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.

Literacy In The Primary School

This unit aims to develop your knowledge of learning and teaching in the specific context of primary literacy. You will explore the development of literacy in Key Stages 1.

You will develop specific pedagogy by considering recent research about the teaching and learning of literacy in Key Stages 1 and 2, 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 literacy in Key Stages 1 and 2 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 of the teaching and learning of poetry, digital literacy and dramatic texts and non-fiction.

By selecting, applying and evaluating a range of theories about the teaching and learning of literacy in Key Stages 1 and 2, you will develop a personal pedagogic stance which will prepare you to assume the role of a teacher of  literacy.
The syllabus will be based upon recent research in the field of Key Stages 1 and 2 literacy. Students will demonstrate an understanding of how aspects of educational theory are related to the learning of literacy by primary age children.
There will be two summative assessments which will focus on writing to complement the focus on reading in the Level 4 Literacy Unit.

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.

Professional Studies: Planning For Learning Across Subjects

This unit will prepare you to plan and teach the Foundation subjects in school, including Physical Education, Art, Computing, Music, RE and the Humanities. In this unit you will develop your own subject knowledge in these areas, making clear links to learning theories and the theoretical principles underpinning the benefits of cross-curricular planning.

This unit will enable you to reflect on different teaching models for the delivery of the foundation subjects and support you in planning a broad and balanced curriculum that encompasses all subjects in the primary curriculum.

Your experience in school will give you an opportunity to scrutinise planning and policy documents, observe how different subjects are taught and develop your teaching across the curriculum as you plan, teach and evaluate lessons. 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 completing your CER.

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.

Exploring Core Subjects

This unit focuses on the subject and pedagogic knowledge associated with the development of high quality teaching in the core subjects. Through enhanced understanding of establishing multidimensional classrooms and creative subject teaching you will further your approaches to developing children as confident learners.

The unit will draw from the wide range of research to critically explore the effective teaching of English, Mathematics and Science, whilst ensuring you continue to develop as a reflective practitioner. You 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 in the core subjects.

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

Primary Send Enhancement

This unit aims to explore your placement experience and the
relationships between theoretical perspectives and their practical implications. It focuses on the issues of organisational, legal and interpersonal aspects of leading SEND provision and the challenges of working in a multi-agency context with diverse groups of people and roles.
Reflecting on placement experience will enable the synthesis between the theoretical concepts studied in the unit and the practice and policy you are exploring. The use of personal reflection is encouraged to support your understanding of your own professional growth and development, and this will be enhanced through formative discussions in the unit.
This unit enhances understanding gained in the Level 5 Unit
PSB015-2 - Meeting the Needs of Individuals.

Primary Foundation Subjects Enhancements

This unit will focus on enhancing your interest in the Foundation subjects and will develop your knowledge of how they can be effectively taught, lead and managed in the primary setting. It will build on the prior learning gained from the Level 5 unit PSB014-2.

Through exploring key areas of current and topical interest, issues and relevant research about the Foundation Subjects, you will deepen your understanding of how they can be effectively taught, as well as enhancing your subject knowledge and becoming a more analytical, creative and reflective practitioner. It will also ensure that your knowledge and understanding of the Foundation Subjects is up to date and that you are developing your own personal and professional knowledge through collaborative approaches to learning.

You will develop your understanding of how the Foundation Subjects can be effectively co-ordinated, lead and managed. To do this there will be a focus on generic leadership and management skills in preparation for leading learning and co-ordinating the Foundation Subjects. You will be expected to consider the factors that influence the construction of the curriculum in the primary school and acquire a detailed knowledge of curriculum frameworks, as well as considering how the curriculum could be developed through different models and pedagogic approaches.