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Session: 2022/23
Last modified: 27/06/2022 11:51:06
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Title of Module: Leading Learning at the Early Level |
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Code: UGED09007 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | Lynn
Griffiths |
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| Summary of Module |
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During this module, students develop and demonstrate knowledge and understanding of professional skills appropriate to an early learning and childcare setting (ELC). Students spend four weeks in an ELC setting.
Students will consider child development from 0 to 8 years and experience the ELC environment where they will carry out observations and demonstrate their understanding of child-initiated learning. In collaboration with professional colleagues they will assume some responsibility for planning, assessing and evaluating learning experiences.
The module aims to provide students with opportunities to show competence in
Professional Knowledge and Understanding, Skills and Abilities, Values and Personal Commitment. Time will be allocated during the module to ensure that students are adequately prepared for an early years placement working effectively under guidance in a peer relationship with qualified practitioners.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Exercise autonomy and initiative in some activities in an ELC context.
L2.
Understand and use a selection of the principal skills, practices and materials that are associated with pedagogy at the early level.
L3.
Demonstrate knowledge and application of early level outcomes
L4.
Work under guidance with quailified, specialist practitioners. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 9.
A broad and integrated knowledge of the scope, defining features and main areas of the ELC curriculum.
A critical understanding of a range of principles, theories and concepts.
A detailed knowledge in some specialist areas of the curriculum
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| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Identify and use a selection of the principal skills, techniques, practices and materials associated with teaching in an ELC setting.
Practise routine methods of enquiry in a range of professional level contexts. |
| Generic Cognitive skills |
SCQF Level 9.
Undertake critical analysis, evaluation and synthesis of ideas, concepts, information and issues.
Identify and analyse routine professional problems and issues.
Draw on a range of sources in making judgements. |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Convey, formally and informally, information on mainstream topics to a range of audiences and for a range of purposes.
Use a range of ICT applications to support and enhance work. |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Exercise autonomy and initiative in some activities at a professional level.
Take some responsibility for the work of other and for a range of resources.
Practise in ways which take account of own and others’ roles, responsibilities and contributions in carrying out and evaluating tasks.
Work under guidance with qualified, specialist practitioners.
Deal with ethical and professional issues in accordance with current professional and ethical codes of practices, seeking guidance where appropriate. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
UGED08008
| Module Title:
Professional English and Maths
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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In all modules on the BA Education programme, we take an authentic, best-practice and forward-looking approach to learning activities and assessment. There is a strong emphasis on situated learning and real professional scenarios. We are committed to interactive learning and the small number of learning activities that are purely transmission of information are normally pre-recorded. In workshops, which utilise classrooms, and other facilities as appropriate, the outdoors and the Aula VLE, main methodologies include collaborative working, problem-based learning, real-world tasks, research based learning, placement based learning, enquiry-based learning, student presentations, online tutor/student-led discussions. All learning activities are aligned to relevant aspects of the professional standards. Individual, group or tutor-led reflection is required throughout. Learning activities develop 21st century skills such as communication, collaboration, digital skills, creativity and critical thinking. Learning activities, assessment and feedback, where appropriate, provide students with choice, such as the opportunity to focus on a key early years theme in the assessed presentation. The ELC Placement Handbook provides students, tutors and placement mentors with an outline of the requirements and expectations of the ELC placement. |
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 11 |
| Laboratory/Practical Demonstration/Workshop | 21 |
| Work Based Learning/Placement | 168 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Arthur, J. (ed.) (2010) Learning to Teach in the Primary School second edition. London: Routledge
Dearybury, J. and Jones, J. (2020) The Playful Classroom : the power of play for all ages. Jossey-Bass.
Doherty, J., Hughes, M. (2014) Child Development. Theory and Practice 0-11 second edition. Harlow. Pearson. Longman.
Moyles, J.(2011) Thinking about Play, Developing a Reflective Approach. Open University Press McGraw Hill
Paige-Smith, A., Craft, A (eds.) (2011). Developing Reflective Practice in the Early Years second edition. Maidenhead: Open University.
Scottish Government. (2007a) Curriculum for Excellence. Building the Curriculum 2: Active Learning in the Early Years. Edinburgh: Scottish Government.
Scottish Government. (2007b) The Child at the Centre. Self Evaluation for the Early Years second edition. Edinburgh: Scottish Government.
Scottish Government. (2009) Curriculum for Excellence. Edinburgh: Scottish Government.
Scottish Government (2020) Realising the ambition: Being Me. [ebook] Livingston: Education Scotland.
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
Given the professional nature of the programme, 100% attendance and engagement is expected. The module co-ordinator maintains an overview of attendance and engagement. Should there be concerns, there will be liaison between module co-ordinator, personal tutor and the student to identify steps to support engagement and success. |
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Supplemental Information
| Programme Board | Education |
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| Assessment Results (Pass/Fail) |
Yes
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| Subject Panel | Education |
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| Moderator | TBC |
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| External Examiner | F Hendry |
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| Accreditation Details | General Teaching Council Scotland. |
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| Version Number | 2.06 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Professional practice in the ELC and associated placement file requirement. More detailed information is outlined in the ELC Placement Handbook. |
An oral presentation based on the student’s interaction with learners. Specific Information, such as content and marking criteria, is explained in the module handbook.
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(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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This module is appropriate for all students irrespective of age, disability, gender and gender identity, race, ethnicity, religion or belief, or sexual orientation. To promote inclusive practice, procedures and processes have been subject to Equality Impact Assessment where appropriate.
In line with the Equality Act 2010 and UWS Equality Outcomes 2017-21, the School of Education encourages the disclosure of support requirements, including disability, at the recruitment stage and throughout the duration of the module. Emphasis is placed on confidentiality of information, the benefits of disclosure and that no detriment to progress will be experienced. The School will endeavour to make reasonable adjustments to teaching and learning approaches and arrangements for assessment, and (when applicable) periods of school placement, where a student has disclosed specific requirements.
Students undertaking this module should develop increased understanding of societal and environmental conditions which may impact upon the educational attainment of individuals and groups.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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