MODULE SPECIFICATION FORM
Module Title:
A Curriculum for Childhood
Module code:
ECSF410
Existing/New:
4
Semester(s) in which to
be offered: Two
New
Originating Subject:
Module duration
(contact hours/
directed/directed
private study:
Level:
Title of module being
replaced (if any):
Education and Childhood
Studies
Notional 200 hours:
30 Direct Taught Time
30 Work-based Learning
80 Private Study
60 Directed Study
Percentage taught by Subjects other than
originating Subject (please name other
Subjects):
Programme(s) in which to be
offered: Foundation Degree
in Early Childhood, Care and
Education
Credit Value:
With effect
from:
20
Sept. 2010
ECSF 102 A Curriculum For Childhood
Module
Leader:
Lynda Ellis
Status:
core/option/
elective
(identify
programme
where
appropriate)
:
Core Module
None
Pre-requisites per
programme (between levels):
Co-requisites per programme
(within a level):
None
None
Module Aims:
This module will enable students to:


Establish an understanding of the range of curricula offered within the Early Childhood
sector including current legislative issues and international perspectives.
Develop a clear understanding of how current curricula supports the promotion of
children’s development and learning within early years/educational settings.
Expected Learning Outcomes
At the end of this module, students should be able to:
1. Understand what a curriculum is, and explore how a curriculum is formulated with
regard to current issues, research, legislation, policies and procedures.
2. Examine different approaches to early childhood educational provision including
understanding the role of play within the Foundation Phase/ Foundation Stage.
3. Discuss the role of the practitioner in the delivery of the early childhood curriculum.
4. Explore the effectiveness of the curriculum as a tool to support the promotion of
development and learning within inclusive and diverse settings.
Transferable/Key Skills and other attributes:







Communicate effectively
Writing skills
Sharing ideas
Evaluation and reflection
Improving own practice
Interpretation and analysis of information
Observation
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.
1) Create an evaluative portfolio that demonstrates knowledge and understanding of:




The implementation of the Foundation Phase, Early Years Foundation Stage or Key
Stage 1 in your setting
The role of the practitioner in the delivery of the curriculum
The role of play within the curriculum
The effectiveness of the curriculum as a tool to support the promotion of learning and
development
Your portfolio should draw upon a range of evidence gathered from within your setting,
government documentation, legislation, underpinning theory and demonstrate reading from a
variety of academic sources.
Assessment
1 - Portfolio
Learning
Outcomes
to be met
1, 2, 3, 4
Type of assessment
Portfolio
Weighting
100%
Duration
(if exam)
N/A
Word count
or equivalent
if appropriate
4,000
Learning and Teaching Strategies:
This module is delivered through taught classroom sessions. This will involve working alone,
in groups, with peers, tutors and colleagues.
Sessions will comprise of the presentation of information, reading, practical activities and
discussion. Work-based learning and self-directed tasks form a large part of this module and
are used to inform the assessment and materials used in the classroom.
Students will receive further support through access to the virtual learning environments both
at Yale and Glyndwr (Moodle).
Work-based learning:
During this module students will be expected carry out the following tasks within the workplace:
.
 Reflect on current practice in light of learning from this module.
 Observe and reflect upon the implementation of the Foundation Phase or Foundation
Stage/Key Stage 1 within the setting.
 Collect evidence to support the submission of a portfolio of work.
Syllabus outline:
Below is an overview of the module syllabus in a rough order of delivery, please note that
each area may cover more than one session.
1. What is a ‘Curriculum’? Why follow a ‘curriculum’ within an early years/educational
2.
3.
4.
5.
6.
7.
8.
setting?
Responsibility for developing curricula frameworks and guidance with particular
reference to legislation and accountability.
Current thinking and research that influence the methodologies employed within early
childhood. To include international perspectives and practices.
Analysis of the current early years’ curriculum framework within Wales and England.
(Foundation Phase or Foundation Stage / Key Stage 1)
The role of play within the Foundation Phase/Foundation Stage.
The effective role of the practitioner in delivering the curriculum.
Supporting children with diverse needs to access the curriculum effectively.
Exploring the effectiveness of the curriculum as a tool to support the promotion of
learning and development.
Bibliography
Essential reading:
Macleod Brundenell, I. and Kay, J. (2008), Advanced Early Years, Harlow: Heinnemann
Other indicative reading:
Baker, C. (1994), Foundations of Bilingual Education and Bilingualism Clevedon, Multilingual
Matters
Bruce, T. (2005), Early Childhood Education 3rd ed, London: Hodder Arnold
Daley, M., Byers, E. and Taylor, W. (2006), Understanding Early Years Theory and Practice
Oxford: Heinemann.
Holt, N. and Green, S. (2007), Bring the Highscope Approach to Your Early Years’ Setting.
Oxon: Routledge
Knight, S. (2009), Forest Schools and Outdoor Learning in the Early Years. London:Sage
Knowles, G. (2009), Ensuring Every Child Matters. London:Sage
Miller, L. Cable, C. and Devereaux, J, (2005), Developing Early Years’ Practice: Foundation
Degree Texts, Oxon: David Fulton Publishers
Moyles, J. (2005), The Excellence of Play 2nd Ed, Maidenhead:Open University Press
Nutbrown, C. (2006). Threads of Thinking. 3rdEd. London: Sage
Thornton, L. (2007), Bringing the Reggio Approach to Your Early Years Practice, Oxon: David
Fulton Publishers
Pound, L. (2009), How Children Learn: Contemporary Thinking and Theorists v.3,
Lemington-Spa: Step Forward Publishing
Journals:
Early Years Educator
Nursery World
Child Development
International Journal of Early Childhood
Early Childhood Research Quarterly
Electronic Sources: (@ February 2010)
WAG - Early Years – Childcare Strategy for Wales - Flying Start - Foundation Phase –
http://wales.gov.uk/topics/educationandskills/policy_strategy_and_planning/104009
wag/?lang=en
DCSF National Strategies EYFS http://nationalstrategies.standards.dcsf.gov.uk/earlyyears
National Children’s Bureau http://www.ncb.org.uk/
Open Eye http://openeyecampaign.wordpress.com/
DCSF Effective Provision of Pre-School Education (EPPE) project
http://www.dcsf.gov.uk/rsgateway/DB/RRP/u013144/index.shtml