Bachelor of Education (Honours) in Early Years

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 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 150-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:

15

Supervised Placement and Practice Hours:

150

Self-Study Hours:

0

Assessment Hours:

10

Learning Outcomes:

1. 1. 1. Demonstrate initiative and creativity in learning about what constitute 21st-century skills, and about their relevance for the future of young learners
      2. Show initiative in managing one’s own learning to accumulate knowledge of the various competency-based models of 21st-century skills
      3. Develop the learning skills necessary to acquire a sound understanding of the various strategies that can be used to promote 21st-century skills in the classroom (such as, but not limited to PBL), and take the responsibility for the implementation of such strategies.

Mode of Teaching:

Lectures/ synchronous/asynchronous

Mode of Assessment:

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

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 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 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:

60

Supervised Placement and Practice Hours:

0

Self-Study Hours:

110

Assessment Hours:

30

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 Objectives:

1. 1. 1. Be competent in exercising skills related to pedagogies in early years and promoting holistic child development in the early years context
      2. Be able to manage activities and tasks related to the study module with autonomy and without supervision
      3. Be able to manage the professional development of educators in relation to early years pedagogies
      4. Have developed learning skills required for further studies to a higher level with autonomy.

Mode of Teaching:

Lectures/ synchronous/ asynchronous

Mode of Assessment:

75% [2K] assignment/25% [1HR] MCQ

Total Contact Hours:

40

Supervised Placement and Practice Hours:

0

Self-Study Hours:

90

Assessment Hours:

20

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 150-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:

15

Supervised Placement and Practice Hours:

150

Self-Study Hours:

0

Assessment Hours:

10

Learning Outcomes:

1. 1. 1. Undertake further studies in the Sociology of Education to enhance the sociological imagination.
      2. Undertake further studies about different pedagogies for young learners from a sociological perspective.
      3. Demonstrate responsibility to evaluate the impact of the different pedagogies that can be used taking into consideration the wider picture of the secondary socialisation of children.
      4. Show initiative and creativity in taking into consideration the increase in cultural and identity pluralism, in the evaluation and application of early years’ pedagogies.

Mode of Teaching:

Lectures/ synchronous/ asynchronous

Mode of Assessment:

60% [2K] assignment/40% exam

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 various philosophical approaches and inquiries which underpin Early Years education;
      2. Enhance the understanding of common misunderstandings and myths related to philosophical approaches to Early Years education;
      3. Devise and sustain arguments related to how the Early Years cycle provides philosophical reflections on the role of society, people and knowledge.

Mode of Teaching:

Lectures/ synchronous/ asynchronous

Mode of Assessment:

80% [2K] assignment/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. Formulate an understanding of what constitutes digital literacy and how this is reflected within the Early Years setting and how such technology has helped the Early Years during the COVID-19 pandemic;
      2. Become familiar with various digital tools (e.g. Web 2.0 tools) to produce digital resources which help in creating meaningful learning experiences;
      3. Explore various digital apps which promote mathematics, oracy, literacy and digital literacy skills amongst young learners within the Early Years.
      4. Reflect on how technology provides ample opportunities to document learning through observations, reflections and the creation of electronic portfolios;
      5. Design an EY classroom environment that promotes for proper implementation of digital literacy.

Mode of Teaching:

Lectures/ synchronous/ asynchronous

Mode of Assessment:

55% [1K] assignment/45% project

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 learning about what constitutes sustainable development and about the sustainable development goals (SDGs)
      2. Develop the necessary learning skills to understand the key debates present within the realm of education for sustainable development (ESD)
      3. Demonstrate initiative in learning about the likely impacts of ESD as well as the challenges to implementing ESD in an EY educational setting
      4. Show creativity in developing strategies to implement ESD in an EY educational setting, and take responsibility for the decision-making involved

Mode of Teaching:

Lectures/ synchronous/ asynchronous

Mode of Assessment:

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

Total Contact Hours:

30

Supervised Placement and Practice Hours:

0

Self-Study Hours:

55

Assessment Hours:

15

Learning Objectives:

1. 1. 1. Formulate an understanding of what constitutes STEM education and what role this has within the Early Years setting;
      2. Conduct a review of literature about STEM education and its origins in order to understand how crucial this is in Early Years settings;
      3. Become familiar with various digital tools available for young learners which support early learning in STEM;
      4. Reflect on how STEM education provides ample opportunities to document, design and enhance learning;
      5. Design an EY classroom environment that allows for STEM education to take place by using systematic and authentic investigations which probe design thinking skills and scientific knowledge and processes.
      6. Become aware of alternative ways of questioning young learners to encourage them to become independent in their learning journey and encourage them to search for solutions themselves (individually or collectively).

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. Formulate an understanding of what constitutes creativity and what role this has within the Early Years setting;
      2. Conduct a review of the literature about creativity and its implications (elite/democratic) to understand how crucial this is in Early Years settings;
      3. Investigate how young learners understand and articulate their individual and collective social development through the creative process;
      4. Become familiar with various digital tools available for young learners which nurture a practice of creativity;
      5. Reflect on how the creative process provides ample opportunities to document, design and enhance learning;
      6. Design an EY classroom environment that allows for creativity to take place by using divergent thinking experiences, open-ended questioning techniques and process over product-oriented tasks.
      7. Become aware of alternative ways of questioning young learners to encourage them to use divergent and lateral thinking.

Mode of Teaching:

Lectures/ synchronous/ asynchronous

Mode of Assessment:

50% [1K] assignment/50% project

Total Contact Hours:

30

Supervised Placement and Practice Hours:

0

Self-Study Hours:

55

Assessment Hours:

15

Learning Outcomes:

1. 1. 1. Understand and appreciate the importance and role of spirituality, morality and religion in the early years’ development of children.
      2. Demonstrate mastery in creating an inclusive learning environment vis-à-vis the moral, spiritual and religious background as well as attainment of children.
      3. Provide young learners with adequate experiences and opportunities for further reflection and to grow holistically in their moral, spiritual and religious life experience.

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. Formulate an understanding of what constitutes humanities and democracy education within the Early Years setting;
      2. Conduct a review of the literature about humanities and democracy education to understand how crucial this is in Early Years settings;
      3. Investigate how young learners understand and articulate their individual and collective social development;
      4. Reflect on how humanities and democracy education provides ample opportunities to enhance learning as a collective experience;
      5. Design an EY classroom environment that allows for humanities and democracy education to take place by providing a worldwide basic inquiry process that promotes focused questioning, analysis of evidence and possible actions to be taken (or outcomes).

Mode of Teaching:

Lectures/ synchronous/ asynchronous

Mode of Assessment:

70% [1.5K] Assignment/30% group presentation

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 exploring the centrality of relationships in infant/toddler development and the impact of relationships on a child’s social/emotional development and learning by making reference to theories of psychosocial development.
      2. Demonstrate autonomy in learning about the importance of caregiver/child relationships and early years educator/child relationship to child development and learning and describe interactions that promote healthy development.
      3. Reflect on their own attachment history and interaction style to choose what to bring from their own history to their current relationship with their young learners entrusted in their care, and take responsibility for it.
      4. Develop the necessary learning skills to be able to implement strategies targeted at fostering supportive and caring learning environments for the benefit of young learners.

Mode of Teaching:

Lectures/ synchronous/ asynchronous

Mode of Assessment:

80% [2K] 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. 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. 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