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Crossing the line with students: is that you or the other lady? - Kim McGowan & Emma Holgate

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Crossing the line with students: is that you or the other lady? - Kim McGowan & Emma Holgate

  1. 1. Crossing the Line with Students: is that you or the other one? Emma Holgate and Kim McGowan
  2. 2. Background
  3. 3. Week 5 Department for Education (2012) Statutory Framework for the Early Years Foundation Stage. Available at: http://media.education.gov.uk/assets/files/pdf/e/eyfs%20statutory%20framework%20march%2 (Accessed: 17 October 2013).
  4. 4. Week 8 Student submits 500 word peer- assessed summative piece
  5. 5. Week 11 Student resubmits 500 word peer-assessed summative piece and improved 500 words
  6. 6. Week 16
  7. 7. Markers’ Comments • You must support your claims with relevant academic evidence • You need to compare opposing viewpoints • Excellent citing and referencing! • Avoid emphatic unsupported statements • Present evidence accurately without relying on personal description and opinion • Think about your structure, you need a clear introduction and conclusion
  8. 8. Use Of Evidence Play is very important in early years development. My thinking about play has been influenced by my school experience and the work of many educationalists, psychologists, researchers and practitioners and much has been written about how young children learn and how adults can support this learning. (www.edupress.com)
  9. 9. Descriptive or Analytical Quality observations are embedded in all EYFS practice and should be used every day to present an accurate picture of the individual child. Observations are essential to capturing the uniqueness of all children. They are purposeful and informative and capture what children know, what they can do and what interests them. Observations should happen across the school day and encompass all areas of learning. It is imperative to complete observations in different environments such as during independent play and taking part through everyday play. The observations are key in understanding the relationships children develop with their peers and adults.
  10. 10. Good observation in the Early Years Foundation Stage (EYFS) is key to ensuring that children’s learning is effective and that they make good progress towards the early learning goals. Observation ‘involves practitioners observing children to understand their level of achievement, interests and learning styles, and then to shape learning experiences for each child reflecting those observations.’ (DfE, 2012). This is showing the importance of observation and how teachers should adapt the activities they plan in response to the children. The teacher must plan individualised learning opportunities to reflect these observations. This is shown here ‘Observation also provides opportunities to gauge children’s needs and so more accurately plan next steps in their learning’. (Early Years Matters, 2012) Developing Opposing Viewpoints
  11. 11. Structure • Simple, clear structure • Introduction 5% • Main Body 80% • Conclusion 15% • Short sentences and clear paragraphs • Avoid contractions (e.g. can’t, isn’t) • Accurate spelling, punctuation & grammar • Avoid 1st person (very restricted use)
  12. 12. Tutorials
  13. 13. Conclusions Time consuming Specifically aligned to student assignments Excellent liaison with lecturers Students armed with transferrable skills Raises the LiSS profile (and our credibility) Good model

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