The University s course specification template has been developed to fulfil three main functions; it shall act:

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1 LONDON METROPOLITAN UNIVERSITY Course Specification template The University s course specification template has been developed to fulfil three main functions; it shall act: as a source of information for students and prospective students seeking an understanding of a course and as a basis for gaining feedback on the extent to which the opportunities for learning were successful in promoting the intended outcomes to ensure that there is clarity concerning the aims and intended learning outcomes for the course for the University during the approval and periodic review process to provide information for external examiners, professional, statutory and regulatory bodies and employers as to the skills and other transferable abilities developed by the course Section One: ABOUT THE COURSE 1 Name of course and highest award Foundation Degree Foundation Degree Early Childhood studies 2 Level of highest award (according to FHEQ) Level 5 (UG) 3 Possible Interim Awards Certificate of HE Early Childhood Studies (120 credits) 4 Awarding/validating institution London Metropolitan University 5 Teaching institution(s) City and Islington College 6 Total credit for course (for highest award) Faculty responsible Social Sciences and Humanities 8 Mode of attendance Autumn start Full Time Spring start N/A Other N/A 9 About the course and its strategy towards teaching and learning and towards blended learning. Please include details of access to learning facilities, including flexible/open-learning spaces within the Faculty. The Foundation degree in Early Childhood Studies is a full-time course, which has been developed to meet the needs of qualified early years practitioners working with children and families across all sectors of the early years; play, care, health and education. It enables students to build on previous experience in early years and critically reflect on their everyday practice as well as develop their skills to become senior practitioners and as leaders and managers. It also provides an academic pathway to the BA (Hons) Early Childhood studies or the BA (Hons) Early Childhood studies with Teacher status (EYTS). Students are required to be working with young children during their studies, and attend one whole day and one evening session. A key feature of the course is its emphasis on praxis and the development of professional as well as academic skills and knowledge. The focus of Early Childhood Studies is the study of the play, development and learning of the young child in a historical, political and socio-cultural context and the implications of this for practice in early childhood settings. A range of local and international perspectives are taken, including; children's rights, children's health and well-being, pedagogical and curriculum approaches, diversity and inclusion. The course therefore draws on a range of disciplines such as psychology, sociology and social policy, education and health. Teaching and learning strategies and methods include lectures and seminars and, access to course materials through a virtual learning environment. A range of visual materials, such as diagrams, photographs and videos are used both in the classroom and on the virtual learning platform, and are 2011/12 Page 1 of 9

2 therefore available to all students. Students are also encouraged to undertake enriching activities e.g. attendance at relevant exhibitions and visits to relevant sites or community resources. Debate and group discussion support cognitive skills both in the classroom and through web-based discussion and seminar groups. Reflection and discussion are key to teaching in the context of tutorled sessions to promote the students experiential learning and their growing ability to act as a reflective practitioner. Teaching and learning strategies and methods also focus on workplace skills and professionalism. Students undertake and reflect on observations in the placement / workplace and all modules have a range of weekly tasks and reflective exercises to support increased knowledge and understanding. Observations, action research, work-related tasks and the use of development planning tools support the growth of practitioners professional competence. The development of transferable skills in presenting evidence, arguments and points of view to a range of audiences, through a range of media, including the use of ICT also supports learning. Students wishing to progress to the Undergraduate Entry Pathway to EYTS must hold GCSE Maths, English and Science at grade C or above. 10 Course aims. Course aims are broad statements of intent and should be written to show how the content of the course meets the aims. Where a course sits within a framework the course aims should incorporate framework aims. This course aims to: 1. Develop the professional competence of those who work with young children and their families, meeting local and national workforce development needs, thereby improving the quality of early childhood care and education across a range of services 2. Promote the academic study of children and early childhood in an ecological context and to enable students to develop insights and understandings relating to how children and childhood are understood from a range of academic and professional perspectives 3. Facilitate the development of early childhood specialists who are able to explain, reflect upon and critically assess their own practice; the legislative and historical framework in which they work and to take a well-informed part in current debates in the field, thereby acting as advocates in the field 4. Enable students to recognise their strengths, capabilities and experience as professionals and learners and to take active responsibility for their own learning and to contribute to the learning of their colleagues 5. Develop students awareness of the inequalities faced by young children and their families and to develop awareness of anti-discriminatory practice 6. Enhance the professional identities of early childhood practitioners, within a multidisciplinary, multi-professional context 7. Enable, empower and enthuse students to make transformational changes to their own lives and to the lives of children, families and communities 8. Enable students to meet required early childhood care and education professional standards 11 Course learning outcomes. Learning outcomes are statements of what a student is expected to understand or be able to do after completing the process of learning. The following learning outcomes incorporate and depend on systematic understanding of the key aspects of the knowledge base of Early Childhood Studies, including a coherent and detailed knowledge of some specialist areas in depth. On successful completion of this course students will be able to: 1. Deploy accurately established techniques of analysis and enquiry within Early Childhood Studies 2011/12 Page 2 of 9

3 2. Devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront of Early Childhood Studies 3. Describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in Early Childhood Studies, recognising the uncertainty, ambiguity and limits of knowledge 4. Manage their own learning, and to make use of scholarly reviews and primary sources (for example, refereed research articles and/or original materials appropriate to Early Childhood Studies); 5. Apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects; 6. Critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem; 7. Communicate information, ideas, problems and solutions to both specialist and non-specialist audiences; 8. Exercise initiative and personal responsibility, including decision-making in complex and unpredictable contexts; 9. Undertake appropriate further training of a professional or equivalent nature. 12 Indicative learning and teaching hours for the course. Learning hours comprise face-to-face and virtual contact hours plus self-managed and directed learning and time spent on placements. Please give an indication of the percentage of anticipated learning hours for the course at each level, taking into account core modules and indicative options. Students should note that these figures may change depending on the exact combination of options taken. Method Description and percentage of learning hours 240 hours in schedule lectures, seminars and other directed activity and study (20%). Scheduled learning and teaching activities Level 4 Level 5 In addition, students receive 60 hours of tutorial support per year 240 hours in schedule lectures, seminars and other directed activity and study (20%). In addition, students receive 60 hours of tutorial support per year Guided independent studies Level 4 Level hours independent study guided by scheduled programme (45%) 540 hours independent study guided by scheduled programme (33.75%) Workplace observation/placement/fieldtrips/study abroad 2011/12 Page 3 of 9 Level 4 Level hours (35%) 420 hours (35%) TOTAL LEARNING HOURS FOR THE COURSE Describe the arrangements for promoting reflective learning/personal development planning on this course Reflection and discussion are key to the teaching and learning of the students, in the context of tutorled sessions, to promote experiential learning and their growing ability to act as a reflective practitioner. For example, they practise and reflect on techniques to promote effective interactions

4 with children, parents/ carers and with other professionals, undertake critical evaluations of their own practice; keep learning journals and develop portfolios of evidence against professional standards. Students are invited to face to face meetings to discuss their progress with Group and Module Tutors, to ensure that the individual student is supported in their studies and enabled to progress appropriately according to their needs. 14 Description of course and its structure. Around 150 words, written to be accessible to a lay audience, to be used for marketing purposes. Identify the course s distinctive features (and unique selling point). What is the pattern of delivery? The Foundation Degree in Early Childhood Studies is a full -time course which has been developed to meet the need for well-qualified early childhood specialists working with young children and their families across all sectors, and provides academic routes for those wishing to achieve the BA (Hons) Early Childhood studies or the BA (Hons) Early Childhood studies with Early years teacher status (EYTS). The focus of the Foundation Degree in Early Childhood Studies is the study of the play, development and learning of the young child in a historical, political and socio-cultural context and the implications of this for practice in early childhood settings. Therefore, the course emphasises the links between theory and practice and focuses on the development of professional as well as academic skills and knowledge. 15 Teaching site(s) for course City & Islington College Hackney Community College [click to select location] 16 PSRB accreditations (where relevant) N/A 17 Exemptions from Professional Body N/A examinations (where relevant) 18 Principal QAA Subject Benchmark Statement (where relevant) 2011/12 Page 4 of 9 Programmes of study in ECS aim to produce an understanding of the ecology of early childhood, and children in ecological context. Ecological context should be understood as encompassing both time and geographical space, and encompassing the contexts of family, and children's and family services (ie early childhood services). The focus is on the development of the child in context and the implications for practice. Studying children and early childhood ecologically means that it would be inappropriate to specify an age at which early childhood ends because this will differ according to societal and cultural contexts, practices and customs, and because the attention to child development in ecological context also situates young children in the lives and practices of families, societies and cultures that precede and succeed them. 19 Other external reference points 20 Expected length of course Full Time 2 Years Part Time N/A Other (please specify) N/A 21 Admissions requirements, to be demonstrated through certificated or experiential learning (around 30 words)

5 Applicants must hold a level 3 qualification in early years/ childcare; i.e. NVQ3, CACHE/BTec Diploma or a recognised access to higher education certificate in a related subject. Additionally, two years fulltime experience of work with young children in an early years setting, and should be currently working in early years, either as a paid employee or volunteer. APL is available for a range of relevant qualifications and students may seek APEL in line with the university regulations. All students must provide 2 references and evidence of an enhanced criminal records check. IELTS Requirements: Overall score of 5.5 with a score of 5.5 within each component (listening, reading, writing, and speaking) 22 Details of organised work experience, work based learning, sandwich year or year abroad available during the course (if applicable) Students are expected to be employed as practitioners in the field and must be working with young children throughout their studies. Those working as volunteers must spend a minimum of twelve hours per week per module observing and working with young children in a placement in an early childhood setting. 23 Other external links providing expertise/experience available during the course Students have access to the library resources at the University where they can access the National Children s Bureau library which offers ECSS students additional subject expertise. 24 Arrangements on the course for careers education, information and guidance Course leaders ensure that students understand their professional role and potential future career opportunities. For students who are in employment, there are no formal arrangements for career guidance. However there are occasional l seminars within the college informing students about particular career options. Networks amongst students also support career choices. 25 Career, employability and opportunities for continuing professional development. Around 35 words, written in language which is as accessible as possible to a lay audience, to be used for marketing purposes. Should include examples of potential career destinations and how the skills and abilities gained through the course contribute to career development. Students undertake a variety of career paths, both while studying and on completion of the course, as leaders and managers in Children s Centres, Nursery and primary schools and other early childhood care and education settings. A significant number of students continue their professional studies. Progress on to the BA (Hons) degree in Early Childhood Studies or the BA (Hons) degree in Early Childhood Studies with Teacher status, and those with EYTS will be eligible for employment as Professionals in these settings. Some go on to specialise in a particular area such as Special Educational Needs, while others go on to teach in FE colleges, this may be through post-graduate study through the traditional PGCE route and through newer employment based routes to teaching. Some take up posts in strategic management posts in local authorities or government departments, while others continue their academic studies at MA level. 2011/12 Page 5 of 9

6 Section Two: COURSE STRUCTURE AND ASSESSMENT 26 Course assessment strategy The teaching and learning strategies offer a wide range of opportunities for formative feedback. Students, have opportunities for formative assessment through submitting tasks for either peer review or tutor written feedback as appropriate. students also receive formative feedback in class activities and group activities, and are encouraged to reflect on and take responsibility for their own learning, building on the formative feedback they receive. Students are invited to attend face to face tutorials to discuss their summative assessments in advance of submission deadlines and receive detailed formative, written feedback following these tutorials. A range of summative assessment instruments are utilised throughout the course in ways which will enable students to demonstrate their skills, knowledge and understanding. The range includes essays, child studies and observations, critical analysis of policies, analysis of video material, portfolios, action research and oral presentations. Students will receive written feedback against all criteria following the assessment and grading of assignments. This will be the most comprehensive in cases of failure, where this will support learning for reassessment. There is a strong emphasis in all assessment instruments on the relationship between practical work related tasks and theoretical perspectives, which is itself an important practical professional skill. 27 Course Structure Diagram Level Four (Delete as appropriate) Semester Code Title Status Credits Notes SE4F01CI SE4F02CI 2011/12 Page 6 of 9 Adults and Children as Learners: An Introduction to Early Childhood Studies Perspectives on Children s Development SE4F03CI Understanding Play SE4F04CI Safeguarding Young Children s Health and Level Five (Delete as appropriate) Semester Code Title Status Credits Notes spring period (15 SE5F01CI SE5F02CI SE5F03CI SE5F55CI Challenging Inequalities in Early Childhood Approaches to Pedagogy and Curriculum in the Personal, Social and Emotional Development Matters Communicating in Multilingual Contexts Core 15 spring SE5F54CI Creative thinking and Core 15

7 period (15 Representation from Birth to Six 28 Mapping matrix of modules delivering the course learning outcomes Course learning outcome (list all) Met by module aim/learning outcome (list all relevant module titles) 1. deploy accurately established techniques of analysis and enquiry within Early Childhood Studies Creative Thinking and Representation from Birth to Six PSED Matters 2. devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront of Early Childhood Studies 3. describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in Early Childhood Studies, recognising the uncertainty, ambiguity and limits of knowledge; 4. manage their own learning, and to make use of scholarly reviews and primary sources (for example, refereed research articles and/or original materials appropriate to Early Childhood Studies); 5. apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects; 6. critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem; 2011/12 Page 7 of 9 PSED Matters Communicating In Multilingual Contexts (

8 Communicating In Multilingual Contexts 7. communicate information, ideas, problems and solutions to both specialist and non-specialist audiences; 8. exercise initiative and personal responsibility, including decision-making in complex and unpredictable contexts; 9. Undertake appropriate further training of a professional or equivalent nature. Introduction to Studying Early Childhood Perspectives on Pedagogy and Curriculum in the Communicating In Multilingual Contexts Professional Studies and Practitioner Placement PSED Matters Communicating In Multi-lingual Contexts 29 Which modules are core-compulsory and thus required to be taken to gain specific awards? Please specify if there are any combinations of modules that a student is required to take to gain either the highest level of award or one of the interim awards listed in section3. The following modules are core compulsory for the Foundation degree in Early Childhood Studies PSED Matters Communicating In Multilingual Contexts The following modules are core compulsory for the Certificate of HE Early Childhood Studies: Section Three: COURSE SPECIFIC REGULATIONS 30 Courses shall conform to both framework and University Academic Regulations. Where a course in 2011/12 Page 8 of 9

9 addition has course specific regulations which have been formally approved by the University, these should be included below. On completion of the Foundation degree in Early Childhood Studies students can enrol as LMU students to continue their studies at the University to complete the BA (Hons) Early Childhood studies or the BA (Hons) Early Childhood studies with Teacher Status (EYTS). Section Four: OFFICIAL USE AND CODES responsibility for completion is as indicated 31 (Faculty) Course Leader at time of approval 32 (Faculty) Source of funding [click to select source of funding 1] [click to select source of funding 2] [click to select source of funding 3] Other: please complete as appropriate 33 (QEU) Original date of approval 34 (QEU) Course approved to run from 35 (QEU) Course specification version number 36 (QEU) Revision date (specify cohort) 37 (Academic Registry) London Met course code 38 (Academic Registry) Route code 39 (Planning Office) JACS code 2011/12 Page 9 of 9

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