1. Crossing the
Line with
Students:
is that you or the other one?
Emma Holgate and Kim McGowan

2. Background

4. 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).

5. Week 8
Student submits
500 word peer-
assessed
summative
piece

6. Week 11
Student resubmits 500
word peer-assessed
summative piece
and
improved 500 words

7. Week 16

8. 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

9. 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)

10. 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.

11. 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

12. 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)

13. Tutorials

14. 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