challenged their own professional and personal perspectives and skills. The portfolio will be underpinned by making links to current research and theory. (2000 words 60%) MAPPING OF LEARNING OUTCOMES TO ASSESSMENT STRATEGY (INDICATIVE) LEARNING OUTCOME ASSESSMENT On completion of the module, students will be able to: STRATEGY Articulate their experiences of practice by using a range of media, such Reflective Journal as, peer discussion, on-line dialogue, presentation and the written (Formative feedback) report demonstrating an insight into pedagogical approaches and Presentation (40%) practices; Portfolio(60%) demonstrate an ability to critically reflect upon their practice Reflective Journal experience drawing upon a range of relevant theory and curriculum (Formative feedback) or competence standard and regulatory frameworks; Presentation (40%) Portfolio (60%) Recognise and appreciate the complex range of skills required to work Reflective Journal within their chosen sector; (Formative feedback) Presentation (40%) Portfolio (60%) BREAKDOWN OF MAJOR CATEGORIES OF ASSESSMENT (DEFINITIVE) DEFINITIVE KIS CATEGORY INDICATIVE DESCRIPTION PERCENTAGE Coursework Presentation 40% Portfolio 2000 words 60% Total 100% ACHIEVING A PASS (DEFINITIVE) It is not a requirement that the major categories of assessment are passed separately in order to achieve an overall pass for the module. BIBLIOGRAPHY (INDICATIVE): Core Texts Penn, H. (2011) Quality in Early Childhood Services An International Perspective. Maidenhead: Open University Press. Sahlberg, P. (2012) Finnish Lessons: What Can the World Learn from Educational Change in Finland? Teachers' College Press. London: University of Chicago Press. Recommended Reading: Tobin, J. and Karasawa, M. (2011) Preschool in Three Cultures Revisited: China, Japan, and the United States. London: University of Chicago Press TODDLER Project (2010) Towards Opportunities for the Disadvantaged and Diverse Learner on the Road. Available at:
challenged their own professional and personal perspectives and skills. The portfolio will be underpinned by making links to current research and theory. (2000 words 60%) MAPPING OF LEARNING OUTCOMES TO ASSESSMENT STRATEGY (INDICATIVE) LEARNING OUTCOME On completion of the module, students will be able to: ASSESSMENT STRATEGY Articulate their experiences of practice by using a range of media, such as, peer discussion, on-line dialogue, presentation and the written report demonstrating an insight into pedagogical approaches and practices; Reflective Journal (Formative feedback) Presentation (40%) Portfolio(60%) demonstrate an ability to critically reflect upon their practice experience drawing upon a range of relevant theory and curriculum or competence standard and regulatory frameworks; Reflective Journal (Formative feedback) Presentation (40%) Portfolio (60%) Recognise and appreciate the complex range of skills required to work within their chosen sector; Reflective Journal (Formative feedback) Presentation (40%) Portfolio (60%) BREAKDOWN OF MAJOR CATEGORIES OF ASSESSMENT (DEFINITIVE) DEFINITIVE KIS CATEGORY INDICATIVE DESCRIPTION PERCENTAGE Coursework Presentation Portfolio 2000 words 40% 60% Total 100% ACHIEVING A PASS (DEFINITIVE) It is not a requirement that the major categories of assessment are passed separately in order to achieve an overall pass for the module. BIBLIOGRAPHY (INDICATIVE): Core Texts Penn, H. (2011) Quality in Early Childhood Services An International Perspective. Maidenhead: Open University Press. Sahlberg, P. (2012) Finnish Lessons: What Can the World Learn from Educational Change in Finland? Teachers' College Press. London: University of Chicago Press. Recommended Reading: Tobin, J. and Karasawa, M. (2011) Preschool in Three Cultures Revisited: China, Japan, and the United States. London: University of Chicago Press TODDLER Project (2010) Towards Opportunities for the Disadvantaged and Diverse Learner on the Road. Available at:
SW5008%20Practice%20Experience%20Local%20and%20International%20Contexts.docx