BA (Hons) Early Childhood Education. Programme Specification. Faculty of Education, Health & Welfare (FEHW)

Transcription

1 BA (Hons) Early Childhood Education Programme Specification Faculty of Education, Health & Welfare (FEHW) Validated to run from: to: September 2012 August 2018

2 1. Basic Information 1.1 Awarding Institution: University of St Mark & St John 1.2 Teaching Institution: University of St Mark & St John 1.3 Programme validated by: University of St Mark & St John 1.4 Final Award: BA (Hons) 1.5 Programme Title: Early Childhood Education 1.6 Available as: Single Honours 1.7 Mode of Study: Full time Part time 1.8 UCAS Code(s): X32A 1.9 Special Entry Requirements: Applications from students with non-traditional qualifications are welcome, e.g. NVQ3, CACHE diploma 1.10 Accrediting Professional Body: N/A 1.11 QAA Subject Benchmarking Group(s): 1.12 Other External Points of Reference: Education Studies Early Childhood Studies, 7.11, 7.12 & 7.13 Every Child Matters and the Common Core Statement of Requirement Early Years Professional Standards 10 Year Strategy for Childcare National Occupational Standards for Children s Services National Framework for Children, Young People and Maternity Plymouth City Council Children s Workforce Reform Team Framework for Higher Education Qualifications (FHEQ) 1.13 Locus of Work-based Learning: CYCC11 Engaging with Practice, CYCD04 Experiential Placement Module, CYCH19 Experiential Placement Module 1.14 Foundation Degree Progression Routes 1.15 Arrangements for Distance Learning N/A N/A 1

3 2. Programme Outline The BA Early Childhood Education forms part of the Education Studies Framework that was validated in June This exciting new edition to the framework is intended to allow students to gain in depth theoretical and practical experience of early years education in order that they may develop a professional career in this field. This programme is intended for students with little or no previous experience in the field (as opposed to Early Childhood Studies which we also run which is aimed at practitioners.) From the beginning of the programme students will be expected to demonstrate their understanding of how theory can be integrated into practice and the importance of being able to do so. Students will be supported in accomplishing this through opportunities to critically reflect on case studies and placement experiences. Some tasks will include child observation, something that is central to the Early Years Foundation Stage. The academic content of the programme reflects health issues, welfare and education of children from 0 5 and includes the education of children 0-8. Students who gain the award of BA (Hons) Early Childhood Education will have demonstrated subject knowledge, subject skills, generic skills at a minimum of threshold standard, the descriptors for which are informed by the QAA Benchmark statements for Education Studies and Early Childhood Studies. (See below). The BA (Hons) has also been informed by a variety of additional external reference points which helps ensure currency with current policy and practice contexts and a multiprofessional underpinning. These reference points include the Nutbrown Review of Early Education and Childcare Qualifications (2012), the Tickell Review of EYFS (2011), the Munro Review of Child Protection (2011) and Frank Field s Review of the Foundation Years (2011). 3. Programme Aims The BA (Hons) Early Childhood Education provides an academically challenging, intellectually rigorous programme of study with opportunities for engagement with practice and the development of skills and competences necessary for professional practice within early childhood education and related education and social welfare fields, where there are increasing professional opportunities. Specifically, the programme aims to: support students in developing their knowledge and understanding in the principles and perspectives of Early Years and Child Development with particular reference to interdisciplinary and multi-agency working, recognising the changing and diverse nature of the early years workforce. to provide a holistic child-centred approach to learning and teaching, examining early years pedagogy from a variety of perspectives support students in developing their own professional approach based on their own views developed over the period of the programme. give students opportunities to link theory and practice, to critically analyse different approaches and to develop the necessary skills to be a reflective practitioner who will further enhance the early years workforce. 2

4 encourage students to become responsible for their own progress through the course, critically reflecting on the feedback that is given to them by academic staff, peers, and placement supervisors. encourage students to use this constructive feedback in order to support their own learning and progress, identifying areas for development. Through this process and in consultation with their personal tutor, students will be encouraged to identify an area for personal research. This independent enquiry will then be submitted as 10,000-word dissertation in the final semester of year Programme Learning Outcomes Knowledge & understanding: By the end of this programme students should be able to demonstrate:- 1. Appropriate knowledge and understanding of the underpinnings of ECS as a subject area, its historical origins, development and limitations and how these impact on current provision for children and families in a range of settings and contexts 2. An understanding and ability to critically evaluate all aspects of significant policy and provision for children and families including an understanding of multi-professional, inter-professional, multi-agency and interagency working as a means of meeting the needs of children and families 3. Systematic knowledge and understanding of pedagogical approaches for working with young children and families. 4. Appropriate understanding of the regulatory, legislative and policy frameworks for early childhood educational provision, and prepare students to work within these frameworks. Intellectual skills: By the end of this programme students should be able to demonstrate:- 5. Focus on an area of current research that interests them and will support their development as a professional practitioner within the early years sector. 6. Independent learning and research skills to analyse and evaluate contemporary research, policy and literature in the provision of Early Years 7. Evaluation of learning and development in particular contexts, including critical reflection on their own learning; 8. Synthesis of knowledge and understanding to locate and justify a personal position in relation to an issue; 9. Selection of a range of relevant primary and secondary sources, including theoretical and research based evidence, to extend their knowledge and understanding; 10. Use of a range of evidence to formulate appropriate and justified ways forward and potential changes in practice. 3

5 Practical skills: By the end of this programme students should be able to demonstrate:- 11. Reflection on their own values, development and practices; 12. Critical engagement with concepts, theories, research and practices encountered; 13. The management of self, staff and resources, including a commitment to continuing personal and professional development; 14. The analysis, synthesis, evaluation and identification of problems and potential solutions. Transferable / Key skills: By the end of this programme students should be able to demonstrate:- 15. An ability to communicate ideas and research findings by written, oral and visual means and present a range of theoretical positions and offer a point of view 16. Effective work both individually and as a member of a team or group; 17. The selection and management of information using appropriate ICT; 18. The selection and appropriate use of quantitative and qualitative techniques for data collection, presentation, analysis, and evaluation of knowledge generated; 19. The confidence to critically engage with ideas, and take informed, committed action. 5. Learning and Teaching Methods The BA (Hons) Early Childhood Education is a programme which is part of the Education Studies Framework. These programmes are non-professionally qualifying programmes, however they are work-force facing. Early Childhood Education has a practice based focus underpinned by academic knowledge and understanding. A variety of approaches to teaching and learning will be employed including visiting lectures from local professionals to keep it rooted in practice. The methods used will engage students in the learning process. In order to support student achievement across the programme, the strategies that will be employed include: Whole group lectures didactic teaching whereby a subject is introduced in a specific time with the purpose of transmitting information Workshops a group involved in intensive study or a practical/creative learning process (such as book making) Seminar groups a group of student facilitated by a tutor following a topic previously introduced. May for example involve the shared reading of a paper or the preparation of short discussion materials. Guest Speakers/Presentations using specialists from outside Marjon to explain the application of a specific method/approach to a topic discussed. Tutorials one to one teaching, advice and guidance on academic work. Directed Study and reading time allocated by tutor for specific reading/research by the student. Peer group study a learning event in which one learner, or group of learners help others with a particular subject. 4

6 Independent learning whereby an activity, reading or research is carried out by the learner on their own. Experiential Placements engagement with an organisation outside Marjon that allows a student to put their learning into practice, to experience the concepts and practices studied. Visits a tutor arranged visit to a specific setting to aid the students learning about a specific idea/concept/practice. Virtual learning environments (VLE) *. The main VLE is called Learning Space, based on the widely utilised Moodle internet-based learning environment. In addition, students have open access to extensive computer facilities within the University to support their studies. There is extensive wifi access for students who want to use their own laptops, the South West's first Innovations Laboratory and also a 24-hour computing facility situated within the Library. The teaching and learning strategies contribute to the skills, both subject-specific and generic which have been identified through the subject benchmark statements. Explicit links are made within module syllabi; achievement is monitored, evidenced and reflected upon within modules through academic and work based tasks that contribute to the final outcome for students. The variety of teaching and learning styles adopted reflects an understanding that students do not all learn in the same way. A range of learning and teaching approaches are utilized to enable flexible, student-centred learning. The strategies used aim to develop student approaches to learning which will support reflection and analysis, aiding the application of theory to practice and developing a critical awareness of the multi-dimensional influences on the early years sector. The learning and teaching approaches employed contribute directly to the development of key and transferable skills and professional practice skills. Students are enabled to monitor their achievements and identify their learning needs and targets for personal development; this is supported through the personal tutor system. Each module has a reading list that includes books, journals and websites; there is a further generic list that includes texts that will provide support across the whole of the programme. The websites and journals particularly reflect current research and practice. 6. Assessment The Assessment Strategy of the BA (Hons) Early Childhood Education is a holistic approach incorporating formative and summative achievement of Learning Outcomes. A broad range of assessment strategies is used in the programme to support the development of knowledge and understanding and professional and practical skills, as well as providing opportunities to foster key and transferable skills. Throughout the taught modules formative assessment will be employed to support students in their learning and development. Students will be required to reflect on their own practice within assignments and therefore many of these assignments will be personal to their own circumstances and learning 5

7 journey. This will potentially avoid the temptation for plagiarism within formative and summative assessment. Across the programme students will evidence increasing independence and autonomy in their learning and by level 6 they will be expected to continue to develop higher cognitive thinking with support. Students will begin to develop their own professional pedagogical approach that will be reflected in their ability to link theory and practice and demonstrate critical reflection within their work and in particular in their dissertation. Learning outcomes for modules reflect guidance from QAA level descriptors as adapted for this programme Glossary of Assessment Terms Case Study Critical Review Dissertation Essay Examination Placement File Presentation Portfolio 6 Exploration, discussion, analysis and/or evaluation of a particular item (person, organisation, method etc.) utilising a variety of sources of data to support the text A critique of a selected text or activity An in-depth independent study of words, approved by the module leader in association with the Programme team. This should indicate the capacity to synthesise a range of elements on the programme and undertake independent research. A written response to a question based on synthesis and critical analysis, demonstrating appropriate knowledge and understanding of key current debates in the subject. An assessment taken within a constrained period of time, in a particular location, following a specified rubric of instruction. The term includes such practices as open book examinations ad in-class tests. The main identifying factor for an examination is the University staff, not students, determine the maximum amount of time students may devote to the assessment and the nature of the resources available during its completion, so that students are required to demonstrate achievement of learning outcomes in circumstances of equal opportunity. A tutor-specified collection of documents and/or artefacts related to learning (e.g. reflection, analysis, evaluation, assessment) from a period of practice on placement. Clearly structured individual of group verbal delivery within timed conditions, delivered using appropriate methods which demonstrate detailed knowledge and critical analysis. A collection of documents and/or artefacts created by a person to demonstrate the achievements, learning and skills they have developed. A portfolio may be created for a number of reasons, for example as part of the personal development planning/profiling

8 process, as part of the assessment of a course or to support a claim for APL. Project Report Reflective Journal Research Proposal/Literature Review Structured Assignment A module resulting in the production of a substantial assessment artefact, by an individual student, or group of students, involving the investigation or a particular topic in depth. The precise nature of the learning activities, contact with academic staff and method of assessment varies between subjects. The term project may also be used to refer to the assessment artefacts themselves, in which case it would be expected to demonstrate the same characteristics. A written response structured to an idea, issue, event of activity which evaluates and assesses the dimensions of the topic, and makes recommendations. A thematic narrative written over time (and as guided by the tutor), utilising one or more approaches or methods in relation to reflection/reflective practice. A written or orally presented plan, which indicates clearly and succinctly how the student wishes to proceed in a chosen area of research. A tutor specified format usually related to an extended piece of research and/or own reflective practice. 7. Programme Specific Regulations Students who have successfully completed 120 credits at Level 4 (Certificate level) but do not wish to continue their studies are eligible for the University Certificate of Higher Education award. Students who have successfully completed the equivalent of twelve 20 credit modules, including a minimum of 120 credits at Level 5 (Intermediate level), but do not wish to continue their studies are eligible for the University Diploma of Higher Education award. 8. Work-Based Learning/Placements The development of practice understanding in early childhood education, from a variety of perspectives, is central to the BA (Hons) Early Childhood Education. We aim to support and enable students to develop skills and experience through the programme, and their own associated narrative of early childhood education practice; and to enhance their employability prospects. Year 1 introduces students directly to practice through the module CYCC11 Engaging with Practice. This module incorporates visits to a selection of early childhood education settings, and some direct practice opportunities, for example, through undertaking identified projects within settings; underpinning themes of reflective practice and the relationship between theory and practice are explored. 7

9 Level 5 Level 4 Credits Semester/ Term^ C/O* Noncondonable# Year 2 offers an Experiential Placement module (CYCD04) which provides opportunities for a sustained period of practice in an appropriate early childhood setting and with an emphasis on an ethnographic understanding to help develop understanding of the complex relationship between research and knowledge generation, and between theory and practice. Year 3 offers an Experiential Placement module (CYCH19) for a further period of sustained practice to develop practice and skills at Honours level, perhaps in specialist setting, and/or to extend and deepen practice experience to support progression and or/employment choices. 9. Programme Structure Please be aware that in Year 1 all modules are compulsory. In Year 2 and 3 there is a combination of compulsory and optional modules. Students can opt for modules beyond those listed here. Any modules that have been previously validated as part of the Education Studies Framework will be available to students on this programme. It is anticipated that if the student has opted for Early Childhood Education that they will take a programme of modules that reflects that route and its distinctiveness. Assessment Module Code Module Title %age Course work %age Writte n exam %age Practical exam CYCC01 Psycho-social Development % A C CYCC04 Education: Origins, Ideas and % A C Values CYCC12 Child Development in the Outdoor % A C Environment CYCC09 Education: Inclusion and Diversity % B C CYCC11 Engaging with Practice % B C CDVC06 Language and Literacy Development % B C CYCD01 Key Thinkers in Education % A C CDVD11 EYFS: Pedagogy and Play % A C OAED06 Creativity in the Outdoors % A O CYCD03 Issues in Educational Management % A O PRID02 Managing Difference: Inclusion and % A O the Primary Classroom CYCD05 Education and Society 20 50% 50% B O (suspended 14/15) CYCD06 Inter-professional Practice: % B O Safeguarding CYCD07 Effective Group Work: Critical % A O Practice for Social Change CYCD18 Researching Education, Health and % B C Welfare CYCD04 Experiential Placement % B C CYCD02 Learning and Teaching 20 70% 30% B C CYCDIM Independent Study % B O 8

10 Level 6 CYCD16 Critical Perspectives on Families and Parenting % A O CYCHD1 Education Studies Dissertation Part % A C 1 ECSH06 Perspectives on Play and Learning % A C ECSH11 Constructions of Childhood % A O CYCH04 Critical Issues in Disability and Care % A O CYCH24 Feminism: Critical Perspectives for % A O Practice CYCHD2 Education Studies Dissertation Part % B C 2 ECSH07 Leadership and Management in % B O Children s Services CYCH19 Experiential Placement % A O CYCHIM Independent Study % O CYCH15 Community and Informal Education % B O (suspended 14/15) CYCH14 Global Education and % A O Sustainability: Formal and Informal Learning and Change CYCH17 Health, Education & Society % B O CYCH06 Race, Racism and Anti-Racism % B O Key: C = compulsory; O = optional There are no non-condonable modules on this programme. This is in line with the University Student Regulations Framework for non-professionally qualifying programmes. Students who have successfully completed the equivalent of six 20 credit Certificate Level modules (120 CATS points) but do not wish to continue their studies are eligible for the award of the Certificate of Higher Education. Students who have successfully completed the equivalent of twelve 20 credit modules, including a minimum of six at Intermediate Level (240 CATS points) but do not wish to continue their studies are eligible for the award of the Diploma of Higher Education. 10. Professional Advisory Group The Department for Children, Young People and Communities has an Early Years Professional Advisory Group which discusses issues of interest relevant to higher education and early years. The PAG has been developed to specifically support the development of the following programmes: FdA Early Years BA (Hons) Early Childhood Studies PG Cert Early Years All routes to Early Years Professional Status BA (Hons) Early Childhood Education 9

11 The PAG consists of members from a number of local authorities; Plymouth, Devon, Cornwall and Torbay. There are further members that represent the private, voluntary and independent sectors. There is also a member from the state sector. The University has standard terms of reference for Professional Advisory Groups and these have been supplemented through discussion with the Early Years PAG. This programme will utilise settings that are identified by the PAG as being appropriate for students to gain work-based experience. The programme will align with the University Placement Policy and will be subject to the ongoing audit undertaken through membership of the Placement Forum. 11. Career Progression and Employability Graduates of the BA (Hons) Early Childhood Education will be equipped to engage with an increasing range of learning and employment opportunities specifically associated with the Early Years sector, but also in a range of associated sectors. These opportunities include Teaching [PGCE] Social Work and Social Care Community Education Youth and Community Work Children s Workforce Professionals (Early Years Professional Status) Family Learning and Parenting Support and Education Educational Management, Welfare and Administration Library and Information Management Professionals Language Analysts, the Media and Publishing both in this country and internationally. The understandings and skills developed during their time here will not limit them to these professions however, and we aim to ensure they develop the generic and holistic skills that employers are looking for in graduates of the twenty first century. 12. Quality and Standards The quality of the student experience and the standards of the awards are managed and quality assured through the normal University regulations and procedures. Student achievement and progression is managed through the Module Assessment Boards (MABs) and the Progression and Award Boards (PABs). Programmes are reviewed annually through University annual monitoring processes, including external examiner contributions, and incorporate student feedback mechanisms. 13. Support for Students and for Student Learning The University recognises the value of the whole student experience within Higher Education and students have full access to Marjon facilities for academic and pastoral 10

12 support and guidance. The Student Support team offers a confidential and comprehensive service to guide and support students through their studies in the following areas: Academic Advice Academic Skills Accommodation Disability and Inclusion Advice Service Employability and Careers Development Finance and Welfare Health Student Counselling and Well-being Student Volunteering Student support and guidance is further promoted by the following: Personal tutors for every student in the University Academic tutorial staff, including programme leaders, module leaders and tutors Extensive library, and other learning resources, and facilities Library and study skills guidance material Programme handbooks, and module guides The Chaplaincy Centre which is at the heart of the University and is used for social gathering, quiet reflection and prayer. On-campus Nursery provision. Staff Research and Experience Collectively the University of St Mark and St John have a considerable amount of expertise in child development and child related academic topics. The subject area is underpinned by psychology, community development, speech and language therapy specialists, social work and play specialists, education and special needs. There is a strong practitioner base across a range of public services relating to child development and community. Academic staff members are also contributing to research and publication in the areas of children s empowerment, language acquisition and child development. This will enable the BA (Hons) Early Childhood Education to provide a multi-disciplinary approach to the subject area providing a holistic approach to academic content. The subject draws on different disciplines and professional backgrounds to reflect the complexity of young children s lives and the holistic nature of their development. The content provides a focus and framework for academic and professional development, including a range of student qualities and transferable skills. The programme will support students in researching specific interests and the optional modules reflect consultation from employers. Library 11

13 The Library is situated at the heart of the University campus and offers a variety of services and facilities spread out over three floors. The total book holdings are now in the region of around 120,000 volumes and in addition to this the library holds over 500 journals. Students also have access to over 5,000 electronic journals. Books are arranged using the Dewey Decimal System, and students can search collections by using the online public access catalogues (OPACs) which are situated on all floors. The Library has a small and friendly team of staff on hand to give you advice and assistance during opening hours, with a professional librarian available on the Enquiry Desk throughout the day. Students on the BA (Hons) Early Childhood Education will have access to the library where key texts for each module will be held. 12

14 Document Title: Programme Specification: BA (Hons) Early Childhood Education (Department of Children, Young People and Communities), BAxECEECE Document Version: 2 Issuing/Approval Authority: Learning, Quality and Standards Committee Date of Adoption: 13 July 2012 (validated from: 1 September 2012) This Version Effective from: 1 September 2014 Next Review Date: 1 September 2018 Date Last Amended: 04/11/14 Sensitivity: Publication location: History: Public Website 13/07/12: Version 1.0 approved by LQSC. 15/10/12: version 1.1 created amended the assessment of CYCC01 from 50% c/w & 50% exam to 100% c/w. (JC) 12/11/12: version 1.2 created added CYCH17 as an optional module to the associated modules list (added via MMF). (JC) 19/02/13: version 1.3 created title amendment to CYCH04 (from 01/01/13). (JC) Updated to reflect university status. 25/07/13 (DM) 04/11/14: Version 2 created - CYCH19 running in Semester A (note that it is available in Semester B for EYITT students only). CYCD05 & CYCH15 are suspended for 14/15. Following YCW re-val: CYCH03 has been replaced by CYCH24. (JCS) 13

15 Level 5 L Level 4 Appendix 1 Programme Learning Outcomes (PLOs) mapped against Modules Knowledge and Understanding Intellectual Skills Practical Skills Transferable/Key Skills Module CYCC01 X X X X X X X X X X X CYCC04 X X X X X X X X X X X X X PEDC02H X X X X X X X X X X X X X X X X CYCC09 X X X X X X X X X X X X X X X X CYCC11 X X X X X X X X X X X X X X X X X X CDVC06 X X X X X X X X X X X X X X CYCD01 X X X X X X X X X X X X X X CDVD11 X X X X X X X X X X X X X X X X X X OAE06 X X X X X X X X X X X X X X X X CYCD06 X X X X X X X X X X X X X X X X CYCD18 X X X X X X X X X X X X X CYCD04 X X X X X X X X X X X X X X X X X X CYCD07 X X X X X X X X X X X X X CYCD03 X X X X X X X X X X X X X CYCD05 X X X X X X X X X CYCDIM X X X X X X X X X 14

16 Level 6 CYCHD1 X X X X X X X X X X X X X X ECSH11 X X X X X X X X X X X X X X X X X X ECSH06 X X X X X X X X X X X X X X X X CYCHD2 X X X X X X X X X X X X X X CYCH19 X X X X X X X X X X X X X X X X X X ECSH07 X X X X X X X X X X X X X X X X X CYCH15 X X X X X X X X X X X CYCH14 X X X X X X X X CYCH06 X X X X X X X X CYCHIM X X X X X X X X X CYCH24 X X X X X X X X X 15