EV402: Education Studies 1: How Children Learn Module Programme Content of this module: Child development and learning

arning Theories of learning Promoting participation and learning for all pupils Principles of planning and assessment Preparation for professionalism The legislative framework Semester One 2013-14

Teaching Team: 1E1 1E2 1P1 1P2 1P3 1P4 Denise Kingston Erica Evans Lis Bundock Pippa Totraku Sue Lynch Rachel Marks

Learning Outcomes: 1. 2. 3. Demonstrate an understanding of child development and theories of learning, and describe how these are related to the strategies and approaches of teaching Explain their knowledge of the principles of assessment and planning with particular reference to inclusive practice Identify central elements of the legislative framework that will influence their work as teachers Date Content Key issues/questions Independent tasks and reading: Note, all reading materials can be located on your EV402 Reading List on Student Central. Read one of these before the next EV402 session: Whitebread, D. (2003) Introduction: young children learning and early years teaching, in Teaching and nd Learning in the Early Years (2 Ed), London: Routledge Moore, A. (2000) Models of teaching and Learning in Teaching and Learning: pedagogy, curriculum and culture. London: Routledge ... and prepare notes for group discussion in Session 2

Session 1 7/10/13 All groups C122 Asa Briggs lecture theatre 9am-11am

Welcome and introduction to the module The programme Aspire Student Central

Education what is it, who does it involve and what is its purpose?

Education Studies this year demonstrate the interrelationships between child development, policy and assessment and planning Using Aspire

Session 2 14/10/13

Before we start: Agreeing how we will work Feedback on pre-course task: TLRP Posters.

Expectations individual, group and university Learning theories comparisons and contrasts Linking theory to practice Forming an informed perspective Reading critically What challenges do educators currently face? Consider other perspectives what else have you read? What might be the limitations of these theories in relation to learning and teaching? Draw on your own experiences.

Before next session please read: Edmond, N. & Evans, E. (2012) Cognitive Development in Edmond, N. & Price, M. (Eds) Integrated Working with Children and Young People , London: Sage Rodd, J. (1996) What is Normal Behaviour in Understanding Young Childrens Behaviour, St Leonards, N.S.W.: Allen & Unwin ... and prepare notes for group discussion in Session 3

Seminar Groups Key learning theories 1 Behaviourist and social learning theories

Session 3 21.10.13 Seminar Groups

Key learning theories 2 Constructivist and social constructivist perspectives Feedback on readings

Learning theories comparisons and contrasts Linking theory to practice Forming an informed perspective Reading critically What challenges do educators currently face? How might these theories relate to practice?

Before next session please read :

Parker-Rees, R. (2010) Active playing and learning in Parker-Rees, R. and Leeson, C. (eds) Early Childhood Studies: An introduction to the study of childrens worlds rd and childrens lives (3 Ed), Exeter: Learning Matters Ltd and prepare notes for group discussion in Session 4

Session 4 28.10.13 Seminar Groups

Play and Exploration Learning through play Stages of play The role of the practitioner in supporting play

What is our understanding of play? How does play link to key learning theories?

Before next session please read/watch: Craft, A. key reading listed on module reading list TED- Ken Robinson: How Schools Kill Creativity

... and prepare notes for group discussion in Session 5

Session 5 4/11/13 Seminar Groups

Creativity in the classroom

What is creativity? Why is creativity important? How do teachers promote creativity in the classroom?

Before next session please read: Devereux, J. (2007) Observing Children, in Devereux, J. and Miller, L. (2007) Working with children in the early years. Oxon: Routledge.

Fiore, L.b. (2012) Observation, in Assessment of Young Children: A Collaborative Approach. Oxon: Routledge. Please read ... and prepare notes for group discussion in Session 6

Session 6 11/11/13 Seminar Groups

Observing childrens learning1 Responses to set reading

Introducing the role of observation Role of respectful relationships Using results to identify ways forward for all learners

Before next session please read: Palaiologou, I. (2012) The role of observation in the early years, in Child Observation for the Early Years (2nd ed). London: Sage. Hargreaves, L. and Wolfe, S. (2007) Observing closely

The purpose of observation in supporting learning and teaching

Using observations schedules you might use on placement Here consider narrative observations and tracking Finding and using materials for observation and analysis

to see more clearly: observation in the primary classroom, in Moyles, J. (2007) Beginning teaching: Beginning Learning in Primary Education. (3rd ed). Bucks: Open University Press. ... and prepare notes for group discussion in Session 7 Before next session please read: Clarke, S. (2005) Defining formative assessment, in Formative Assessment in Action. Weaving the elements together, London: Hodder Murray Nutbrown, C. (2006) Assessment for learning, in Threads of Thinking: Young Children Learning and the Role of Early Education, (3rd ed), London, Sage. ... and prepare notes for group discussion in Session 8 Upload a completed observation format to your workbook in PebblePad.

Observing childrens learning2 Session 7 Responses to set reading 18/11/13 Seminar Groups Structured approaches to observation Exploring different approaches to observation

Using reflection effectively to inform practice Here consider time and event observations

Session 8 25/11/13 Seminar Groups

Assessment Responses to set reading Principles and purpose Summative and formative methods

What is the purpose of assessment? Sharing personal experiences of assessment What is the difference between summative and formative methods of assessment? What is assessment for learning?

Before next session please read: Nutbrown, C. and Clough, P. (2006) Cultures of Inclusion in Nutbrown, C., Clough, P. and Atherton, F. (eds) Inclusion in the Early years, London: Sage. Robson, S. (2009) The physical environment, Miller, L., Cable, C., and Goodliff, G. (eds) Supporting Childrens nd Learning in the Early Years (2 ed), London, Routledge. ....and prepare notes for group discussion in Session 9

The role of the classroom practitioner Connections with learning theories

Session 9 2/12/13 Seminar Groups

Classroom management/organisation early years

The role of classroom and school routines and policies Making connections with personal experiences Organising the learning environment to promote the characteristics of effective learning Making links with National Priorities: Managing behaviour and discipline SEND EAL

Before next session read at least one of the following: Hayes, D. (2006), A Purposeful Learning Environment in Inspiring Primary Teaching, Exeter: Learning Matters Ltd. Kyriacou, C. (2010) How Should We Teach? in Arthur, J. & Davies, I. (Eds) The Routledge Education Studies Textbook, Abingdon: Routledge Pollard, A. (Ed) (2009) TLRPs evidence-informed pedagogic principles [online]. London: Teaching and Learning Research Programme. Available: http://www.tlrp.org/themes/themes/tenprinciples.html [Access date 16 Sept 2013] ... and prepare notes for group discussion in Session 10

Systems and routines Including all learners Connections with learning theories

Session 10 9/12/13 Seminar Groups

Classroom management/organisation primary

The role of classroom and school routines and policies Making connections with personal experiences What kinds of strategies underpin effective behaviour management? How do rewards and sanctions support the process? Do they? Making links with National Priorities: Managing behaviour and discipline SEND EAL

Before next session read: Over the Christmas Break please read one of the following policy documents: The Statutory Framework for the Early Years Foundation Stage 2012 2. The Development Matters for the Early Years Foundation Stage 3. The National Curriculum: key stages 1 4. The National Curriculum: lower key stage 2 5. The National Curriculum: upper key stage 2 6. The Children and Families Bill ... and prepare notes for group discussion in Session 11 1.

Systems and routines Including all learners Connections with learning theories

Christmas Break Session 11 6/1/14 Seminar Groups Policy Different levels of policy: School policy Local Authority policy National policy Legislation Statutory/non-statutory guidance Chronology The relationship between theory, policy and practice Presentation Skills Selecting information to present Presenting your information to an audience Maintaining an academic tone to your presentations Session 12 13/1/14 Seminar Groups Session 13 20/1/14 Seminar Groups Medwell, J. et al (2007) The challenges of placement in Successful Teaching Placement, Primary and Early Years nd (2 Ed), Exeter: Learning Matters Ltd Tutorials Meet with tutor in small groups to discuss ideas for your group presentation. Presentations on findings re policy documents How do I select information for a presentation? How can I present the information? What informs policy Questioning policy Exploring current policy Before next session: Meet with your small presentation group. Discuss key elements of the policy document you have read. Identify key points to share at your tutorial next week.

... and prepare notes for tutorial discussion in Session 12

What are the key ideas that you have learned from reading the policy document?

Before next session: Small groups to prepare short presentation on key ideas from policy document.

To follow this session and in preparation for Semester 2 read:

Assessment Task: A written essay demonstrating knowledge and understanding of the learning objectives of the module (Percentage marked) Assessment Criteria: assignments should demonstrate ability to:

(2500 words)

Demonstrate an understanding of child development and theories of learning, and describe how these are related to the strategies and approaches of teaching (LO1) Explain knowledge of the principles of assessment and planning with particular reference to inclusive practice (LO2) Identify central elements of the legislative framework that influences the work of teachers (LO3)

Due date:

Wednesday 12 March 2014 by 4:30pm

(Electronic submission)

Target hand-back date: 9 April 2014