Child Development And Theories Of Learning

This unit investigates the theory and research of early childhood development and how children learn. The main focus is on development through childhood. The unit is organised into three sections:

1. You will be introduced to different perspectives about how young children develop physically, cognitively, emotionally and socially. The unit considers the work of key theorists, including Vygotsky, Piaget, and Bruner.
2. You will then go on to consider personal, social and moral development in childhood, and consider key works, e.g. Bandura, Piaget, Bruner, and Claxton.
3. The unit then focuses on perceptual, linguistic and cognitive development in children. This includes an exploration of concept formation, information processing, language structure and development, intelligence, creativity, theories of learning, and how they have an impact on children’s learning.

The unit allows you to make frequent links between theory and practice in the educational contexts.
The aims of this unit are for you to

Early Literacy And Reading

This unit aims to develop your knowledge of learning and teaching in the specific context of early literacy, including grammar and punctuation, reading and systematic synthetic phonics. You will explore the development of early literacy, reading and systematic synthetic phonics. You will develop specific pedagogy by considering recent research about the teaching and learning of early literacy, including grammar and punctuation, reading and systematic synthetic phonics, evaluating the impact in your own teaching practice, of the ideas and theories presented. You will be supported to evaluate and improve your knowledge of the early literacy curriculum content and to apply your pedagogic and subject knowledge creatively in the planning and evaluating of your own teaching. The unit also aims to develop students’ understanding and appreciation of poetry and dramatic texts. By selecting, applying and evaluating a range of theories about the teaching and learning of early literacy you will develop a personal pedagogic stance which will prepare you to assume the role of a teacher of early literacy, to include grammar and punctuation, reading and systematic, synthetic phonics.

The syllabus will be based upon recent research in the field of early literacy, systematic synthetic phonics and early reading. Students will demonstrate an understanding of how aspects of educational theory are related to the learning of early literacy and reading by primary age children.

Mathematics And Science

In this unit you will be introduced to mathematics and science that is relevant to the primary National Curriculum and the Early Years Foundation Stage curriculum. You will also be informed about relevant theories of learning that link to mathematics and/or science. This will enable you to develop your subject knowledge of maths and science, as well as providing you with practical teaching ideas for both subjects. You will understand your developing role in terms of learning activities within both subject areas and the importance of the interplay between subject knowledge and pedagogic approaches.
In the mathematics component, you will begin to examine and develop your own knowledge in terms of the children’s conceptual development and the importance of the use of multiple representations of number (i.e. models and images) and to aid fluency and conceptual understanding. Throughout the programme, you will begin to question your own basis for your understanding and use this to engage within personal development planning. Finally, the programme will provide you with the self-confidence to experiment with creative approaches to the teaching of mathematics within the classroom to advantage all learners, including those with Special Educational Needs and Disabilities.
In the science component you will develop your understanding of scientific enquiry and the processes and skills involved. You will be introduced to subject knowledge and ways of teaching science linked to key themes central to the main science components of the National Curriculum and specific areas of learning and development in the Early Years Foundation Stage linked to ‘Understanding the World’.

Professional Practice: Multidimensional Classrooms

This unit will introduce you to the skills, knowledge and understanding required to become a reflective, resilient and autonomous class teacher, whilst also introducing you to and supporting you with learning in a higher education environment. 

It involves exploration of dynamic classroom practice which develops an understanding of the various ways children can be successful.  This will be achieved by considering EYFS and primary school specific pedagogies and underpinning theories as well and familiarisation with statutory and non-statutory guidance regarding curriculum.

The placement based aspect of the unit will provide you with the opportunity to apply theory in practice as well as work toward demonstrating progress towards meeting the Teachers’ Standards ( 2012) by the end of your training.

Further Mathematics And Science

Develop your subject and pedagogic knowledge of mathematics within the EYFS and primary national curriculum,  with a particular focus on:

number, geometry, measurement, statistics, ration and proportion and algebra (upper key stage 2).

To understand how to meet the diverse range of learners’ needs when teaching mathematics, through critical exploration of creative and imaginative approaches to teaching.

To understand the complex relationships between assessment, subject knowledge, pedagogic knowledge, beliefs about learning and planning for progression.

Develop subject knowledge and pedagogy of primary science and Understanding the World within the EYFS.

Help you understand and appreciate the role of science in the primary curriculum and an understanding of the Natural World (The Natural World 3-7 pathway) within the EYFS.

Further develop understanding of the relationship between learning and teaching styles and planning to enable learning.

Further develop and audit your own subject knowledge and subject knowledge for teaching.

Meeting The Needs Of Individual Children

This unit prepares you to meet the needs of individual pupils.
Through this unit you will build upon the understanding of socio-cultural perspectives and their relevance to the diverse early years and primary classroom. You will explore the sensitivities of inclusion as a means of promoting good progress and outcomes by all pupils through synthesis of multiple perspectives in the field of socio-cultural learning theory. You will be able to conceptualise the approaches required to enhance learning of pupils who are ‘Looked after Children’; ‘Travellers, Asylum Seekers and Refugees’, have EAL needs and SEND as well as addressing learners of all abilities. You will also develop a deep understanding of factors and skills that ensure behaviour of pupils’ is managed successfully. You will develop a deep understanding of inclusion, eliminating discrimination and addressing issues associated with safeguarding.
This unit will build on the work covered in Year 1, enabling you to synthesise your understanding of learning theories in a practical context while on school placement.
You will work closely with partnership colleagues to meet the diverse needs of pupil’s and adopt an inclusive approach in all your work.

Early Literacy And Communication

Communication and Language is a prime area of learning and development within the statutory framework for the Early Years Foundation Stage (EYFS), so this Early Literacy and Communication unit is fundamental to supporting all areas of learning and development for young children.  This unit aims to develop your knowledge of learning and teaching in the specific context of communication and early literacy in the Early Years and Key Stage 1 (KS1)classroom.  

You will explore and develop pedagogical approaches, including the use of digital technologies by considering recent research about the teaching and learning of early literacy and communication in the Early Years, including evaluating the impact in your own teaching practice, and of the ideas and theories presented. You will be supported to evaluate and improve your knowledge of early literacy and communication within the EYFS and Key Stage 1 (KS1), plus apply your pedagogic and subject knowledge creatively in the planning and evaluating of your own teaching.

By selecting, applying and evaluating a range of theories about the teaching and learning of early literacy and communication you will develop a personal pedagogic stance which will prepare you to assume the role of a teacher in an Early Years classroom. 

Professional Studies: The Broader Curriculum In Early Years And Key Stage One

Within this unit, you will develop an understanding of how children in the EYFS develop knowledge of how the world functions, plus experience expressive arts and design  by exploring the immediate environment around them through informal, multi-sensory experiences, including outdoor learning opportunities. You will understand that Early Years Foundation Stage requires unique approaches to learning, teaching and assessment linked to these specific areas of learning. 

In addition, this unit will prepare you to plan, teach and assess the Key Stage One foundation subjects in school, including: Physical Education, Art, Computing, Music, RE and the Humanities. You will develop your own subject knowledge in these areas, being able to critically evaluate learning theories and the theoretical principles underpinning the benefits of play-based learning, subject-based and thematic curriculum planning.
 
This unit will enable you to reflect upon the principles of teaching in the EYFS (including the prime and specific areas of learning)  and understand different teaching models for the delivery of the foundation subjects in KS1. It will support you in planning a rich Early Years Foundation Stage curriculum that builds upon children's personal interests, plus support you to plan for a broad and balanced curriculum that encompasses all subjects within KS1. 
 
Your experience in school will give you an opportunity to scrutinise planning and policy documents, observe how the Early Years Foundation Stage curriculum and different KS1 subjects are taught, plus develop your teaching across the curriculum as you plan, teach, assess and evaluate lessons. The placement-based aspect of the unit will provide you with the opportunity to apply theory in practice as well as demonstrating progress made towards meeting the expectations within the Cumulative Evidence Record. 

Research For Teaching

This unit will provide you with an opportunity to develop a clear direction towards your future role as a teacher or education professional, equipping you will the skills to operate in a changing cultural contexts, justifying and rationalising your approaches as you do so through working with issues that require high levels of abstraction, analysis of outcomes and synthesis of multiple perspectives. You will also demonstrate the ability to embrace higher order academic skills with minimal supervision or direction, but within agreed guidelines, to produce work which is both cohesive and resolved. 
 
 
Your learning on the unit will inform your first year of teaching in the context of becoming a lifelong learner. It will also support you in developing the skills that you will require to embrace future strategic management roles in your future career. 
 
 
The unit aims to help you develop as a resilient professional practitioner capable of knowing and understanding your teaching context, your own development needs and your pupils’ needs and interests. 
 
You will undertake an analysis of the national and local educational contexts in relation to an area of your interest. You will undertake a detailed literature review of current educational research in your area of interest. You will also carry out a small-scale educational research project to inform and enhance your teaching practice as well as improve pupils’ learning outcomes. 
 
 
 
The taught sessions in university will support you in gaining knowledge and skills so that you can apply them to your teaching practice. In this unit there will be a particular focus on what is known and claimed in relation to the following areas: 
 
 
The reflective practitioner: the role of reflection and enquiry to develop professional expertise. 
 
Classroom enquiry: ways of collecting and analysing data to make informed decisions in relation to effective classroom practice.

Analysing and reporting findings: producing a report to communicate and share findings/results with the members of a community of teachers.

The paradigms of enquiry, positivism and interretivism will be critically explored in terms of their suitability to educational research.

Within the context of education, appropriate techniques associated with both qualitative and quantitative research design, as well as their resprective analytical techniques will be explored in terms of reducing research bias and increqasing 'trustworthiness'.

You will have lectures, seminars and individual supervision to allow you to personalise the unit to your specific context. These will take the form of 5  x 1 hour tutorials with an experienced dissertation supervisor to allow you to effectively align the aims of the unit with your area of study.

Professional Studies: Preparing To Work With Children In The 21St Century

This unit seeks to enhance the long-term professional and personal development of educational professionals through a process of self-appraisal and improvement in line with the ‘Evidence Informed Teacher’ agenda. Throughout the unit you will develop the skills to be an autonomous, critically thinking professional educator.

You will understand the ever-changing societal needs and understand mechanisms by which this can be managed. You will question the orthodoxy of classroom practice and ensure that you have fully understood the origins of your beliefs as part of a cycle of reflective practice. Moreover, it explores the wider moral purpose of education, threats and opportunities to a rich and rewarding career as an educational professional

You will be required to understand the complex and multi-variate nature of education, the differing values, perspectives and purpose of education. The unit will explore the morality, ethics and wider philosophy of education, equipping participants to understand the origins of job satisfaction, motivation and morale.

Furthermore, this unit represents the final stage of preparation for a fulfilling career in education  as a teacher of early years and/or primary aged children by preparing for interview, the ECT years and identify strengths against the Teachers’ Standards (2012) by the end of the course.

This unit’s aims are:

• to incorporate academic literature and implementation in your own reflective practice

•  to improve academic practice through a process of self-reflection, identifying strengths, areas to develop and taking appropriate steps to address these

•  to encourage you to develop your professional competence using systematic processes of self-appraisal and reflection

•  to enhance employment prospects and factors required for a satisfying career in the field of education

• to improve employability by providing an opportunity to identify areas of past and current experience and clear identification of the role that you can play in developing children’s lives.

• To explore threats to a sustainable career in education

Exploring The Eyfs And National Curriculum Core Subjects

This unit focuses on the subject and pedagogic knowledge associated with the development of high quality teaching in the EYFS (prime and specific areas of learning) and the National Curriculum core subjects (KS1 Programmes of Study).

Through enhanced understanding of establishing multidimensional classrooms and creative subject teaching students will further their approaches to developing children as confident learners.

The unit will draw from the wide range of research to critically explore the effective teaching of areas of learning within the EYFS framework (prime areas and specific areas of learning)  and English, mathematics and science in KS1 Programmes of Study, whilst ensuring students continue to develop as  reflective practitioners. Students will also carry on applying your understanding of learning theories and how they can be utilised to address and reduce current issues and barriers to learning including SEND, vulnerable groups and challenging more able learners within the EYFS prime and specific areas of learning, plus the KS1 core subjects programmes of study.

Leading High Quality Teaching In The Early Years

What is the role of adults in supporting the learning and development of children within the Early Years Foundation Stage (EYFS)? 
What constitutes high quality practice in the early years?
What is the importance of good leadership in an Early Years setting?
In this unit you will study the nature of learning and development with a focus on the role that adults play in supporting the learning and development of children within the EYFS and leading a team to achieve the best outcomes for children in all areas of learning.      
The unit enables you to critically reflect on your understanding and application of theories of child development, pedagogy in the early years, exploring your placement experience and the relationships between theoretical perspectives and their practical implications. You will consider aspects of leadership and management and how they will apply to the Early Years contexts, the perspectives of stakeholders such as parents and families and the issues of working in multi-agency teams. The unit develops understanding of what high quality practice in a variety of Early Years contexts is and investigates each aspect of high-quality practice in Early Years through the syllabus content.