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LP20059: Managing group sessions and encouraging creativity

Follow this link for further information on academic years Academic Year: 2012/3
Further information on owning departmentsOwning Department/School: Department of Education (administered by the Learning Partnerships Office)
Further information on credits Credits: 15
Further information on unit levels Level: Intermediate (FHEQ level 5)
Further information on teaching periods Period: Semester 2 at Wiltshire College
Further information on unit assessment Assessment: CW 100%
Further information on supplementary assessment Supplementary Assessment: Like-for-like reassessment (where allowed by programme regulations)
Further information on requisites Requisites:
Further information on descriptions Description:

Learning Outcomes:
On completion of this unit the learner will be able to:
* Identify and evaluate the principles of planning, development, implementation, evaluation and management of the curriculum for children.
* Understand the theory of how children learn and develop group interactive skills and techniques.
* Appraise the legislation, regulations and guidance about equal opportunities and anti discriminatory practice.
* Demonstrates and applies recognised techniques for assessment, recording and reporting on children's progress and achievements.
* Apply the principles of inclusive education, demonstrating awareness of the legislation and regulations about equal opportunities and anti-discriminatory practice.
* Devise a curriculum, which promotes children's creativity, providing a rich environment where children's creativity and expressiveness are valued.
* Identify and evaluate the range of equipment, materials and books, which promote children's creative development.
* Understand the theory and principles for motivating children, encouraging self-reliance, self-image and identity.
* Decide how and when to provide opportunities that will enable children to co-operate and work creatively and harmoniously.

Skills:
The professional practice for this unit is that the learner must demonstrate whilst working as a Senior Practitioner that they can:
* Plan the session
* Manage group activities and experiences
* Assess the children's learning
* Support children whilst participating in activities
* Support children developing and using positive learning strategies
* Encourage children to participate in group activities.

Content:
1. Significant and emerging theories and principles of:
a) how early educational and intellectual development occurs and how and why such development can be positively and negatively affected by children's physical, intellectual, emotional and social development
b) the planning, development, implementation, evaluation and management of the curriculum for children
c) how children learn and develop group interactive skills and techniques
d) pedagogy and communication techniques to enhance children's learning
e) the assessment of children.
f) how children learn and develop, especially related to children's confidence and their participation in activities;
g) self-reliance, self-image, identity and how they can affect a child's development in a positive, neutral or negative way;
h) values, beliefs and attitudes and how these can affect the personal, social and emotional development of children
i) parental and child welfare, rights and legislation
j) values of individual and group activities in promoting children's personal, social and emotional development
k) patterns of behaviour in children which may be symptomatic of poor self-image, or a negative or disturbed sense of identity
l) self evaluation and reflection including the effect of self on the children, other people and the environment in which the learner works.
2. Information and facts about:
a) abilities of children to interact
b) peer pressure
c) what it is expected that children will learn within any national requirements at the development stage of the children for whom the learner is responsible
d) how ICT can support the session and maximise the children's learning, participation and motivation
e) the potential effect of the learner's own attitudes, values, behaviour on work with children, parents, colleagues within the organisation and those with whom they need to work from outside the organisation
f) children's most common misconceptions and mistakes in relation to the curriculum being delivered and managed within the session
g) the legal status of the parent and the child
h) subject-specific health and safety requirements
i) the legislation, regulations and guidance about equal opportunitiies and anti-discrimination
j) data protection and confidentiality and security of information.
k) the national requirements for children within the learner's area of responsibility
l) range of equipment, materials and books that promote children's self-identity, image and esteem, and promote non-stereotypical views of children and adults
m) the difference between objectivity and subjectivity and its effects on assessments and their recording
n) local and national sources of specialist advice and guidance
o) the factors which impact on the learner's ability to integrate new and emerging knowledge and practice into their own practice and for the transference of learning to children
p) the implications of using ICT in their own practice and that of their work team
3 .Methods, techniques and processes relating to:
a) managing sessions with children, to:
* ensure progression
* maximise learning
* ensure interest
* develop appropriate intellectual and social skills
b) how children can be developed through play
c) inclusive education
d) curriculum development for the education of children
e) objective assessment
f) the evaluation of the effects of self on practice and the children
g) working and interacting with children, parents, other adults and professionals to allow children to progress
h) record keeping and reporting.
i) curriculum requirements and regulations
j) play, its use within Early Years provision and practices, and its value in the development of children
k) how attitudes and beliefs might affect the modification of behaviour
l) how family and other values, beliefs and attitudes may affect behaviour, self-reliance, self-image and identity
m) how immaturity affects behaviour, self-reliance, self-image and identity
n) observational methods including, time sampling, target child, naturalistic, etc. and the recording of them, for example, checklists, pre-coded categories, diagrams, etc.
Further information on programme availabilityProgramme availability:

LP20059 is Compulsory on the following programmes:

Programmes administered by the Learning Partnerships Office
  • UHED-WPF09 : FdA Early Childhood Studies (Part-time at Wiltshire College) - Year 2

Notes:
* This unit catalogue is applicable for the 2012/13 academic year only. Students continuing their studies into 2013/14 and beyond should not assume that this unit will be available in future years in the format displayed here for 2012/13.
* Programmes and units are subject to change at any time, in accordance with normal University procedures.
* Availability of units will be subject to constraints such as staff availability, minimum and maximum group sizes, and timetabling factors as well as a student's ability to meet any pre-requisite rules.