Learning Objectives:

1. 1. 1. Formulate an understanding of what constitutes experiential learning and what role this has within the Early Years setting;
      2. Conduct a review of the literature about experiential learning and its implications to understand how crucial this is in Early Years settings;
      3. Investigate the role of young learners within the experiential learning process and how this helps them to learn about how their actions affect the community;
      4. Become familiar with various digital tools available which nurture experiential learning;
      5. Reflect on how experiential learning provides ample opportunities to document, design and enhance learning and how it includes young learners when doing so;
      6. Design an EY classroom environment that allows for experiential learning to take place;
      7. Use areas outside the Early Years classroom that allow for effective experiential learning;
      8. Become aware of alternative ways of devising tasks to place the young learners at the centre of the learning process.

Mode of Teaching:

Lectures/ synchronous/ asynchronous

Mode of Assessment:

60% [1.5K] assignment/40% group presentation

Total Contact Hours:

40

Supervised Placement and Practice Hours:

0

Self-Study Hours:

90

Assessment Hours:

20

Learning Outcomes:

1. 1. 1. Demonstrates responsibility for tackling unpredictable classroom and school situations that may arise vis-a-vis rights, equity and justice.
      2. Show initiative and creativity in developing projects in relation to rights, equity and justice at school.
      3. Manage teams of people to carry out projects at school in relation to rights, equity and justice.
      4. Undertake further studies regarding the principles of rights, equity and justice and their application in the field of education.

Mode of Teaching:

Lectures/ synchronous/ asynchronous

Mode of Assessment:

70% [2HR] Exam [case-study based]/ 30% group role-play

Total Contact Hours:

30

Supervised Placement and Practice Hours:

0

Self-Study Hours:

55

Assessment Hours:

15

Learning Outcomes:

1. 1. 1. Show creativity and initiative in the establishment of an excellent learner portfolio
      2. Recognise the importance of personal development even during practice, and take responsibility for managing one’s own professional development.
      3. Be reflective, evaluate and take responsibility for the work accomplished with young learners
      4. Demonstrate autonomy and creativity when designing SMART goals.
      5. Demonstrate through self-reflection the importance to develop the potential of all young learners.
      6. Work professionally under the supervision of other professionals and take responsibility for all the decisions taken during the course of the placement.
      7. Create lesson plans and associated resources that are adapted to the needs of all young learners based on evidence and research.
      8. Support all young learners (including young learners with diverse needs) for at least 135-hour placement in a suitable work setting, therefore giving them an opportunity to put their in-class learning into practice.

Mode of Teaching:

Lectures/ synchronous/ asynchronous/ placement

Mode of Assessment:

50% placement observations; 25% portfolio; 25% teaching practice file

Total Contact Hours:

6

Supervised Placement and Practice Hours:

135

Self-Study Hours:

0

Assessment Hours:

9

Learning Outcomes:

1. 1. 1. Formulate an understanding of what constitutes collaboration and what role this has within the Early Years setting;
      2. Conduct a review of the literature about collaboration and its implications to understand how crucial this is in setting positive relationships in the Early Years;
      3. Investigate the role of young learners within the collaborative process and how this helps them to learn about how their actions affect the community;
      4. Reflect on how collaboration provides ample opportunities to design meaningful learning experiences and how it includes young learners when doing so;
      5. Design an EY classroom environment that allows for collaboration amongst young learners to take place;
      6. Explain the main characteristics of the psychology of teamwork;
      7. Reflect on possible limitations and challenges to a successful collaborative experience.

Mode of Teaching:

Lectures/ synchronous/ asynchronous

Mode of Assessment:

70% [2K] assignment/30% individual presentation

Total Contact Hours:

40

Supervised Placement and Practice Hours:

0

Self-Study Hours:

90

Assessment Hours:

20

Learning Outcomes:

1. 1. 1. Demonstrates responsibility to observe practices in the school, and solve any issues that arise, regarding young learners and their holistic health and wellbeing.
      2. Shows creativity and initiative to develop projects related to the health and wellbeing of young learners.
      3. Takes responsibility to manage teams of people working on health and wellbeing at school.
      4. Undertake further studies in relation to the topic of health and wellbeing of young learners.

Mode of Teaching:

Lectures/ synchronous/ asynchronous

Mode of Assessment:

60% [1.5K] assignment/40% group presentation

Total Contact Hours:

30

Supervised Placement and Practice Hours:

0

Self-Study Hours:

55

Assessment Hours:

15

Learning Objectives:

1. 1. 1. Demonstrate autonomy in identifying and recognising the educational needs, barriers and challenges to learning of young students with diverse needs
      2. Demonstrate initiative and creativity in acquiring knowledge of the basic theories of disability and general practices for effectively supporting young learners within the Early years’ classroom environment
      3. Develop the learning skills necessary to devise lesson plans and educational materials for specific groups of students with diverse needs – Early years
      4. Demonstrate autonomy in acquiring knowledge about the importance and application of appropriate design of strategies for students with diverse needs – Early years
      5. Develop those learning skills necessary to know how to assess the environment from the learning perspective and identify aspects to support students’ learning process of students with diverse needs – Early Years

Mode of Teaching:

Lectures/ synchronous/ asynchronous

Mode of Assessment:

70% [2K] assignment/30% exam [case-study based]

Total Contact Hours:

40

Supervised Placement and Practice Hours:

0

Self-Study Hours:

90

Assessment Hours:

20

Learning Outcomes:

1. 1. 1. Formulate an understanding of what migration is and its main characteristics;
      2. Formulate an understanding of multicultural education and what are its main characteristics;
      3. Enhance the understanding of common myths linked to migration and multicultural education;
      4. Design a culturally responsive Early Years environment that promotes and allows for proper multicultural education;
      5. Present basic skills in teaching and organising learning processes within a context of diverse cultures.
      6. Comprehend better the notions of language, bilingualism and multilingualism in an Early Years setting.

Mode of Teaching:

Lectures/ synchronous/ asynchronous

Mode of Assessment:

60% [1.5K] assignment/40% group presentation (case-study based)

Total Contact Hours:

30

Supervised Placement and Practice Hours:

0

Self-Study Hours:

55

Assessment Hours:

15

Learning Outcomes:

1. 1. 1. Demonstrate initiative in learning about the multiple roles undertaken by early childhood educators and the required qualities to fulfil those roles;
      2. Demonstrate creativity in analysing one’s own values and beliefs about educational aims and understand that such analysis is the basis for understanding the professional and vocational aspect of Early Years Educators
      3. Integrate knowledge from various sources to recognise the need to develop professional competencies and professional integrity as they are initiated into their formation as trainee educators.

Mode of Teaching:

Lectures/ synchronous/ asynchronous

Mode of Assessment:

50% [1K] assignment/50% reflective journal

Total Contact Hours:

30

Supervised Placement and Practice Hours:

0

Self-Study Hours:

55

Assessment Hours:

15

Learning Outcomes:

1. 1. 1. Demonstrate initiative in learning about quality assurance in the early years setting.
      2. Integrate knowledge from various sources and make responsible decisions with the aim of providing a high-quality learning environment.
      3. Make judgements on the quality of experiences and service provision in early years education

Mode of Teaching:

Lectures/ synchronous/ asynchronous

Mode of Assessment:

50% [1K] assignment/50% [1HR] exam [case-study based]

Total Contact Hours:

30

Supervised Placement and Practice Hours:

0

Self-Study Hours:

55

Assessment Hours:

15

Learning Outcomes:

1. 1. 1. Demonstrate initiative in developing and enhancing physical literacy.
      2. Integrate knowledge from various sources and make responsible decisions about the most appropriate physical activities in the early years.
      3. Demonstrate creativity in integrating and analysing the pedagogical influence for a developmentally appropriate FUN movement education where fundamentals of physical activity are taught through fun games and relationships.

Mode of Teaching:

Lectures/ synchronous/ asynchronous

Mode of Assessment:

85% [2K] assignment/15% group presentation

Total Contact Hours:

30

Supervised Placement and Practice Hours:

0

Self-Study Hours:

55

Assessment Hours:

15

Learning Outcomes:

1. 1. 1. Describe the meaning of Giftedness in Education
      2. Describe and identify the Gifted Learner
      3. Describe and identify potential barriers for inclusion for the Gifted learners
      4. Explain the Social and Emotional Development of the Gifted Learner
      5. Explain and identify issues of underachievement in Gifted learners
      6. Differentiate the Curriculum for the Gifted Learner
      7. Explain alternative approaches to differentiation

Mode of Teaching:

Lectures/ synchronous/ asynchronous

Mode of Assessment:

60% [1.5K] assignment/40% group presentation (case-study based)

Total Contact Hours:

30

Supervised Placement and Practice Hours:

0

Self-Study Hours:

55

Assessment Hours:

15

Learning Outcomes:

1. 1. 1. Demonstrate initiative in learning the key characteristics of different approaches and theoretical transition frameworks;
      2. Integrate knowledge from various sources and reflect on various conceptual frameworks and how these impact transition processes and young children’s lives
      3. Demonstrate creativity in integrating and analysing key findings to identify the challenging key issues of transition processes for all stakeholders involved;
      4. Make judgements on the role of key actors and their influence in the process.

Mode of Teaching:

Lectures/ synchronous/ asynchronous

Mode of Assessment:

85% [2K] assignment/15% group presentation

Total Contact Hours:

30

Supervised Placement and Practice Hours:

0

Self-Study Hours:

55

Assessment Hours:

15

Learning Outcomes:

1. 1. 1. Demonstrate initiative in learning about the most important skills involved in successful academic reading and writing.
      2. Integrate knowledge from various sources and summarise literature whilst taking on a critical perspective to it;
      3. Demonstrate creativity in analysing key findings
      4. Demonstrate initiative in learning about the correct way of referencing using the APA referencing system.

Mode of Teaching:

Lectures/ synchronous/ asynchronous

Mode of Assessment:

100% [1K] assignment

Total Contact Hours:

25

Supervised Placement and Practice Hours:

0

Self-Study Hours:

30

Assessment Hours:

20