1. EYFD Leeds Year 2 Contemporary Issues
Have you all looked at your feedback? On a post it put the 3 things that you need to improve upon for this next piece of work and then go and stick them on the white board
TUTOR: to look at and see if you can group them and feedback to them. E.g. academic writing skills…’so what do you need to do?’
Session 1: What are Contemporary issues?
Jan Holden

2. Define contemporary issues
Learning Objectives:
Define contemporary issues
Have determined where to find information for your assignment and be able to judge its value
Outline the English Curriculum for Early Years
Chosen topic
Look at assignment brief and note how these fit into it. Note that there are two parts and that today we are looking at only the first part but that they can be thinking of how to do the second one. Make sure they note the hand in dates

3. What is the meaning of contemporary ?
What are they?
What is the meaning of contemporary ?
England, Scotland and where else?
Question 1: ask them and add the clock as a clue
Question 2: Mention that Scotland is different from England and what ‘Britain’ means . Chose another place they might be interested in
QUIZ?

5. What do we mean by curriculum?
The word derives from the Latin currere, which means ‘to run’ and its associated noun which has been translated as ‘a course’. The word is used to refer to a course of study (Neary, 2002).

6. Curriculum Definitions
Nicholls and Nicholls, 1978
“All the opportunities planned by teachers for pupils.”
Kerr, 1968
“All the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school.”
Jenkins & Shipman 1976
“…the formulation and implementation of an educational proposal, to be taught and learned within a school or other institution and for which that institution accepts responsibility...”

7. The English Curriculum for Early Years
In pairs, using the A3 paper folded lengthways, draw a line and mark from 0-5 years
Using the website above, put in the relevant points at each age.

8. How can we measure the evidence?
What do we mean by evidence?
How can we judge its reliability?
Where to look?
Question 1: Q and A and say where have you looked before?
On your own list 3 places where you would start to look. Then share with neighbour and join lists (go round class and ask for 1 and write up on whiteboard)
Question 2: discuss sources and ask ‘what do we mean by reliability?’
Question 3: should you just Google? Remind them of the feedback on their last assignments

9. Which topic? In your groups Find out about your topic
School starting age
2 year old funding
Embedding British Values and /or the Prevent Agenda
Early Years Intervention and Life Chances
Equality and Diversity
In your groups
Find out about your topic
See if you can relate this to the curriculum
Present your findings to the class
Students in group to pick topic and go, research and feedback

10. So what have you learnt and what do you know need to do?
Ask them

11. References
Neary, M. (2002) Curriculum Studies in Post-Compulsory and Adult Education. Cheltenham: Nelson Thornes