MODULE SPECIFICATION PROFORMA
MODULE SPECIFICATION FORM
Module Title:
Managing Effective School
Environments
Level:
Module code:
EDC411
Semester(s) in which to
be offered:
Existing/New:
New
Title of module being
replaced (if any):
Originating Subject:
Module duration
(contact hours/
directed/directed
private study:
Education and Childhood
Studies
60 (contact)
60 (directed)
80 (private)
1/2
BA (Hons) Education and
Childhood Studies
Credit Value:
With effect
from:
20
Sept,
2010
Module
Leader:
Status:
core/option/elective
(identify
programme where
appropriate):
Percentage taught by Subjects other than
originating Subject (please name other
Subjects):
Programme(s) in which to be
offered:
4
Core
N/A
Pre-requisites per
programme (between levels):
Co-requisites per programme
(within a level):
None
None
Module Aims:
To enable students to understand how a primary school setting is organised and managed
effectively.
Expected Learning Outcomes
At the end of this module, students should be able to:
Knowledge and Understanding:
1. Discuss how the environment can be designed, organised and managed to support
learning and teaching;
Identify the ways children/young people learn and systems to support those with
learning differences;
Highlight the qualities required to be a successful practitioner working with children,
young people and families within a school setting;
Explain the need for practitioners to develop partnerships with parents/carers and
other agencies;
Outline the key policies and documentation required in order to support practice;
Evaluate and reflect upon working within a group, drawing together strategies for
future personal and professional development.
2.
3.
4.
5.
6.
Transferable/Key Skills and other attributes:
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Working with others.
Communicating effectively, including listening attentively.
Making decisions and problem solving.
Working to a timeframe.
Presenting information verbally and in writing.
Evaluating and reflecting on their learning and group outcomes.
Assessment: please indicate the type(s) of assessment (eg examination, oral, coursework,
project) and the weighting of each (%). Details of indicative assessment tasks must be
included.
Students will work in groups to plan and present a school setting, focusing on policy,
practice and provision within this environment. This will include a display, reflective log
and presentation to a panel.
Assessment
1
Learning
Outcomes
to be met
All
Type of assessment
Group presentation and
display, with reflective log.
Weighting
100%
Word count or
equivalent if
appropriate
c4,000
(30-45 mins
presentation)
Learning and Teaching Strategies:
This module will be presented through a programme of lectures and group tasks. Students
will be given the opportunity to work collaboratively to design a setting and to structure the
management of it.
Syllabus outline:

Students will initially explore their own perception of what constitutes quality in school
settings, examining inspection documentation (e.g. aims/mission statement/
organisational ethos).

The need to provide a quality learning and teaching environment, which takes into
account children’s/young people’s social, emotional and physical development.

Promoting an environment, indoor and outdoor, in which all those who access the
provision (child/young person, parents/carers and other professionals) can be made
to feel secure and confident within it, according to individual needs.

The concept of a safe and secure environment (including: the role of risk assessment,
with consideration given to beneficial risk; food and basic hygiene practicespreventing cross-infection).

Examine theoretical, curricular and educational policy that influence practice (e.g.
Foundation Phase/Stage; National Curriculum; the Special Needs Code of Practice;
MacMilian/Montessori/ Piaget/Vygotsky/Froebel.

Learning styles, multiple intelligences, thinking skills; teaching styles and group
compositions. The importance of observation and how it informs plans to meet
the needs of those within the setting.

Students will examine the role of practitioners in particular their liaison with parents/
carers/families and other professionals. Students will be made aware that quality
provision is the result of partnership across all agencies.

The characteristics of an effective and caring practitioner will be highlighted, along
with the need for individuals to engage in constructive team work.

The need for the provision of inclusive practice whilst respecting the cultural and/or
special needs of children/young people will also be addressed.

Students will study what constitutes quality provision and will be introduced to the
documentation and monitoring procedures that need to be in place (e.g. Ofsted,
Estyn).

Ways to develop and effectively manage policies within the setting (e.g. behaviour,
health and safety, safe guarding children/young people, inclusion, sustainability).
Bibliography
Essential reading:
Boyes, K. (2003), Creating an Effective Learning Environment. Australia: Hawker
Brownlow Education.
Department for Children, Education, Lifelong Learning and Skills (2008), Skills Framework for
3 to 19-year-olds in Wales. Cardiff: Welsh Assembly Government.
Department for Children, Education, Lifelong Learning and Skills (2008), Learning and
Teaching Pedagogy. Cardiff: Welsh Assembly Government.
Department for Children, Education, Lifelong Learning and Skills (2008), Play/Active
Learning. Overview for 3 to 7 year olds. Cardiff: Welsh Assembly Government.
Department for Children, Education, Lifelong Learning and Skills (2008), Foundation Phase
Child Development Profile Guidance. Cardiff: Welsh Assembly Government.
English, E. and Newton, L. (2005), Professional Studies in the Primary School.
Thinking Beyond the Standards. London: David Fulton Publishers.
Other indicative reading:
Arthur, J., Grainger, T and Wray, D. (eds) (2006), Learning to Teach in the Primary
School. Oxon: Routledge.
Asprey, E., Hamilton, C. and Haywood, S. (2002), Professional Issues in Primary Practice.
Exeter: Learning Matters.
Call, N. (2003), The Thinking Child. Brain –Based Learning for the Foundation Stage.
Stafford: Network Educational Press Ltd.
Cole, M. (2002), Professional Values and Practices for Teachers and Student Teachers.
Second edition. London: David Fulton Publishers.
Curtis, A. and O’ Hagan, M. (2003), Care and Education in Early Childhood. London:
Routledge Falmer.
Fisher, R (2003), Teaching Children to Think. London: Continuum.
Hayes, D. (2000), The Handbook for Newly Qualified Teachers. Meeting the Standards in
Primary and Middle Schools. London: David Fulton Publishers.
Hayes, D. (2003), Planning, Teaching and Class Management in Primary Schools.
Second Edition. London: David Fulton Publishers.
Jacques, K. and Hyland, R. (2005), Professional Studies Primary Phase. Second Edition.
Exeter: Learning Matters
Jacques, K.and Hyland, R. (2007), Professional Studies Primary and Early Years. Third
Edition. Exeter: Learning Matters.
Knowles, G (ed) (2006), Supporting Inclusive Practice. London: David Fulton.
Lee, C. (2007), Resolving Behaviour Problems in Your School. London: Paul
Chapman Publishing.
Medwell, J. (2007), Successful Teaching Placement. Primary and Early Years. Second
Edition. Exeter: Learning Matters.
Meggitt, C. (2006), Child Development. An Illustrated Guide. Second Edition. Essex:
Heinemann.
Overall, L. and Sangster, M. (2003), Primary Teacher’s Handbook. London: Continuum.
Pollard. A, (2002), Reflective Teaching. London: Continuum.
Rogers, B. (2000), Cracking the Hard Class: Strategies for Managing the Harder than
Average Class. London. Paul Chapman.
Rogers, B. (2002), Teacher Leadership and Behaviour Management. London. Paul
Chapman.
Rogers, B. (2006), Classroom Behaviour. London. Paul Chapman.
Spooner, W. (2006), The SEN Handbook for Trainee Teachers, NQTs and Teaching
Assistants. London: David Fulton.
Yeomans, J. and Arnold, C. (2006), Teaching, Learning and Psychology. London: David
Fulton.
Useful web-sites:
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http://estyn.gov.uk/publications/.
http://www.dfes.gov.uk/teachingreforms/leadership/mcber/
http://www.ofsted.gov.uk/reports
www.alite.co.uk
www.standards.dfes.gov.uk - Look for Personalised Learning.
www.wales.gov.uk