepad and used where appropriate as evidence

against the standards. You should also link to your group blog and use aspects of this as evidence against

the standards.

TEACHERS STANDARDS 2012

Throughout his module students will continue to develop their knowledge and understanding of the

TeachersStandards 2012

T1. Set high expectations which inspire, motivate and challenge pupils

T2. Promote good progress and outcomes by pupils

T3. Demonstrate good subject and curriculum knowledge

T4. Plan and teach well-structured lessons

T5. Adapt teaching to respond to the strengths and needs of all pupils

T6. Make accurate and productive use of assessment

T7. Manage behaviour effectively to ensure a good and safe learning environmentT8. Fulfil wider professional responsibilities

Session outlines

Tuesday

9/9/14

2 hour

whole

cohort

11am

C122

Introduction to the module - The focus of this session will be on explaining the process of

the module and sharing guidance for the follow-up tasks, programme and assignment. To

accompany this induction there will be an online tutorial that takes the students through

how to set up their online blog and the expectations with regard to how this will be used

throughout the module. The students will also be guided to any accompanying reading

material in support of the module.

Follow up from today:Watch the video introduction to the

Module and WordPress Blog tool

Before the next session:Set up your WordPress Blog. You will be sent an email

with a link to register your group Blog by Pippa

Tuesday

16/9/14

2 hour

whole

cohort

11amC122

First thoughts on learning and teaching -

A. A number of perspectives of learning and teaching and some of the ways in which

the development of learning in children can be understood will be considered in this

session. (me to plan something for this)

B. Plugged in and unplugged - Students will be introduced to the importance of

developing their professional learning networks through ICT. They will also be

introduced to the new primary curriculum for computing.

Follow up from today:*Alexander, R.(2010) Ch12 What

is Primary Education for? in

Children, their World, their

education: final report from

Cambridge primary Review.

London: Routledge.

Stephens, C(2010) Pedagogy. The

silent partner Available athttp://hdl.handle.net/1893/2499

Before the next session:

Blog post 1* and responses to first thoughts on

teaching and learning

Watch clips on supporting positive behaviours in early

years:

http://www.highscope.org/Content.asp?ContentId=38

Wednesday

24/9/14

Whole

Behaviour Management and Behaviour ChangePaul Dix http://www.pivotaleducation.com/keynotes-2/

Before the next EV681 session:
http://hdl.handle.net/1893/2499http://hdl.handle.net/1893/2499http://www.highscope.org/Content.asp?ContentId=381http://www.highscope.org/Content.asp?ContentId=381http://www.pivotaleducation.com/keynotes-2/http://www.pivotaleducation.com/keynotes-2/http://www.highscope.org/Content.asp?ContentId=381http://hdl.handle.net/1893/2499


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cohort

session

3pm

W100

Blog post 2* and responses to session on Behaviour management

Friday

26/9/14

3-5pm

LRC106

Technology in the EYFS

Promoting childrens independent use of technology will be examined through a range of

pedagogies. Students will explore various appropriate technologies, developing their

understanding of how young childrens interactions with technologies support operational

learning, extend their knowledge and understanding of the world, help foster positive

dispositions to learning and appreciate the role of technology in everyday life. The

importance of play as a characteristic of effective learning will be explored in terms of

planning for technology in the EYFS.

Follow up from today:

Plowman L & McPake J(2013) Seven

myths about young children andtechnology. Childhood Education89

(1) 27-33 - Available at

http://goo.gl/8QGRlw


Brock, A et al(2009) Ch1 Three Perspectives on Play

Nutbrown, C(2011) Ch2 Somequestions about schemas

Thursday

2.10.15

1-3pm

Room TBA

The Unique Child; growing learning

In an exploration of key theorists, influential philosophies and contemporary research.

Students will consolidate and extend their understanding of child development. How

theories, ideologies and research impact on pedagogy in particular the teaching planning

cycle will also be examined. Students will be introduced to observation skills.


Pollard, A et al(2008) Ch7 Learning:

How can we understand childrens

development?

Doherty, J, & Hughes, M(2010) Ch1

Introducing Child Development

Palaiologou, I(2012) Ch2 The role of

observation and/or Ch3 Observation

techniques


Berry, M(2014) Computing in the

national curriculum: A guide for

primary teachers. Availablehttp://goo.gl/GH95V7

Friday

3.10.14

1-3pm

Lib106

Programming and Computational Thinking at KS1- This will be a hands-on workshopsession in which students will explore a range of approaches to programming and

computational thinking at KS1.


Turvey K. et al.(2014)

Programming and computational

thinking in Primary Computing and

ICT, Knowledge, Understanding and

Practice, London: Sage.


Alexander, A(2010) Ch8 Children, diversity and

equity

Thursday

9.10.15

Enabling Environments; equality of opportunity for allStudents will explore the physical and emotional environment and examine how the

diversity of childrens needs are identified and supported in an inclusive curriculum. Key

concepts and models around disadvantage and equalities will be covered to support
http://goo.gl/8QGRlwhttp://goo.gl/8QGRlwhttp://goo.gl/GH95V7http://goo.gl/GH95V7http://goo.gl/GH95V7http://goo.gl/8QGRlw


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3-5pm

A500

effective assessment of quality environments.


Edmond, N & Price, M(2012) Ch12

Promoting equality and inclusion

London: Sage, introduction

Harrison, C & Howard, S(2009)

Inside the Primary Black Box

Walsh &Gardner(2005) assessing

the quality ofEYsenvironments

accessible

on http://ecrp.uiuc.edu/v7n1/walsh.html


Task:Research the systems and procedures for

safeguarding and wellbeing in your school context.

Thursday

23/10/14

2 hour whole

cohort

11am

C122

A. Whole cohort: Safeguarding and wellbeing. This session will offer an introduction to

issues surrounding the protection and wellbeing of children, including

B. E-Safety.


Turvey, K et al(2014) eSafety inPrimary Computing and ICT:

Knowledge, Understanding and

Practice (6th

Ed.), London: Sage.


Blog post 3* and responses to Safeguarding,Wellbeing and e-Safety

Thursday

23/10/14

90 minute

whole cohort

1.30pm

W100

Supporting Children with English as an Additional Language

Christine Booth from Ethnic Minority Achievement Service

Friday

14.11.14

Lib 109

3-5pm

Learning to code- This will be a hands-on workshop session in which students will be

introduced to graphical blocks based approaches to programming. We will investigate how

the foundations of simple computational thinking be supported in the early years.


Assignment preparation:Evaluate

how your own and your groups

digital literacy is reflected through

the web resource you are

developing


Investigate how schools encourage learning

partnerships between and with children, staff,

families and other professionals

Glazzard et al(2010) assessment for learning in the

Early Years Foundation Stage, London: Sage chap 3

Friday

21.11.14

3-5pm

A500

Positive relationships; partnerships with others and the importance of strong leadership

In this session students will recognise the significance and challenges of working in

partnership with colleagues, families and other professionals. Leading teams to promote

young childrens learning willalso be considered. Assessment and planning will be revisited

to highlight the importance of assessing the child on the personal, the interpersonal and

community planes (Fleer 2002).

Follow up from today: Before the next session:
http://ecrp.uiuc.edu/v7n1/walsh.htmlhttp://ecrp.uiuc.edu/v7n1/walsh.htmlhttp://ecrp.uiuc.edu/v7n1/walsh.html


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Whalley, M(2012) Ch1 New forms of

provision, new forms of working

Edmond, N & Price, M (2012)Ch3

Professional relationships and

Leadership in the children and young

peoples workforce

Fisher, J (2010) Ch3Preparing

children for the move to KS1

OFSTED: Getting it right the first time

http://goo.gl/9WZJxH

McManis, L & Gunnewig, S (2012)

Finding the Education

in Educational Technology

with Early Learners. Technology and Young

Children Availablehttp://goo.gl/GScSY7

Friday

28.11.14

1-3pm

Lib106

Digital literacy from the EYFS to KS1.

This workshop will provide opportunities for students to work with digital video and audio,

and consider the potential for creativity offered by digital video/audio editing tools.

Ways and approaches to assessing ELG 15- technology

Task Through discussion, play or practical

application, assess a childs awareness of

technology in their everyday environment

*please refer to Reading Lists (WordPress,http://ev681.wordpress.com) to access reading resources

**when instructed to carry out a blog post and responses, one person from your group blog should post

and initial response to the session or given theme and the others should respond to the post via the

comment tool on WordPress. By the end of the module each member of the group will have taken the

initiative to lead a blog post.

Reading List and Learning Supportsee Aspire link

Key textsAlexander, R (2010) Children, their World, their Education Schools Abingdon: Routledge

Brock, A., Dodds, S, Jarvis, P Olusoga, Y (2009) Perspectives on PlayHarlow: Pearson

Devarakonda, C (2013) Diversity & Inclusion in Early Childhood London: Sage

Doherty, J & Hughes, M (2010) Child Development: Theory and Practice 0-11 Harlow: Pearson

Drummond, M-J (2012)Assessing Childrens LearningAbingdon: Routledge

Nutbrown, C (2011) Threads of Thinking(4th

edtn) London: Sage

Turvey, K. Potter, J. Allen, J. Sharp, J. (eds) (2014) (6th ed) Primary Computing and ICT: Knowledge

Understanding and PracticeLondon: Sage.

Electronic/Video resources [accessed 9-7-13]

o Aubrey, C. and Dahl, S. (2008) A review of the evidence on the use of ICT in the Early Years

Foundation Stage. [Online] Available:

http://dera.ioe.ac.uk/1631/2/becta_2008_eyfsreview_report.pdf

o University of Brighton SEND website available at

http://www.brighton.ac.uk/education/environment/resources/sen.php?PageId=312

o ThinkUKnow, available athttp://www.thinkuknow.co.uk/teachers/

o EPPE research base at the London Institute of Education

o

http://www.ioe.ac.uk/research/153.htmlo EYFS Profile exemplification for the level of learning and development expected

at the end of the EYFS - Understanding the world ELG15Technology

http://media.education.gov.uk/assets/files/pdf/e/elg15-technology.pdf
http://goo.gl/9WZJxHhttp://goo.gl/9WZJxHhttp://goo.gl/GScSY7http://goo.gl/GScSY7http://goo.gl/GScSY7http://ev681.wordpress.com/http://ev681.wordpress.com/http://ev681.wordpress.com/http://dera.ioe.ac.uk/1631/2/becta_2008_eyfsreview_report.pdfhttp://www.brighton.ac.uk/education/environment/resources/sen.php?PageId=312http://www.thinkuknow.co.uk/teachers/http://www.thinkuknow.co.uk/teachers/http://www.ioe.ac.uk/research/153.htmlhttp://www.ioe.ac.uk/research/153.htmlhttp://media.education.gov.uk/assets/files/pdf/e/elg15-technology.pdfhttp://media.education.gov.uk/assets/files/pdf/e/elg15-technology.pdfhttp://media.education.gov.uk/assets/files/pdf/e/elg15-technology.pdfhttp://www.ioe.ac.uk/research/153.htmlhttp://www.thinkuknow.co.uk/teachers/http://www.brighton.ac.uk/education/environment/resources/sen.php?PageId=312http://dera.ioe.ac.uk/1631/2/becta_2008_eyfsreview_report.pdfhttp://ev681.wordpress.com/http://goo.gl/GScSY7http://goo.gl/9WZJxH

Documents

EV681 programme