FOUNDATION DEGREE IN EARLY CHILDHOOD STUDIES

Transcription

1 FOUNDATION DEGREE IN EARLY CHILDHOOD STUDIES GENERAL INFORMATION PROGRAMME SPECIFICATION Awarding Institution/Body: Teaching Institution: Validated/Franchised: Programme accredited by: (inc. date of accreditation) Programme approved by: (inc. date & min. no. of Dept, BoS, QAC, Senate) Final Award: Programme Title: UCAS Code (if applicable): Subject Benchmark Statement: University of Bath Partner Institution Franchised Accredited by DfES Sure start Unit as a Sector- Endorsed Early Years Foundation Degree on 24 August Validated programme approved by: H&SS Board of Studies: 28/4/04, M.694 QAC: 23/2/04, M.459(b); Senate: 16/6/04, M Transfer to franchise arrangement approved by: Standing Committee: 28/9/05, M.025 QAC: 31/10/05, M.561; Senate: 14/12/05, M.12259(3) FdA Foundation Degree in Early Childhood Studies (Sector-Endorsed) Not applicable The programme has been developed taking account of the QAA Foundation Degree Qualification Benchmark statement and QAA Benchmark Statement Early Childhood Studies, 2007 Page 1 of 13

2 Reference has been made to the DFES statement of requirement for Early Years Sector Endorsed Foundation Degree Intended level of completed programme: (in line with FHEQ) Duration of programme and mode of study: Date of Specification preparation/ revision: Level I - intermediate 3 years part-time May 2009 Applicable to cohort: Part-time: 2007/ /10 SYNOPSIS AND ACADEMIC COHERENCE OF PROGRAMME: The Foundation Degree has been developed in response to the government s Sure Start strategy to increase the level of expertise in the Early Years sector. The programme is designed to meet the requirements for Senior Practitioners in Early Years Care and Education across the Early Years age range (0-8 years) and Teaching Assistants specialising in Early Years (Key Stage 1). It has been developed in conjunction with professional practitioners in Early Years Care and Education. The qualification will provide a sound academic and vocational base for further study on a BA Early Childhood Studies or preparation for the role of senior practitioner in Early Childhood settings. The programme supports learners through a range of teaching and learning strategies e.g. lectures, seminars, workshops, individual tutorial support, study skills workshops in the college, as well as through visits and mentorship in the work place. Work based learning will enhance opportunities to develop in depth application of theory to practice and enable learners to achieve both academic and vocational excellence. Reflective evidence will form the basis for assessment of skills through completion of Professional Studies logs. EDUCATIONAL AIMS OF THE PROGRAMME: The programme aims to: Meet the changing needs of the child care and education profession Develop knowledge of current practice, legislation and initiatives in the early years Page 2 of 13

3 sector. Ensure that students can demonstrate that they have adopted appropriate value and belief systems for their practice. These values must include those relating to antidiscriminatory practice, promoting equality of opportunity and ensuring inclusive practice. Provide opportunities for specialised study and work-based experience relevant for those working or intending to work in the sector. Develop students ability to understand and apply the principles of evidence-based reflective practice. Develop the personal and transferable skills critical to Senior Practitioners in Early Years Care and Education or school settings. These skills include professional practice, management, communication, application of number, IT, team working and problem solving. To develop and accredit students IT skills and encourage the application of these skills in practice with children and in the workplace. Provide a suitable basis for completion of further studies including the degree in Early Childhood Studies and progression to QTS via an appropriate ITT programme (i.e. Registered Teacher Programme). TEACHING, LEARNING AND ASSESSMENT METHODS: Each unit will be taught using a combination of lecture, workshop/seminar and tutorial support. Information and learning technologies will be used to support learning and assessment. Work based learning will provide a central focus for application of theory to practice. Interprofessional workshops with BSc Social Work students will develop shared understanding of roles and responsibilities and will support initiatives coherent with the Integrated Qualifications Framework. Assessment on the Foundation Degree will be through unit-based assignments and assessments, including presentations involving research, linking theory to practice and work based learning reflective records. During the programme three assessments will be completed in the classroom under examination conditions. INTENDED LEARNING OUTCOMES: Page 3 of 13

4 On successful completion of the programme the students will / be able to: Knowledge and understanding: Have updated knowledge of significant and emerging theory and practice in Early Years Care and Education, play and school-based value and belief systems, including those relating to anti-discriminatory practice and equality of opportunity. Be aware of the factors contributing to children s learning and development including the role of play and the assessment of progress. Have explored the regulatory and legislative framework for Early Years services, including; Early Years provision, Children and families, children s rights (child protection), and carer s responsibilities. Understood the process of planning, development, implementation and evaluation of the curriculum and pedagogy for children, including those with special educational needs. Have investigated ways to promote effective relationships between adult and child, adult and adult, worker and management, and between organisations and professionals including the importance of valuing diversity roles, norms and cultural aspects. Intellectual Skills: Have accessed and reviewed knowledge, including literature, to underpin evidence-based practice and ways to use this knowledge. Have critically analysed and synthesised research. Used theories and ideas from multiple sources, and produced appropriate evaluative responses. Have evaluated the range of research methodologies and their application to Early Years contexts. Page 4 of 13

5 Have demonstrated appropriate critical thinking skills (i.e. present and develop an argument based on evidence from literature, theory and analysis). Professional Practical Skills: Have solved theoretical and practical problems that have occurred or are likely to occur, when carrying out the role of a Senior Practitioner within Early Years or working in support of a teacher. This includes decision-making and developing resources. Have developed ICT skills to support the use of IT in Early Years settings in both administrative and learning contexts. Have managed self, self-evaluation and reflection, including awareness of the potential effect of personal attitudes, values and behaviour on work with children, parents, colleagues as a team within the organisation and on those with whom they need to work from outside their own organisation. Have improved their own performance through critical self reflection, the implementation of evidence-based practice, and continual professional development activities. Have developed, implemented and evaluated specific plans and activities to meet individual needs of children. These should be designed to promote participation, and assess and enhance the intellectual/cognitive/personal/social/ emotional development of children. Transferable/Key Skills: Communicate ideas, principles and theories, arguments and analysis effectively in speech and writing, using visual and ICT media as tools where appropriate, to specific and nonspecific audiences and use the ROMER and MOLENET projects to strengthen the applications of IT. Relate to, and interact effectively with, individuals and groups. Manage tasks and time, identify and solve problems using information sources and utilise skills for own personal and Page 5 of 13

6 career development. Use and develop their own mathematical and scientific skills and capabilities to ensure the efficient and effective delivery of mathematical and scientific skills to children as required by curriculum regulations. Use ICT and technology to support own development and development of children s learning and implementation of the curriculum. Develop and apply a range of skills and techniques to promote creative work. STRUCTURE AND CONTENT OF THE PROGRAMME (inc. potential stopping off points): The University credit framework conforms to the European Credit Transfer System, whereby 5 ECTS credits are equal to 10 CATS credits. Candidates of the Foundation Degree must have achieved 120 ECTS credits (equivalent to 240 CATS credits), of which at least 60 must be at Level I. Options will be offered within the Foundation Degree programme to enable students to gain greater knowledge of age groups. They can take one option from each of the following two pathways - the Foundation Stage or the role of Teaching Assistants. Each pathway has 16 study units each, carrying a 5, 10, or 15-credit allocation and a pro rata number of study hours, typically a 10 -credit unit requires 200 hours of study. It should be noted that option availability is dependent upon student numbers. The delivery of the programme is based on the standard academic year of two semesters. This part time programme provides 6 study units at level C, totalling 40 credits for Year 1. In Year 2 a further 6 study units, 2 at level C and 4 at Intermediate level are provided totalling 55 credits for Year 2. The third year (1 semester only) provides 4 study units totalling a further 25 credits giving a total of 120 credits for the full award. No stopping off points are provided and learners are required to pass all elements of the programme. The curriculum content and professional development skills are drawn directly from the Statement of Requirement for the Degree. Four units: Research Methods, Research Practice and Professional Studies 1 and 2 have been developed from the skills content of the units to ensure the emphasis on evidence based practice and skills within the programme. This will also Page 6 of 13

7 provide for the application of key and transferable skills, including ICT. Students will take the following units: Part-time (3 years) Unit code Unit Credits Year 1 AS10048 Social, Emotional and Intellectual Development C 10 AS10050 Theoretical Perspectives on Early Years Practice C 5 AS10053 Professional Studies 1 C 10 AS10054 Planning for Quality Provision C 5 AS10055 AS10056 Communication Skills Management Skills C C 5 5 Year 2 AS10052 Research Methods C 10 AS10051 Early Years ICT C 10 AS20057 Child Protection I 5 AS20058 Working with Parents I 5 AS20059 Managing Group Sessions and Encouraging I 15 Creativity AS20062 Professional Studies 2 I 10 Year 3 AS20061 Research Practice I 10 AS20324 Pedagogy and the Curriculum I 15 Page 7 of 13

8 DETAILS OF WORK PLACEMENTS/WORK BASED LEARNING/INDUSTRIAL TRAINING/STUDY ABROAD REQUIREMENTS: Work experience is integral to the programme with each student undertaking at least 700 hours over 2 years in two or more settings. Part time students will be required to spend a minimum of 350 hours per year in a relevant work setting or service, which can provide practice and mentor support. Relevant settings include primary schools, nurseries, preschools, children s/family centres and Centres of Excellence in Early Years. For full time learners, work experience will usually take place two days per week to encourage the application of theory and reflection on practice. Work place mentors and visiting tutors will support learning. Assessment will be via learner s self-assessment reports, confirmed by the work place supervisor or manager and also by the visiting college assessor. These assessments will take place each semester. A mentor will be a requirement in order to support the learners application of theory, develop their reflective practice and encourage personal development. A peripatetic mentor will be provided for learners who do not have a suitable mentor in their workplace. The College will be responsible for appointing, training and supporting mentors. The Division of Health, Care and Social Work will develop mentorship training in cooperation with the existing mentorship programme within the college. All teaching staff will visit placements to embed learning into practice. DETAILS OF THE SUPPORT AVAILABLE TO STUDENTS (e.g. induction programmes, course information, resources): Support will follow the arrangements made by the teaching institution, and detailed in their Programme Handbook. In particular, the following arrangements will apply: induction to the teaching institution, its services and facilities, and to the programme including Quickscan screening access to the institution s learning resources (Library, IT facilities etc.) access to the institution s central support services, including counselling, learning support, careers, financial guidance, etc. information on the units to be studied, including content, delivery and assessment Page 8 of 13

9 a programme handbook, including details of the full assessment schedule and programme regulations. Personal Tutorial system for the provision of academic and pastoral support Mentor support. In particular the students will be supported whilst not in College via Estudy for learning, tutorial, assignment support, access to quality resources, sharing of learning in groups and between year groups, preparing for learning activities and social networking. In addition, students will receive support from the University of Bath according to the partnership arrangement between the two institutions, including: an initial induction to the Bath campus and its facilities and learning resources access to Library resources and IT facilities at both the Bath and Swindon campus of the University the allocation of a Link Tutor from the University to the programme University of Bath Student Handbook, including details of the University s regulations membership of the University of Bath Students Union, including access to BUSU support services and training. ADMISSIONS CRITERIA (inc. arrangements for APL/APEL): All candidates will need to be able to demonstrate evidence of ability to write in an academic style. Students will be accepted who meet the following criteria: Are current practitioners in Early Years with at least two years experience Have achieved a relevant NQF level 3 qualification (e.g. Diploma in Pre-School Practice, Teaching Assistants Level 3) Have Criminal Records Bureau enhanced clearance and absence of offences which would preclude practice in early years care. The Criminal Records check should be within 3 months of starting the Foundation Degree. Achieve a successful selection interview. All applicants, especially NVQ 3 candidates will be offered the Preparation for HE Course to develop academic study skills. The candidate will be asked to attend the interview to ensure both parties understand the commitment required. The candidate will be asked to complete a short written account on a Page 9 of 13

10 topical childcare issue when attending and this will be used as part of the interview process. Candidates with an NVQ Level 3 in Early Years or an NVQ Level 3 in Children s Care, Learning and Development will be guaranteed an interview subject to having the appropriate professional experience. Achievement of a point score of 80 UCAS tariff points will be required. 60 of these points will need to come from a single qualification larger than 3 units. For the Diploma in Childcare and Education this will be a minimum of E Grade in theory units. For National Diploma in Early Years qualifications this will be a minimum of 5 merits. Applicants who are unable to provide evidence of the above will be welcome to provide evidence of their ability to study at Foundation degree level and verification of their experience, skills and knowledge. Students will be encouraged to submit evidence for AP(E)L where appropriate and the Programme Assessment Board, against specific standards for individual units, will consider this. This will be on an individual student basis and matched for currency and sufficiency. Full details of the different routes into the qualification can be found at SUMMARY OF ASSESSMENT AND PROGRESSION REGULATIONS: The assessment regulations for the programme will be the University of Bath s Assessment and Progression regulations for Foundation Degree programmes. Summary 1. In order to be eligible for the award of the Foundation Degree candidates must achieve 120 credits, 60 of which must be at level I. 2. Credit is gained by passing a unit. 3. Marks shall be awarded on a percentage basis, with the exception of those units for which AP(E)L has been granted and the two units Professional Studies 1 and Professional Studies 2 (which will be marked on a Pass/Fail basis). 4. The pass mark is 40%. A candidate will be deemed to have passed a unit where an overall mark of 40% or above has been achieved taking all components of assessment into account and where a significant attempt has normally been made to complete all components of assessment. Page 10 of 13

11 5. Candidates may progress to the next year of study provided they achieve a Pass in all units undertaken and have fulfilled any other requirements as prescribed in the programme regulations for the year of study under consideration. 6. Candidates who are not in their final year and who, at the initial attempt, have not achieved the requirements for progression may be permitted to undertake reassessment in failed units as recommended by the Board of Examiners. This may take the form of retrieval of a unit or units, or repeating a unit or units. Candidates who fail in units contributing to more than two-thirds of the total credits for the year of study will be required to withdraw from the programme. 7. Retrieval of a unit means that the candidate will be required to submit additional work/or sit a further examination in those components of assessment which have been failed at the initial attempt. The Board of Examiners will have the discretion to decide on the nature of the additional work required, which may mean submitting a new piece of work, resubmitting the original work, or completing outstanding work, depending on the nature of the assessment. 8. Retrieval is undertaken prior to the next year of study. Repeating a unit means retaking the unit and all associated assessment with attendance. 9. Candidates who fail units in their final year may be allowed to undertake retrieval where the failed units constitute up to and including one-third of the total credits for the year of study. Candidates failing units constituting more than this will be required to withdraw from the programme. 10. The weighting of individual components of assessment is laid down in the unit descriptions. Students are advised to consult the full assessment regulations for the programme, which are provided in the programme handbook. INDICATORS OF QUALITY AND STANDARDS (e.g. professional accreditation, QAA Subject Review results): The programme has been developed in accordance with the Statement of Requirements for the Early Years Sector-Endorsed Foundation Degree, and is currently recognised by the DfES Page 11 of 13

12 Sure Start unit. The programme is subject to regular monitoring by the Sure Start unit and recognition is undertaken on a five-yearly basis. Revisions to the programme will be informed by the revised QAA Benchmark Statements and guidance from the Sector Endorsed Foundation Degree National Network in conjunction with the Children s Workforce Development Council. The University is committed to bringing together and re-aligning quality assurance and quality enhancement in its mechanisms for the management of quality of its programmes. The University s approach to quality management is underpinned by three principles: the reliance on sound pedagogical principles in the design and delivery of learning and teaching; the key role of academic peer review; the importance of informed student voice, recognising the role of the student as a citizen in the academic community. The University s Quality assurance Code of Practice is the key reference point that describes the academic processes and principles, roles and responsibilities through which the University develops and implements an effective and efficient quality management framework, assuring itself and external bodies of the quality and standards of its provision. It is also one of the channels of communication via which good practice in learning and teaching is encouraged and disseminated. Responsibility for the oversight of quality management is located with the following bodies: Teaching and Quality Committee is responsible to Quality Assurance Committee for the detailed scrutiny of the academic standards and quality of the Division s undergraduate provision. Standing Committee is responsible to Senate for all matters relating to the organisation of education, teaching and research in the Division, including all examination matters. Quality Assurance Committee is responsible to Senate for ensuring that the University has a rigorous and responsive quality assurance framework in place. Senate is the supreme academic decision-making body of the University. Further arrangements with partner organisations are defined in collaborative agreements and quality assured via annual examination of standards by External Examiners, annual monitoring and periodic review and the University of Bath link tutor system. SOURCES OF OTHER INFORMATION: Page 12 of 13

13 Programme Specification URL: UCAS Website: Teaching institution website: Teaching institution publicity (e.g. prospectus, course leaflet, open days) Programme handbook Page 13 of 13