TE7013 Module Handbook
- Created: 2015-12-17T14:08:09+00:00
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B.A. (Hons) Learning in Families,
Overview of the Module:
This first module of three, will encourage students to consider and reflect upon the requirements of the Teaching Standards (Early Years) (NCTL, 2013), in preparation for gaining Early Years Teacher Status. The subject matter, having resonance with students’ working experiences, will serve to demonstrate the relevance of academic study to their professional practice.
The module will focus on Contexts for the Teaching Standards (Early Years) which will include the current policy context for the Early Years, early intervention and strategies to support young children’s well being, learning and development. Evidence Based Practice in Early Years will be explored with reference to the impact of effective practice, strong leadership, change management and multi-agency working on outcomes for staff, children and their families.
As a result of their study, students will be able to analyse issues in this field and to relate theory to Early Years Practice.
A range of teaching and learning strategies will be employed to encourage critical thinking. In line with the dynamic nature of policy and practice, students will be encouraged to engage critically with the module material and activities.
Feedback provided through formative and summative assessment will enable students to reflect on their progress in critical thinking and to identify the areas for further development. The summative assessment is a written assignment (3000 words) that demonstrates students’ developing critical and/or analytical skills.
Outline Syllabus:
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The module will encourage students to consider and reflect upon the Teaching Standards (Early Years) in relation to developments within the early years. The subject matter will have resonance with students’ working experiences, demonstrating the relevance of academic study to their professional practice. Topics to be covered include:
Contexts for the Early Years Professional Standards
Evidence Based Practice in Early Years
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Aims of Module:
The aim of the module is to enable students to undertake an in-depth exploration of the Teaching Standards (Early Years) and examine the distinctive leadership role of the Early Years Teacher in supporting parents, children, staff and other agencies in developing, delivering and evaluating quality early years provision and practice. The module will contribute to the student’s knowledge of a range of key contexts for the early years in line with the dynamic nature of policy and practice. Students will be encouraged to engage analytically with the issues raised.
Learning Outcomes
Level 7
By the end of the module students will be able to:
- Analyse and critically debate the applicability of the EYTS Standards when working with babies, toddlers, pre-school children, leading and supporting others and working with other professionals.
- Critically review and reflect upon their perceived strengths and areas for development in relation to their knowledge and experience to meet the EYP Standards.
- Devise and negotiate personal and professional objectives and intended outcomes with learners tutor and setting which address the learners personal goals and professional requirements to meet EYPS.
- Critically analyse and evaluate legislation, policies and practices relating to early years practice and examine these within a European context.
- Demonstrate ability to be critically reflective and manage change in relation to their own or, others work using research, planning and service delivery evaluation.
- Critically reflect upon and sustain arguments that integrate and apply appropriate theories, frameworks and principles to practice using current research and experience to inform academic development.
- Critically review, consolidate and display a mastery of complex and specialised areas of knowledge, utilising specialised skills.
Assessment and Feedback
As part of the teaching and learning process the student will be required to undertake two directed tasks during the module. The first is a personal ‘initial self evaluation’, and an action plan in relation to the Teaching Standards (Early Years), using an ‘Individual Training Plan proforma. This forms the ‘ Progress Review’ element of the Early Years Teacher Status formative assessment process. The second, a critical reflection of an aspect of your early years practice within a specific age group of children. This will be presented in the form of an Early Years Teacher Status ‘assignment’, supported by a literature, method and ethical practice framework. You will identify and analyse a selection of the Teaching Standards (Early Years) within this assignment.
Directed Task 1 (Formative Assessment).
Conduct a personal ‘Initial Self Evaluation’ audit in relation to the Teaching Standards (Early Years) The actions to be taken arising from this are expressed as SMART objectives within the ‘Individual Training Plan’(Appendix 1) . These documents form the basis of your action plan for achievement and is mediated by a tutor or mentor and, by means of the Progress Review, before being ‘signed off’ as acceptable.
The rationale for the formative assessment is to encourage the student to take a more proactive approach to their own learning, develop an understanding of their perceived strengths and areas for development whilst allowing them to reflect on their own progress and knowledge of the subject area. The formative assessment task will also enable students to communicate and share areas of expertise in preparation for their summative assessment.
Directed Task 2 (Summmative Assessment).
Prepare a critical reflection of an aspect of your early years practice within a specific age group of children. Students will be expected to evaluate their experience in personal practice and leadership and support, and the nature and extent of their recent and current experience with babies, toddlers and young children.
This reflection will be presented in the form of a 2,000 word Early Years Teacher Status ‘Assignment’, (Appendix 3),supported by a literature and methodology framework (Appendix 4) of 1,000 words. You will identify and demonstrate a selection of the Teaching Standards (Early Years) within this Assignment. Please note that you are expected to have met all of the Standards, including the sub-standards, at least once across the three assignments you will have completed for each of the modules making up the PGCert.
This Summative work will be assessed in congruence to the module learning outcomes and assignment success criteria.
The ‘Assignment’ and supporting academic framework should be submitted by e mail to the module tutor on the date identified within the Early Years Teacher Status pathwayprogramme. Following this, your work will be marked and summary written feedback will be provided by your module tutor and returned to you by e mail. Students are strongly advised to ensure they have copies of all elements of their submission. It is a requirement of the programme that the ‘Individual Training Plan’ continues to be used as working document for the duration of the programme.
Level 7 marking criteria
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Student Name: |
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Lecturers name: |
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Module Code: |
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Programme: |
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Lecturers signature: |
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Mark[1] |
Comprehension & Application |
Analysis and Synthesis |
Evaluation |
Presentation |
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> 80 Outstanding
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Outstandingly good use of explanation and summary. Outstanding use of primary sources of literature from a wide range of disciplines. |
Extremely well developed, logical argument. Clear audit trail of reasoned debate and analysis. Original use of theory. Generates new perspectives of topic area. |
Exceptionally high level of critical evaluation. Identifies all implications of critique |
Outstanding use of English with distinct personal style. No grammatical errors. Referencing correct. Quotations used appropriately |
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> 70 Excellent
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Excellent use of explanation & summary. Excellent use of literature, mainly from primary sources. Question fully answered. |
Very well developed logical argument. Clear audit trail of debate and analysis. Original use of theory. Sometimes generates new perspectives of topic area. |
Excellent critical evaluation demonstrated. Identifies major and minor issues of relevance |
Excellent use of English. No grammatical errors. No referencing errors. Quotations used appropriately. |
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60-69 Commendable
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Evidence of highly relevant understanding of principles. Up-to-date literature. Very good use of explanation and summary. |
Clearly developed, logical argument. Very good structure and presentation. Good audit trail of debate and analysis. Good use of theory |
Identifies strengths and weaknesses of material. Identifies major and minor issues of relevance. |
Clear use of English. No or few grammatical errors. Some minor referencing errors. Quotations used appropriately |
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55-59 ClearPass
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Literature not always up-to date. Good use of explanation & summary. Question only partially answered. |
Adequately developed argument. Structure fairly clear and presented satisfactorily. Some evidence of audit trail of debate |
Identifies major and some minor issues. Evaluates major strengths and weaknesses |
Satisfactory use of English. No or few grammatical errors. A few inaccuracies in referencing. Rather too many quotations. |
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50-54 Pass
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Explanation & summary adequate. Some aspects of question answered. Limited use of literature |
Structure not entirely clear mostly descriptive. Argument occasionally confused. Little evidence of audit trail of debate. |
Identifies some major issues. Limited critical appraisal of major strengths and weaknesses |
Adequate use of English, though meaning clear. Some grammatical errors. Some missing references/errors. Excessive use of quotations |
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30-49 Fail
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Tendency to be descriptive. Use of several secondary sources. Some essential issues omitted. |
Weak structure and some confusion in presenting argument. No audit trail of debate. |
Mainly descriptive with little or no critical appraisal. Few issues identified. |
Inadequate use of English. Some grammatical errors. Referencing errors. Too many quotations used. |
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< 29 Inadequate work
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Inadequate. Inaccurate and outdated explanation and summarisation. Nothing of relevance. |
No apparent structure. Totally confused |
Appraisal/evaluation totally absent. No major issues identified. |
Poor standard of grammar and spelling. Numerous referencing errors |
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Overall Assessment mark |
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The Integrated
Children’s Workforce
Assessment
Submission Form
Student declaration: By submitting this work I declare
that I have read and understood the regulations
concerning plagiarism and that the work submitted
herewith is my own work within the meaning of the
regulations
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Optional : I would appreciate feedback on the following issues:
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Programme: Early Years Teacher Status: |
Hand in date: |
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Student No: Level: |
Module Leader: |
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Module Title: |
Module Code: |
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Comments (taken from the elaborated grade descriptors) |
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Points for development (technical Issues) |
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Points for development (improving your academic work) |
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1st marker’s signature ..... Date
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2nd markers comments (as appropriate)
2nd markers Signature Signature .................... Date ................
Received by ...................................................... Date ...............
TE7013 Meeting the Teaching Standards ( Early Years)
Indicative Reading List or Other Learning Resources:
(Note: all references to be given as per Harvard System & where ‘e book’ options are available, these are usually available also via the library catalogue)
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DCSF (2010) Early Intervention: Securing good outcomes for all children and young people. DCSF 00349-2010
Department for Education (DfE). 2013 More Great Childcare: Raising quality and giving parents more choice.[online] Available at: http://www.education.gov.uk/publications
DFE (2014) Statutory Framework for the Early Years Foundation Stage, Setting the standards for learning, development and care for children from birth to five.
Early Education (2012) Development Matters in the Early Years Foundation Stage (EYFS). www.early-education.org.uk
Field, F. (2010) The Foundation Years: Preventing Poor Children Becoming Poor Adults. Available at: http://webarchive.nationalarchives.gov.uk/20110120090128/http://povertyreview.independent.gov.uk/news/101203-review-poverty-life-chances.aspx
NCB (2012) A Know How Guide, The EYFS progress check at age two. www.ncb.org.uk/ey/peertopeersupport
NCTL (2013) Teachers’ Standards (Early Years). www.gov/uk/government/publications
Nutbrown, C (2012) Foundations For Quality – the independent review of early education and childcare qualifications: Final Report, [online] Available at: http://www.education.gov.uk/nutbrownreview
Pugh, G and Duffy. B (2014) Contemporary Issues in the Early Years. 6th Edn.Sage Publications Ltd.
Whalley, M,E and Allen, S (2010) Supporting Pedagogy and Practice in Early Years Settings. (Achieving EYPS) Learning Matters. www.learningmatters.co.uk
Tickell, C. (2011) The Early Years Foundations for Life, Health and Learning. An Independent Report on the Early Years Foundation Stage for Her Majesty’s Government. Available at: http://media.education.gov.uk/MediaFiles/B/1/5/%7BB15EFFOD-A4DF-4294-93A1-1E1B88C13F68%7DTickell%20review.pdf
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Useful Websites
www.education.gov.uk http://www.ofsted.gov.uk
www.early-education.org.uk www.foundationyears.org.uk
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Appendix 1 – Individual Training Plan
Individual Training Plan
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Trainee Teacher: |
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Placement Tutor: |
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Mentor:
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Phase of programme: |
Meeting 1 (baseline)
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Document to be completed by the Mentor to record trainee teacher progress at each phase of the programme in conjunction with the ‘Record of Progress’ form. Both forms should be used as part of professional dialogue within the Progress Review meetings.
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Identified strengths: (Document a minimum of 2 strengths, reference to standard or part standard, provide evidence to support) |
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Standard reference: |
Strength and evidence/impact on learning |
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1.1 |
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1.2 |
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1.3 |
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Current target review: (Document whether current targets have been achieved, on-going, adjusted or not met. Provide evidence to support) |
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Standard reference: |
Previous target review and evidence |
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Targets/Professional Objectives: Agree a minimum of 2 professional objectives. |
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Standard reference: |
Professional objective / target |
Performance criteria |
Actions |
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Trainee teacher signature: |
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Date: |
Progress Review 1 |
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Mentor signature: |
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Date: |
Progress Review 1 |
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Trainee teacher signature: |
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Date: |
Progress Review 2 |
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Mentor signature: |
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Date: |
Progress Review 2 |
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Trainee teacher signature: |
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Date: |
Progress Review 3 |
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Mentor signature: |
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Date: |
Progress Review 3 |
A copy of the document should be emailed to Lesley Castling-Paisley following each Mentor Meeting.
The trainee teacher should retain a copy within their portfolio as part of their evidence towards the EYTS Teachers’ Standards
Appendix 2
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Assignment 1 PROVIDE A CRITICAL ANALYSIS OF YOUR PRACTICE IN IMPLEMENTING ASPECTS OF THE EYFS FOR BABIES (0-20 months) |
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Trainee |
Trainee No |
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Provider |
Tutor |
Please use this proforma to report on the activity you have undertaken. In the right-hand column, you should record the principal standards that you think that you have evidenced by this activity: use the reference numbers S1.1 – 8.7. Throughout your account ensure that you explain the rationale for your decisions.
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1.1: Nature of the activity |
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1.2: Age range, in months, of the children directly or indirectly affected by this activity |
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1.3: What you planned to do and why |
Std |
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1.4: What happened when you carried out the work |
Std |
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1.5: Your assessment of the effectiveness of the activity |
Std |
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1.6: Your personal learning |
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Reference List |
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Assignment 2 PROVIDE A CRITICAL ANALYSIS OF YOUR PRACTICE IN IMPLEMENTING ASPECTS OF THE EYFS FOR TODDLERS (16-36 months) |
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Trainee |
Trainee No |
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Provider |
Tutor
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Please use this proforma to report on the activity you have undertaken. In the right-hand column, you should record the principal standards that you think that you have evidenced by this activity: use the reference numbers S1.1- 8.7. Throughout your account ensure that you explain the rationale for your decisions.
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2.1: Nature of the activity |
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2.2: Age range, in months, of the children directly or indirectly affected by this activity |
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2.3: What you planned to do and why |
Std |
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2.4: What happened when you carried out the work |
Std |
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2.5: Your assessment of the effectiveness of the activity |
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2.6: Your personal learning |
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Reference List |
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Assignment 3 PROVIDE A CRITICAL ANALYSIS OF YOUR PRACTICE IN IMPLEMENTING ASPECTS OF THE EYFS FOR YOUNG CHILDREN (30-60 months) |
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Trainee |
Trainee No |
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Provider
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Assessor |
Please use this proforma to report on the activity you have undertaken. In the right-hand column, you should record the principal standards that you think that you have evidenced by this activity: use the reference numbers S1.1 – S8.7. Throughout your account ensure that you explain the rationale for your decisions.
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3.1: Nature of the activity |
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3.2: Age range, in months, of the children directly or indirectly affected by this activity |
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3.3: What you planned to do and why |
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3.4: What happened when you carried out the work |
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3.5: Your assessment of the effectiveness of the activity |
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3.6: Your personal learning |
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Std |
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Reference List |
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TE7013 Meeting the Teaching Standards (Early Years)
Module Review
Name………………………………… Date……………………………………
This is an opportunity for you to review your experience on the ‘Meeting the early Years Professional Standards’ Module. This is part of the official professional process for the University to maintain its high standards of provision. Please write your comments below as appropriate. Use the back of the paper if you need more space. Thank you.
STRENGTHS:
ORGANISATION and INFORMATION:
CONTENT:
ASSIGNMENT:
RECOMMENDATIONS:
Please rate your satisfaction with this module (1: poor > 5: excellent)
1 2 3 4 5
[1] Performance is indicated by unshaded area and / or bold text / circled / underlined
