University of Aberdeen School of Education

Transcription

1 University of Aberdeen School of Education BA CHILDHOOD PRACTICE PROGRAMME HANDBOOK September

2 Contents Introduction 4 Programme Aims 5 The BACP Structure and Content Overview 5 SSSC Codes of Practice 6 BA in Childhood Practice - Curriculum Map 7 Access 12 Levels Of Study 14 Awards And Progression Opportunities 17 Duration 17 Course Design 17 Course Content The Child in the Socio-cultural Context Child Development and Learning The Developing Professional Personal Research and Enquiry 21 Practice-Based Learning 22 Formative Support 23 Summative Assessment 23 Teaching And Learning Approaches 25 Student Support 26 MyAberdeen (the University of Aberdeen s Virtual Learning Environment) 26 Assessment Regulations 27 TurnitinUK 28 Feedback on assessment: 28 Transcripts at Graduation 29 Absence from Classes on Medical Grounds 29 Withdrawal Procedures and Refund Policy 29 Class Certificates 30 Quality Assurance 30 Appeals and Complaints 31 The University Library 32 Data Protection and Freedom of Information Acts 33 2

3 Plagiarism 33 Race Equality Policy 34 Monitoring and Evaluation 34 Participants with Disabilities 35 The Co-curriculum 36 Health And Safety 36 Fire Evacuation Procedures 37 School of Education First Aiders 37 Defibrillators 38 APPENDICES 39 Appendix 1 Programme Team 39 Appendix 2 University Of Aberdeen Common Assessment Scale 40 Appendix 3A Programme Assessment 41 Appendix 3B Declaration of own work 42 Example Record of Assessment 43 Appendix 4 - Assessment Procedures 45 Late Submissions 46 Re-submissions Academic Quality Handbook External Examiners 46 Appendix 5 - A Guide To Referencing For Education Students 48 Appendix 6 University of Aberdeen School of Education - Guidance for Writing Assignments 48 Appendix 7 - Monitoring Students' Progress 52 3

4 Introduction Welcome to the BA in Childhood Practice The BA in Childhood Practice (BACP) is a programme at undergraduate level that is designed to meet the continuing professional development needs of a range of professionals involved in working with children. It has been designed in such a way that it promotes and encourages the use of workplace based activities as the basis for academic study. Because of its flexibility, it provides a route to degree level studies for participants from non-traditional backgrounds. The BACP is a Scottish degree that is available for part-time study on a distance learning basis. Along with this Programme Handbook you must read the following Student Attendance, Performance and Assessment (SAPA) document that contains essential information for students of the University of Aberdeen, including: Resources and Facilities Welfare and Finance Degree Regulations Student Portal Computing Facilities Library Student Learning Service Language Centre Accommodation Term dates Campus maps A-Z directory Search Academic Advisers Disability Student Support Students Association Race and equality Doctors Emergencies Loans and fees Absences Monitoring Plagiarism Examinations Results Failure Withdrawal ERASMUS CAS Marks Graduations Appeals Complaints Intellectual Property UG Code of Practice PG Code of Practice Academic Quality Handbook The SAPA document for your Area of Study can be accessed at 4

5 Programme Aims The programme of study aims to provide practitioners with learning opportunities and resources and structured practical experience that, together with experimentation and reflection on workplace settings, will enhance professional awareness and personal effectiveness and provide them with a recognised qualification. It is based on course elements detailed in the benchmark statements provided by QAA Education Studies, SCQF and the Standard for Childhood Practice. It combines an increased understanding of theory with critical reflection on practice and aims to develop the research skills of practitioners for ongoing professional development. The BACP Structure and Content Overview The 7th Report 2006 Education Committee Early Years Enquiry has identified the need to raise skill levels across the workforce, which now includes a widening range of support workers, e.g. learning assistants and out of school care workers. The report recommends that qualifications and skill levels are driven upwards as research indicates that this is likely to result in better outcomes for children, especially in disadvantaged areas. HMIe has recommended that primary schools could better support the children in a smoother transition by adopting the best methodologies that are used in early years education and by continuing to offer choice and independence. This latest report consolidates the recommendations made by various bodies since The programme is structured into four key areas: The Child in the Socio-cultural Context Child Development and Learning The Developing Professional Personal Research/Enquiry There will be four 30 Credit core units at each SHE Level. This will facilitate student progress and establish the BA Childhood Practice as a credible, recognized qualification across the sector. The new programme aims to take account of current recommendations by offering different access points allowing for students prior learning and experience and further flexibility through offering part-time, online distance learning. The intention of the programme is to meet a national government priority to build a highly skilled, qualified, professional workforce across the childcare and education sector. We recognize the potential to link the emergence of integrated services to the development of joint training opportunities, to establish a clear career structure. The programme will equip students with the necessary pedagogical skills and knowledge to work in the field. Extension of the age group from Early Years to Childhood Practice reflects changes and development of basic qualifications for Early Years practitioners, and will facilitate career progression for out-of-school care workers, adults involved in playwork, and classroom assistants. These changes are all in response to Scottish Executive policy and meet the requirements of SSSC for registration. 5

6 BA Childhood Practice Routes The degree has been devised to meet the needs of groups of existing staff within schools, private daycare and also those working in out-of-school care situations. The delivery of the degree is by part-time distance learning, thus enabling the students to remain in employment whilst undertaking their studies and also to facilitate the practical aspects of the programme. There is a varied qualification profile for those wishing to undertake this degree, ranging from entry qualification levels, together with work experience, at Level 6, to those who may have completed an SVQ Level 4 qualification or HNC plus advanced PDA who could gain credits for some courses at Level 8.. The degree will also articulate with existing University provision to allow students the opportunity of applying to transfer to BEd 1 on successful completion of Level 7, or alternatively apply to PGDE (P) on successful completion of Level 9 or 10. With the introduction of an optional Honours year, students may wish to complete their degree and extend career opportunities. Duration and Progression Students will complete 4 x 30 credit courses at each level. Successful completion of a level will permit entry to the next level. It may be possible for students to apply for transfer to the BEd programme (year 1) following successful completion of all courses at Level 7. This, however, does not guarantee entry as students will be subject to the normal BEd selection procedures. SSSC Codes of Practice Students on the BACP are also required to comply with the SSSC Codes of Practice: These can also be found on the BACP website and on My Aberdeen. 6

7 BA in Childhood Practice - Curriculum Map QAA (Education Studies) Benchmarks: SHE Levels 7-8 (Years 1-2) 3 x 30 SCOTCAT Credit Points(Compulsory Courses) + 2 x 15 SCOTCAT Credit Points (1 Compulsory & 1 Elective) = 5 courses per level SHE level 9-10 (Years 3-2) 4 x 30 SCOTCAT Credit Points (Compulsory Courses with element of specialist choice in 2) = 4 courses per level. SHE Level 7 Awareness Child in the Socio-cultural Context Compulsory Core 1 The Child in Society: Personal and Social Development Child Development & Learning Compulsory Core 2 30 Child Development and Learning The Developing Professional Compulsory Core 3 30 Understanding Personal Effectiveness within your Professional Role Personal Research/Enquiry (Compulsory Core and Element of Choice) 4 30 Study Skills Creating the Child s Environment 2 x 15 8 Development The Child in Society: Living and Learning in Families Principles of 30 Management and Development and Administration within Learning an Education and Childcare Setting Young Children and Science Supporting the Health and Wellbeing of Children 2 x

8 9 Confidence Empowerment Living, Learning and Teaching in Communities 30 Effecting Change in Development and Learning 30 Inter-disciplinary Approaches within Early Education and Childcare 30 Research and Enquiry: Informed Perspectives (Honours Option) Specialist Global Citizenship: Unit 1: Children on the Move Unit 2: Growing up around the world Personal Enquiry in Child Development and Learning The Reflective Practitioner 30 Research and Enquiry In Action

9 BA in Childhood Practice - Curriculum Map Standard for Childhood Practice Benchmarks: SHE Levels 7-8 (Years 1-2) 3 x 30 SCOTCAT Credit Points (Compulsory Courses) + 2 x 15 SCOTCAT Credit Points (1 Compulsory & 1 Elective) = 5 courses per level SHE level 9-10 (Years 3-2) 4 x 30 SCOTCAT Credit Points (Compulsory Courses with element of specialist choice in 2) = 4 courses per level. SHE Level 7 Awareness 8 Development Child in the Socio-cultural Context Compulsory Core 1 ED1504 The Child in Society: Personal and Social Development ED012 The Child in Society: Living and Learning in Families Child Development & Learning Compulsory Core 2 30 ED1505Child Development and Learning Part 1 (formative assessment) Part 2 (summative assessment) ED1022 Young Children and Science 30 ED2013 Principles of Development and Learning The Developing Professional Compulsory Core 3 30 ED1506Understanding Personal Effectiveness within your Professional Role 30 ED2014 Management and Administration within an Education and Childcare Setting Personal Research/Enquiry (Compulsory Core and Element of Choice) 4 30 ED1064 Study Skills ED1068 Creating the Child s Environment 30 ED2016 Young Children and Science ED2507 Supporting the Health and Wellbeing of Children 2 x 15 2 x 15 9

10 9 Confidence Empowerment ED3504Living, Learning and Teaching in Communities 30 ED3505 Effecting Change in Development and Learning 30 ED3506 Interdisciplinary Approaches within Early Education and Childcare 30 ED3509 Research and Enquiry: Informed Perspectives 30 SSSC Standard for Childhood Practice Elements 10 (Honours option) 2.1.1, 2.1.3, 2.1.4, 2.1.5, 2.2.1, 2.2.4, 2.2.5, 2.3.1, 2.3.2, 2.3.3, 2.3.4, 2.3.5, 2.3.6, , 3.1.2, 3.1.3, 3.5.4, 3.4.1, , 3.5.3, , 3.6.3, , , 3.9.5, 3.9.6, 4.1.3, , 4.2.2, 4.2.3, 4.2.4, 4.4.6, , 4.7.3, 4.7.4, 4.7.5, 4.7.6, , 4.9.1, 4.9.2, 4.9.3, ED4504 Global Citizenship: Unit 1: 2.1.2, , , 2.3.5, 3.1.4, 3.1.5, , 3.2.2, 3.2.3, , 3.3.2, 3.4.2, 3.4.3, 3.9.2, 4.1.1, 4.1.2, 4.2.5, 4.3.1, 4.3.2, 4.3.3, 4.3.4, 4.3.5, 4.3.6, , 4.4.2, 4.4.4, 4.5.1, 4.5.2, 4.5.3, 4.5.4, 4.5.5, 4.7.2, 4.7.3, 4.8.2, , 4.9.2, 4.9.3, 4.9.4, , ED4505 Personal Enquiry in Child 2.2.2, 2.2.3, , 3.8.2, 3.8.3, 3.8.4, , 4.4.5, 4.6.1, 4.6.2, 4.6.3, , 4.9.2, 4.9.3, 4.9.4, , , , , , , ,4.11.4, , , , , , , , , ED4506 The Reflective Practitioner 3.9.1, 3.9.2, 3.9.3, 3.9.4, 3.9.5, , 4.8.3, 4.9.1, 4.9.2, 4.9.3, , ED4509 Research and Enquiry In 30 10

11 Specialist Children on the Move Unit 2: Growing up around the world Development and Learning Action 11

12 Access Prospective BA CP students will be required to evidence characteristics consistent with the following: HNC Early Education and Childcare. Students will be expected to be in employment in a relevant setting for a minimum of 12.5 hours per week.. Students will be expected to have been in employment in a relevant setting for a minimum of two years. Students will have the ability to engage in on-line learning (effective word processing, and web search skills). Students will have routine access at home to a computer capable of connecting to the web, accessing on-line forums and downloading appropriate documents. Levels of Entry The majority of students are likely to enter the programme at Level 8 as existing qualifications HNC Early Education and Childcare and SVQ 3 Early Years Care and Education - are designed to meet the requirements of SCQF Level 7. Entry at Level 7 would be possible for students currently working in primary schools as classroom assistants/out of school care workers/playworkers, whose qualifications, at Level 6, do not fully meet the framework upon which the programme is based. A credit claim can be made for the SVQ 3 Classroom Assistant qualification to cover units which overlap with SVQ3 Early Education and Childcare qualification. This would also apply to SVQ 3 Playwork qualifications. Students entering with an HNC Early Education and Childcare (96 credits) will complete the Study Skills unit and Creating the Child s Environment unit at Level 7 before progressing to Level 8. Students who obtained child care qualifications prior to the introduction of HNC will be asked to complete a credit claim but also to undertake the Study Skills unit at Level 7 before progressing to Level 8. Students entering the programme with an HNC in Childcare and Education, together with the advanced PDA in Childcare and Education will gain credit for the units which overlap with the units of level 8 BA Childhood Practice. 12

13 Selection Selection for the programme will be based on completed application forms accompanied by copies of educational qualifications and a short employment history. Prospective students will also be asked to provide statements from two referees. As this is a rolling programme, students will be able to enrol at two points during the year, January and September. Mode of Delivery and Student Support The course will be studied by distance learning with materials available on-line. This will be supported by work-based reflexive practice on the part of the student. Students will be supported by the allocation of a personal tutor with whom they can maintain contact through university , by telephone or an arranged visit to the University. Students will be required to form study support groups with other students studying the same unit. This may take the form of face-to-face meetings where geographically possible, alternatively through on-line discussion. There will also be network sessions available during the academic year in Aberdeen with the purpose of meeting other students and staff and also to: Learn about University facilities Learn about University systems and procedures Learn about how to progress in their study Take part in tutorials with others completing similar units through exploring a thematic approach Discuss topics of benefit to all students Account Management Curriculum The programme will consist of 4 x 30 credit courses arranged thematically. Each theme will be explored in increasing depth at each level. The themes covered are: The Child in the Socio-cultural Context Child Development and Learning The Developing Professional Personal Research and Enquiry 13

14 At all levels (years 1-4) students will undertake 4 x 30 credit courses with an element of specialist choice in two of those, making a total of 4 courses and 120 credits per level. Levels Of Study The benchmarks for QAA Education Studies indicate a requirement for participants to demonstrate development of four inter-related areas: Knowledge and understanding Application Reflection Transferable skills The QAA benchmarks have been used in the BA Childhood Practice programme design but also incorporate the benchmark statements for the Standard of Childhood Practice regarding the three main aspects of professional Development Professional values & professional commitment Professional knowledge and understanding Professional skills and abilities The benchmark statements also provide the following key indicators of learning for effective application in the field for Education Studies. The programme will equip students to: Draw on a wide range of intellectual resources, theoretical perspectives and academic disciplines to illuminate understanding of education and the contexts within which it takes place Provide students with a broad and balanced knowledge and understanding of the principal features of education in a wide range of contexts Encourage students to engage with fundamental questions concerning the aims and values of education and its relationship to society Provide opportunities for students to appreciate the problematic nature of educational theory, policy and practice Encourage the interrogation of educational processes in a wide variety of contexts Develop in students the ability to construct and sustain a reasoned argument about educational issues in a clear, lucid and coherent manner 14

15 Promote a range of qualities in students including intellectual independence and critical engagement with evidence In order to achieve this, students will need to draw upon contemporary research and other relevant educational literature. Students will also require an awareness of relevant concepts and theories from across a range of appropriate disciplines. Within the context of the BA Childhood Practice degree, students must focus specifically on their own continuing professional development, identifying ways in which they can become more effective within their profession. This acknowledges the development of process skills as well as the development of professional knowledge. Emphasis is placed on learning from critical reflection on experience and enquiry as a method of developing professional competence and resolving problems. With reference to the Scottish Credit and Qualifications Framework (SCQF): At Level 7 students will be expected to: Demonstrate a broad knowledge of the discipline of Childhood Practice in general Demonstrate that this knowledge is embedded in key theories Be able to justify their decisions with reference to evidence from reading and research Demonstrate the ability to transfer this knowledge through applying it to practice Present and evaluate evidence which is appropriate to the area of study Use a range of approaches to address routine issues or problems within their workplace At Level 8 students will be expected to: Demonstrate a broad familiarity with the main subject areas and a more detailed knowledge of some of those Demonstrate a basic knowledge and understanding of some of the major current issues within the area of Childhood Practice Demonstrate an increased understanding of the role of research and other academic processes Carry out routine investigations into professional practice Demonstrate the ability to reflect on and critically evaluate their practice, drawing on a range of resources 15

16 Evaluate their practice to identify strengths and areas for professional development At Level 9 students will be expected to: Demonstrate a broad and integrated knowledge and understanding of the scope, main areas and boundaries of subjects which relate to Childhood Practice Demonstrate a critical understanding of a selection of the main theories, principles, concepts and terminology within the subject area Demonstrate detailed or specialist knowledge in one or more areas relevant to the professional focus of the student Use a selection of skills, techniques and practices such as literature searches, other appropriate investigative approaches and methods of data analysis and interpretation Demonstrate the ability to critically analyse their findings and synthesise information and ideas Use their findings to evaluate their practice and set goals for further professional development At Level 10 students will be expected to: Demonstrate a detailed knowledge of the subject area which covers and integrates most of the principal areas, features and boundaries Demonstrate a critical understanding of the principal theories, concepts and principles Demonstrate a detailed knowledge and understanding in a specialist area, informed by evidence from a wide range of sources including current research Demonstrate the ability to carry out independent research using appropriate techniques of enquiry or research methodology Be able to critically identify, define, conceptualise and analyse complex professional issues or problems and demonstrate the ability to offer professional level insight and appropriate solutions Use the results from their research to identify and implement relevant outcomes within their professional practic 16

17 Awards And Progression Opportunities All awards for the BA Childhood Practice programme will be made by the University of Aberdeen. Students who successfully complete Level 10 will gain a BA (Hons) Childhood Practice. Students who exit on successful completion of Level 9 will be awarded BA Childhood Practice. Both degrees will be acceptable entry requirements for the PGDE (Primary). The BA Childhood Practice does not guarantee entry to Initial Teacher Education as students applying for this programme will be subject to the normal selection procedures. Duration The programme is studied by part-time Distance Learning with a maximum of 60 credits (2 x 30 credit units) achievable in any one academic year. Course Design The BA CP units are designed to be free-standing but taken in sequence to build confidence through the processes of reflexivity, engagement with theory, experimentation in practice, critical reflection and professional enquiry. Level 7: 1. Compulsory unit for all students: Study Skills 2. The Child in the Sociocultural Context: Creating the Child s Environment 3. Child Development and Learning: Child Development and Learning 4. The Developing Professional: Understanding Personal Effectiveness in a Professional Context 5. Research & Enquiry: Wider Perspectives 1 Level 8: 1. The Child in the Sociocultural Context: The Child in Society Living and Learning in Families 2. Child Development and Learning: Principles of Development and Learning 3. The Developing Professional: Management and Administration within a Childcare and Education Setting 17

18 4. Research and Enquiry: Wider Perspectives 2 Level 9 : Plus choice from: Care and Health of Young children Alternative Frameworks in Science 1. The Child in the Sociocultural Context: Living, Learning and Teaching in Communities 2. Child Development and Learning: Effecting change in Development and Learning 3. The Developing Professional: Interdisciplinary Approaches within Education and Childcare 4. Personal Research and Enquiry: Informed Perspectives Level 10: 1. The Child in the Sociocultural Context: Global Citizenship Children on the Move Growing up Around the World 2. Child Development and Learning: Effecting change in child Development and Learning 3. The Developing Professional: The Reflective Practitioner 4. Personal Research and Enquiry: Research and Enquiry in Action Meeting the requirements of the Benchmark Statements The course requirements, as detailed in the Benchmark Statements, are addressed in all four strands of learning: knowledge and understanding, application, reflection and transferable skills. The learning outcomes of each unit, content and assessment fully comply with the substance of the benchmark statements. Competence of students will be assessed by written evidence to demonstrate professional growth through accounts in reflective journals and through various appropriate assessment instruments: From units: Assignments which demonstrate critical analysis Research reports Portfolio of evidence 18

19 On-line: Assignments Response to tutor directed tasks Discussion forums Practice: Reflective journal Projects Witness reports Course Content All units in this programme comply with the SSSC Codes of Practice. It is a requirement that you familiarise yourself with the Codes of Practice before undertaking the programme. This document is available to download from the BACP website and is on Web CT. 1. The Child in the Socio-cultural Context The units within this theme are designed to develop knowledge and understanding of the wider issues relating to the locus of personal, social and cultural development in education and childcare settings. Students knowledge and understanding of the diverse nature of children s socio-cultural contexts is progressively broadened and deepened over through the study of the 4 units of the theme. Level 7 Students are invited to examine their own attitudes and practices relating to the formation of the child s identity including; the role of nature and nurture, diversity and cultural heritage. Level 8 Students will be expected to critically examine their attitudes and practices with reference to core theories, concepts and principles. The focus of this unit is on the complex network of the child and their social environment; students will develop a critical understanding of the diverse nature of family structures, issues relating to supporting children in relation to sensitive issues and the links between theory, policy and practice. Level 9 Students build on their knowledge of family structures and the role of the child in the family. This will develop detailed knowledge of the ways in which communities are constituted and the effects of social policy on the everyday lives of children and their families. Students will critically investigate the tensions between the ways in which communities define themselves and how they are perceived by others. They will also consider the ways in which children manage the hidden curriculum in formal learning environments and the ways in which they learn to negotiate daily transitions between home and school. 19

20 Level 10 A few students will elect to study at this level. Students are expected to undertake independent study relating to international perspectives of community and social policy. Students will critically consider the impact of increasing mobility of families, the effects of dislocation on wider family networks and to undertake comparative study of their own settings with those in other parts of the world. 2. Child Development and Learning Level 7 This course is designed to develop the knowledge, understanding and skills of the role of the professional in an Education and Childcare setting in order to support the developmental and learning needs of the child. Students will study the underpinning theories of child development and learning, the principles of current good practice in supporting child development and learning and the relevant curriculum guidelines and their application in practice. They will develop an awareness of personal values, attitudes and beliefs and their impact on practice, along with a knowledge of the roles and responsibilities of significant adults in the support of the child s development and learning. Students will be expected to create a professional journal. Level 8 This course continues the professional development of those employed within integrated children s services by focussing on the skills required to support the developmental needs of children within their own setting. Students will develop knowledge, understanding, skills and values with regards to child development and the provision of an enriched curriculum in order to meet the needs of the individual child. They will study the principles held by the main theorists, critically examine the curriculum documentation and evaluate and analyse practice in their own setting. A comparative study of their own setting and a similar setting will be implemented and a professional journal maintained. Level 9 This course will ensure a detailed knowledge and understanding of child development and links between theory and practice. It will also develop an understanding of how to effect change in practice to ensure quality provision. Students will study some of the current research to develop detailed knowledge and understanding of a specialised area of child development and learning. They will plan and implement changes and monitor and evaluate the impact on children s development and learning. Through investigation of principles of learning across other disciplines and cultures, professional thinking will be challenged, as will the assumptions underpinning curriculum documentation. A comparative study of the student s own setting and a setting within another sector will be implemented and a professional journal will be maintained and developed. 20

21 Level 10 This course will extend professional development of a specialism through personal study of a self-chosen aspect of child development and learning. Comparative approaches to development and learning will be carried out and the student will be expected to read widely and critically analyse a range of texts in their self-chosen area of specialism. They will plan and implement an in-depth context study of one area of child development and learning and explore and justify professional values and beliefs in order to promote original, creative thought. The professional journal will be developed and maintained. 3. The Developing Professional These four units, one at each level, aim to develop and extend the student s knowledge, understanding, skills and values in team work, management and leadership skills required to support the management of a quality curriculum. Students will begin by analysing their own strengths and development needs, studying theories, concepts and principles including their own beliefs and values. An important aspect of this course is the application of academic study in practice. Students will deepen their understanding of their professional roles and responsibilities through study of the concept of quality and equality, examination of current policy, alternative and inter-disciplinary or multi-agency approaches and critical analysis of their own practice. There will be opportunities for students to develop management, administrative and leadership skills and to develop reflective practice through the use of a professional journal. This element will require students to reflect on all four courses as well as their workplace experience and will draw all the elements of the programme together. 4. Personal Research and Enquiry Level 7 Study Skills This course will develop the student s knowledge, understanding and skills with regards to effective study techniques. The course will cover: Skills knowledge and strategies required for effective study Thinking, reading and taking notes Use of referencing and bibliography Use of tables, graphs Essay writing style Report writing style Presentation, structure and appropriate use of language. 21

22 Creating a Child s Environment - This course will develop the student s knowledge, understanding and skills with regard to creating and maintaining a supportive environment for children in childcare and education settings. The course will cover: How personal attitudes, beliefs and values impact on the environment An awareness of underpinning theories of child development The ethos, health and safety of the environment The used of space and resources in the environment The creation of a development plan to achieve change in practice Carrying out a project in practice Evaluation of the project and identification of next steps. Level 8 Students will further deepen knowledge, understanding, skills and values in critical thinking, professional enquiry and research. Through structured reading and tutor supported tasks, such as report writing and research on an aspect of their practice, individuals will develop their research skills and use these to inform their practice and become aware of bias and its implications. The course will cover critical reading of a variety of texts on an area of professional interest, analysis of text, identifying and synthesising key issues. Level 9 Students will be expected to search for relevant literature to inform the content and process in a chosen area of practice. They will review research methods and strategies appropriate to small scale research and identify a suitable area for their own research and implement this. Students will organise and manage the data collected from the small research study and present this in a relevant and appropriate form to demonstrate the ability to critically analyse data and draw conclusions. Level 10 Students will write a paper on a chosen theme or topic to conform to the requirements of a chosen journal. In order to do this they will demonstrate the ability to analyse a variety of journals for literature, format, content and style. Students will use relevant technology to search and organise literature appropriate to a chosen theme or topic and review papers on this topic for information, structure, format and content. The content of a variety of academic papers on a chosen subject will be discussed for relevance, validity and quality. Practice-Based Learning Practice based learning within the BA Childhood Practice programme has three main purposes. It allows students to: Carry out projects with new insight arrived at from their learning on the programme 22

23 Reflect critically on their learning and related practice Demonstrate their increasing confidence, competence and professional growth The integration of practice-based learning in each unit of the programme seeks to ensure both engagement with key principles and an ongoing and continuous critical reflection on practice. Formative Support On-line discussion forums will allow all students on the programme to engage in mutually supportive professional debate and to invite comment where appropriate from tutors on the BA Childhood Practice. Students will submit formative assignments to tutors for feedback before final submission of their work. Summative Assessment Students will submit one electronic copy and one hard copy of summative assessments to the Programme Administrator by the due date. Final submissions of written assignments will be marked by tutors on the BA Childhood Practice programme and graded in accordance with Aberdeen University Common Assessment Scale (CAS). Academic assignments will require the staged use of various enquiry and research methods. Each course of the BACP is assessed independently. Each course has an assessment document which outlines the assessment requirements and the assessment criteria. Normally, the general criteria for assessment of each course are that you can: Show you have studied the resource material; Describe and critically analyse some aspects of your own practice and/or professional circumstances; Show that you have considered the implications of the resource material for your own professional practice and/or professional context; Present a clearly structured and reasoned account of your own professional practice in accordance with guidelines set out in the Assessment document. In addition each course has specific criteria that you are required to meet. These are outlined in the Assessment documentation. In accordance with University wide practice, assignments will be marked on the Common Assessment Scale. Assignments will be awarded a score out of 20 where 9 and above is a pass and 8 or less is a fail. See Appendix 2 for more information. 23

24 Normally, assignments will be marked and returned to students within a four week period. This allows time for marking, double and cross marking and confirmation by the External Examiner as required. Participants who fail to complete the assessment demands of a course will be allowed resubmission opportunities in accordance with University Regulations. Note that a fee is charged for any re-assessment. Further details about assessment, progress, regulations and various policies and procedures are provided in the document, Student Attendance, Performance and Assessment Code of Practice (SAPA), at In particular, please note information about monitoring participation and class certificates in Appendix 8 of this handbook. Assignments on the programme have two main purposes. One is to help you to learn. The other is to enable the tutors to judge the standard you have achieved. It is likely that you will want to draw upon a wide range of sources when preparing your assignments. As well as the course content, the recommended texts and your own fieldwork experience there are benefits to be gained from wider reading and wider discussion in study circles and with co-tutors, line managers and mentors. When you enter into discussions with fellow students in study circles or in individual discussions with others there is nothing wrong with discussing assignment questions. It is part of the programme philosophy to encourage you to enter into a wide range of learning possibilities. What must be emphasised however is that when writing your final assignment you are expected to work alone. What you submit in writing must be in its entirety your own. Please make sure you read notes about plagiarism (see Appendix 4). Advice will be provided on making reference to the work of others. You must also operate within the tolerance zone ( ) of the 3000 word count allowance or your mark will be subject to penalty. Instructions for the submission of assignments are contained in the Assessment documentation of each course. Each course has a cut-off date for assignments, i.e. a final date for submission. This is the last date by which an assignment should be received. It is recognised, however, that occasionally there may be circumstances which prevent you completing an assignment on time. In such circumstances you must contact your Course Tutor as soon as you recognise difficulties and seek an extension. But remember, please, that late submission is not a right and permission must be sought and obtained in advance. Your Course Tutor can grant an extension of up to two weeks. Otherwise the matter must be referred to the BACP Programme Director at the University. If you fail to submit an assignment by the set date and do not arrange an extension then a No Paper will be recorded. You are allowed a maximum of three resubmissions. 24

25 Please also read Appendix 4 Assessment Procedures, Late Submissions and Appendix 7 Monitoring Student s Progress When participants seek extensions because of special circumstances three main categories will be considered: Serious or prolonged illness, either of your own or a member of your immediate family; Serious disruption of personal life (such as a bereavement); Serious disruption of studies caused by the University (such as delay in supplying course materials). Account will not normally be taken of such circumstances which can be predicted, e.g. moving house, change of employment, pressure of work. You are asked to co-operate in the efficient operation of the course by minimising requests for extension of submission dates, but when special circumstances arise you are asked to provide the following information: The special circumstances you wish to report; The date at which the circumstances arose; The length of time that your course was affected; The assignment(s) which you claim to have been affected. Teaching And Learning Approaches The concept of continuous professional development underpins the approach to teaching and learning on this programme. It is acknowledged that students on the course are already employed as professionals in the workplace and the programme is designed to enhance and develop this aspect of their practice. Although the age range of children has been extended from the original BA Early Childhood Practice degree, the underpinning philosophy of an Early Years approach to education will still remain, with the emphasis firmly on the child at the centre. Use of ICT New technologies will be utilised where appropriate throughout the programme and for the support of all students. These may include: Web based learning and communication and programme / cohort mail groups Tele / video conferencing Phone conferencing Online discussion/chat rooms These technologies will be used for the delivery of course instructions, dissemination of learning resources, individual tutorials, seminar debates, peer discussion, formative feedback and course management. 25

26 Student Support As well as the group and peer support mechanisms listed above, students will receive individual support from: A personal tutor from the staff of BA Childhood Practice programme whose role will be to ensure continuity of guidance and support throughout the student s overall programme experience A unit tutor who may or may not be the same person listed above In addition to the above, students will be encouraged to recruit work-related support within the workplace from various sources including line managers and colleagues. Peer support from other students will also form an important forum for discussion and the opportunity to share problems and solutions. The University is keen to help you successfully complete your studies. If at any time you feel you need assistance, there is a range of support services available to help you. These include support to help with unexpected and/ or exceptional financial difficulty, support for disabled students and academic learning support through the Student Learning Service. Further details about all these services are available at MyAberdeen (the University of Aberdeen s Virtual Learning Environment) For new students: MyAberdeen is the University of Aberdeen s Virtual Learning Environment. This is where you will find learning materials and resources associated with the courses you are studying. MyAberdeen also provides direct access to TurnitinUK, the originality checking service, through which you may be asked to submit completed assignments. You can log in to MyAberdeen by going to and entering your University username and password (which you use to access the University network). Further information on MyAberdeen including Quick Guides and video tutorials, along with information about TurnitinUK, can be found at: Information about academic writing and how to avoid plagiarism can be found at 26

27 For returning students: MyAberdeen (the University of Aberdeen s Virtual Learning Environment) MyAberdeen replaces My Aberdeen as students virtual learning environment. This is where you will find learning materials and resources associated with the courses you are studying. MyAberdeen also provides direct access to TurnitinUK, the online originality checking service, through which you may be asked to submit completed assignments. You can log in to MyAberdeen by going to and entering your University username and password (which you use to access the University network). Further information on MyAberdeen including Quick Guides and video tutorials, along with information about TurnitinUK, can be found at: Information about academic writing and how to avoid plagiarism can be found at Assessment Regulations To gain a BA Childhood Practice, students must demonstrate their competence consistent with detail provided in the benchmark statements and must meet the demands documented in the unit descriptors. In particular the following regulations apply to assessment for award of the BA Childhood Practice. Pass in all units at Level 9. Pass in all units at Level 10 for Honours option. Units will be assessed in accordance with Aberdeen University Undergraduate Programme regulations. Decisions regarding student performance, progress and BA CP award will be made by the Board of Examiners of the programme. Quality Assurance procedures will involve an external examiner, together with student and staff evaluation feedback. 27

28 Normal Aberdeen University appeal regulations will apply. TurnitinUK TurnitinUK is an online service which compares student assignments with online sources including web pages, databases of reference material, and content previously submitted by other users across the UK. The software makes no decision as to whether plagiarism has occurred; it is simply a tool which highlights sections of text that have been found in other sources thereby helping academic staff decide whether plagiarism has occurred. As of Academic Year 2011/12, TurnitinUK will be accessed directly through MyAberdeen. Advice about avoiding plagiarism, the University s Definition of Plagiarism, a Checklist for Students, Referencing and Citing guidance, and instructions for TurnitinUK, can be found in the following area of the Student Learning Service website Feedback on assessment: The University recognises that the provision of timely and appropriate feedback on assessment plays a key part in students learning and teaching. The guiding principles for the provision of feedback within the University are detailed in the Institutional Framework for the Provision of Feedback on Assessment available at: Enhancing Feedback: The University recognises both the importance of providing timely and appropriate feedback on assessments to students, and of enabling students to voice views on their learning experience through channels such as Student Course Evaluation Forms and Class Representatives. FAQs, guidance and resources about feedback can be found on the University s Enhancing Feedback website at: 28

29 Transcripts at Graduation It is anticipated that students who commenced their studies in, or after, 2009/10, will receive a more detailed transcript of their studies on graduation. The increased details will include a record of all examination results attained. For students graduating in 2012/13 transcripts will show details of all CAS marks awarded, including marks which are fails. Where a resit has been required as a result of medical circumstances or other good cause (MC/GC) this will not be shown, but all other circumstances (i.e. No Paper NP ) will be included. Absence from Classes on Medical Grounds Candidates who wish to establish that their academic performance has been adversely affected by their health are required to secure medical certificates relating to the relevant periods of ill health (see General Regulation 17.3). The University s policy on requiring certification for absence on medical grounds or other good cause can be accessed at: You are strongly advised to make yourself fully aware of your responsibilities if you are absent due to illness or other good cause. In particular, you are asked to note that selfcertification of absence for periods of absence up to and including eleven weekdays is permissible. However, where absence has prevented attendance at an examination or where it may have affected your performance in an element of assessment or where you have been unable to attend a specified teaching session, you are strongly advised to provide medical certification (see section 3 of the Policy on Certification of Absence for Medical Reasons or Other Good Cause). Withdrawal Procedures and Refund Policy Any potential withdrawal from the programme should be discussed with your tutor or programme director. The programme administrator will send you a withdrawal form for completion and this must be returned promptly. Further information about withdrawals and refund of student s fees available at 29

30 Class Certificates Students who attend and complete the work required for a course are considered to have been awarded a Class Certificate. Being in possession of a valid Class Certificate for a course entitles a student to sit degree examinations for that course. Class certificates are valid for two years and permit a total of three attempts at the required assessment within that two year period i.e. the first attempt plus up to two resits. Quality Assurance Validation Aberdeen University has a comprehensive system of Quality Assurance for its programmes. Proposals for a new course or programme are subject to standard validation procedures. A planning committee is established to prepare proposal documentation which is scrutinised by the relevant programme committee. Following approval by the programme committee, a validation committee which includes external members considers the quality and appropriateness of the proposal at the validation event. Any ensuing conditions and recommendations must be addressed as directed. Management and Reporting The BA Childhood Practice will be managed on behalf of the University by the Programme Director and relevant committees. All normal quality assurance mechanisms will apply. Where appropriate, representation from students on the BA Childhood Practice will be invited to participate in Aberdeen University s quality control systems, such as Course Review and meeting with External Examiner. Evaluation of each unit will be undertaken by the University and a summative evaluation of the overall programme will be undertaken. Programme teams will meet regularly to review quality and other matters associated with the effective delivery of The BA Childhood Practice will be subject to the requirement that all Aberdeen University courses report annually through the appropriate programme committee to the Academic Standards Committee and thence to the Academic Board. The BA Childhood Practice will form a component part of the Undergraduate Programme reports. Delivery It is intended that the approach to curricular design and delivery will involve staff from a range of backgrounds and teaching experience to reflect the integrated approach to subjects within the curriculum and in turn the approach to delivery of children s services in the community. This collaborative and holistic approach is intended to extend the vision of 30