Children's Learning and Development

Module summary

Module code: TECH1041
Level: 6
Credits: 30
School: Education, Health and Human Sci
Department: Education
Module Coordinator(s): Sarah Smith

Specification

Aims

Students need secure subject knowledge and understanding of pedagogy that will enable all children to make good progress. It will develop students' knowledge of the statutory and non-statutory curricula and other government initiatives, with a focus on the core subjects, PE and ICT/ computer science. Students will develop their understanding of how to plan for and assess children's learning. Progression from the Early Years and the nature of diversity and intervention will be addressed. It will develop students' knowledge and understanding of learning and teaching in inner-city/urban schools. They will develop their skills as reflective practitioners within an urban schooling environment through linking their knowledge and understanding of theoretical perspectives to inclusive practice. The course is informed by the current Teachers’ Standards for QTS.

Learning outcomes

On successful completion of this course a student will be able to:

1 be able to reflect critically on theoretical perspectives of how children learn and develop (TS2)
2 demonstrate an awareness of the physical, social and intellectual development of children, and how to adapt teaching to support children’s education at different stages of development (TS5)
3 be able to critically review and appraise the relevant statutory and non-statutory curricula (TS3)
4 be able to reflect on the theoretical perspectives of the principles and practices of teaching and assessing reading and writing using Systematic Synthetic Phonics (TS3)
5 have a clear understanding of the appropriate teaching strategies for early mathematics (FS-KS2) (TS3)
6 be able to link theory to practice in relevant subjects and areas of learning, allowing students to appreciate the teacher's role in the learning process, including planning and assessment for learning across the curriculum (TS1;TS4;TS6)
7 explore the role of talk in children’s learning in the core subjects/areas of learning, including an understanding of the importance of discussion, sharing of ideas, explaining and reasoning (TS1; TS2; TS3; TS4)
8 know and understand how to assess the relevant subject and curriculum areas using formative assessment to inform planning and secure children’s progress (TS6)
9 understand the factors involved in managing behaviour effectively to establish a purposeful and safe learning environment (TS1;TS2;TS7)
10 influences that can inhibit pupils’ ability to learn (developmental, social, religious, ethnic, cultural and linguistic) (TS2, TS5)
11 ways in which schools take practical account of diversity and promote equality and inclusion in their teaching (TS1, TS2, TS5, TS Part 2)

Indicative content

• Understanding of urban schooling and the influences that can affect the progress and well-being of learners (developmental, social, religious, ethnic, cultural and linguistic).
• An introduction to inclusive practice in schools.
• Child development
• Theories of learning
• Approaches to planning and assessment
• Early Years and core curricula
• Principles of behavioural management and class organisation
• The importance of learning through talk
• Systematic Synthetic Phonics
• Early mathematics
• The study of an area of Professional Enhancement

Teaching and learning activity

The course will be taught through lectures that will introduce theoretical perspectives and develop subject knowledge. Seminars and workshops will then further explore key ideas, concepts and implications for practice through group and whole class discussion, practical activities and use of audio-visual material. Directed tasks and readings will consolidate students' knowledge and understanding. Study skills support and on-line resources will support students’ study at Level 6. Observation, teaching alongside the class teacher and seminars in schools, student lead and with school based staff, will enable students to make links between theory and practice.

Assessment

Methods of SUMMATIVE Assessment: Essay - 100%
Nature of FORMATIVE assessment supporting student learning: Through group and class discussions, in personal tutor groups where drafts of literature reviews are considered. The skills and subject knowledge in this course are also formatively assessed when on School experience.
Outcome(s) assessed by summative assessment (Please use the numbers above to refer to these): 1-11
Pass Mark: 40%
Word Length: 4000 words
Outline Details: A study of a child's learning through talk. Students are required to: Establish the context Provide a critical review of relevant background reading on the place of talk in learning. Keep observational records in order to monitor and evaluate the role of talk in a child's learning in English, mathematics and science. Provide a critical appraisal of learning through talk with reference to a focus child. Examine and reflect on theoretical perspectives and implication for practice.