Programme Specification

Transcription

1 Programme Specification Programme Title and Name of Award Professional Qualifications / Accreditation BA (Hons) Early Years Education and Development with EYTS [UY- ERLEDV] BA (Hons) Early Years Education and Development [UB-ERLEDV] Early Years Teacher Status Academic Level 6 Total Credits 360 UCAS Code X310 JACS Code X310 The University s standard criteria for admissions apply. Please refer to the Applicant Information pages of the University website for more information. For APL, please refer to the University website. The following additional requirements apply for entry to this programme: Criteria for Admission to the Programme Students on this programme will be working with children and all will need to be DBS checked. For entry onto the core BA Hons degree, applicants will preferably have passed GCSE English, Maths and Science at grade C or above (or equivalent). For entry onto the EYTS pathway of this programme, applicants will need to have passed GCSE English, Maths and Science at grade C or above (or equivalent). In addition they will need to pass the skills tests in English and Maths before they can be registered on the programme. Students studying for EYTS will need Occupational health clearance. Teaching Institution Owning Department Programme delivered in conjunction with Principal Mode of Delivery Pattern of Delivery Delivery Site(s) Programme Length University of Cumbria Undergraduate programmes and partnerships Partner Early Years settings Face to face, work-based learning, Blended Learning Full Time and Part Time Carlisle, Lancaster, EIDR and Distance Learning 3 years All rights including copyright in the content of this programme are owned or controlled by the University of Cumbria. Except as otherwise expressly permitted under copyright law or by the University of Cumbria, the content of the programme may not be copied, duplicated, reproduced, republished, posted, distributed or broadcast in any way without the written permission of the University of Cumbria

2 Higher Education Achievement Report (HEAR) Upon successful completion of this programme, you may receive a Diploma Supplement/Higher Education Achievement Report (HEAR). You may be awarded one of the following Exit Awards if you fail to achieve the requirements of the full programme. Exit Awards BA Early Years Education and Development (with or without EYTS) Dip HE Early Years Education and Development Cert HE Early Years Education and Development Programme Features The BA (Hons) in Early years Education and Development is designed to support you in developing your own academic subject knowledge and understanding and also to ensure that you are able to reflectively apply this to your own practice working with children from 0-5 years. An academic and practical understanding of the many factors which influence the ways that young children develop and learn are at the heart of the programme and there is a key focus on child development and the way that this knowledge is applied to all elements of practice. Throughout the programme, the academic modules are complemented by structured, work based learning opportunities, in each year, which enable you to engage in a process of professional development that informs and shapes your professional identity. Modules and work based learning opportunities ensure that you are able to locate this identity within wider professional networks all contributing to the learning and development of the young children in your care and the support of their families. Research such as the Researching Effective Pedagogy in the Early Years study ( and the Effective Provision of Pre-school Education project makes clear that outcomes for young children are better where the staff working with them have higher level qualifications and training. The ability to reflect and act on your reflections is crucial to being effective and it is for this reason that research skills are integral to the programme. In the final year you have the opportunity to engage in high quality research, ensuring that you are able to evaluate the research of others and your own observations and understand the importance of evidence based practice. Programme outcomes have been developed in such a way that they emphasise the application of, and integration of theory, policy and practice; so that you develop as academically informed, effective, reflective practitioners. All aspects of the programme support your journey both towards the academic award but also EYTS where appropriate. Modules and placements are all tracked onto the standards for EYTS and the strong personal tutoring system that is well established within the Institute of Education will ensure that rigorous targets are set and progress is carefully monitored with individualised support put in place where appropriate. It is recognised that not all students will be registered on the EYTS route and will instead be on the core degree programme. The programme will look the same for all students regardless of the pathway. Employability: The programme team wholeheartedly believes that the programme should enhance the employability of all its students in line with the University s Employability Plan The modules, especially in the second and third year are specifically designed to support the development and understanding of team work, collaboration, and leadership and management skills across a range of sectors. It is 3

3 recognised that this is a valuable qualification for those who are wishing to go on, not only to EYTS but to owning their own provision. There are excellent links to a range of providers from the maintained, private, voluntary and independent sector to support students in developing their understanding of the options available to them. The Career Entry Development Plan (CEDP) will be completed by everyone, thus tracking your progress against a set of academic and professional standards, providing those of you who are on the core degree only with a clear progression route and enhanced employability within the sector. Career planning is built into the process. Learning in the workplace is a crucial element of this programme. There are work-based qualificatory units in each year of study ensuring that you are able to apply your learning. These are designed as significant blocks of time rather than a couple of days of a week so that you can embed and immerse yourself in the setting and in your role. You are able to plan for children s learning and be accountable for their progress. For students who are studying part time and in employment, the outcomes of the work-based learning modules are to be met by specific points in the programme. Additional work-based learning experience A 2-3 week placement in semester 2 of Year 2 allows student to be able to gain experience in a Key Stage 1 and 2 school based setting. This is in addition to the requirements of the 0-5 agenda and is designed to respond to the requirements of the Teacher Standards (Early Years) for teachers to engage with the educational continuum of expectations, curricula and teaching beyond the EYFS. It enables students to be able to demonstrate understanding of systematic synthetic phonics and the teaching of mathematics beyond the 0-5 age range. This experience is self-sourced and non-assessed. This programme is relevant to students from all cultures and countries. There are opportunities to study using on-line resources and assessments can be contextualised to ensure that international students are able to focus on aspects of early years care and education that are relevant to them and their situation. This is particularly relevant of the dissertation in the final year where an in depth focus on a very personal and specific aspect can be undertaken. The programme also includes a module on International Perspectives of Early Childhood ensuring that opportunities are provided to widen everyone s understanding of the different contexts and cultures that early years practitioners and teachers work within. There is the opportunity to engage with this programme, with or without EYTS, on a part time basis. This is particularly useful if you are already employed and wish to continue your study with the support of your employer. A map of the programme structure is in Appendix A. Part time students will study 1 day a week and will also engage in the work based learning modules as outlined in the programme structure. Aims of the Programme The overall aims of the Programme are: 1. To develop your ability to demonstrate the professional attributes, knowledge and understanding and skills, appropriate to the birth to five age range necessary to meet the current Standards for the award of Early Years Teacher Status where appropriate; 2. To ensure you understand the importance children s growth and development and the significance of early childhood across cultures and societies; 3. To consider theory in relation to practice, enabling you to evaluate and develop appropriate pedagogical practice with children and families; 4

4 4. To develop your ability to analyse complex concepts and situations in order to understand how, why and when interactions with young children and their families best occurs and how to act on this; 5. To support you in being able to become an effective team member and able to contribute to (and, where appropriate, manage) a variety of groups and disciplines within a diverse, multidisciplinary environment which spans a range of sectors; 6. To ensure you are given opportunities and can promote and value effective relationships between all the groups of children and adults in an early years setting; 7. To create reflective, enthusiastic and well informed Early Years Practitioners and Teachers able to act with integrity and honesty in the best interests of babies and children. Level Descriptors Level Descriptors describe in general terms the expected outcomes you will achieve at each level of study as you progress through your programmes. They describe the relative demand, complexity, depth of learning and learner autonomy associated with a particular level of learning and achievement. The University s Level Descriptors are aligned to the national Framework for Higher Education Qualifications (FHEQ) and are a key mechanism for ensuring the academic standards of the University s provision. At Level 4: (Year 1 undergraduate), you will be able to demonstrate that you have the ability: To apply a systematic approach to the acquisition of knowledge, underpinning concepts and principles and deploy a range of subject specific, cognitive and transferable skills. Evaluate the appropriateness of different approaches to solving well defined problems and communicate outcomes in a structured and clear manner. Identify and discuss the relationship between personal and work place experience and findings from books and journals and other data drawn from the field of study. At Level 5: (Year 2 undergraduate), you will be able to demonstrate that you have the ability: To apply and evaluate key concepts and theories within and outside the context in which they were first studied. Select appropriately from and deploy a range of subject-specific, cognitive and transferable skills and problem solving strategies to problems in the field of study and in the generation of ideas effectively communicate information and arguments in a variety of forms. Accept responsibility for determining and achieving personal outcomes. Reflect on personal and work place experience in the light of recent scholarship and current statutory regulations. At Level 6: (Year 3 undergraduate), you will be able to demonstrate that you have the ability: To critically review, consolidate and extend a systematic and coherent body of knowledge. Critically evaluate concepts and evidence from a range of resources. Transfer and apply subject-specific, cognitive and transferable skills and problem solving strategies to a range of situations and to solve complex problems. Communicate solutions, arguments and ideas clearly and in a variety of forms. 5

5 Exercise considerable judgement in a range of situations. Accept accountability for determining and achieving personal and group outcomes. Reflect critically and analytically on personal and work place experience in the light of recent scholarship and current statutory regulations. Programme Outcomes Knowledge and Understanding The programme provides opportunities for you to develop and demonstrate the following: K1. An excellent knowledge of the way that young children develop and the research on which this knowledge is based and the impact that this and other factors have on young children s learning and development; K2. An ability to evaluate and use a range of research to inform and develop evidence based practice; K3. Become aware of and adhere to the ethical principles and issues and an ability to demonstrate and apply this in relation to personal study; K4. An ability to articulate an understanding of theoretical perspectives relating to children; their health and wellbeing, safeguarding etc; K5. A critical working knowledge of the importance but also the challenges and constraints of multi-professional, inter-professional, multi-agency and inter-agency working in order to meet the needs of children and families; K6. An in-depth, systematic knowledge and consistently critical understanding of children and childhood nationally and globally from philosophical, historical, psychological, sociological, cultural, educational, global, health, welfare, legal, political, and economic perspectives K7. Knowledge and understanding of core skills for Early Years Teachers and other practitioners such as planning, teaching, assessment, behaviour management etc. Programme Outcomes Skills and other Attributes (including Employability Skills) The programme provides opportunities for you to develop and demonstrate the following: S1. Knowledge and awareness of the skills needed for different pedagogical approaches with babies and young children from birth to five years and beyond; S2. Plan for, and where appropriate implement, play and the curriculum, assessment, evaluation and improvement of creative learning opportunities, taking account of young children's health and emotional wellbeing; S3. Use skills of observation and analysis in relation to aspects of the lives of babies and young children and apply this to ensure effective practice. S4. Reflect upon a range of psychological, sociological, health, historical and philosophical perspectives and consider how these underpin different understandings of babies and young children and childhood; S5. A highly developed ability to work effectively with staff (and where appropriate lead provision) in collaboration with parents, carers and other agencies for the benefit of babies and young children; S6. The ability to give voice to and where appropriate act as an advocate for babies, young children, families and communities. S7. An ability to carry out small scale studies ethically involving a variety of methods of data collection, including observation relating to early childhood in an ecological context and analyse data relating to early childhood; 6

6 S8. Meet and apply the Teacher Standards (Early Years); S9. An understanding of the importance of life-long professional learning and reflection that engages with the thinking and findings of others External and Internal Reference Points The following Subject Benchmark Statements and other external and internal reference points have been used to inform the Programme Outcomes: The programme was developed in line with the benchmarks for Early Childhood Studies degrees and those for Education Studies degrees Teaching, Learning and Assessment Strategies employed to enable the Programme Outcomes to be Achieved and Demonstrated On this programme you will be encouraged to engage in a range of learning opportunities. Each module will have a variety of face to face sessions as appropriate to the subject matter. This could take the form of lectures, seminars or tutorials with a tutor. There will also be structured learning activities on the VLE which are to be completed either individually or in study groups as required. Directed Professional Development Activities (PDAs) will also be set by your tutors. These may be as simple as reading particular chapters or articles for discussion at the next seminar or may need you to work with others to create a resource or prepare for a debate for example. Independent, self-directed study is crucial to your success at university and a wide range of study and reading material is available, as identified by your tutors in your module guides and your programme VLE. You are strongly advised to follow module guides and tutor advice in terms of materials to access as well as aiming to become increasingly independent in your identification of your own learning needs and interests in targeting suitable materials. Study skills are important too and you will be supported in developing these in the context of your work on Early Childhood. There is much support available through LiSS and Skills@Cumbria. Your Personal Tutor will support you in monitoring your strengths in this area and pointing you to sources of information and support. It is important that you can learn in a variety of ways, face to face as well as through on line materials. There will be times, for example when you are in work-based learning, when you will need to learn at a distance from the university. Your tutor team will ensure that you are prepared for this and will ensure that you have access to appropriate technological support and input where this is necessary. Your academic modules are all assessed. The assessment item will vary as your tutors will ensure that it is an appropriate way for you to demonstrate your learning. At the University of Cumbria, we believe that detailed, supportive formative assessment is vital in helping you to reach your potential. Formative assessment is designed to help learners learn more effectively by giving them feedback on their performance and how it can be improved and sustained. Each module has an element of formative assessment which is clearly shaped to enable you to improve and develop your knowledge and understanding before the summative assessment at the end. 7

7 Formative feedback may be provided through written and oral feedback, at group tutorials, and through discussion between the personal tutor and the student in individual tutorials. Summative assessment of modules will vary and includes a diverse range of assessment modes including essays, literature reviews, role plays, reports, presentations peer reviews, and a research proposal and dissertation. Where a written piece needs to be submitted for an assessment this will be done electronically. This programme provides you with the opportunity to learn in a range of settings and to apply your learning between and beyond these settings. This is why work-based learning is such a crucial part of the programme. You will be able to apply the theoretical aspects to practical contexts and bring questions around your observations back into the university environment to evaluate through an academic lens. Work based learning is assessed through observation of your practice in the setting and through the scrutiny of your work-based learning portfolio where you will gather evidence that you are working towards meeting the Teacher Standards (Early Years) and your ongoing reflections. Prior to each experience you will meet with your Personal Tutor to discuss your professional development and set appropriate, challenging targets for your work-based learning. The university works with a large number of diverse settings and university based Partnership tutors are responsible for supporting students and settings. Whilst in a setting you will have a work-based mentor who will support you day to day and support your learning and progress against your targets. On your return to university your progress is evaluated through tutorial work with your Personal tutor and individualised action plans are drawn up to ensure that your practice and understanding are developing well. Student Support Welcome Week: The first week of the programme is run as a Welcome Week and is designed as an introduction to the programme and to the University. Its focus is very much about the University systems and resources available to make your studies more enjoyable and more successful. The sessions are informative and cover a range of topics including: getting to know each other; using the library; expectations; introduction to the Personal Tutor system (see below; as well as an introduction to your first modules and you tutor team. Personal Tutor System: The Personal Tutor (PT) role is seen as being crucial to student retention, success and satisfaction. We know from experience that students, who communicate with their personal tutor, tend to enjoy their studies more and feel more supported. In view of this every student is allocated a personal tutor. You will be allocated a personal tutor when you start your programme. Your personal tutor will be a member of the teaching team and will have a good working knowledge of your programme. Their name and contact details will be made available to you, via Blackboard, at the start of the academic year. The role of the personal tutor encompasses: o academic monitoring and advice o support for personal development planning o non-academic guidance and personal support o communication with other programme staff concerning the student experience of the programme o guidance in developing PDP to enhance employability You will have lots of opportunities to meet with them regularly. There will be specific tutorial appointments timetabled during the year but we encourage you to arrange further tutorials should the 8

8 need arise. They are your first port of call if you need support and can signpost you to other services should it be necessary. Career Entry Development Profile: From the beginning of your course you will be supported in reflecting on your knowledge, skills and practice in a structured way. This includes not only your subject knowledge and it s practical application in the setting but also your progress towards graduate employability skills which will help to ensure success in the world beyond university. We expect students to show dedication and interest in learning and to access the number of opportunities open to you both through your programme and across the University, it s up to you to use those opportunities to ensure you can stand out to future employers. We would expect you to take part in additional activities and opportunities offered to you as part of your University of Cumbria Experience including schemes such as Career Ahead and PASS Leaders. You may want to become a student ambassador, for example. Speak to your tutor or contact the Careers and Employability Team to find out more about how you can stand out from the crowd. Visit to find out more about the range of opportunities available. Although the programme will give you all the tools you need to prepare for the world of work and become an employable graduate, it is up to you to take responsibility for your personal and professional development. As a student of the University of Cumbria, you get a great package of support. Library and Student Services (LiSS) offer a wide range of support, including; access to library learning resources, academic skills, careers and employability, financial help, counselling, health and wellbeing and support for disabled students and those with specific learning requirements. We know that you want to get the most out of your programme, make the best use of your time and get that career you always dreamed of. Access university support and facilities easily and quickly via our help is at hand search. The Skills@Cumbria service can help support your academic skills and success throughout your programme. The service is delivered by a team of professional Learning Enhancement Advisers within LiSS. It includes a suite of online self-help resources accessible 24/7 via the University s website and Blackboard site. It also provides group and individual advice and guidance accessible through and alongside your course and by different means such as face to face, or virtual. Module leaders will collaborate with LiSS advisers to ensure that your reading lists are current and items are available via the library collections. In order to maximise access, availability and usefulness, ebooks and electronic journal titles will, in most cases, be prioritised. You can access a wide range of great electronic content using our Quest discovery system. Where appropriate, module reading lists will be made available to you electronically using the university s online reading list system. 9

9 Programme Curriculum Map 1 Academic Level Module Code Module Title 2 Credits Module Status 3 Map to Programme Outcomes 4 For All Y1 students 4 EYED4001 An Introduction to Child Development 20 Compulsory This module is a pre-requisite to EYED EYED4002 Reflective Practice and Study Skills 20 Compulsory 4 EYED4003 The Early Years Foundation Stage 1 20 Compulsory This module is a pre-requisite to EYED EYED4004 Young Children Playing and Thinking 20 Compulsory 4 EYED4005 Keeping Children Safe 20 Compulsory 4 EYED4006 Babies and Young Children in their Homes and Communities 20 Compulsory K1, 2 S1, 2, 3, 4, 8 K3, 4 S1,2,3, 5, 6, 8 K1, 2, 7 S1, 2, 3, 8 K1, 7 S1, 2,3, 8 K1,4,5 S5, 6, 8 K3, 5, 6 S5, 6, 8 For Y1 EYTS pathway students 1 This programme operates in accordance with the University s Academic Regulations and Academic Procedures and Process. 2 Please refer to the relevant programme webpage on the University s website for summaries of the individual Module Aims. 3 Core Modules must be taken and must be successfully passed. Compulsory Modules must be taken although it may possible to carry as a fail (if the award permits). Optional Modules are a set of modules from which you will be required to choose to study. Once chosen, unless indicated otherwise in the table above, an optional module carries the same rules as a compulsory module (ie it may be possible to carry as a fail). Qualificatory Units. These are non-credit bearing pass/fail components that are used to satisfy relevant professional, statutory or regulatory body professional requirements that are associated with the programme. 4 This column references the Programme Outcomes that will be achieved through successful completion of each module (i.e. through successful completion of the module s summative assessment) 10

10 Programme Curriculum Map 1 Academic Level Module Code Module Title 2 Credits Module Status 3 Map to Programme Outcomes 4 4 PLCC9111 Professional practice beginning phase (EYT) Q For Y1 Core Degree students Qualificatory 4 PLCC9110 In to practice beginning phase Q Qualificatory For All Y2 Students 5 EYED5001 Further Studies in Child Development 20 Compulsory This module is a co-requisite to EYED EYED5002 Appropriate Learning Environments 20 Compulsory 5 EYED EYED EYED EYED PLCC9222 Meeting the Needs of Babies and Young Children The Early Years Foundation Stage Curriculum 2 Introduction to Practitioner Research in the early years 20 Compulsory Compulsory This module is a co-requisite to EYED4003 Compulsory This module is a pre-requisite to EYED6001 Multi-professional and multi-agency 20 Compulsory Perspectives For Y2 EYTS pathway students Professional practice developing phase Q (EYT) For Y2 Core Degree students Qualificatory 5 PLCC9220 In to practice developing phase Q Qualificatory For All Y3 Students 6 EYED6001 Dissertation 40 Compulsory This module is a co-requisite to K1, 3, 7 S1,2,3,5,8 K1, 3, 7 S1,2,3,5,8 K1, 2 S1, 2, 3, 4, 8 K1, 2, 7 S1,2, 3, 8 K1, 4, 7 S1, 2, 3,4, 5, 6, 8 K1, 2, 7 S1, 2, 3, 4, 8 K2, 3 S7, 9 K3, 4, 5 S5, 6, 8, 9 K1, 3, 7 S1,2,3,5,8 K1, 3, 7 S1,2,3,5,8 K2, 3 S7, 9 11

11 Programme Curriculum Map 1 Academic Level Module Code Module Title 2 Credits Module Status 3 Map to Programme Outcomes 4 Notes EYED EYED6002 Transitions 20 Compulsory 6 EYED EYED EYED PLCC9333 Leading and Managing Change in an Early Years Setting Current Issues in Early Childhood Education and Care International Perspectives of Early Childhood Professional practice extending phase (EYT) 20 Compulsory 20 Compulsory 20 Compulsory For Y3 EYTS pathway students Q For Y3 Core Degree students Qualificatory 6 PLCC9330 In to practice extending phase Q Qualificatory K1, 7 S3, 4, 5, 6, 8, 9 K3, 5, 5 S1, 2, 5, 6, 7, 8, 9 K2, 3 S8, 9 K3, 6 S1, 3, 4, 5, 9 K1, 3, 7 S1,2,3,5,8 K1, 3, 7 S1,2,3,5,8 There are no modules for students to choose between on this programme. All students take all of the compulsory modules. The only difference between EYTS and core degree students is the code for their placement/work based learning modules. Under some specific conditions students may transfer from the core degree to the EYTS pathway at the end of the first or second year, allocations dependent, as long as they have met the EYTS entry requirements and they have successfully demonstrated that their portfolios of evidence from PLCC9110 and PLCC9220 show that they are making appropriate progress towards the professional EYTS standards. They will also need to undergo the appropriate selection and interview process. All modules are stand-alone although to study some level 5 and 6 modules, it is a requirement that the pre-requisite modules are studies first. 12

12 Programme Delivery Structure (Full time illustration) Module Code Module Title Delivery Pattern Autumn Semester / Spring Semester Method(s) of Assessment Approximate Assessment Deadline EYED4001 An Introduction to Child Development Autumn Written assignment December EYED4002 Reflective Practice and Study Skills Autumn Portfolio January EYED4003 The Early Years Foundation Stage 1 Autumn Written assignment January EYED4004 Young Children Playing and Thinking Spring Commentary on observations May EYED4005 Keeping Children Safe Spring Portfolio April EYED4006 Babies and Young Children in their Homes and Communities Spring Written assignment May PLCC9111 or PLCC9110 Professional practice beginning phase (EYT) In to practice beginning phase This module is spread across both semesters Observation/portfolio Students exiting at this point with 120 credits would receive a CertHE in Early Years Education and Development EYED5001 Further Studies in Child Development Autumn Written assignment November EYED5002 Appropriate Learning Environments Autumn EYED5003 Meeting the Needs of Babies and Young Children Autumn EYED5004 The Early Years Foundation Stage Curriculum 2 Spring Multi-media presentation to parents Written assignment based on formative poster Written Assignment based on case study (formative) December January April 13

13 EYED5005 Introduction to Practitioner Research in the early years Spring Research proposal May EYED5006 Multi-professional and Multi-agency Perspectives Spring Group presentation and written rationale May PLCC9222 or PLCC9220 Professional practice developing phase (EYT) In to practice developing phase Spring Observation/portfolio Students exiting at this point with 240 credits would receive a DipHE in Early Years Education and Development EYED6001 Dissertation Autumn Dissertation January EYED6002 Transitions Autumn Written assignment November EYED6003 EYED6004 Leading and Managing Change in an Early Years Setting Current Issues in Early Childhood Education and Care Year Report March Spring Poster April EYED6005 International Perspectives of Early Childhood Spring Written assignment April PLCC9333 or PLCC9330 Professional practice extending phase (EYT) In to practice extending phase Spring Observation/portfolio 14

14 Methods for Evaluating and Improving the Quality and Standards of Learning Mechanisms used for the Review and Evaluation of the Curriculum and Learning, Teaching and Assessment Methods Mechanisms used for gaining and responding to feedback on the quality of teaching and the learning experience gained from: Students, graduates, employers, WBL venues, other stakeholders, etc. Formative assessment Module reviews AERs Peer review External Examiner reports Staff/Student forums National Student Survey DQCs Student: Staff forums Department Quality Committee National Student Survey (NSS) Penultimate Year Survey (PYS) Programme evaluation Module evaluation Group tutorials PT meetings Date of Programme Specification Production: Date Programme Specification was last updated: March 2015 August 2015 For further information about this programme, refer to the programme page on the University website 15

15 Appendix A Structure of the part time route BA Hons in Early Years Education and Development Semester 1 Semester 2 Y1 EYED4001 EYED4002 EYED4004 EYED4005 Y2 EYED4003 EYED5001 EYED4006 EYED5004 Y3 EYED5002 EYED5003 EYED5005 EYED5006 Y4 EYED6001 EYED6004 EYED6005 Y5 EYED6002 EYED6003 Final work-based learning experience Students taking the full BA Hons route part time may do so on either the core degree or the NCTL (EYTS) funded course. All academic modules are the same but the workbased learning modules differ in outcomes. For those taking the EYTS route, their professional learning is tracked through their programme through Key Assessment Points (KAPs) These are linked to the work-based learning modules PLCC9111 (KAP1 and 2), PLCC9222 (KAP 3) and PLCC 9333 (KAP4). Work-based learning modules Most students taking the part time route will do so because they are in work. The outcomes from the work-based learning modules can therefore be met through the completion of the appropriate learning log. PLCC9111/PLCC9110 Beginning phase will be completed by the end of Y2 semester 1 PLCC9222/PLCC9220 Developing phase will be completed by the end of Y3 PLCC9333/PLCC9330 Extending phase will be completed by the end of the programme. Where students are not in employment, work-based learning will mirror the experiences of the full time students. There will be a 3 week block in Year 1 and a 6 week block in Y2 to meet the learning outcomes for PLCC9110, and a 6 week block in Y3 to meet the learning outcomes of PLCC9220. In Y4, students will complete a week s worth of time in a setting to complete their research for EYED6001 and will engage in a self-sourced alternative KS1/2 experience for the equivalent of at least two weeks. In Y5, students will take their final work-based learning experience for 9 weeks. 16