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BA (HONS) EARLY CHILDHOOD STUDIES

Module SEC2014

‘Fundamental Movement Skills’

MODULE GUIDE & REFLECTIVE PROFESSIONAL

PORTFOLIO

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BA (Hons) Early Childhood Studies

Module No: SEC2014

Title: Fundamental Movement Skills

Programme Leader: Ms S. Carville

Adviser of Studies: Karen Hanna: Level 2

Module Co-ordinator Ms P. Carlin

Module Tutors: Dr. D. P. McKee; Mr. S.H. Wallace

Content

The module will train students in Fundamental Movement Skills (FMS) Programme designed to systematically teach basic movement patterns to young

children. The module will focus on the role of the adult in planning and implementing purposeful activities which will promote FMS. Students will be encouraged to observe children’s physical development and motor skill as a

means of assessing children physical abilities and plan play opportunities to help children practice, experiment and become proficient in FMS.

Aims

The module aims to develop knowledge and understanding of:

The learning, teaching and assessing process in relation to Fundamental Movement Skills

The key components of the movement patterns associated with

individual Fundamental Movement Skills

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Learning Outcomes

On completion of this module the student will be able to:

Understand the underpinning principles of developing Fundamental Movement Skills (FMS) with young children

Plan implement and evaluate suitable play activities to promote the

development of the Fundamental Movement Skills

Reflect on the importance of the adult role within children’s physical

development;

Identify and screen children with movement difficulty

Plan individual intervention programmes for children displaying difficulty with movement

Teaching and Learning

During the study of this module students will experience a variety of teaching and learning methods and techniques. They will gain knowledge and understanding

through lectures, delivered at the point of study and also, occasionally, by means of video-conferencing through seminars, workshops, peer group discussions and

debates, individual consultation opportunities, presentations and independent study time. Transferable skills:

Students will develop the ability to:

Select appropriate written structures/styles for a range of purposes

Demonstrate critical analysis through written work

Allocate tasks in group work activities based on individual strengths/dispositions

Identify goals for OLP

Work on a defined task with a degree of independence

Reflect on and critically analyse theory and professional practice

Use PowerPoint effectively

Use digital camera

Search electronic library catalogue for specified journal/article

Explore problems, compare options and justify the opinion selected

Evaluate problem solving process and use to inform future practice

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Outline Syllabus

Topics covered will include issues related to:

The key fundamental movement skills

Plan implement and evaluate FMS activities into daily routines

Evidence supporting the importance of developing FMS in early childhood

Development of skilled and coordinated movement in children

ASSIGNMENT

The assignment is The Reflective Personal Portfolio (RPP)

The RPP Task has a section of its own

Assessment Criteria

RPP assignment should give evidence of:

Breadth and depth in considering the issues involved;

A sound structure which includes a direct line of argument;

Elaboration of those aspects which the student considers most pertinent;

Evidence of relevant reading.

See also Appendix 1 for information relating to Assessment Criteria for Level 2

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Some Useful Sources

Bee, H. and Boyd, D. (2003) The Developing Child, 10th Ed. USA: Allyn and

Bacon

DENI, DHSS, and CCEA (2006). Curricular Guidance for Pre-School Education. Belfast. CCEA.

Doherty, J. Bailey, R. (2002) Supporting Physical Development and Physical

Education in the Early Years. UK: Open University Press

Heaton-Harris, Nicolette (2007) Children's Health-combating Child Obesity: A Comprehensive Guide to Children's Health and Fitness

Jess, M., Dewar, K. Fraser, G. (2004). Basic Moves: Developing a Foundation for life long physical activity. British Journal of Teaching Physical Education, 35/2, pp.24-27

Steinbeck, K. S. (2001) The importance of physical activity in the prevention of over weight and obesity in childhood: A review of opinion. The International Association for the study of Obesity, 2, 117-130

Tovey, H. (2007) Playing Outdoors. Spaces and Places, Risk and Challenge: UK: Open University Press

Underdown, A. (2006) Young Children’s health and Wellbeing. UK: Open

University Press ISBN978-0-335-21906-3

Western Australian Minister for Education (2004) Fundamental Movement Skills: The Tools for Learning Teaching and Assessment. Australia: Steps Professional

Development http://www.nicurriculum.org.uk/ For an overview of the Physical Development and Movement area of learning

and web based resources’ to support the development of FMS in children see:

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Http://www.nicurriculum. Org.uk/foundation_stage/areas_of _learning/physical_development/

http://www.ausport.gov.au/

New Zealand based resourses foor the development of movement skills in pre-school and primary school children see:

http://www.sparc.org.nz/en-nz/young-people/ages-5-12-years/Developing-

Fundamental-Skills/

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BA (Hons) Early Childhood Studies

Module No: SEC2014

Title: The Reflective Personal Portfolio (RPP)

Programme Leader: Ms S. Carville

Adviser of Studies: Mrs Karen Hanna: Level 2

Module Co-ordinator: Ms P. Carlin

The Personal/Professional Portfolio (RPP ) will continue to form an integral part

of the line of development of the B.A. (Hons) in Early Childhood Studies. You will continue to include personal reflections, as well as more formal records of specific elements of your work and development.

The RPP is a valuable process, which will continue to help you to think more

deeply about your work and will enable you to make further sense of working with young children. It will supply systematic support for reflecting on your undertakings throughout your studies. This aspect of the course will provide a

vehicle through which you may more easily and effectively communicate your experiences and share in the experience of others across the multi-professional

field of educare. In addition, it should enable you to relate theory to practice more meaningfully.

Aims

The PP/DP will facilitate you in sharing your ideas, observations and placement experiences with your tutor and other group members. Its aims are to help you

develop further:

Competence in making and recording observations of a variety of settings in which young children develop;

Competence in making and recording observations of a variety of behaviours in young children;

Competence in making and recording observations of adult and peer

interaction in a variety of educare settings;

Appropriate language through which to communicate your

understanding;

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A capacity to reflect on your findings and to share them with other group members, both tutors and peers;

A capacity, in the light of relevant reading, to make judgments and to

justify positions taken;

A capacity for professional development through a process of self-appraisal.

The RPP will continue to provide a context through which you will receive positive feedback and motivation throughout the course.

Furthermore, the portfolio, in an ongoing manner, will enable you to reflect on, analyse and respond to relevant current issues, policy documents, journal articles

and lecture/seminar/tutorial presentations. It is intended that your competence in analysis and reflection will be further developed.

At all stages, as this personal portfolio develops, it is essential that your own recorded experiences of working with young children are reflected on in a

systematic manner. Judgments made should be supported with reference to relevant theory and your own personal, extended reading.

RPP ASSESSMENT

The RPP will consist of three main sections:

Section 1

Will include data relating to personal and professional details and your aims and aspirations. It MUST include your photograph.

A. Personal and Professional Information should include the following details:

1. Name and telephone number;

2. Type of work place setting (e.g. family centre, private nursery and nursery school);

3. Personal post and post description such as temporary / permanent, full-

time / part-time; 4. Qualifications and training together with a brief description of prior

experience.

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B. As you begin this module, identify and write a short account of your aims and

aspirations. Elaborate on the strengths and personal qualities which you bring to this module and outline those areas where you hope your learning

and development will occur. (300 words)

Section 2

Will include data relating to Module SEC2014

Fundamental Movement Skills Review the contribution of the Fundamental Movement Skills programme to

the development of skilled movement in young children. Illustrate your answer with evidence from relevant reading and professional experience.

(2000 words maximum)

Section 3

Reflect on the module content so far and write a brief account of how it has

challenged your thinking in terms of your practice in the early years. (300 words)

Confidentiality is crucial, so centres should not be named.

Include a reference section, citing those texts which have influenced your

analysis.

The RPP should be presented in Arial, Font Size 12 single sided with double line spacing throughout, with 3.5 cm margins on both sides. Submit the RPP to the Early Childhood Education Office Central Building (date to be advised)

All assessable elements of your module are subject to rigorous internal marking,

cross- marking and external scrutiny by the External Examiner (appointed by QUB). Under such circumstances, once a mark has been awarded, there can be no challenge to academic judgement.

Students should note that full attendance is required in order to receive the Fundamental Movement Skills Certificate Steps PD.

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Appendix 1

STRANMILLIS UNIVERSITY COLLEGE: BA (ECS) Level 2 ASSESSMENT CRITERIA

GRADE A B C D Fail

Focus & Selection

Focus on & interpretation of

assignment rubric is very good All issues are directly focused on

the assignment rubric Only relevant material has been

selected Aspects of independent thought

are displayed

Focus on & interpretation of

assignment rubric is good Most issues are directly focused on

the assignment rubric The majority of material selected is

relevant Some independent thought is evident

Focus on & interpretation of

assignment rubric is satisfactory A satisfactory number of issues

are directly focused on the assignment rubric

A satisfactory selection of relevant

material is evident

Focus on & interpretation of

assignment rubric is limited A minority of issues are

directly focused on the assignment rubric

Some irrelevant material is

included

Over reliance on lecture

material

Focus on & interpretation of

assignment rubric is poor/absent The focus is predominantly/entirely

on irrelevant issues The majority/all of material selected is

irrelevant

Understanding & Criticality

Evidence of w ide background

reading from appropriate academic sources

Demonstrates a comprehensive

understanding of the topic &

related issues A critical approach to background

reading/theoretical perspectives is demonstrated

A broad range of professional

practice is aptly reflected upon in

relation to the topic

Evidence of a good range of

background reading from appropriate academic sources

Demonstrates sound understanding of

the topic & related issues

Some degree of criticality of

background reading/theoretical perspectives is displayed

A range of professional practice is

reflected upon in relation to the topic

Evidence of a fair degree of

background reading from appropriate academic sources

Demonstrates satisfactory

understanding of the topic &

related issues Some discussion of background

reading/theoretical perspectives is in evidence

Some professional practice is

discussed in relation to the topic

Evidence of narrow

background reading from appropriate academic source Demonstrates a superficial

level of understanding of the

topic & related issues Limited discussion of

background reading/theoretical perspectives is displayed

Some professional practice is

raised but not developed

Background reading is

inappropriate/ missing Demonstrates little/no understanding

of the topic & related issues Little/no discussion of background

reading/theoretical perspectives is

present Discussion of professional practice is

minimal/absent

Coherence & Structure

A lucid, coherent line of argument

is present A w ell-defined structure is present

w ith ideas clearly linked

A competent, coherent line of argument

is present Logical structure is present and ideas

are linked

A satisfactory line of argument is

present Structure is present w ith some

linkage of ideas

A recognisable line of

argument is present A loose structure is present

w ith ideas inadequately linked

Line of argument is poor/absent

Poor/no obvious structure

Presentation & Expression

Written expression is f luent

Accurate spelling & grammar

Citation in text is appropriate

Reference section is appropriate

Written expression is good

Mostly accurate in spelling & grammar

Citation in text is mainly appropriate

Reference section is mainly

appropriate

Written expression is satisfactory

Occasional lapses in spelling &

grammar Citation in text is generally

appropriate Reference section is generally

appropriate

Written expression is w eak

Inaccuracies are w idespread in

spelling & grammar Citation in text contains some

errors Reference section contains

some errors

Written expression is poor

Inaccuracies in spelling & grammar

are very prominent Citation in text contains major errors/

is innacurrate. Reference section contains major

errors/ is innacurrate.

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Appendix 2

Important Information

MODULE TEAM

CONTACT DETAILS

David McKee

Stephen Wallace s.wallace@stran.ac.uk 02890 384 382

P.Carlin@stran.ac.uk 028 9038 4358

d.mckee@stran.ac.uk 02890 384 276

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Late Submissions and Assessment

If you are experiencing difficulties meeting assessment deadlines you should initially approach your module co-ordinator to seek their advice and support for your individual needs. They will help you to decide on the course of action best suited to

your situation. They may well be able to arrange an extension to the submission of your coursework.

In the event of non-submission of coursework due to illness or a medical condition you MUST supply medical evidence (eg. a note/certificate from your doctor) to

support your claim. This MUST BE received within 3 working days of the assignment’s submission date. The medical evidence MUST clearly present both a

‘start’ AND ‘finish’ date.

Medical evidence should be addressed to:

Mrs Karen Hanna Advisor of Studies Central Building

Stranmillis University College Belfast BT9 5DY

Failure to comply with these regulations will result in the following penalty being applied to your potential mark.

Assessment

Coursework submitted after the deadline will be penalised at a rate of 5% of the assessed mark per working day up to 5 working days. Coursework submitted

more than 5 working days (ie Monday to Friday excluding days of official University closure) after the deadline will be recorded as zero for that assignment. Exemptions

will be granted only if there are extenuating circumstances and the student has formally notified (in writing) the Adviser of Studies of such circumstances within three days of the submission deadline.

STUDENTS ARE RECOMMENDED TO READ THE UNIVERSITY REGULATIONS ON THE COLLEGE WEBSITE

Students should note that all grades and marks allocated for assessment are provisional until after the Board of Examiners meeting at the end of the

academic year at which time marks are verified by the External Examiner.

Plagiarism

The University College regards plagiarism as a serious academic offence

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which may lead to disciplinary action being taken against the student concerned. Plagiarised material will be deemed to be passages from other

works (including internet sources) incorporated without acknowledgement and with the intention of it being taken to be the candidate's own work. Plagiarised

material will also be deemed to be passages from other assignments that the candidate has already submitted in partial satisfaction of degree requirements. Passages from other works may be quoted only if shown as quotations with

acknowledgement of the sources and similarly may be paraphrased