Learning Objectives:

1. 1. 1. Extend their understanding of the Early Years field and how this has developed over the years;
      2. Formulate a deeper understanding of how crucial the Early Years are in relation to other cycles within the Maltese compulsory school system such as the Primary, Middle and Secondary school cycles;
      3. Enhance their understanding of common challenges present in the content, design and implementation of various texts such as legislations, policies and frameworks.

Mode of Teaching:

Lectures/ synchronous/asynchronous

Mode of Assessment:

50% [1K] assignment/50% [1HR] MCQ

Total Contact Hours:

30

Supervised Placement and Practice Hours:

0

Self-Study Hours:

55

Assessment Hours:

15

Learning Outcomes:

1. 1. 1. Demonstrate initiative to understand deeply the concept of reflective practice, and be able to relate it to key theories of learning through the use of reflection models
      2. Show creativity in reflecting critically on how young students learn and draw up plans to improve the effectiveness of your teaching
      3. Develop and maintain a reflective journal by carrying out descriptive, analytical and reflective writing, and take responsibility for it
      4. Take responsibility for managing one’s own professional development
      5. Has developed those learning skills that are necessary to work effectively as part of a peer-supported learning community.

Mode of Teaching:

Lectures/ synchronous/asynchronous

Mode of Assessment:

75% reflective journal/25% 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 initiative and creativity in learning about the main principles of the child development (0-11 years) and about the different stages of physical, psycho-social-emotional and cognitive (language, memory, information processing, writing, reading and speaking) development of young children
      2. Communicate ideas, problems and solutions with respect to strategies that can be implemented within the classroom to enhance inclusivity in order to promote the development of all learners;
      3. Demonstrate the ability to create, prepare and implement lesson plans and associated resources (activities) according to the developmental needs of the young child.

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 Objectives:

1. 1. 1. Demonstrate initiative in learning about the role of observation in the holistic development of young children;
      2. Integrate knowledge from various sources and summarise the process involved in the observation of young learners;
      3. Demonstrate initiative in learning about the correct way of observing young learners within an educational context
      4. Demonstrate creativity in showing how observation influences planning and assessment;
      5. Integrate knowledge from various sources to be able to plan and assess young learners based on observation

Mode of Teaching:

Lectures/ synchronous/asynchronous

Mode of Assessment:

80% [3K] assignment/20% individual presentation

Total Contact Hours:

40

Supervised Placement and Practice Hours:

0

Self-Study Hours:

90

Assessment Hours:

20

Learning Outcomes:

1. 1. 1. Extend the LOF’s learning outcomes to an emergent curriculum approach;
      2. Formulate an understanding of what constitutes the emergent curriculum and what are the main characteristics (intentional, not prescriptive, not linear, not repetitive etc);
      3. Enhance the understanding of common myths linked to the emergent curriculum, such as that it is only linked to the children’s interest, that there is no planning involved or that there is always an ongoing project;
      4. Design an EY classroom environment that promotes and allows for proper implementation of the emergent curriculum.

Mode of Teaching:

Lectures/ synchronous/asynchronous

Mode of Assessment:

70% [2.5K] 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. Demonstrate a high degree of autonomy in learning about how Maltese literacy develops in young children in line with their development
      2. Show initiative in learning to assess the potential barriers to the development of Maltese literacy in young learners
      3. Demonstrate creativity in identifying and using the correct methodology and techniques for the development of Maltese literacy
      4. Take responsibility for the provision of support and assistance to parents and young children in relation to any Maltese literacy difficulties young learners might experience

Mode of Teaching:

Lectures/ synchronous/asynchronous

Mode of Assessment:

50% [2K] assignment/25% group presentation/25% 1HR exam

Total Contact Hours:

36

Supervised Placement and Practice Hours:

0

Self-Study Hours:

72

Assessment Hours:

17

Learning Outcomes:

1. 1. 1. Demonstrate a high degree of autonomy in learning about how English literacy develops in young children in line with their development
      2. Show initiative in learning to assess the potential barriers to the development of English literacy in young learners
      3. Demonstrate creativity in identifying and using the correct methodology and techniques for the development of English literacy
      4. Take responsibility for the provision of support and assistance to parents and young children in relation to any English literacy difficulties young learners might experience

Mode of Teaching:

Lectures/ synchronous/asynchronous

Mode of Assessment:

50% [2K] assignment/25% group presentation/25% 1HR exam

Total Contact Hours:

36

Supervised Placement and Practice Hours:

0

Self-Study Hours:

72

Assessment Hours:

17

Learning Outcomes:

1. 1. 1. Extend the LOF’s learning outcomes to real-life mathematical application to generate a more thorough early childhood development;

      2. Formulate a weekly project plan which includes ‘Maths moments’ and the inter-linking of different topics;

      3. Self-reflect on the project plan;

      4. Enhance the understanding of common Mathematics difficulties/disabilities and misunderstandings by solidifying one’s own perception and relationship to the subject content;

      5. Create an EY well-managed classroom environment that provides various mathematics resources and fosters project-based learning.

Mode of Teaching:

Lectures/ synchronous/asynchronous

Mode of Assessment:

50% [2K] assignment/25% group presentation/25% 1HR exam

Total Contact Hours:

36

Supervised Placement and Practice Hours:

0

Self-Study Hours:

72

Assessment Hours:

17

Learning Outcomes:

1. 1. 1. Apply the LOF’s Early Years learning outcomes to a project approach;

      2. Formulate an understanding of what constitutes the Reggio approach and the Project approach and what are the main characteristics of each approach;

      3. Enhance the understanding of common myths linked to each approach, such as that it is only linked to the children’s interest, that there is no planning involved or that there is always  an ongoing project;

      4. Design an Early Years classroom environment that promotes and allows for proper implementation of such approaches.

Mode of Teaching:

Lectures/ synchronous/asynchronous

Mode of Assessment:

40% [1.5K] assignment/ 40% group project/ 20% group presentation 

Total Contact Hours:

40

Supervised Placement and Practice Hours:

0

Self-Study Hours:

90

Assessment Hours:

20

Learning Outcomes:

1. 1. 1. Explore various approaches to classroom management in the Early Years;
      2. Formulate an understanding of what constitutes robust classroom management and what are its main characteristics;
      3. Enhance the understanding of common myths linked to classroom management, especially those related to misbehaviour and consequences;
      4. Design an Early Years classroom environment that promotes and allows for robust classroom management;
      5. Develop an understanding of how designing engaging learning activities within a motivational classroom environment support young learners in fostering strong social-emotional skills while preventing misbehaviour;
      6. Reflect on various transitions and routines in the Early Years (toileting, hand-washing, turn-taking etc) and how well-devised, efficient and sustainable they are.

Mode of Teaching:

Lectures/ synchronous/ asynchronous

Mode of Assessment:

40% individual presentation/40% [2HR]Exam/20% [1HR] MCQ

Total Contact Hours:

40

Supervised Placement and Practice Hours:

0

Self-Study Hours:

90

Assessment Hours:

20

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