Validated Programme Specification

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1 Validated Programme Specification 1. Awarding Institution/Body Teesside University [TU] 2. Teaching Institution Dearne Valley College 3. Delivery Location(s) [if different from TU] Dearne Valley College, Manvers Park, Wath upon Dearne, Rotherham, S63 7EW 4. Programme Externally Accredited by (e.g. PSRB) 5. Award Title(s) FdA Early Childhood Studies 6. Teesside University Link School 7. FHEQ Level [see guidance] 8. Bologna Cycle [see guidance] 9. JACS Code and JACS Description 10. Mode of Attendance [full-time or part-time] School of Social Sciences and Law 5 First Cycle X300 Early Childhood Studies 3 years part time 2 years full time 11. Relevant QAA Subject Benchmarking Group(s) 12. Relevant Additional External Reference Points (e.g. National Occupational Standards, PSB Standards) 13. Date of Production/Revision May 2013 QAA Early Childhood Studies Benchmark Statements (2007) QAA Foundation Degree Qualification Benchmark statements (2010) Common Core of Skills and Knowledge for the Children s Workforce (2010) The Early Years Teacher Standards (2013) Early Years Foundation Stage Curriculum (2012) SEFDEY Principles 14. Criteria for Admission to the Programme Essential: Level 3 qualification in Early Years or 160 UCAS Tariff points will secure an interview. 1

2 English GCSE at grade C or above or equivalent Level 2 qualification. Students must be working or be prepared to undertake substantial work experience in a setting on the early years register. Satisfactory references. DBS check allowing students to work with children and vulnerable adults. Students must have access to a computer with internet access and Microsoft Word software. Desirable Maths GCSE at grade C or above or equivalent Level 2 qualification. Science GCSE at grade C or above. All applicants will be required to attend a formal interview to assess whether the applicant meets the criteria for admission to the programme. Industrial experience may be taken into consideration for applicants who do not meet all the entry requirements. Teesside regulations will be followed for APEL. 15. Educational Aims of the Programme The overall aims of the programme are to: 1. To offer a flexible route to achieving a foundation degree level qualification and to provide a pathway for progression onto higher level qualifications promoting a lifelong approach to learning. 2. To enable students to develop the knowledge and understanding required for the Children s Workforce. 3. To enhance and develop understanding and knowledge of the theoretical and practical aspects of care and education of young children from birth to five years which reflects emerging themes from research as well as current government policy and legislation. 4. To develop students skills and knowledge of an inclusive approach to working with children and families promoting equality and diversity 5. To provide opportunities for students to reflect upon their own practice in the education and care of young children and in doing so develop the necessary critical and analytical thinking skills for relating theory to practice in the workplace 6. To develop skills in written and verbal communication, the use of information and communications technology, team working and project management relevant to working in the early childhood sector. 7. To encourage students to manage and make choices about their own learning in a supportive environment 8. To encourage lifelong learning by providing sufficient opportunity for self directed learning and reflection. 2

3 16. Learning Outcomes The programme will enable students to develop the knowledge and skills listed below. Intended learning outcomes are identified for each category, together with the key teaching and assessment methods that will be used to achieve and assess the learning outcomes. Knowledge and Understanding (insert additional rows as necessary) K1 Demonstrate breadth and complexity of understanding of well established and emerging theory and significant research findings applicable to the fields of early childhood development, learning and leadership and management (FD 42) K2 Apply knowledge of the main methods of enquiry in the subject, and evaluate critically the appropriateness of different approaches to solving problems in early childhood and education and relate these to a work context K3 Evaluate the limits of their knowledge, and how this influences analysis and interpretations based on that knowledge of early childhood studies and in a work context. K4 Identify interrelationships between factors impacting on the ecology of children s lives and offer interpretation K5 Demonstrate breadth and depth of understanding of areas of expertise relevant to the children s workforce, including those relating to the statutory learning, development and welfare requirements for children from birth to five. Cognitive/Intellectual Skills (insert additional rows as necessary) C1 Provide own structured and organised argument demonstrating an emerging critical awareness of relevant evidence, theory and research findings. C2 Develop a high level ability to analyse and constructively critique theories and research in the area of child development. C3 To reason clearly, understand the role of evidence and make critical judgements about arguments relating to the subject area of early childhood studies. C4 Apply underlying concepts and principles outside the context first studied, including to the workplace. C5 Demonstrate insight and reflection into concepts, theories and principles relating to the early childhood sector. Practical/Professional Skills (insert additional rows as necessary) P1 Reflect on own professional role and identify the potential contribution of other professions to the area of practice, analysing barriers to effective multidisciplinary working. P2 Analyse potential ethical issues relating to early years practice. P3 Develop and acquire skills that will enable effective operation in the early years workplace and the assumption of personal responsibility. P4 Successfully apply outcomes of critical evaluation of the range of knowledge and skills learnt through the programme to the workplace, employing reflection and justifying differing approaches to problem solving. P5 Identify, explain and effectively use appropriate methods of enquiry, justifying choices made where appropriate. Key Transferable Skills (insert additional rows as necessary) T1 Effectively communicate information, arguments and analysis, verbally and in written forms to specialist and non-specialist audiences, applying fitness for purpose (FD 42) T2 Demonstrate qualities and transferable skills necessary for employment and progression to other qualifications requiring the exercise of personal responsibility and decision making. 3

4 T3 T4 T5 Reflect on strengths, limitations and performance, selecting from a range of approaches and techniques and identify implications Identify, access and effectively use relevant information from a range of sources Demonstrate communication skills necessary to effectively converse, debate, negotiate, persuade and challenge the ideas of others. 17. Key Learning & Teaching Methods The key teaching and learning methods employed in this programme are designed to build the students confidence and enable them to become more autonomous learners. Where possible, enquiry based learning will be used to support students to develop their research skills and encourage them to take responsibility for their own learning experience. The key teaching and learning methods to be employed within the programme include: Discussion in lectures Workshops Seminars Engagement in project work Online discussions and activities Case studies Work based learning Peer learning Problem based learning Researching practice Mentoring Academic tutorials Independent and self directed study will increase as the course progresses 18. Key Assessment Methods Throughout the programme the students will undertake a range of formative and summative assessment methods. The summative assessments will be assessed against the stated criteria that will determine academic performance. The assessment methods have been chosen to support the students in developing a range of academic and professional skills with consideration given to level 4 preparing students for level 5. The tasks offer variable elements such a presentation alongside a written aspect which will offer students the opportunity to increase communication and academic writing skills, whilst personal action plans and research proposals enable the students to develop professional and research skills. Assessment methods have been devised to motivate students and stretch the students in a variety of proficiencies. Key assessment methods: Individual Presentations Academic Action Plan Electronic Poster Report Professional Leaflet Research Proposal Progression Action Plan 4

5 Online Conference Leading a discussion Design board Enquiry based project Reflective Account E-portfolio Case Study Action Research Project 5

6 19. Programme Modules (additional copies to be completed for each named pathway) Level Four Code Title Delivered By Credits Status Level Five Non- Compensatable Compensatable Unique Child Lauren Nixon 20 Core * / Sophie May Early Years Practice and Development (Study Skills Lauren Nixon 20 Core * and Preparation for reflective practice) Enabling Environments Katie Cobb 20 Core * Child Health and Wellbeing Morag Walder 20 Core * The Child s Voice Katie Cobb 20 Core * Working Together: Multi-agency and Team working in Early Years Morag Walder 20 Core * Code Title Delivered By Credits Status Non- Compensatable Compensatable Inclusive Practice (Two term research project) Sophie May/ 20 Core * Lauren Nixon Positive Relationships Karen Furniss 20 Core * Child Safety and Safeguarding Morag Walder 20 Core * Play, Learning and Development Katie Cobb 20 Core * International Perspectives Katie Cobb 20 Core * Aspects of Professional Practice (E-Portfolio) Sophie May 20 Core * 6

7 20. Programme Structure Overview of structure of the modules across the Academic Year. PART TIME DELIVERY MODEL Year One Term One Term Two Term Three Unique Child (L4) (Lauren Nixon / Sophie May) Early Years Practice and Development (L4) (Lauren Nixon) Enabling Environments (L4) (Katie Cobb) Child Health and Wellbeing (L4) (Morag Walder) Year Two Term One Term Two Term Three Working Together: Multi-agency and team working in Early Years (L4) (Morag Walder) Assessment and exam board period Inclusive Practice (L5) (Sophie May / Lauren Nixon) The Child s Voice (L4) (Katie Cobb) Positive Relationships (L5) (Karen Furniss) Year Three Term One Term Two Term Three Aspects of Professional Practice (L5) (Sophie May) Child Safety and Safeguarding (L5) (Morag Walder) Play, Learning and Development (L5) (Katie Cobb) International Perspectives (L5) (Katie Cobb) The part time foundation degree in Early Childhood Studies will run over three academic years. Each year, the students will study four modules, In years one and three, one of these will be an online module which runs throughout the year, the other three will be run consecutively, one in each academic term. To support the progression process from level four to level five, year two will run differently FULL TIME DELIVERY MODEL Year One Term One Term Two Term Three Unique Child (L4) (Lauren Nixon / Sophie May) Early Years Practice and Development (L4) (Lauren Nixon) Enabling Environments (L4) (Katie Cobb) The Child s Voice (L4) (Katie Cobb) Child Health and Wellbeing (L4) (Morag Walder) Working together: Multi-agency and team working in Early Years 7

8 (L4) (Morag Walder) Year Two Term One Term Two Term Three Aspects of Professional Practice (L5) (Sophie May) Inclusive Practice (L5) (Lauren Nixon / Sophie May) Child Safety and Safeguarding (L5) (Morag Walder) Play, Learning and Development (L5) (Katie Cobb) International Perspectives (L5) (Katie Cobb) Positive Relationships (L5) (Karen Furniss) The full time foundation degree in Early Childhood Studies will run over two academic years. Each year, the students will study one online module which runs throughout the year. In addition to this, they will study five level four modules in year one and five level five modules in year two as demonstrated in the table above. 21. Support for Students and Their Learning Pre-Programme: Prior to their enrolment students will be sent the necessary information required to begin their studies. This will include an initial reading list; enrolment information; an induction timetable and a list of what they will need to bring for induction. Students will be advised at interview, of a preparation for HE course which is run by the college over summer enabling them to develop the essential skills required for HE study, prospective students will be encouraged to apply for the programme. Support will be provided to students who are not in employment within the early years sector and need to find a suitable work experience. The college has dedicated work experience officers who have a background in early years as well as excellent links with local settings, both of which will be utilised in order to help students to find an appropriate work experience. Pre-Induction Study Skills Workshops All students will be invited to a pre-induction study skills workshop which will enable them to practice and develop the skills which will be required for their academic study during the programme. This will include referencing skills, information literacy skills and academic writing development. Online reading lists will be available to students prior to their induction to enable them to begin preparatory reading. Induction: During their induction students will be introduced to the college environment and staff. Students will complete all necessary paperwork and enrol onto the system, they will also be introduced to the VLE. As part of their induction students will attend a library and student services induction. Students will also be introduced to Teesside University as their validating institution during their course induction. Programme Materials: All programme documents will be available on the VLE and will be provided in hard copy during induction. This will include a HE student handbook and a programme handbook containing their timetable. In addition to this, during induction, students and their work experience or workplace mentors will be given a Mentor-Student 8

9 handbook detailing the requirements, roles and responsibilities of both students and their mentors. At the beginning of each module students will be provided with a module handbook and assessment information. Communication Systems: A tutorial slot will be available each week with bookable appointments. The VLE will be used to enable effective communication with students. Staff will use the VLE to post announcements to students and will use online discussions, blogs and forums to communicate with students. Students will appoint class representatives to attend team meetings and student voice committee meetings. Tutors will communicate via with students, however, this will only be via students college account. Student Services: Students will attend a dedicated student services induction to introduce them to the services available. The student services centre will provide many of the support services available to students including counselling services, financial support, careers services and various support groups. The student services centre operates extended opening hours to support part time students. Library Services: Dedicated library resources and support are available on campus and online. Where possible, physical library resources will also be available online in an electronic format, this is particularly the case with ebooks. Study skills support will be available in the learning centre and will be integrated into the curriculum. 22. Distinctive Features The Foundation Degree in Early Childhood Studies has been designed to provide a qualification that will enhance an early years professional s knowledge in a broad range of subjects relevant to their profession and develop their skill set to support their continuous professional development. Key considerations when devising this foundation degree have been the government s current vision of the early years sector with the implementation of the new EYFS which has been a significant influence in its design and structure with the principles providing some of the core modules and strong links to other themes within the EYFS such as diversity and inclusion. Other influences include the Tickell Review (2011) and the Nutbrown Report (2012). The vision is to provide a foundation degree that is responsive to the needs of full and part-time learners by offering flexible learning methods such as online modules and individual support tutorials. The online modules have been created to provide ongoing learning opportunities for students in a place of their choice whilst developing the autonomy required of a HE student. A number of our modules also encourage the development of a variety of academic skills to prepare the students for higher levels of study in the future. The structure and design of the programme will support students to develop high level IT skills which will be useful both in employment and in further study. The foundation degree will be managed and delivered by an excellent staff team with wide ranging backgrounds and experience. The academic staff who deliver the degree are academically well qualified and research active with vocational backgrounds varying from nursery manager to health visitor and community practice teacher. College work experience officers are also qualified as nursery nurses and NVQ assessors, their experience in the vocational area enables them to maintain 9

10 excellent links with early years settings and support students in gaining work experience opportunities. The wide variety of assessment strategies will stretch the students in a range of aspects that are expected in advanced childcare practitioners and HE students. The first module undertaken by the students will identify individual areas of academic development and prepare them for the expectations of the programme. The final module will be a development of an E-portfolio of professional skills to demonstrate learning that has taken place and support preparation for progression. A key design feature of the foundation degree is the integral work experience which runs through every module. As different topic areas are studied, the assessment methods enable students to draw on their work experience and reflect on their practice with the ultimate aim of developing a good, evidence based, practice and promoting positive outcomes for children. 10

11 Stage Outcomes (Undergraduate Awards only) Please give the learning outcomes for interim stages of the programme for each named pathway or award, e.g. for Honours degrees programme, Stage/Level 4(1) outcomes, and Stage/Level 5(2) outcomes, and for Foundation Degrees, Stage 1/Level 4 and programme outcomes. Separate Stage/Level 6(3) outcomes are not required as it is assumed that these are consistent with the programme outcomes in the programme specification. (If there have been no significant changes made to the programme outcomes as part of the review, then the stage outcomes from the original programme documentation can be included). Please add additional rows where necessary. Key: K = Knowledge and Understanding C = Cognitive and Intellectual P = Practical Professional T = Key Transferable [see programme specification] No. Programme Outcome Stage/Level 4(1) K1 Demonstrate breadth and complexity of understanding of well established and emerging theory and significant research findings applicable to the fields of early childhood development, learning and leadership and management (FD 42) K2 Knowledge of the main methods of enquiry in the subject, and ability to evaluate critically the appropriateness of different approaches to solving problems in early childhood and education and apply these in a work context Demonstrate understanding of theory and research findings applicable to the fields of early childhood development, learning and leadership and management. Knowledge of the main methods of enquiry in the subject and ability to evaluate the appropriateness of different approaches to solving problems in early childhood education. K3 K4 An understanding of the limits of their knowledge, and how this influences analysis and interpretations based on that knowledge in their field of study and in a work context. Demonstrate the ability to identify interrelationships between factors impacting on the ecology of children s lives and offer interpretation An understanding of the limits of their knowledge, and an emerging awareness of how this influences analysis and interpretations. Demonstrate the ability to identify the factors impacting on the ecology of children s lives 11

12 K5 C1 C2 C3 Demonstrate breadth and depth of understanding of areas of expertise relevant to the children s workforce, including those relating to the statutory learning, development and welfare requirements for children from birth to five. Provide own structured and organised argument supported by critical analysis of relevant evidence, theory and research findings. Develop a high level ability to analyse and constructively critique theories and research in the area of child development. To reason clearly, understand the role of evidence and make critical judgements about arguments relating to the subject area of early childhood studies. Apply underlying concepts and principles outside the context first studied, including to the workplace. Demonstrate understanding of areas of expertise relevant to the children s workforce, including those relating to the statutory learning, development and welfare requirements for children from birth to five. Provide own structured and organised argument supported by emerging analysis of evidence, theory and research findings. Develop an ability to analyse theories and research in the area of child development. To understand the role of evidence and make judgments relating to the subject area of early childhood studies. C4 Demonstrate an emerging ability to apply underlying concepts and principles outside the context first studied. C5 Demonstrate insight and reflection. Demonstrate some insight and reflection. P1 P2 P3 P4 Demonstrate understanding of own professional role and identify the potential contribution of other professions to the area of practice, analysing barriers to effective multi-disciplinary working. Analyse potential ethical issues relating to practice. Develop and acquire skills that will enable effective operation in the early years workplace and the assumption of personal responsibility. Successfully apply outcomes of critical evaluation of the range of knowledge and skills learnt through the programme to the Demonstrate understanding of own professional role and identify the potential contribution of other professions to the area of practice, analysing barriers to effective multi-disciplinary working.. Demonstrate an emerging ability to analyse potential ethical issues relating to practice. Develop existing skills that will enable effective operation in the workplace Apply outcomes of evaluation of the range of knowledge and skills learnt through the programme to the workplace, employing 12

13 P5 T1 T2 T3 T4 T5 workplace, employing reflection and justifying differing approaches to problem solving. Identify, explain and effectively use appropriate methods of enquiry, justifying choices made where appropriate. Effectively communicate information, arguments and analysis, verbally and in written forms to specialist and nonspecialist audiences, applying fitness for purpose (FD 42) Demonstrate qualities and transferable skills necessary for employment and progression to other qualifications requiring the exercise of personal responsibility and decision making. Reflect on strengths, limitations and performance, selecting from a range of approaches and techniques and identify implications Identify, access and effectively use relevant information from a range of sources Demonstrate communication skills necessary to effectively converse, debate, negotiate, persuade and challenge the ideas of others. reflection Identify and use appropriate methods of enquiry, justifying choices made where appropriate. Communicate information, arguments and analysis, verbally and in written forms to specialist and non-specialist audiences Demonstrate some qualities necessary for employment requiring the exercise of personal responsibility and decision making. Reflect on strengths, limitations and performance Identify, access and use information from a range of sources Demonstrate some of the communication skills necessary to converse and debate. 13

14 Map of Outcomes to Modules Please provide a map for each named pathway or separate award. Insert outcomes key across the top of each column, adding in additional columns where necessary, insert module names in the left of the grid and place an A in the box where the programme outcome is assessed. For Undergraduate programmes please provide a map for each Stage, e.g. Stages 1 and 2 and programme outcomes for Honours degrees, and Stage 1 and programme outcomes for Foundation Degrees. Module Name Outcome Key K1 K2 K3 K4 K5 C1 C2 C3 C4 C5 P1 P2 P3 P4 P5 T1 T2 T3 T4 T5 Level Four Unique Child A A A A A Early Years Practice and A A A A Development Enabling Environments A A A A Child Health and A A A A Wellbeing The Child s Voice A A A A Working Together A A A A 14

15 Level Five Inclusive Practice A A A A A Positive relationships A A A A Aspects of Professional A A A A A Practice Child Safety and A A A A Safeguarding Play, learning and A A A A development International Perspectives A A A A 15

16 Assessment Chart Where there are more than one components of assessment, please give details of both as separate bullet points within the box. Part Time Assessment Chart Module Name Unique Child Early Years Practice and Development Enabling Environments Child Health and Wellbeing Inclusive Practice The Child s Voice Working Together: Multiagency and team working in early years Positive relationships Aspects of Professional Practice Formative Assessment Type and Week of Completion (Estimated) 500 word draft review Week 18 Formative peer assessment of action plans week 6 Feedback on draft two sides of A4 Week 9-10 Small group discussion of research undertaken with peer feedback. Draft review of a side of A4 Week 20 Feedback on outline plan of presentation and key references. Week 30 Draft review of one side of A4 Week 34 Electronic poster and Individual presentation of research proposal Week 20 Feedback on research proposal Week 19 Reflection on group work Week 31 Peer review of posters Week 29 Draft review of one page of the report week 32 Progression action plan Week 15 Ongoing review of e-portfolio Summative Assessment Type and Week of Submission Task 1 Work Experience Attendance 75 hours Task 2-Case Study (3000 words) in week 36 Task 1 - Action plan (1500 word equivalent) Task 2-Reflective account (1500 words) in week 12 Leaflet and Individual Presentation (1500 word equivalent) Task 2-Essay (1500 words) in week 24 Individual Presentation (1200 word equivalent) Task 2-Reflective account (1800 words) in week 36 Task 1 Work Experience Attendance 75 hours. In week 36. Task 2 - Action Research Project (4000 words) in week 36 Task 1-Reflective account (3000 words) in week 24 Task 1 - Small Scale Research Enquiry (3000 words) in week 36 Task 1 - Poster (2000 word equivalent) Task 2-Report (2000 words) in week 36 Task 1 Work Experience Attendance 75 hours Task 2 - E-portfolio (4000 words) in week 36 16

17 Child Safety and Safeguarding Play, learning and development International Perspectives Feedback on one conference entry Week 5-6 Feedback on one page of reflective account. Week8 Feedback on research proposal form Week 16 Peer and tutor assessment/feedback on a practice run of discussion Week 20 Feedback on outline plan of design board Week 29 Draft review of essay plan Week 32 Online Conference (2000 words equivalent) Task 2-Reflective account (2000 words) in week 12 Task 1-Poster presentation and a leading discussion (4000 word equivalent) in week 24 Design board (2000 word equivalent) Task 2-Essay (2000 words) in week 36 Full Time Assessment Chart Module Name Unique Child Early Years Practice and Development Enabling Environments Child Health and Wellbeing Inclusive Practice Formative Assessment Type and Week of Completion (Estimated) 500 word draft review Week 18 Formative peer assessment of action plans week 6 Feedback on draft two sides of A4 Week 9-10 Small group discussion of research undertaken with peer feedback. Draft review of a side of A4 Week 20 Feedback on outline plan of presentation and key references. Week 30 Draft review of one side of A4 Week 34 Electronic poster and Individual presentation of research proposal Week 7 Summative Assessment Type and Week of Submission Task 1 Work Experience Attendance 75 hours Task 2-Case Study (3000 words) in week 36 Task 1 - Action plan (1500 word equivalent) Task 2-Reflective account (1500 words) in week 12 Leaflet and Individual Presentation (1500 word equivalent) Task 2-Essay (1500 words) in week 24 Individual Presentation (1200 word equivalent) Task 2-Reflective account (1800 words) in week 36 Task 1 Work Experience Attendance 75 hours. In week 12. Task 2 - Action Research Project (4000 words) in week 12 17

18 The Child s Voice Working Together: Multiagency and team working in early years Positive relationships Aspects of Professional Practice Child Safety and Safeguarding Play, learning and development International Perspectives Feedback on research proposal Week 6 Reflection on group work Week 6 Peer review of posters Week 29 Draft review of one page of the report week 32 Progression action plan Week 15 Ongoing review of e-portfolio Feedback on one conference entry Week 5-6 Feedback on one page of reflective account. Week8 Feedback on research proposal form Week 16 Peer and tutor assessment/feedback on a practice run of discussion Week 20 Feedback on outline plan of design board Week 16 Draft review of essay plan Week 19 Task 1-Reflective account (3000 words) in week 12 Task 1 - Small Scale Research Enquiry (3000 words) in week 12 Task 1 - Poster (2000 word equivalent) Task 2-Report (2000 words) in week 36 Task 1 Work Experience Attendance 75 hours Task 2 - E-portfolio (4000 words) in week 36 Online Conference (2000 words equivalent) Task 2-Reflective account (2000 words) in week 12 Task 1-Poster presentation and a leading discussion (4000 word equivalent) in week 24 Design board (2000 word equivalent) Task 2-Essay (2000 words) in week 24 18

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