PS13. Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment Developing graduate attributed and skills, at any level of HE, is dependent on the clarity of strategies and methods for identifying the attributes and skills relevant to the programme and where and how these are operationalised. The interrelated factors of Teaching, Learning and Assessment and how these are inclusive in nature, are fundamentally significant to these strategies and methods, as are where and how these are specifically distributed within the programme. Ordered by graduate attributes and skills, the following table provides a map of the above, plus an exposition to describe and explain the ideas and strategy of each. Therefore, subsequent to the initial completion for approval, maintenance of this table as and when programme structure changes occur is also important: 4 and 5 of Students will be able to demonstrate a knowledge of the underlying concepts and principles associated with their area(s) of study, and an ability to evaluate and interpret these within the context of that (those) area(s) of study. Level 4 Fd-27.1 Written essays Tutor led learning Ed-8.1, 8.4 Individual projects Student initiated learning • Awareness and understanding of the Early Years A4,5 Fd-27.1 Reflective assignments Group and individual projects sector A1 SCFD101, Ed-8.2
PS13. Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment Developing graduate attributed and skills, at any level of HE, is dependent on the clarity of strategies and methods for identifying the attributes and skills relevant to the programme and where and how these are operationalised. The interrelated factors of Teaching, Learning and Assessment and how these are inclusive in nature, are fundamentally significant to these strategies and methods, as are where and how these are specifically distributed within the programme. Ordered by graduate attributes and skills, the following table provides a map of the above, plus an exposition to describe and explain the ideas and strategy of each. Therefore, subsequent to the initial completion for approval, maintenance of this table as and when programme structure changes occur is also important: 4 and 5 Students will be able to demonstrate a knowledge of the underlying concepts and principles associated with their area(s) of study, and an ability to evaluate and interpret these within the context of that (those) area(s) of study. • Awareness and understanding of the Early Years sector Tutor led learning Student initiated learning Group and individual projects A4,5 A1 Level 4 Fd-27.1 Ed-8.1, 8.4 Fd-27.1 Ed-8.2 Written essays Individual projects Reflective assignments SCFD101, of
FdA-Early-Childhood-Studies-Handbook-2017-18.docx