Ev 681 Programme Final

Embed Size (px)

Citation preview

  • 7/29/2019 Ev 681 Programme Final

    1/7

    University of Brighton

    PGCE Early Childhood 3-7

    EV681

    Pedagogy, Principles and Practice

    in Early Childhood

    2013-14

  • 7/29/2019 Ev 681 Programme Final

    2/7

    University of Brighton

    PGCE Primary Education with QTS

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

    _____________________________________________________________________________________

    Tutors Sheena Smart Room A202 Email [email protected]

    Pippa Totraku A108 [email protected]

    Module Co-ordinators: Sheena Smart & 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 othersprofessional 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

    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 the

    on-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 toquality 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

    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.

    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]
  • 7/29/2019 Ev 681 Programme Final

    3/7

    Assessment Task

    Task 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) 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 understanding

    for further development (500 words).

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

    Submission date: 29.11.13, 1630

    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 analternative 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 enhance

    their own and others professional development

    Module Matters

    Throughout this module you will be working in groups and individually. Taught sessions will take place

    weekly with alternate sessions being devoted to ICT and digital technologies. These sessions will involve

    considerable hands-on practical opportunities. The two whole cohort lectures will address issues of

    shared professional interest to both 3-7 and 5-11 route students.

    There will be a focus on working 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 and effective practice in the

    way in which many practising teachers are doing using similar tools. 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.

  • 7/29/2019 Ev 681 Programme Final

    4/7

    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

    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. The

    Early Years Foundation Stage materials, revised in 2012 are now being embedded in schools and

    nurseries

    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

    Teachers Standards 2012

    TS1

    TS2, in particular

    demonstrate knowledge and understanding of how pupils learn and how this impacts on

    teaching

    TS4, in particular

    promote a love of learning and childrens intellectual curiosity

    reflect systematically on the effectiveness of lessons and approaches to teaching

    TS5, in particular

    know when and how to differentiate appropriately, using approaches which enable pupils to be

    taught effectively

    have a secure understanding of how a range of factors can inhibit pupils ability to learn, and

    how best to overcome these

    demonstrate an awareness of the physical, social and intellectual development of children, and

    know how to adapt teaching to support pupils education at different stages of development

    have a clear understanding of the needs of all pupils, including those with special educational

    needs; those of high ability; those with English as an additional language; those with disabilities;

    and be able to use and evaluate distinctive teaching approaches to engage and support them

    TS6, in particular

    make use of formative and summative assessment to secure pupils progress

    TS7

    TS8, in particular

    develop effective professional relationships with colleagues, knowing how and when to draw

    upon advice and specialist support

  • 7/29/2019 Ev 681 Programme Final

    5/7

    Session outlines

    Induction

    12.9.13

    Whole cohort

    1130-1200 W100

    Outline: 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

    Session 1

    16.9.13

    Whole cohort

    09-1100 W100

    Outline: First thoughts on teaching and learning

    This session will comprise of an overview of a number of perspectives of learning

    and teaching. The focus will be on sharing understanding of what makes teaching

    effective and learning so complex. Students will also debate different perspectives

    on whether and how learning is changed by technological developments.

    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

    Before the next session:**Blog post #1 and responses to Session 1

    Session 2

    23.9.13

    Group 709-1100 Lib109

    Outline: Learning and digital identities

    This will be a hands-on workshop session in which studentswill explore a range of

    internet-based tools and resources to consider their educational and professionalpotential.

    Follow up from today:

    Selwyn, N. (2011) Ch1 Revisiting the

    promise of digital technology and

    schools in Schools and Schooling in

    the Digital Age: A critical analysis,

    London: Routledge.

    Before the next session:

    Pollard, A et al (2008) Ch7 Learning:

    How can we understand childrens

    development?or

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

    Introducing Child Development

    Session 3

    1.10.13

    Group 709-1100 D419

    Outline: The Unique Child; growing learning

    In an exploration of key theorists, influential philosophies and contemporary

    research students will consolidate and extend their understanding of childdevelopment. How theories, ideologies and research impact on pedagogy will also

    be examined with particular consideration of childrens behaviour

    Follow up from today:

    Watch Behaving with Cowley

    SBT task: observe and reflect on

    classroom management in light of child

    development theories

    Before the next session:

    Blog post #2 and responses to Session 3.

    Session 4

    7.10.13

    Group 709-1100 Lib109

    Outline: 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

  • 7/29/2019 Ev 681 Programme Final

    6/7

    appreciate the role of technology in everyday life.

    Follow up from today:

    Plowman L & McPake J (2013) Seven

    myths about young children and

    technology. Childhood Education 89 (1)

    27-33

    Before the next session:

    Alexander, R. et al (2010) Ch8 Children,

    diversity and equity

    Session 5

    15.10.13

    Group 7

    09-1100 D419

    Outline: Enabling Environments; equality of opportunity for all

    Students will focus on the implications for learning and development of the diverse

    social, cultural, linguistic and ethnic backgrounds of young children. Policies and

    principles to promote inclusive practice throughout the whole learning environment

    will be considered.

    Follow up from today:

    Edmond, N & Price, M (2012) Ch12

    Promoting equality and inclusion

    Before the next session:

    Research systems, procedures and

    policies for safeguarding and wellbeing

    in schools (SBT1)

    Session 6

    21.10.13

    Whole cohort

    09-1100 C122

    Outline: Safeguarding and wellbeing

    This session will offer an introduction to issues surrounding the protection and

    wellbeing of children, including bullying and e-safety.

    Follow up from today:

    Allen et al (2012) e-Safety in

    Primary ICT: Knowledge,

    Understanding and Practice (5th Ed.),

    London: Sage.

    Before the next session:

    Blog post #3 and responses to Session 6.

    Session 7

    4.11.13

    Group 7

    09-1100 Lib109

    Outline: Laying the foundations for computational thinking

    A practical workshop where students will experiment with programmable toys to

    consider the use of technology to develop early computational thinking.

    Follow up from today:

    Watch Ted talk by Mitch Resnick.

    Details below in Electronic/Video

    resources

    Before the next session:

    Palaiologou, I (2012) Ch2 The role of

    observation and/orCh3 Observation

    techniques

    Session 8

    12.11.13

    Group 7

    09-1100 D419

    Outline: Learning and development; hows it going? How do you know?

    This session will focus on assessing learning through formative and summative

    methods including observation. How this informs planning will be reviewed along

    with principles in sharing information for transition, e.g. EYFS to KS1

    Follow up from today:

    Harrison, C & Howard, S (2009) Inside

    the Primary Black Boxand/orFisher, J (2010) Ch3 Preparing children

    for the move to KS1

    Before the next session:

    View - Profile exemplification materials:

    ELG 15 Technology (details below)Through discussion, play or

    practical application, assess a childs

    awareness of technology in their

    everyday environment (SBT1)

    Session 9

    18.11.13

    Group 7

    09-1100 B502

    Outline: Creativity and digital technologies.

    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.

    Follow up from today:

    Blog post #4 and responses to Session9.

    Before the next session:

    Investigate how schools encouragelearning partnerships between and with

    children, staff, families and other

    professionals (SBT1)

  • 7/29/2019 Ev 681 Programme Final

    7/7

    Session 10

    26.11.13

    Group 7

    09-1100 D419

    Outline: Positive relationships; partnerships with others

    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 will also be considered.

    Follow up from today:

    Whalley, M (2012) Ch1 New forms of provision, new forms of workingand/or

    Edmond, N & Price, M (2012) Ch3 Professional relationships and leadership in

    the children and young peoples workforce

    *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 Support see Aspire link

    Key texts

    Allen, J, Potter, J, Sharp, J. & Turvey, K (forthcoming) (6th

    edtn) Primary ICT Knowledge, Understanding

    and Practice: A practical guide to teaching computing in primary schools London: Sage

    Alexander, 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 ChildhoodLondon: Sage

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

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

    Nutbrown, C (2011) Threads of Thinking (4th edtn) London: 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.html

    o Charlie Taylors behaviour checklist available at

    http://www.brighton.ac.uk/education/placements/resources/primary/2012_files/charlie%20tayl

    or%20checklist.pdf

    o EYFS Profile exemplification for the level of learning and development expected

    at the end of the EYFS - Understanding the world ELG15 Technology

    http://media.education.gov.uk/assets/files/pdf/e/elg15-technology.pdf

    o Ted talk by Mitch Resnick

    http://www.ted.com/talks/mitch_resnick_let_s_teach_kids_to_code.html

    http://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://www.brighton.ac.uk/education/placements/resources/primary/2012_files/charlie%20taylor%20checklist.pdfhttp://www.brighton.ac.uk/education/placements/resources/primary/2012_files/charlie%20taylor%20checklist.pdfhttp://www.brighton.ac.uk/education/placements/resources/primary/2012_files/charlie%20taylor%20checklist.pdfhttp://www.ted.com/talks/mitch_resnick_let_s_teach_kids_to_code.htmlhttp://www.ted.com/talks/mitch_resnick_let_s_teach_kids_to_code.htmlhttp://www.ted.com/talks/mitch_resnick_let_s_teach_kids_to_code.htmlhttp://www.brighton.ac.uk/education/placements/resources/primary/2012_files/charlie%20taylor%20checklist.pdfhttp://www.brighton.ac.uk/education/placements/resources/primary/2012_files/charlie%20taylor%20checklist.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/