All LJMU programmes are delivered and assessed in English

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1 PROGRAMME SPECIFICATION Bachelor of Arts with Honours in Early Childhood Studies Awarding institution Teaching institution UCAS Code JACS Code Programme Duration Language of Programme Subject benchmark statement Programme accredited by Description of accreditation Validated target and alternative exit awards Liverpool John Moores University LIVERPOOL JOHN MOORES UNIVERSITY XL35 L500, X300 Full-Time: 3 Years All LJMU programmes are delivered and assessed in English Education Studies Bachelor of Arts with Honours in Early Childhood Studies Bachelor of Arts in Early Childhood Studies Diploma of Higher Education in Early Childhood Studies Certificate of Higher Education in Early Childhood Studies Programme Leader Nicola Hirst Educational aims of the programme To develop an understanding of the range and complexity of the body of knowledge associated with Early Childhood Studies. To understand the multi-disciplinary nature of the subject including the study of political, social, historical, psychological concepts and theories as appropriate to Early Childhood Studies. To develop analytical techniques, problem solving skills, organisational and management abilities that can be applied to a range of occupations usually associated with Early Childhood. To develop the ability to evaluate evidence, arguments, and selection of data that can be utilised both in the study of Early Childhood and future employment. To achieve The Early Years Practitioner status. This can be attained via the Level 6 Option Module 6101ECHILD: The Early Years Practitioner. Students undertake a minimum of 200 hours work experience over the year, during which they complete an action research project. Encourage students to fully engage with the World of Work programme, including World of Work Skills Certificate and, as a first step towards this, to complete Bronze (Self Awareness) Statement. Alternative Exit/ Interim Award Learning Outcomes - Certificate of Higher Education Describe and explain the development of children from conception to the eighth year Describe and explain a range of developmental abnormalities and their causes Demonstrate a sociological understanding of childhood and be able to explain how different cultures construct childhood, drawing on both national and international examples Describe the different approaches to learning and teaching in Early Years settings in UK Demonstrate an awareness of the varying approaches to Early Years policy across the United Kingdom and ways in which international influences have helped to shape UK Early Years policy Demonstrate an understanding of the issues faced by specific groups of children and the ways in which policy seeks to address these needs. Demonstrate academic reading and writing skills Alternative Exit/ Interim Award Learning Outcomes - Diploma of Higher Education

2 Understand and analyse the different theoretical positions that relate to cognitive, personal, social and emotional development Analyse and understand the social policy process in the UK, appreciate the enduing trends and how social policy impacts on the lives of young children and their families Discuss, analyse, and evaluate the needs of different groups of children and methods of learning and teaching within Early Years settings Understand and analyse a range of relevant concepts and theories Assess and compare different theoretical approaches Work effectively as part of a team and as a member of the work force through a work placement and identify and develop personal career and employability objectives. Analyse relevant literature, concepts and theories as appropriate Target award Learning Outcomes - Bachelor of Arts with Honours A student successfully completing the programme of study will have acquired subject knowledge and understanding as well as skills and other attributes. Knowledge and understanding A1. Demonstrate an understanding of a range of substantive issues concerned with the study of early childhood in different settings and the multi-disciplinary nature of early childhood studies A2. Demonstrate an understanding of recent research in the study of early childhood in different settings and how research informs policy for young children and their families A3. Develop a knowledge of key concepts and contemporary issues in psychology as appropriate to early childhood studies and the development of the individual child A4. Demonstrate an understanding of sociological theories of childhood(s) and the impact of social policy issues on young children and their families A5. Develop an understanding of the impact of socio-economic, political, legal, and policy issues have on young children and their families A6. Demonstrate an understanding of the social and linguistic development of young children A7. Develop a knowledge of approaches to and the understanding of childhood in different cultures and societies over time A8. Demonstrate a knowledge of legislation and policy in relation to children and child care services; family issues and their relationship to meeting children's needs; child protection issues; methods of intervention with young children and their families A1 - A8 are gained through structured lectures, workshops, seminars, field trips and work-related learning. Group exercises and presentations ensure that students gain an understanding and experience of working collaboratively. The work-related learning placements enable students to apply theory to real and practical solutions. Independent study is encouraged and is supported by formal lectures, workshops and tutorial sessions. Students are expected to use, and are supported in the use of, a variety of ICT and other media to broaden their understanding of the subject. Assessment Formal evaluation of knowledge and understanding is through a range of assessment tasks and examinations both seen and unseen. Assessment tasks include for instance: presenatations (group and individual), reports, essays, case studies, e-portfolios, newspapers, diaries, exams and a dissertation. Skills and other attributes Intellectual Skills B1. To analyse, synthesise, summarise and evaluate information; B2. To reason and discriminate critically;

3 B3. To identify and solve problems individually and/or co-operatively; B4. To integrate lines of evidence from a range of sources to support findings or hypotheses; B5. To demonstrate and exercise independent thinking; B6. To demonstrate reflective skills. Cognitive skills are developed through the teaching and learning strategies oulined above. All modules in the programme emphasise student-centred learning, involving students in task-based activities followed by discussion, feedback and a wider application of the concepts. Assessment Intellectual skills are assessed throughout the programme. There is explicit assessment of B1-B5 in written examination and coursework, B1-B4 in unseen examinations and coursework essays, B3-B4 in case study, group reports and assessment, and B5 across the ranges of assessment. B6 can be and developed both explicitly and implicitly during workshops, reflective writing, peer review processes and group work. Professional practical skills C1. To analyse, design and use various research methodologies; C2. To search for, select and interpret information from a variety of sources and report results using appropriate communication skills; C3. To develop appropriate practical skills relevant to the programme of study; C4. To develop appropriate numerical skills including statistical analysis; C5. To apply appropriate concepts from a range of academic disciplines appropriate to early childhood studies; C6. To recognise and apply safe professional working practices. All students receive initial generic and module specific guidance and specialist induction on the identification, location and use of multimedia materials in the LRC and alternative local and non-local sources (C1-C5). Guidance for the production of coursework - essays, oral presentations and dissertations - is provided at modular level (C1). Criteria for assessment accompany individual assignments. Indicative and essential sources accompany course outlines (C2). Assessment Skills C1-C6 are assessed through written coursework, unseen and seen exam work, presentations and work based learning. Transferable / key skills D1. To communicate effectively to audiences in written, graphical and verbal forms; D2. To manage time and work to deadlines; D3. To participate constructively in groups; D4. To exploit ICT tools and resources efficiently and effectively; D5. To manage a responsible, adaptable and flexible approach to study and work; D6. To recognise, explain and evaluate the moral and ethical issues associated with early childhood studies. Oral and written assignments are set regularly. Verbal and written feedback foster reflective awareness and independent learning (D1, D2, D5). Deadlines across modules on the programme are monitored carefully to minimise bunching and promote effective time management (D2). Support is given to develop independent skills (D4, D5, D6). Group work is encouraged through task-based discussions and workshops (D3-D4). The teaching of ICT and study skills is through a series of designated activitites integrated throughout the programme and developed progressively (e.g. searching for and presenting information using ICT tools and resources) (D4).

4 Assessment Effective communication is assessed in all areas of learners' work (D1). Group-work skills, workshops and reports (D1-D6) are assessed through group-based research projects, newsletters, case-studies (D1, D3, D5). Individual coursework - essays, reports, presentations and unseen written exams assess D1, D2 and D4-D6. Students are encouraged to identify their strengths and weaknesses and set up appropriate goals and strategies for achievement (D1-D6). Programme structure - programme rules and modules Programme rules BA (Honours) Early Childhood Studies 360 credits: 120 at Level 4, 5 and 6 BA Early Childhood Studies 300 credits: 120 at level 4, 180 at levels 5 and 6 of which at least 60 must be level 6 Diploma in HE Early Childhood Studies 240 credits: 120 at level 4 and 120 at level 5 Certificate in HE Early Childhood Studies 120 credits at level 4 Advanced Certificate / Graduate Diploma Early Childhood Studies 120 credits, including at least 96 credits from Level 5 / 120 credits, at least 96 at Level 6 The Advanced Certificate is unclassified. Certificate in Early Childhood Studies credits at level 4 A minimum of 60 credits from core and option modules in one titled subject. The Certificate is unclassified. At Level 4, all modules are core. At Level 5, students select two option modules from a choice of five (5103ECHILD Health and Wellbeing, 5104ECHILD Effective Pedagogy, 5105ECHILD From Iggle Piggle to Mother Goose, 5108EDSTUD Supporting the Family and the Individual or 5113EDSTUD Exploring the Early Years Curriculum). All other modules are core. At Level 6, students select one option module from a choice of two (6101ECHILD The Early Years Practitioner or 6101EDSTUD Independent Project). Students must also select two option modules from a choice of five (6104ECHILD Health and Therapeutics, 6105ECHILD Supporting Children and Families, 6106ECHILD Core Skills: Literacy and Numeracy in the Classroom, 6106EDSTUD Critical Perspectives on Disability or 6113EDSTUD Learning Inside and Outside). All other modules are core. Where there are insufficient numbers of students opting for particular modules these may not run. Students will then be offered the option of their second choice and they will be notified in advance. Level 6 Potential Awards on completion Bachelor of Arts with Honours Core Option Award Requirements 6102ECHILD CHILDREN'S SERVICES AND THE FAMILY ( ECHILD INTERNATIONAL PERSPECTIVES ON THE CHILD (24 Level ECHILD THE EARLY YEARS PRACTITIONER ( EDSTUD INDEPENDENT PROJECT ( ECHILD HEALTH AND THERAPEUTICS ( ECHILD SUPPORTING CHILDREN AND FAMILIES ( ECHILD CORE SKILLS: LITERACY AND NUMERACY IN THE CLASSROOM ( EDSTUD CRITICAL PERSPECTIVES ON DISABILITY ( EDSTUD LEARNING INSIDE AND OUTSIDE (24 Potential Awards on completion 48 core credits at level 6 72 option credits at level 6 Core Option Award Requirements 5101ECHILD DIFFERENTIAL DEVELOPMENT ( EDSTUD DEVELOPING EMPLOYMENT SKILLS ( ECHILD HEALTH AND WELLBEING ( ECHILD EFFECTIVE PEDAGOGY (24 72 core credits at level 5 48 option credits at level 5

5 5102ECHILD SOCIAL POLICY AND THE CHILD ( ECHILD FROM MOTHER GOOSE TO IGGLE PIGGLE ( EDSTUD SUPPORTING THE FAMILY AND THE INDIVIDUAL ( EDSTUD EXPLORING THE EARLY YEARS CURRICULUM (24 Level 4 Potential Awards on completion Core Option Award Requirements 4101ECHILD INTRODUCTION TO CHILD DEVELOPMENT ( ECHILD INTRODUCTION TO THE SOCIOLOGY OF CHILDHOOD ( ECHILD INTRODUCTION TO PEDAGOGICAL APPROACHES ( ECHILD CHILDREN AND CHILDHOOD ( ECHILD MEETING THE NEEDS OF YOUNG CHILDREN ( core credits at level 4 0 option credits at level 4 Information about assessment regulations All programmes leading to LJMU awards operate within the University's Academic Framework. Opportunities for work-related learning ( location and nature of activities) 4101ECHILD Introduction to Child Development (24 Level 4 Core Module Students complete a minimum of three workplace-based child observations as part of the assessment for this module 5101EDSTUD Developing Employment Skills (24 Credits) Level 5 Core Module All students undertake work-related learning in level 5 of the programme. The module consists of a two-day orienatation placement followed by a block placement in the same work setting. The location of the work placement will vary but be appropriate to the programme undertaken. The range of activities undertaken will vary according to the nature of the placement. The module will be assessed through a portfolio of tasks and an agency log from the employer. 6101ECHILD The Early Years Practitioner (24 Level 6 Option Module Optional module aimed at students wishing to achieve Practitioner Status. Students undertake a minimum of 200 hours work experience over the year, during which they complete an action research project. Criteria for admission A/AS Level 280 UCAS tariff points (applicants should have or expect to have at least 2 A Levels or equivalent). Higher national diploma Candidates may be awarded credit for a LJMU-validated foundation degree in Early Years and proceed directly to level 6. A pass at Merit or Distinction is required and a transcript must be presented. Candidates with HND or Foundation degree in Early Years may be considered for admission to level 6; a transcript must be presented. Other One subject-related qualification or relevant experience. GCSE English Language Grade C or above or equivalent (LJMU offer GCSE Equivalence Examinations

6 Enhanced CRB disclosure (applicants will be charged a one off cost of approximately 52 for CRB checks). Mature entry Mature applicants with sufficient relevant experience will be invited to attend interview. Overseas qualifications For undergraduate programmes please apply through UCAS. Applicants will be considered in line with normal entry requirements. Where an applicant's first language is not English, evidence will be required of proficiency in English. Typically, applicants will need to have achieved: Band 6.0 in the IELTS (International English Language Testing Scheme), and/or TOEFL (Test of English as a Foreign Language) score of at least 560 (paper-based) or 220 (computer-based). External Quality Benchmarks All programmes leading to LJMU awards have been designed and approved in accordance with the UK Quality Code for Higher Education, including the Framework for Higher Education Qualifications in the UK (FHEQ) and subject benchmark statements where applicable. The University is subject to periodic review of its quality and standards by the Quality Assurance Agency (QAA) Published review reports are available on the QAA website at Programmes which are professionally accredited are reviewed by professional, statutory and regulatory bodies (PSRBs) and such programmes must meet the competencies/standards of those PSRBs. Support for students and their learning The University aims to provide students with access to appropriate and timely information, support and guidance to ensure that they are able to benefit fully from their time at LJMU. All students are assigned a Personal Tutor to provide academic support and when necessary signpost students to the appropriate University support services. Students are able to access a range of professional services including: Advice on practical aspects of study and how to use these opportunities to support and enhance their personal and academic development. This includes support for placements and careers guidance from the World of Work Careers Service. Student Advice and Wellbeing Services provide students with advice, support and information, particularly in the areas of: student funding and financial matters, disability, advice and support to international students, study support, accommodation, health, wellbeing and counselling. Methods for evaluating and improving the quality and standards of teaching and learning Student Feedback and Evaluation The University use the results of student feedback from internal and external student surveys (such as the National Student Survey), module evaluation questionnaires and meetings with student representatives to improve the quality of programmes. Staff development The quality of teaching is assured through staff review and staff development in learning, teaching and assessment. Internal Review All programmes are reviewed annually and periodically, informed by a range of data and feedback, to ensure quality and standards of programmes and to make improvements to programmes. External Examining External examiners are appointed to programmes to assess whether: the University is maintaining the threshold academic standards set for awards in accordance with the FHEQ and applicable subject benchmark statements the assessment process measures student achievement rigorously and fairly against the intended outcomes of the programme(s) and is conducted in line with University policies and regulations the academic standards are comparable with those in other UK higher education institutions of which external examiners have experience

7 the achievement of students are comparable with those in other UK higher education institutions of which the external examiners have experience and to provide informative comment and recommendations on: good practice and innovation relating to learning, teaching and assessment observed by external examiners opportunities to enhance the quality of the learning opportunities provided to students Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content, teaching, learning and assessment methods of each module can be found in module and programme guides.