Cork Education and Training Board. Programme Module for. Child Psychology. leading to. Level 6 FETAC

Size: px
Start display at page:

Download "Cork Education and Training Board. Programme Module for. Child Psychology. leading to. Level 6 FETAC"

Transcription

1 Cork Education and Training Board Programme Module for Child Psychology leading to Level 6 FETAC May 2012/June

2 Introduction This programme module may be delivered as a standalone module leading to certification in a FETAC minor award. It may also be delivered as part of an overall validated programme leading to a Level 5 FETAC Certificate. The teacher/tutor should familiarise themselves with the information contained in Cork Education and Training Board s programme descriptor for the relevant validated programme prior to delivering this programme module. The programme module is structured as follows: 1. Title of Programme Module 2. FETAC Component Title and Code 3. Duration in hours 4. Credit Value of FETAC Component 5. Status 6. Special Requirements 7. Aim of the Programme Module 8. Objectives of the Programme Module 9. Learning Outcomes 10. Indicative Content 11. Assessment a. Assessment Technique(s) b. Mapping of Learning Outcomes to Assessment Technique(s) c. Guidelines for Assessment Activities 12. Grading 13. Learner Marking Sheet(s), including Assessment Criteria Integrated Delivery and Assessment The teacher/tutor is encouraged to integrate the delivery of content where an overlap between content of this programme module and one or more other programme modules is identified. This programme module will facilitate the learner to develop the academic and vocational language, literacy and numeracy skills relevant to the themes and content of the module. Likewise the teacher/tutor is encouraged to integrate assessment where there is an opportunity to facilitate a learner to produce one piece of assessment evidence which demonstrates the learning outcomes from more than one programme module. The integration of the delivery and assessment of level 5 Communications and level 5 Mathematics modules with that of other level 5 modules is specifically encouraged, as appropriate. Indicative Content The indicative content in Section 10 does not cover all teaching possibilities. The teacher/tutor is encouraged to be creative in devising and implementing other approaches, as appropriate. The use of examples is there to provide suggestions. The teacher/tutor is free to use other examples, as appropriate. The indicative content ensures all learning outcomes are addressed but it may not May 2012/June

3 follow the same sequence as that in which the learning outcomes are listed in Section 9. It is the teacher s/tutor s responsibility to ensure that all learning outcomes are included in the delivery of this programme module. May 2012/June

4 1. Title of Programme Module Child Psychology 2. Component Name and Code 3. Duration in Hours 150 Hours 4. Credit Value 15 Credits 5. Status This programme module may be compulsory or optional within the context of the validated programme. Please refer to the relevant programme descriptor, Section 9 Programme Structure 6. Special Requirements None 7. Aim of the Programme Module This module is designed to provide the learner with knowledge and understanding of child psychology relevant to childhood education and care settings and to equip the learner with the knowledge and skills required to understand child psychology from 4-18 years. The module is designed to help candidates to develop new ideas and competency which can be utilised in their work place and in their interaction with the children and adolescents they work with. This module aims to promote good practice, equality and respect for diversity in early childhood education and care. 8. Objectives of the Programme Module This programme aims to provide the learner with a comprehensive understanding of child psychology. The ability to analyse different theoretical models in terms of understanding child and adolescent development. To appreciate the factors that can influence and impact on a child s psychological development To value the contribution of scientific research to the field of child psychology. To practice research skills in own work, both in understanding children and adolescents and in implementing appropriate interventions Be aware of the need for continuing professional development in the vocational area. The learner should recognise the necessity for their own personal development and that of the team. To assist the learner to develop the academic and vocational language, literacy and numeracy skills related to Early Childhood Care & Education level 6 through the medium of the indicative content. To enable the learner to take responsibility for his/her own learning. May 2012/June

5 May 2012/June

6 9. Learning Outcomes of Learners will be able to: 1. Research theories of developmental change and continuity in infancy, childhood and adolescence. 2. Evaluate a range of factors influencing and impacting on the psychological development the child 3. Appraise different theoretical models of child and adolescent development 4. Assess the importance of transitions in influencing a sense of self 5. Analyse different scientific methods and their application in relation to child behaviour and child development 6. Critically evaluate how the role of social, biological, cultural and historical perspectives affect the development of children and adolescents 7. Explore the development of gender consciousness and its impact on self-identity in children and young people 8. Use empirical research in acquiring knowledge and informing best practice and constructing scientific knowledge in a specific child development, education and or care context. 9. Analyse the implications of own attitudes, values, beliefs and assumptions in relation to issues of relevant policies and best practice. 10. Identify personal learning goals and assist others in identifying learning and personal development goals May 2012/June

7 10. Indicative Content This section provides suggestions for programme content but is not intended to be prescriptive. The programme module can be delivered through classroom based learning activities, group discussions, one-to-one tutorials, field trips, case studies, role play and other suitable activities, as appropriate. Section 1 :Psychological Theory Child & Adolescence 1. Research theories of developmental change and continuity in infancy, childhood and adolescence. The learner will be able to: Appraise the importance of studying child psychology. Evaluate the concept of the nature vs. nurture debate 2. Evaluate a range of factors influencing and impacting on the psychological development the child Examine the influence of different attachment styles on psychological development. Consider the impact of temperament and goodness of fit Discuss the effects of birth order on the individual Discuss the differing parenting styles and the impact they have on the child. Analyse the role of peers, subculture and consumerism in identity formation in children and adolescents Outline the construction of self, including perspective taking, theories of self and the development of autonomy Discuss the importance of self-esteem and self-concept and factors that may influence them Discuss the importance of peers and friendship groups. 3. Appraise different theoretical models of child and adolescent development Show an awareness of the varying theoretical perspective of development such as: biological, psychoanalytical theories, cognitive theories, behavioural and social cognitive theories, as well as ethological and ecological theories. Evaluate the importance of different theoretical models within childhood development that may include Freud, Erikson, Kholberg, Gilligan, Piaget, Elkind, Marcia and the Information May 2012/June

8 processing model Describe the various theories of personality development e.g. Freud, Erikson, Allport, Eysenck Assess the theories on gender role development including: classification, stereotypes, identification and social learning theory. 4. Assess the importance of transitions in influencing a sense of self. Assess the impact of transition and change in children s and adolescent s lives Discuss the importance of continuity and security in the lives of children and adolescents 6. Critically evaluate how the role of social, biological, cultural and historical perspectives affect the development of children and adolescents Explore the influence of the socialisation process on the developing child. Identify the role of family and environmental and physiological circumstances on psychological development Explore the effects of such factors as culture, ethnicity and socio-economic status. 7. Explore the development of gender consciousness and its impact on self-identity in children and young people Explore the effects of parental, peer, school and media influences and attitudes on gender consciousness and self-identity Identify the biological, cognitive, social and cultural influences on the development of gender consciousness and self-identity Section 2: Research Skills 5. Analyse different scientific methods and their application in relation to child behaviour and child development Discuss the importance of research in the scientific study of psychology Identify the types of research psychologists undertake as they relate to child development and behaviour May 2012/June

9 Explore the exact nature of experiments, the laboratory, field experiments, non experimental investigations, correlational studies, observational studies, interviews, surveys, and case studies Determine the types of groups and sampling methods to use e.g. sampling groups; longitudinal, cross sectional and cross cultural studies Explore the importance of ethical issues in psychological research e.g. confidentiality and objectivity Value the relevant study skills e.g. research, evaluation, referencing that will support the candidate /learner in their course 8. Use empirical research in acquiring knowledge and informing best practice and constructing scientific knowledge in a specific child development, education and or care context. Display a comprehensive knowledge of a variety of research techniques that may be used in a specific child development, education or care context Undertake a piece of research using relevant resources and the appropriate research techniques. Display and apply thorough understanding of theories and models of development throughout childhood using a holistic approach Critically evaluate findings and draw appropriate conclusions Section 3: Professional Practice 9. Analyse the implications of own attitudes, values, beliefs and assumptions in relation to issues of relevant policies and best practice. Appraise the learner s own role in linking theory and experience and how it informs best practice Explore the importance of self-reflection and the implications this has on best practice and the decision making process Examine the specific personal, vocational and learning goals pertinent to the individual and others 10. Identify personal learning goals and assist others in identifying learning and personal development goals May 2012/June

10 Discuss preferred learning styles and how to improve the ability to learn Explore the concept of personal development and its importance when studying child psychology May 2012/June

11 11a. Assessment Techniques In order to demonstrate that they have reached the standards of knowledge, skill and competence identified in all the learning outcomes, learners are required to complete the assessment(s) below: Project 60% Assignments 40% 11b. Mapping of Learning Outcomes to Assessment Techniques In order to ensure that the learner is facilitated to demonstrate the achievement of all learning outcomes from the component specification; each learning outcome is mapped to an assessment technique(s). This mapping should not restrict an assessor from taking an integrated approach to assessment. Learning Outcome 1. Research theories of developmental change and continuity in infancy, childhood and adolescence 2. Evaluate a range of factors influencing and impacting on the psychological development of the child Assessment Technique 3. Appraise different theoretical models of child and adolescent development 4. Assess the importance of transitions in influencing a sense of self 5. Analyse different scientific methods and their application in relation to child behaviour and child development 6. Critically evaluate how the role of social, biological, cultural and historical perspectives affect the development of children and adolescents 7. Explore the development of gender consciousness and its impact on self-identity in children and young people 8. Use empirical research in acquiring knowledge and inform in best practices and construct in scientific knowledge in a specific child development education and/ or care context 9. Analyse the implications of one s own attitudes, values, beliefs and assumptions in relation to issues of relevant policies and best practice 10. Identify personal learning goals and assist others in identifying learning and personal development goals May 2012/June

12 11c. Guidelines for Assessment Activities The assessor is required to devise assessment briefs and marking schemes for the project and two. In devising the assessment briefs, care should be taken to ensure that the learner is given the opportunity to show evidence of achievement of ALL the learning outcomes. Assessment briefs may be designed to allow the learner to make use of a wide range of media in presenting assessment evidence, as appropriate. Quality assured procedures must be in place to ensure the reliability of learner evidence. Project 60% The project will be completed over the duration of the course The internal assessor will devise briefs that require candidates to demonstrate their: understanding and application of a range of concepts selection of relevant research and techniques and sources of information ability to analyse, evaluate and draw conclusions and make recommendations Candidates will be required to carry out independent research and prepare a project on concepts studied in the module. The candidates will be required to demonstrate a thorough understanding of child development. They will also be required to research children s learning in a workplace situation and observe and evaluate this process. Evidence for this assessment technique may take the form of written, oral, graphic, audio, visual or digital evidence, or any combination of these (select as appropriate). Any audio, video or digital evidence must be provided in a suitable format. All instructions for the learner must be clearly outlined in an assessment brief Assignments 40% (2x20%) The two will be completed throughout the course Assignment 1: The internal assessor will devise a brief that requires the learner to produce evidence that demonstrates an understanding and application of a range of specific learning outcomes. The brief will present the learner with a case study on the influence of transitions on a child or adolescents life. The case study brief will contain sufficient information to provide a natural and realistic description of the situation. The learner will review the prepared case study and identify strategies and actions that could be developed in the short, medium and long term to assist a child s overall development. Reference will also be made to their own personal and professional practice. The learner will demonstrate: Evidence of research Demonstrate continuity and change and how this can impact on a child s overall development Recommendations based on child psychological theories that can be used in practice May 2012/June

13 Assignment 2: The internal assessor will provide a brief for the second assignment that will require the candidate to produce evidence that demonstrates an understanding and application of scientific research to inform practice. The evidence will take the form of research, which requires the candidate to study the impact of change and transition on the psychological wellbeing of the child and/or adolescent and how it can affect the overall development of a child and/or adolescent Evidence for this assessment technique may take the form of written, oral, graphic, audio, visual or digital evidence, or any combination of these. Any audio, video or digital evidence must be provided in a suitable format. All instructions for the learner must be clearly outlined in an assessment brief 12.Grading Distinction: 80% - 100% Merit: 65% - 79% Pass: 50% - 64% Unsuccessful: 0% - 49% At levels 4, 5 and 6 major and minor awards will be graded. The grade achieved for the major award will be determined by the grades achieved in the minor awards. May 2012/June

14 Child Psychology 6N2023 Learner Marking Sheet Project 60% Learner s Name: Learner s PPSN: Assessment Criteria Maximum Mark Learner Mark Careful selection of relevant research techniques and sources of information 10 Thorough understanding of childhood development using a holistic approach to development 25 Comprehensive summary of findings and logical conclusions 15 Understanding of the learner s role in linking theory and practice 10 Total Mark 60 Assessor s Signature: Date: External Authenticator s Signature: Date: May 2012/June

15 Child Psychology 6N2023 Learner Marking Sheet Assignments 40% Name: Learner s PPSN: Assessment Criteria Maximum Mark Assignment 1 Learner Mark Assignment 2 Learner Mark Evidence of research 5 Demonstrate continuity and change and how this can impact on a child s overall development Recommendations based on child psychological theories that can be used in practice 10 5 Marks 20 Assessor s Signature: Date: External Authenticator s Signature: Date: May 2012/June

Cork Education and Training Board. Programme Module for. Career Planning. leading to. Level 4 FETAC

Cork Education and Training Board. Programme Module for. Career Planning. leading to. Level 4 FETAC Cork Education and Training Board Programme Module for Career Planning leading to Level 4 FETAC May 2012/June 2012 1 Introduction This programme module may be delivered as a standalone module leading to

More information

Child Psychology. www.fetac.ie. Module Descriptor

Child Psychology. www.fetac.ie. Module Descriptor The Further Education and Training Awards Council (FETAC) was set up as a statutory body on 11 June 2001 by the Minister for Education and Science. Under the Qualifications (Education & Training) Act,

More information

Cork Education and Training Board. Programme Module for. Customer Service. Leading to. Level 4 FETAC. Customer Service 4N1989

Cork Education and Training Board. Programme Module for. Customer Service. Leading to. Level 4 FETAC. Customer Service 4N1989 Cork Education and Training Board Programme Module for Customer Service Leading to Level 4 FETAC March 2014 1 Introduction This programme module may be delivered as a standalone module leading to certification

More information

City of Dublin Education & Training Board. Programme Module for. Information Technology Administration. leading to. Level 6 QQI

City of Dublin Education & Training Board. Programme Module for. Information Technology Administration. leading to. Level 6 QQI City of Dublin Education & Training Board Programme Module for Information Technology Administration leading to Level 6 QQI Version 3 1 Introduction This programme module may be delivered as a standalone

More information

City of Dublin Education & Training Board. Programme Module for. Mobile Technologies. leading to. Level 6 FETAC. Mobile Technologies 6N0734

City of Dublin Education & Training Board. Programme Module for. Mobile Technologies. leading to. Level 6 FETAC. Mobile Technologies 6N0734 City of Dublin Education & Training Board Programme Module for Mobile Technologies leading to Level 6 FETAC Version 3 1 Introduction This programme module may be delivered as a standalone module leading

More information

Cork Education and Training Board. Programme Module for. Graphic Design Skills. leading to. Level 4 FETAC. Graphic Design 4N1117

Cork Education and Training Board. Programme Module for. Graphic Design Skills. leading to. Level 4 FETAC. Graphic Design 4N1117 Cork Education and Training Board Programme Module for Graphic Design Skills leading to Level 4 FETAC February 2013 1 Introduction this programme module may be delivered as a standalone module leading

More information

Cork Education and Training Board. Programme Module for. 3 Dimensional Computer Graphics. Leading to. Level 5 FETAC

Cork Education and Training Board. Programme Module for. 3 Dimensional Computer Graphics. Leading to. Level 5 FETAC Cork Education and Training Board Programme Module for 3 Dimensional Computer Graphics Leading to Level 5 FETAC 3 Dimensional Computer Graphics 5N5029 3 Dimensional Computer Graphics 5N5029 1 Version 3

More information

City of Dublin Education & Training Board. Programme Module for. Digital Marketing. Leading to. Level 5 FETAC. Digital Marketing 5N1364

City of Dublin Education & Training Board. Programme Module for. Digital Marketing. Leading to. Level 5 FETAC. Digital Marketing 5N1364 City of Dublin Education & Training Board Programme Module for Digital Marketing Leading to Level 5 FETAC May 2012/June 2012 1 Introduction This programme module may be delivered as a standalone module

More information

Child Development. www.fetac.ie. Module Descriptor

Child Development. www.fetac.ie. Module Descriptor The Further Education and Training Awards Council (FETAC) was set up as a statutory body on 11 June 2001 by the Minister for Education and Science. Under the Qualifications (Education & Training) Act,

More information

City of Dublin Education & Training Board. Programme Module for. Music Technology. Leading to. Level 5 FETAC. Music Technology 5N1640

City of Dublin Education & Training Board. Programme Module for. Music Technology. Leading to. Level 5 FETAC. Music Technology 5N1640 City of Dublin Education & Training Board Programme Module for Music Technology Leading to Level 5 FETAC Music Technology 5N1640 Music Technology 5N1640 1 Introduction This programme module may be delivered

More information

Start Your Own Business

Start Your Own Business The Further Education and Training Awards Council (FETAC) was set up as a statutory body on 11 June 2001 by the Minister for Education and Science. Under the Qualifications (Education & Training) Act,

More information

Computer Graphics. www.fetac.ie. Module Descriptor

Computer Graphics. www.fetac.ie. Module Descriptor The Further Education and Training Awards Council (FETAC) was set up as a statutory body on 11 June 2001 by the Minister for Education and Science. Under the Qualifications (Education & Training) Act,

More information

Home-based Childcare

Home-based Childcare The Further Education and Training Awards Council (FETAC) was set up as a statutory body on 11 June 2001 by the Minister for Education and Science. Under the Qualifications (Education & Training) Act,

More information

The Connacht Education and Training Alliance. Programme Module for. Sound Engineering and Production. leading to. Level 5 FETAC

The Connacht Education and Training Alliance. Programme Module for. Sound Engineering and Production. leading to. Level 5 FETAC (Consisting of: City of Galway VEC, County Galway VEC, County Leitrim VEC, County Mayo VEC, County Roscommon VEC and County Sligo VEC) Programme Module for Sound Engineering and Production leading to Level

More information

Sports Coaching. Level 6 N32980. Module Descriptor.

Sports Coaching. Level 6 N32980. Module Descriptor. The Further Education and Training Awards Council (FETAC) was set up as a statutory body on 11 June 2001 by the Minister for Education and Science. Under the Qualifications (Education & Training) Act,

More information

Sports Psychology. Level 6 N32979. www.fetac.ie. Module Descriptor

Sports Psychology. Level 6 N32979. www.fetac.ie. Module Descriptor The Further Education and Training Awards Council (FETAC) was set up as a statutory body on 11 June 2001 by the Minister for Education and Science. Under the Qualifications (Education & Training) Act,

More information

MSc Applied Child Psychology

MSc Applied Child Psychology MSc Applied Child Psychology Module list Modules may include: The Child in Context: Understanding Disability This module aims to challenge understandings of child development that have emerged within the

More information

Operating Department Care Skills

Operating Department Care Skills The Further Education and Training Awards Council (FETAC) was set up as a statutory body on 11 June 2001 by the Minister for Education and Science. Under the Qualifications (Education & Training) Act,

More information

Event Management. www.fetac.ie. Module Descriptor

Event Management. www.fetac.ie. Module Descriptor The Further Education and Training Awards Council (FETAC) was set up as a statutory body on 11 June 2001 by the Minister for Education and Science. Under the Qualifications (Education & Training) Act,

More information

City of Dublin Education & Training Board. Programme Module for. Front Line Technical Support Skills. Leading to. Level 6 FETAC 6N2056

City of Dublin Education & Training Board. Programme Module for. Front Line Technical Support Skills. Leading to. Level 6 FETAC 6N2056 City of Dublin Education & Training Board Programme Module for Front Line Technical Support Skills Leading to Level 6 FETAC Front Line Technical Support Skills 6N2056 Version 3 1 Introduction This programme

More information

Drug & Alcohol Addiction

Drug & Alcohol Addiction The Further Education and Training Awards Council (FETAC) was set up as a statutory body on 11 June 2001 by the Minister for Education and Science. Under the Qualifications (Education & Training) Act,

More information

Workplace Negotiation Skills

Workplace Negotiation Skills The Further Education and Training Awards Council (FETAC) was set up as a statutory body on 11 June 2001 by the Minister for Education and Science. Under the Qualifications (Education & Training) Act,

More information

Criminal Law. Level 5 N22762. www.fetac.ie. Module Descriptor

Criminal Law. Level 5 N22762. www.fetac.ie. Module Descriptor The Further Education and Training Awards Council (FETAC) was set up as a statutory body on 11 June 2001 by the Minister for Education and Science. Under the Qualifications (Education & Training) Act,

More information

Graphic Design. www.fetac.ie. Module Descriptor

Graphic Design. www.fetac.ie. Module Descriptor The Further Education and Training Awards Council (FETAC) was set up as a statutory body on 11 June 2001 by the Minister for Education and Science. Under the Qualifications (Education & Training) Act,

More information

Database Methods. September 2001. Module Descriptor. www.fetac.ie

Database Methods. September 2001. Module Descriptor. www.fetac.ie The Further Education and Training Awards Council (FETAC) was set up as a statutory body on 11 June 2001 by the Minister for Education and Science. Under the Qualifications (Education & Training) Act,

More information

Master of Arts, Counseling Psychology Course Descriptions

Master of Arts, Counseling Psychology Course Descriptions Master of Arts, Counseling Psychology Course Descriptions Advanced Theories of Counseling & Intervention (3 credits) This course addresses the theoretical approaches used in counseling, therapy and intervention.

More information

Reception. September 2001. Module Descriptor. www.fetac.ie

Reception. September 2001. Module Descriptor. www.fetac.ie The Further Education and Training Awards Council (FETAC) was set up as a statutory body on 11 June 2001 by the Minister for Education and Science. Under the Qualifications (Education & Training) Act,

More information

Setting Learning Goals

Setting Learning Goals Programme Module for Setting Learning Goals leading to Level 2 FETAC component: Setting Learning Goals M2L13 Page 1 of 7 1. Title of Programme Module Setting Learning Goals 3. Duration in Hours of Programme

More information

Plymouth University. Faculty of Arts. School of Architecture, Design and Environment. Programme Specification

Plymouth University. Faculty of Arts. School of Architecture, Design and Environment. Programme Specification Plymouth University Faculty of Arts School of Architecture, Design and Environment Programme Specification BSc (Hons) Construction Management and the Environment Approved by Minor change 12/11/14 1 1.

More information

Short Course. Physical Education. Specification for Junior Cycle

Short Course. Physical Education. Specification for Junior Cycle Short Course Physical Education for June 2014 Contents Page 3 Introduction to junior cycle Page 4 Rationale Page 5 Aim Page 6 Links Page 8 Course overview Page 9 Expectations for students 10 Strand 1:

More information

THE PSYCHOLOGICAL SOCIETY OF IRELAND CUMANN SÍCEOLAITHE ÉIREANN ACCREDITATION CRITERIA FOR POSTGRADUATE PROFESSIONAL TRAINING

THE PSYCHOLOGICAL SOCIETY OF IRELAND CUMANN SÍCEOLAITHE ÉIREANN ACCREDITATION CRITERIA FOR POSTGRADUATE PROFESSIONAL TRAINING THE PSYCHOLOGICAL SOCIETY OF IRELAND CUMANN SÍCEOLAITHE ÉIREANN ACCREDITATION CRITERIA FOR POSTGRADUATE PROFESSIONAL TRAINING IN EDUCATIONAL PSYCHOLOGY DATE: 22 ND FEBRUARY 2010 Date for review: February

More information

STUDENT LEARNING ASSESSMENT OVERVIEW EARLY CHILDHOOD EDUCATION

STUDENT LEARNING ASSESSMENT OVERVIEW EARLY CHILDHOOD EDUCATION STUDENT LEARNING ASSESSMENT OVERVIEW EARLY CHILDHOOD EDUCATION What early childhood professionals know and can do significantly influence children s development, learning, and success in school. Since

More information

Network Administration

Network Administration The Further Education and Training Awards Council (FETAC) was set up as a statutory body on 11 June 2001 by the Minister for Education and Science. Under the Qualifications (Education & Training) Act,

More information

PROGRAMME SPECIFICATION MSc Developmental and Educational Psychology. Teaching Institutions: UCL Institute of Education

PROGRAMME SPECIFICATION MSc Developmental and Educational Psychology. Teaching Institutions: UCL Institute of Education PROGRAMME SPECIFICATION MSc Developmental and Educational Psychology Awarding body: University College London Teaching Institutions: UCL Institute of Education Name of final award: Master of Science (MSc)

More information

Operating Systems. www.fetac.ie. Module Descriptor

Operating Systems. www.fetac.ie. Module Descriptor The Further Education and Training Awards Council (FETAC) was set up as a statutory body on 11 June 2001 by the Minister for Education and Science. Under the Qualifications (Education & Training) Act,

More information

PROGRAMME SPECIFICATION. Foundation Degree (Working with Children: Education and Well-Being) Foundation Degree / Foundation Certificate

PROGRAMME SPECIFICATION. Foundation Degree (Working with Children: Education and Well-Being) Foundation Degree / Foundation Certificate PROGRAMME SPECIFICATION Foundation Degree (Working with Children: Education and Well-Being) Awarding institution: Institute of Education, University of London Teaching institution: Institute of Education,

More information

Childcare FETAC Level 5

Childcare FETAC Level 5 Childcare FETAC Level 5 LoCall 1890 252 647 Lines Open 9am-9pm Mon-Sun facebook.com/chevrongroup Table of Contents Vision Statement 2 Company Profile 3 Structure of the Programme 4 Online Delivery 7 FETAC

More information

Psychology. Kansas Course Code # 04254

Psychology. Kansas Course Code # 04254 High School Psychology Kansas Course Code # 04254 The American Psychological Association defines Psychology as the study of the mind and behavior. The discipline embraces all aspects of the human experience

More information

Nutrition. September 2001. Module Descriptor. www.fetac.ie

Nutrition. September 2001. Module Descriptor. www.fetac.ie The Further Education and Training Awards Council (FETAC) was set up as a statutory body on 11 June 2001 by the Minister for Education and Science. Under the Qualifications (Education & Training) Act,

More information

BOK Course Title Course Description Access to Children

BOK Course Title Course Description Access to Children ECE Online Courses Course Number BOK Course Title Course Description Access to Children 18CI1001 TI Educational Technology This course encompasses effectively analyzing, designing, Must videotape a developing,

More information

UNIVERSITY OF ULSTER: COLERAINE PROGRAMME SPECIFICATION. COURSE TITLE: B.Sc. (HONS) SOCIAL PSYCHOLOGY/ B.Sc. (HONS) SOCIAL PSYCHOLOGY with DPP

UNIVERSITY OF ULSTER: COLERAINE PROGRAMME SPECIFICATION. COURSE TITLE: B.Sc. (HONS) SOCIAL PSYCHOLOGY/ B.Sc. (HONS) SOCIAL PSYCHOLOGY with DPP 25 UNIVERSITY OF ULSTER: COLERAINE PROGRAMME SPECIFICATION COURSE TITLE: B.Sc. (HONS) SOCIAL PSYCHOLOGY/ B.Sc. (HONS) SOCIAL PSYCHOLOGY with DPP PLEASE NOTE: This specification provides a concise summary

More information

ADVANCED DIPLOMA IN COUNSELLING AND PSYCHOLOGY

ADVANCED DIPLOMA IN COUNSELLING AND PSYCHOLOGY ACC School of Counselling & Psychology Pte Ltd www.acc.edu.sg Tel: (65) 6339-5411 9 Penang Road #13-22 Park Mall SC Singapore 238459 1) Introduction to the programme ADVANCED DIPLOMA IN COUNSELLING AND

More information

Personal Psychology: The Road to Self-Discovery Syllabus

Personal Psychology: The Road to Self-Discovery Syllabus Personal Psychology: The Road to Self-Discovery Syllabus ELHS.12.0.1 Course Description Self-knowledge is the key to self-improvement! Psychology is a subject that can be applied to everyday life. New

More information

Audio Transcription. Level 6 N33001. www.fetac.ie. Module Descriptor

Audio Transcription. Level 6 N33001. www.fetac.ie. Module Descriptor The Further Education and Training Awards Council (FETAC) was set up as a statutory body on 11 June 2001 by the Minister for Education and Science. Under the Qualifications (Education & Training) Act,

More information

STUDY PLAN. MASTER IN Educational Psychology / Measurement and Evaluation (Thesis Track) Plan Number 2005 T I. GENERAL RULES CONDITIONS:

STUDY PLAN. MASTER IN Educational Psychology / Measurement and Evaluation (Thesis Track) Plan Number 2005 T I. GENERAL RULES CONDITIONS: STUDY PLAN MASTER IN Educational Psychology / Measurement and Evaluation (Thesis Track) I. GENERAL RULES CONDITIONS: Plan Number 2005 T 1. This plan conforms to the regulations of the general frame of

More information

Doctor of Clinical Psychology

Doctor of Clinical Psychology Doctor of Clinical Psychology Programme of study for the degree of Doctor of Clinical Psychology 1. The following may be accepted as a candidate for the degree of Doctor of Clinical Psychology: Graduates

More information

Course Descriptions Psychology

Course Descriptions Psychology Course Descriptions Psychology PSYC 1520 (F/S) General Psychology. An introductory survey of the major areas of current psychology such as the scientific method, the biological bases for behavior, sensation

More information

Travel and Tourism: Skills for Work (National 4) Course Support Notes

Travel and Tourism: Skills for Work (National 4) Course Support Notes Travel and Tourism: Skills for Work (National 4) Course Support Notes This document may be reproduced in whole or in part for educational purposes provided that no profit is derived from reproduction and

More information

Anthropology Single Honours (BSc)

Anthropology Single Honours (BSc) Programme Specification Anthropology Single (BSc) Valid from: September 202 Faculty of Humanities and Social Sciences Department of Social Sciences SECTION : GENERAL INFORMATION Awarding body: Teaching

More information

Release: 1. CHCFCS802B Provide relationship counselling

Release: 1. CHCFCS802B Provide relationship counselling Release: 1 CHCFCS802B Provide relationship counselling CHCFCS802B Provide relationship counselling Modification History Not Applicable Unit Descriptor Unit Descriptor This unit of competency describes

More information

Graduate School of Education Education & Special Education Programs

Graduate School of Education Education & Special Education Programs Graduate School of Education Education & Special Education Programs MISSION: The mission of the Master of Science in Education and Special Education Programs is to educate, train, and graduate individuals

More information

Junior Cycle Business Studies Draft Specification. For consultation

Junior Cycle Business Studies Draft Specification. For consultation Junior Cycle Business Studies Draft Specification For consultation 1 2 Contents Introduction to junior cycle 5 Rationale 6 Aim 7 Overview: Links 8 Overview: Course 11 Progression 14 Expectations for students

More information

Master of Science in Early Childhood Education Singapore, 2004 2005

Master of Science in Early Childhood Education Singapore, 2004 2005 Master of Science in Early Childhood Education Singapore, 2004 2005 Sponsored by Wheelock College s Center for International Education, Leadership, and Innovation and RTRC Asia in Singapore Background

More information

All LJMU programmes are delivered and assessed in English

All LJMU programmes are delivered and assessed in English PROGRAMME SPECIFICATION Bachelor of Arts with Honours in Early Childhood Studies Awarding institution Teaching institution UCAS Code JACS Code Programme Duration Language of Programme Subject benchmark

More information

Please bear in mind the following when finalising your choices: You must have an even balance of Autumn and Spring Term modules.

Please bear in mind the following when finalising your choices: You must have an even balance of Autumn and Spring Term modules. FINAL YEAR MODULE OPTIONS FOR 2015/2016 Dear Students FINAL YEAR MODULE OPTIONS 2015-16 Now that you have had the briefing session, here are the guidelines to assist you with choosing your final year modules.

More information

Llansanffraid Church in Wales Primary School. Information and Communication Technology (ICT) Policy

Llansanffraid Church in Wales Primary School. Information and Communication Technology (ICT) Policy Llansanffraid Church in Wales Primary School Information and Communication Technology (ICT) Policy ICT is changing the lives of everyone. Through teaching children the skills to use ICT we equip them to

More information

Digital Media Literacy. Draft specification for Junior Cycle Short Course

Digital Media Literacy. Draft specification for Junior Cycle Short Course Digital Media Literacy Draft specification for Junior Cycle Short Course October 2013 Contents INTRODUCTION TO JUNIOR CYCLE 3 RATIONALE 4 AIM 4 LINKS 5 COURSE OVERVIEW 8 EXPECTATIONS FOR STUDENTS 9 STRAND

More information

Secondary School Counselor

Secondary School Counselor Secondary School Counselor I. Academic Foundations The professional education program provides evidence that candidates for Secondary School Counselor certification complete a secondary school counselor

More information

Honours Degree (top-up) Computing Abbreviated Programme Specification Containing Both Core + Supplementary Information

Honours Degree (top-up) Computing Abbreviated Programme Specification Containing Both Core + Supplementary Information Honours Degree (top-up) Computing Abbreviated Programme Specification Containing Both Core + Supplementary Information 1 Awarding Institution / body: Lancaster University 2a Teaching institution: University

More information

Sound Engineering and Music Technology

Sound Engineering and Music Technology The Further Education and Training Awards Council (FETAC) was set up as a statutory body on 11 June 2001 by the Minister for Education and Science. Under the Qualifications (Education & Training) Act,

More information

MA EDUCATION MA Education: Childhood and Youth Studies MA Education: Higher Education MA Education: Leadership and Management MA Education: TESOL

MA EDUCATION MA Education: Childhood and Youth Studies MA Education: Higher Education MA Education: Leadership and Management MA Education: TESOL Programme Specification MA EDUCATION MA Education: Childhood and Youth Studies MA Education: Higher Education MA Education: Leadership and Management MA Education: TESOL PGCert Artist Teacher PGCert Challenging

More information

PROGRAMME SPECIFICATION

PROGRAMME SPECIFICATION Programme Specification Section 1: Basic Data Awarding institution/body Teaching institution Faculty responsible for programme University of the West of England University of the West of England Faculty

More information

Payroll Manual and Computerised

Payroll Manual and Computerised The Further Education and Training Awards Council (FETAC) was set up as a statutory body on 11 June 2001 by the Minister for Education and Science. Under the Qualifications (Education & Training) Act,

More information

Course Description \ Bachelor of Primary Education Education Core

Course Description \ Bachelor of Primary Education Education Core Course Description \ Bachelor of Primary Education Education Core EDUC 310 :Foundations of Education in Qatar and School Reform : This course has been designed to acquaint the learners with the progress

More information

QUALIFICATION SPECIFICATIONS ILM LEVEL 7 CERTIFICATE IN EXECUTIVE COACHING AND LEADERSHIP MENTORING

QUALIFICATION SPECIFICATIONS ILM LEVEL 7 CERTIFICATE IN EXECUTIVE COACHING AND LEADERSHIP MENTORING QUALIFICATION SPECIFICATIONS ILM LEVEL 7 CERTIFICATE IN EXECUTIVE COACHING AND LEADERSHIP MENTORING QS/L7CECLM/0911 Circulation of Qualification Specifications These Qualification Specifications are provided

More information

Final Award. (exit route if applicable for Postgraduate Taught Programmes) D991 JACS Code

Final Award. (exit route if applicable for Postgraduate Taught Programmes) D991 JACS Code Programme Specification (2014-15) A programme specification is required for any programme on which a student may be registered. All programmes of the University are subject to the University s Quality

More information

Assessment, Recording and Reporting Policy

Assessment, Recording and Reporting Policy St Peter s CE (VA) Infants School Assessment, Recording and Reporting Policy Philosophy Assessment is essential for the promotion of effective learning and teaching. It enables the teacher to deliver an

More information

Unit title: Curriculum and Assessment in an Early Years and Childcare Setting

Unit title: Curriculum and Assessment in an Early Years and Childcare Setting Higher National Unit specification General information for centres Unit code: F3S3 34 Unit purpose: The Unit is intended for candidates who are employed in an early years and childcare setting or have

More information

Programme Specification

Programme Specification LOUGHBOROUGH UNIVERSITY Programme Specification Information Technology & Physics Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes

More information

Pearson Edexcel BTEC Level 7 Diploma in Strategic Management and Leadership

Pearson Edexcel BTEC Level 7 Diploma in Strategic Management and Leadership Pearson Edexcel BTEC Level 7 Diploma in Strategic Management and Leadership at the London College of Business Programme Title Awarding Body Pearson Edexcel BTEC Level 7 Diploma in Strategic Management

More information

LONDON SCHOOL OF COMMERCE. Programme Specifications for the. Cardiff Metropolitan University. MSc in International Hospitality Management

LONDON SCHOOL OF COMMERCE. Programme Specifications for the. Cardiff Metropolitan University. MSc in International Hospitality Management LONDON SCHOOL OF COMMERCE Programme Specifications for the Cardiff Metropolitan University MSc in International Hospitality Management 1 Contents Programme Aims and Objectives 3 Programme Learning Outcomes

More information

2. To support the Management Team through the assessment of learners work and assist in moderation where required.

2. To support the Management Team through the assessment of learners work and assist in moderation where required. Job Description Job Title: Lecturer Location: Sutton College Group: People s Directorate / Sutton College Post Number: S314655 Grade: Lect Mgt Spine 7 15 Department: Curriculum Responsible To: Assistant

More information

Certificate in Inclusive Care and Education (0-6yrs) Level 6 Special Purpose Award

Certificate in Inclusive Care and Education (0-6yrs) Level 6 Special Purpose Award Certificate in Inclusive Care and Education (0-6yrs) Level 6 Special Purpose Award Background: This one year part-time programme has been developed on foot of a demand within the ECCE sector for training

More information

Programme Specification (Undergraduate) Date amended: April 2014

Programme Specification (Undergraduate) Date amended: April 2014 Programme Specification (Undergraduate) Date amended: April 2014 1. Programme title(s) and UCAS code(s): Certificate of Higher Education in Psychology (no UCAS code) 2. Awarding body or institution: University

More information

THE UNIVERSITY OF EDINBURGH. PROGRAMME SPECIFICATION M.A. Honours in Psychology and Business Studies1

THE UNIVERSITY OF EDINBURGH. PROGRAMME SPECIFICATION M.A. Honours in Psychology and Business Studies1 THE UNIVERSITY OF EDINBURGH PROGRAMME SPECIFICATION M.A. Honours in Psychology and Business Studies1 1) Awarding Institution: University of Edinburgh 2) Teaching Institution: University of Edinburgh 3)

More information

B.Ed. Two Year Programme. F.2: Human Development, Diversity and Learning

B.Ed. Two Year Programme. F.2: Human Development, Diversity and Learning B.Ed. Two Year Programme F.2: Human Development, Diversity and Learning Maximum Marks: 100 Vision This course will facilitate an understanding of the processes of development and learning and some of the

More information

MSc in Physics Research For students entering in 2006

MSc in Physics Research For students entering in 2006 MSc in Physics Research For students entering in 2006 Awarding Institution: The University of Reading Teaching Institution: The University of Reading Faculty of Science Programme length: 12 or 24 months

More information

Psychology. Draft GCSE subject content

Psychology. Draft GCSE subject content Psychology Draft GCSE subject content July 2015 Contents The content for psychology GCSE 3 Introduction 3 Aims and objectives 3 Subject content 4 Knowledge, understanding and skills 4 Appendix A mathematical

More information

Animal Anatomy and Physiology

Animal Anatomy and Physiology The Further Education and Training Awards Council (FETAC) was set up as a statutory body on 11 June 001 by the Minister for Education and Science. Under the Qualifications (Education & Training) Act, 1999,

More information

School Psychologist Performance Appraisal Instrument

School Psychologist Performance Appraisal Instrument School Psychologist Performance Appraisal Instrument Instructions 1. The evaluator is to rate the school psychologist on a six-point scale as indicated below. 2. The competencies pertinent to each major

More information

BA Early Childhood Studies FT

BA Early Childhood Studies FT Date of Revision Date of Previous Revision Programme Specification (2014-15) A programme specification is required for any programme on which a student may be registered. All programmes of the University

More information

Home Economics Education

Home Economics Education Subject Area Syllabus and Guidelines Home Economics Education (Part 2 of 4) Level 4 to Beyond Level 6 Note: The PDF version of this document has been split into sections for easier download. This file

More information

Veterinary Practice Management

Veterinary Practice Management The Further Education and Training Awards Council (FETAC) was set up as a statutory body on 11 June 2001 by the Minister for Education and Science. Under the Qualifications (Education & Training) Act,

More information

Master of Science in Early Childhood Education Singapore, 2005 2006

Master of Science in Early Childhood Education Singapore, 2005 2006 Master of Science in Early Childhood Education Singapore, 2005 2006 Offered by RTRC Asia in Collaboration with Wheelock College s Center for International Education, Leadership, and Innovation Background

More information

Course Correlation to Virginia Standards of Learning

Course Correlation to Virginia Standards of Learning Course Correlation to Virginia Standards of Learning Name of Provider: York County School Division Name of Course: Psychology URL for Course Syllabus: http://yorkcountyschools.org/virtuallearning/coursecatalog.aspx

More information

Short Course. Coding. Specification for Junior Cycle

Short Course. Coding. Specification for Junior Cycle for Contents Page 3 Introduction to junior cycle Page 4 Rationale Page 5 Aim Page 6 Links Page 8 Course overview Page 9 Expectations for students 10 Strand 1: Computer science introduction 11 Strand 2:

More information

The Standards for Registration: mandatory requirements for Registration with the General Teaching Council for Scotland December 2012

The Standards for Registration: mandatory requirements for Registration with the General Teaching Council for Scotland December 2012 DRIVING FORWARD PROFESSIONAL STANDARDS FOR TEACHERS The Standards for Registration: mandatory requirements for Registration with the General Teaching Council for Scotland December 2012 Contents Page The

More information

2) Teaching Institution: The University of Edinburgh, SHSC (School of Health in Social Science)

2) Teaching Institution: The University of Edinburgh, SHSC (School of Health in Social Science) THE UNIVERSITY OF EDINBURGH PROGRAMME SPECIFICATION FOR MSc in Mental Health and Well-Being of Children, Young People and Families 1) Awarding Institution: The University of Edinburgh 2) Teaching Institution:

More information

EARLY CHILDHOOD EDUCATION

EARLY CHILDHOOD EDUCATION EARLY CHILDHOOD EDUCATION This program focuses on the theory and practice of learning and teaching children from birth to age eight; the basic principles of education and development psychology; the art

More information

Honours Degree (top-up) Business Abbreviated Programme Specification Containing Both Core + Supplementary Information

Honours Degree (top-up) Business Abbreviated Programme Specification Containing Both Core + Supplementary Information Honours Degree (top-up) Business Abbreviated Programme Specification Containing Both Core + Supplementary Information 1 Awarding Institution / body: Lancaster University 2a Teaching institution: University

More information

Web Authoring. www.fetac.ie. Module Descriptor

Web Authoring. www.fetac.ie. Module Descriptor The Further Education and Training Awards Council (FETAC) was set up as a statutory body on 11 June 2001 by the Minister for Education and Science. Under the Qualifications (Education & Training) Act,

More information

SAMPLE 2 WORKSHEET - Child Growth and Development

SAMPLE 2 WORKSHEET - Child Growth and Development SAMPLE 2 WORKSHEET - Child Growth and Development CAP Samples and Recommendation Your Campus Course Information Course Title: Course Title: Child Growth and Development Child Development Explanation of

More information

Programming and Coding. Draft Specification for Junior Cycle Short Course

Programming and Coding. Draft Specification for Junior Cycle Short Course Programming and Coding Draft Specification for Junior Cycle Short Course October 2013 Contents Introduction to junior cycle... 3 Rationale... 3 Aim... 4 Links... 4 Course Overview... 7 Expectations for

More information

National 5 Health Sector: Skills for Work Course Specification

National 5 Health Sector: Skills for Work Course Specification National 5 Health Sector: Skills for Work Course Specification Valid from August 2013 This edition: August 2013, version 2.0 This specification may be reproduced in whole or in part for educational purposes

More information

Web Hosting & Maintenance

Web Hosting & Maintenance The Further Education and Training Awards Council (FETAC) was set up as a statutory body on 11 June 2001 by the Minister for Education and Science. Under the Qualifications (Education & Training) Act,

More information

All LJMU programmes are delivered and assessed in English. Psychology

All LJMU programmes are delivered and assessed in English. Psychology PROGRAMME SPECIFICATION Bachelor of Science with Honours in Applied Sport Psychology Awarding institution Teaching institution UCAS Code JACS Code Programme Duration Language of Programme Subject benchmark

More information

Teaching, Learning and Assessment Policy

Teaching, Learning and Assessment Policy Teaching, Learning and Assessment Policy The purpose of this policy document is to explain the School of Psychology s strategy regarding teaching, learning and assessment and how the School seeks to develop

More information

Indiana Content Standards for Educators

Indiana Content Standards for Educators Indiana Content Standards for Educators SOCIAL STUDIES PSYCHOLOGY Psychology teachers are expected to have a understanding of the knowledge and skills needed for this educator license, and to use that

More information

Course Catalogue. 1 www.dbs.ie

Course Catalogue. 1 www.dbs.ie o Course Catalogue 1 Students will study Academic Support and can choose four modules from the list below Advanced Programming for Business On completion of this module students will be able to use effective

More information

Camden County Technical School Hudson County Career Academy Matawan Regional High School Sterling Regional High School Winslow Township High School

Camden County Technical School Hudson County Career Academy Matawan Regional High School Sterling Regional High School Winslow Township High School A SPOTLIGHT LESSONS FROM NEW JERSEY EARLY CHILDHOOD DEVELOPMENT & SERVICES PILOTS SUMMER CURRICULUM INSTITUTE AUGUST 6,2014 HUMAN SERVICES CAREER CLUSTER EARLY CHILDHOOD DEVELOPMENT & SERVICES PATHWAY

More information