Posted: April 30th, 2023

MODULE HANDBOOK
MODULE AIM
This module will build on existing knowledge of child and youth development and the curriculum. Students will be able to evaluate historical and current approaches to children’s education. An ability to assess the effectiveness of a range of pedagogical approaches towards children and youth learning will be developed throughout this module. This will further enhance a student’s ability to plan, a positive learning environment promoting high potential for learning.

LEARNING OUTCOMES
LO Ref Learning Outcome
1 Evaluate pedagogical approaches and the skills needed for current practice to promote a high potential for learning.
2 Demonstrate systematic knowledge and understanding of independent and creative learning and how they interrelate for both children and youths across core subject-specific curriculum areas
3 Produce an organised plan of the learning environment to allow opportunity to reflect and make improvements to practice.

INDICATIVE CONTENT
Students will compare and contrast the early childhood pioneers and the influence they have had on modern theoretical approaches to children and youth education and current practice. Current initiatives to promote children and youth inclusive learning in practice will be explored, including theories of play, planning, observations and assessment strategies. The planning and organisation of the environment, resources and provision to promote children and youth independence, autonomy and the holistic approach to learning.
• McMillan, Bruce, Nutbrown, Athey, Moyles, Montessori…
• Independence and creativity – impact on a child and young person’s happiness, educational well-being and ability to risk take

LEARNING, TEACHING AND ASSESSMENT STRATEGY
Lectures & seminars will be used to analyse the theoretical perspectives on a range of curriculum approaches, to include a visit to an early excellence centre and forest school. Students will take part in workshops to create a wall display showcasing their knowledge around pedagogical approaches to children and youth learning. A tutor observation will take place to observe the implementation a chosen pedagogical approach, including the organisation of the provision to promote learning. Students ability to reflect and improve own professional approaches to the curriculum in practice, will be encouraged.

ASSESSMENT INFORMATION

Task No. Description of Assessment Task Assessment Task Type
Coursework (CW) Written Exam (EX)
Practical (PR) Word Count or Exam Duration Task Weighting %
1 Academic Essay CW 2000 60%
2 Learning Plan / Lesson plan – Following 1 pioneer CW 1500 40%

Further guidance on assessment design is available online at Assessment Essentials
FEEDBACK TO STUDENTS
Students will receive peer and tutor written feedback on their wall display, verbal feedback will be offered through visits and weekly sessions. Students will receive verbal feedback for the draft planning of their planned tutor observation task. During an assessment, tutorial students will receive tutor formative written feedback on a draft sample of their academic essay. Summative written feedback will be offered for the academic essay and tutor observation will be provided 2 weeks after submission.
ASSESSMENT DESCRIPTION
Assessment one
The first element will comprise of an academic case study (60%) and will require (2000 word + a maximum of 10% over will be graded)
Assessment two
The second element will comprise of a learning plan (lesson plan) following 1 pioneer (40% 1500 word count) and will require the application of professional standards that follow the pioneer’s theory. You will then evaluate the lesson plan after peer feedback is given.

LEARNING RESOURCES FOR THIS MODULE
BOYLE, Bill and CHARLES, Marie (2016). Curriculum development: A guide for educators. United Kingdom, SAGE Publications.
BROADHEAD, Pat and BURT, Andy (2011). Understanding young children’s learning through play: Building playful Pedagogies. New York, Routledge.
BRUCE, Tina (2011). Learning through play: For babies, toddlers and young children. 2nd ed., London, Oxford University Press.
COLWELL, Jennifer, BEAUMONT, Helen and BOYLE, Sue (2015). Reflective teaching in early education. London, Bloomsbury Academic.
COUCHENOUR, Donna and CHRISMAN, Kent (2012). Families, schools and communities: Together for young children. 5th ed., United States, Wadsworth Publishing Co.
COWIE, Helen (2012). From birth to Sixteen years: Children’s physical, social, emotional and cognitive development. London, Routledge.
CURRAN, Sheila, HARRISON, Roger and MACKINNON, Donald (eds.) (2013). Working with young people. 2nd ed., London, SAGE Publications.
DECKER, Larry E., DECKER, Virginia A. and BROWN, Pamela M. (2006). Diverse partnerships for student success: Strategies and tools to help school leaders. United States, The Rowman & Littlefield Publishing Group.
DUNHILL, Alison, ELLIOTT, Barbara and SHAW, Angela (eds.) (2010). Effective communication and engagement with children and young people, their families and Carers. Exeter, Learning Matters.
MARSH, Colin J. (2008). Key concepts for understanding curriculum. 4th ed., London, Taylor & Francis.
ORD, Jon (2016). Youth work process, product and practice: Creating an authentic curriculum in work with young people. United Kingdom, Taylor & Francis.
PETRIE, Pat (2011). Communication skills for working with children and young people: Introducing social pedagogy. 3rd ed., London, Jessica Kingsley Publishers.
SARACHO, Olivia N. (2012). An integrated play-based curriculum for young children. New York, Routledge.
WOOD, Elizabeth and ATTFIELD, Jane (2013). Play, learning and the early childhood curriculum. 3rd ed., London, SAGE Publications.
ZWOZDIAK-MYERS, Paula (ed.) (2007). Childhood and youth studies. Exeter, Learning Matters.
MODULES INCLUDING RESEARCH PROJECTS AND/OR TEACHING-RELATED RESEARCH PROJECTS

Summer resit

Assessment Brief 1

Assignment Task Scenario.
You are a practitioner new to teaching within the National Curriculum and you need to prove your pedagogical approaches towards 2023 teaching practice with a creative approach towards the development of English within the National Curriculum.

LO 1 – Evaluate pedagogical approaches and the skills needed for current practice to promote a high potential for learning.
LO 2 – Demonstrate systematic knowledge and understanding of independent and creative learning and how they interrelate for both children and youths across core subject-specific curriculum areas
To complete this you need to follow the following: –

You are required to evaluate creative pedagogical approaches to teaching in 2023 whilst applying them to the core subject of English within the National Curriculum.

You need to produce a 2,000-word academic essay which includes the following.
1. To apply knowledge from the National Curriculum and core subject of English from the UK that will evaluate pedagogical approaches across the main core subject of English for children and youths.
2. You need to evaluate pedagogical approaches that meets the teaching standards for 2023.
3. You need to demonstrate how systematic knowledge allows for high potential learning within the core curriculum of English within the National Curriculum.

Grade Descriptors See matrix below
Assessment Criteria Your assignment could follow this style:

INTRODUCTION – 200 words

Main Body

1. A detailed Assessment of pedagogical approaches (LO1) that combine current curriculums towards English within the National Curriculum that helps to promote a high potential learning that promotes a stimulating learning environment. 800 words

2. A detailed Assessment of the pedagogical skills required to deliver high quality learning for children and youths towards the National Curriculum based on English as the core subject (LO2). 400 words

3. A detailed analysis that allows systematic knowledge and understanding of creative learning that will interrelate with the core subject of English within the National Curriculum (LO2). 400 words
Conclusion – 200 words
You must include APA referencing and at least three different sources for reference purpose.
Generic grade descriptor: Categorical Marking

Marking Matrix for Task1
Level 5 Foundation Degree Childhood and Youth Studies Generic grade descriptors
Class Mark Range CG% Generic Characteristics

DISTINCTION

(Excellent) 93-100 96 Exceptional breadth and depth of knowledge and understanding of the area of study; evidence of extensive and appropriate selection and critical Assessment/synthesis/analysis and of reading/research beyond the prescribed range, in both breadth and depth, to advance work/direct arguments; exceptional demonstration of relevant skills; excellent communication; performance deemed to be beyond expectation.
85-92 89
78-84 81 Outstanding/excellent knowledge and understanding of the area of study as the student is typically able to go beyond what has been taught (particularly for a Distinction); evidence of extensive and appropriate selection and critical Assessment/synthesis/ analysis of reading/research beyond the prescribed range, to advance work/direct arguments; excellent demonstration of relevant skills; excellent communication; performance deemed beyond expectation of the level.
70-77 74

MERIT

(Good) 65-69 67 Good to very good knowledge and understanding of the area of study as the student is typically able to relate facts/concepts together with some ability to apply to known/taught contexts; evidence of appropriate selection and Assessment of reading/research, some beyond the prescribed range, may rely on set sources to advance work/direct arguments; demonstrates autonomy in approach to learning; good to very good demonstration of relevant skills; strong communication skills.
61-64 63
56-60 58
PASS

(Satisfactory) 51-55 53 Knowledge and understanding is sufficient to deal with terminology, basic facts and concepts but fails to make meaningful synthesis; some ability to select and evaluate reading/research however work may be more generally descriptive; strong reliance on available support set sources to advance work; arguments may be weak or poorly constructed; adequate demonstration of relevant skills over a limited range; communication/presentation is generally competent but with some weaknesses.
46-50 48
40-45
42
FAIL

(Insufficient) 30-39 35 Insufficient knowledge and understanding of the area of study; some ability to select and evaluate reading/research however work is more generally descriptive; fails to address some aspects of the brief; a limited use of sources to advance work; arguments may be weak/poor or weakly/poorly constructed; demonstration of relevant skills over a reduced range; communication shows limited clarity, poor presentation, structure may not be coherent.
20-29 25
10-19 15 Highly insufficient or no evidence of knowledge or understanding of the subject or taught concepts; facts reproduced in a disjointed or decontextualised manner; fails to address the outcomes addressed by the brief; typically ignores important sources in development of work and data/evidence inappropriately used; weak technical and practical competence hampers ability to demonstrate/communicate achievement of outcomes.
1-9 5
ZERO 0 0 Work of no merit OR absent, work not submitted, penalty in some misconduct cases.

FEEDBACK
Task 1 – Essay

Student Name: Submission deadline: SUMMER RESIT
Assessing tutor name: Date Submitted:

Learning Outcomes 0-39% (fail) 40-49% 50-59% 60-69% 70-100%
LO 1 – Evaluate pedagogical approaches and the skills needed for current practice to promote a high potential for learning.
No / limited Assessment of pedagogical approaches to promote learning

No literature is used to support the Assessment Review of some literature is used to evaluate pedagogical approaches to promote high potential learning

Some literature is used to evaluate pedagogical approaches that promote learning Review of key evidence has been evaluated in respect of pedagogical approaches to current practice that promote a children to have a high potential to learning

Relevant literature is used to evaluate learning and potential within cross curricular teaching

Evidence is presented clearly Assessment of relevant and current literature that has been evaluated pedagogical approaches that promote high potential learning

Key relevant literature has been evaluate and reviewed towards practical skills needed to promote children and their learning

Evidence is presented clearly and evaluated in depth Key and current literature used to analyse and evaluate pedagogical approaches that promote a high potential for learning

A clear understanding of support strategies has been analysed with practical interventions applied towards children and their families health, safety and well-being

Evidence is presented clearly, effectively and innovatively
LO 2 – Demonstrate systematic knowledge and understanding of independent and creative learning and how they interrelate for both children and youths across core subject-specific curriculum areas
No / limited application towards leading professionals in the community

Evidence is poorly presented Some evidence of co-operative practice that supports the child and the family

Limited review of literature is used to support a range of professionals whilst applying an anti-discriminatory practice within the community

Evidence is presented adequately Key information is presented

Some relevant literature used to justify the different support available to lead a range of professionals in an anti-discriminatory practice in the community

Evidence is presented clearly Appropriate application of support for professionals to demonstrate an anti-discriminatory approach to working in the community

Range of relevant evidence is presented

Evidence has been interpreted and reviewed

Evidence is presented clearly and effectively Appropriate and innovative application of support towards a multi professional approach to anti-discriminatory practice within the community

Wide range of relevant and current literature to support multi professionals in an anti-discriminatory approach to the health, safety and well-being of the child and their family

Evidence is presented clearly and effectively whilst having an innovate approach to multi agency working
Tutor feedback: (Please also see comments on work)

MARK: Strengths:

Areas for improvement:

Further development:
1.
2.
3.

ChatGPT
This module aims to enhance students’ ability to evaluate historical and current approaches to children’s education and assess the effectiveness of various pedagogical approaches for children’s learning. By the end of this module, students will be able to systematically demonstrate knowledge and understanding of independent and creative learning and their interrelation for both children and youths across core subject-specific curriculum areas. Students will also learn to plan an organized learning environment that promotes high potential for learning and reflect on their professional approaches to the curriculum in practice.

The module will cover topic (sample nursing essay examples by the best nursing assignment writing service)s such as the comparison and contrast of early childhood pioneers and their influence on modern theoretical approaches to children and youth education and current practice, current initiatives to promote children and youth inclusive learning in practice, theories of play, planning, observations, and assessment strategies, as well as the planning and organization of the environment, resources, and provision to promote children and youth independence, autonomy, and a holistic approach to learning.

The learning, teaching, and assessment strategy will include lectures, seminars, workshops, and visits to early excellence centers and forest schools to analyze the theoretical perspectives on a range of curriculum approaches. The assessment will comprise two coursework elements, including an academic essay (60%) and a learning plan/lesson plan following one pioneer (40%). The assessment will require the application of professional standards that follow the pioneer’s theory, and students will evaluate the lesson plan after peer feedback is given.

Students will receive feedback through written and verbal means, such as peer and tutor written feedback on their wall display, verbal feedback through visits and weekly sessions, and verbal and tutor formative written feedback on a draft sample of their academic essay. Summative written feedback will be provided for the academic essay and tutor observation two weeks after submission.

The learning resources for this module include various books on curriculum development, reflective teaching, effective communication and engagement with children and young people, and play-based curriculum for young children.

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