PROGRAMME SPECIFICATION

Transcription

1 PROGRAMME SPECIFICATION Section 1: BASIC INFORMATION 1.1 Awarding Institution: The University of St. Mark & St. John 1.2 Teaching Institution: The University of St. Mark & St. John 1.3 Locus of Delivery: The University of St. Mark & St. John 1.4 Final Award Title: Bachelor of Arts (Honours) 1.5 FHEQ Level: Programme Title: Early Childhood Studies (progression route) (v2) 1.7 Mode and Duration of Study: FT (1 year) 1.8 UCAS Code(s): 2BT5 Successful completion of a relevant Foundation degree or other suitable Level 5 qualification Students will have a suitable work placement where work based learning can occur 1.9 Admission Criteria: Student s work manager needs to be willing to sign the partnership agreement Level 3 qualification relating to child care learning and development (NVQ, Cache Diploma, BTEC National) IELTS 6.5 or equivalent for International Students with a minimum of 6 across all 4 competencies Accrediting Professional Body/ PSRB: QAA Subject Benchmarking Group(s): Other External Points of Reference: Language of Study (for learning, teaching and assessment): n/a Early Childhood Studies (2007) The Framework for Higher Education Qualifications in England, Wales and Northern Ireland (FHEQ) [QAA] (2008) CWDC Common Core of Skills and Knowledge (2010) English 1.14 Work-Based Learning n/a Page 1 of 14

2 Arrangements: Foundation Degree Progression Routes: Arrangements for Distance Learning: n/a n/a 1.17 Original Date of Production: September Date of Commencement: September Review Date: August Date(s) and Nature of Revision(s) to this Programme Specification: Page 2 of 14

3 2 Programme Outline The BA Early Childhood Studies progression route has been designed to meet the needs of practitioners working within the Early Years Sector, who have completed a suitable foundation degree. 2.1 Integrating Sustainability into the Curriculum The department is well placed to respond to HEFCE s (2008) Sustainable Development Strategy through teaching and research agendas. The central ethos of the programmes that are delivered link to social justice, anti-oppressive practice; rights based agendas; social inequalities, globalisation and interdependency. The emphasis on all of the programmes located within the department of Children, Young People and Communities is to offer an environment and a curriculum whereby students can be confident, critically curious, resilient, effective communicators to become critically engaged learners and professionals. We are very keen to develop the extra-curricular activities which may evolve through the University s voucher scheme for all undergraduate students to personalise their learning and widen their horizons through different cultural, social and educational experiences. A member of the department is currently completing an EdD qualification in Global education and sustainability and has been part of the University s successful bid to be part of the HEA Green Academy 2 change programme Sustainability and Identity strand. 3 Programme Aims The programme aims to: support students in developing their knowledge and understanding in the principles and perspectives of Early Years and Child Development with particular reference to interdisciplinary and multi-agency working, recognising the changing and diverse nature of the Early Years workforce; provide a holistic child-centred approach to learning and teaching, examining Early Years pedagogy from a variety of perspectives; support students in developing their own professional approach based on their learning developed over the period of the programme; give students opportunities to link theory and practice, to critically analyse different approaches and to develop the necessary skills to be a reflective practitioner who will further enhance the Early Years workforce; encourage students to become responsible for their own progress through the course, critically reflecting on the feedback that is given to them by academic staff, peers, and managers; encourage students to use this constructive feedback in order to support their own learning and progress, identifying areas for development. Through this process and in consultation with their personal tutor, students will be encouraged to identify an area for personal research. This independent enquiry will then be submitted as 10,000-word dissertation in the final term. Page 3 of 14

4 From the beginning of the Programme students will be expected to demonstrate their understanding of how theory can be integrated into their practice and the importance of being able to do so. Students will be supported in accomplishing this through opportunities to share experiences and to critically reflect and demonstrate critical analysis of work-based tasks. Many of the tasks will include child observation, something that is now central to the Early Years Foundation Stage. The academic content of the programme reflects Edu-care of the age-range 0-8 and aligns with the OFSTED Regulations of registration for day care provision. This includes Full and Sessional-daycare; Childminders, Out of School including holiday play-schemes and Crèches. 4 Programme Learning Outcomes The programme is designed to enable students to have a strong, confident and informed academic identity alongside having the ability to develop into critically reflective practitioners. Within clear academic frameworks students will be facilitated to develop their knowledge and skills and will be offered opportunities to develop their own scholarship through holistic, inter-disciplinary, critical and rigorous enquiry. Students will be enabled to engage in high quality research; high level reflection; literature-based and practice-based activities. Programme outcomes have been developed in such a way that they emphasise the application of, and integration of theory, policy and practice; so that students develop as academically informed, effective, reflective practitioners. The programme outcomes are also underpinned by the Early Years Teacher Standards (2013) with reference to the QAA Early Childhood Studies (2007) Benchmarking statements. All of the outcomes include aspects of knowledge and understanding; intellectual abilities practical skills, key and transferable skills and can be categorised as follows: Knowledge and Understanding By the end of this programme students should be able to demonstrate an informed and critical understanding of: 1. An in depth critical evaluation of key concept, theoretical perspective and policy frameworks within and surrounding early years practice. 2. Relevant social structures, cultural dynamics, sociological perspectives, psychological processes, and their impact on the lives of individuals, communities and institutions. 3. Critical appreciation of the professional role of an Early Years Teacher and their contribution to a range of contexts including multi professional practice, integrated teams and partnerships. 4. A critical awareness of the application of values in Early Years teaching practice Intellectual skills By the end of this programme students should be able to: Page 4 of 14

5 5. Demonstrate a critical awareness of disadvantage and inequality and ability to critically evaluate a range of anti- oppressive approaches as practice strategies to address such issues. 6. Engage in high quality research demonstrating robust ethical principles and research design relevant to babies, young children, their families and their communities. 7. Demonstrate the ability to integrate theory, policy and practice. 8. Use their knowledge and understanding critically to locate and justify their position in relation to their role as an Early Years Teacher. 9. Analyse policies and practices informed by a range of theoretical perspectives from a range of disciplines Practice skills By the end of this programme students should be able to: 10. Set high expectations of themselves which inspire, motivate and challenge all babies and Young children. 11. Demonstrate sound knowledge of early learning and the Early Years Foundation Stage (EYFS). 12. Foster democratic and inclusive practice and contribute to wider developments of early years education and care 13. Plan education and care (and where appropriate adapt education and care) taking a ccount of the needs of all children. 14. Make accurate and productive use of assessment. 15. Select, plan and evaluate appropriate approaches from a range of methods to facilitate babies, and young children s individual and collective learning and development. 16. Use appropriate methods/methodologies to study, plan, research, evidence and evaluate theories of early years education and care. 17. Manage self, staff and resources, including a commitment to continuing professional development needs of self and others in response to change. 18. Safeguard and promote the welfare of children, and provide a safe learning environment. 19. Fulfil wider professional responsibilities (NCTL 2013). Page 5 of 14

6 20. Operate as a reflective practitioner, demonstrating appropriate professional actions and Behaviours, to lead and implement change as required and be able to make informed judgements on complex ethical and professional issues. Key /transferable Skills By the end of this programme students should be able to: 21. Communicate effectively in a variety of forms. 22. Work effectively as a member of a team and select leadership responsibility where appropriate. 23. Select and manage information using appropriate ICT. 24. Select and use appropriate quantitative and qualitative techniques for data collection, presentation, analysis and problem solving. 25. Have confidence to challenge received opinion and engage in professional debate. 26. Recognise the need for continuing professional development and ability to plan to address those needs as an indication of commitment to improve practice and in order to respond to the changing nature of work. 5 Learning and Teaching Methods Glossary of teaching and learning terms. A variety of teaching and learning processes are used to enable these learning outcomes to be achieved. These include: E learning Groupwork Guest speakers Independent study Lecture Utilisation of electronic media, normally via the University s virtual learning environment (Learning Space) to support learning in a variety of ways. Examples include providing direct access to relevant reading, the development of blogs and interactive discussions, for notices and updates. Students work in small groups to achieve a goal or carry out a task. There is usually a feedback session, or a chance to disseminate the results within the larger module group. It can include exercises, activities, debates, and discussion. Using specialists from the field to present to students. Activities where an individual learner conducts research, or carries out a learning activity, on their own. Can include internet resources, sound and video files on LS, book and handout based exercises. Subject introduced and delivered by the lecturer in a specific time which transmits information. Page 6 of 14

7 Placement Presentations Problem-based Learning Seminar Tutorials Workshops Learning takes place in an authorised agency setting, with a focus on designated Early Years Teachers Standards. Placement learning includes briefings, workshops, supervision and tutor placement visits. Involves individuals or small groups of students researching, preparing and presenting information to their peers. A research-based learning method in which students are encouraged to solve problems, both theoretical and practical, which are set in a real world framework. Students work together in small groups supported by the lecturer. A group of people developing an area that has already been introduced on the course involves reading, review or observation of resources followed by discussion and feedback. One-to-one teaching (student to lecturer) for individual guidance on the student s work. A group of people engaged in intensive study or work normally in a creative or practical field. 5.1 Learning Enhancement The department is keen to work with some of the Green Weeks activities linking in to learning enhancement and employability agendas as outlined in the University s Strategic Plan ( ). The teaching team are very keen to develop the extra-curricular activities which may evolve through the University s voucher scheme for all undergraduate students to personalise their learning and widen their horizons through different cultural, social and educational experiences. 5.2 e-learning The department will be developing digital literacies within the University s working definition as the ability to confidently and critically locate, evaluate, utilise, share and create content using technology. This will be achieved by the further development of podcasting using Audacity software; where appropriate the use of Panopto (live streaming) will be used, for example, some keynote lectures and the use of Evernote to support students to gather, store, create and work with documents, material and data within a digital platform. The Virtual learning environment (VLE) will continue to be developed as will the use of online forum and blogging for module communication and assessment. Members of the proposing team are taking full advantage of coursework esubmission. Some module leaders are already participating in the Turnitin electronic submission and marking pilot study (2013/14) and welcome this development in terms of twenty-first century higher education IT assessment infrastructure. 6 Modes of Assessment The programme is assessed in accordance with the University s Assessment Regulations and Procedures. Assessment will be undertaken via taught based modules and four professional practice modules; two modules at level four and two modules at level five. The Early Years Teachers Standards will be embedded and assessed through taught modules and Page 7 of 14

8 professional practice modules. Assessment is viewed as an aid to learning and as a means of critical, reflective, professional and academic self-evaluation. A wide range of assessment methods are used on the programme in recognition of the diversity of approaches to learning. The teaching team are committed to engaging with current pedagogical research and identifying innovations in assessment across the programme. The team are acutely aware of the need to recognise and value the variety of learning styles within any given cohort and the importance of taking into account students academic and professional learning needs. Thus the range of assessments offered takes account of the diversity of a given cohort. In line with the University s Learning and Teaching Strategy ( ) the development of particular key skills has been linked through some assessments, for example presentation skills; research skills; team working; group facilitation and collaborative working skills. All student work is assessed in accordance with the University s Modular Degrees Regulations. A range of assessment modes are used, including: Concept notes Critical Review Dissertation Essay Literature Review Oral Presentation Poster Presentation Research study Definitions and explanations of a range of central research concepts A critique of a selected text or activity. An in-depth independent study of words. A written response to a question based on synthesis and analysis, demonstrating appropriate knowledge and understanding of key current debates in the subject. A critical review of scholarly articles, books and other sources (e.g. dissertations, conference papers) relevant to a particular issue, area of research, providing a description, summary, and critical evaluation of each work. The purpose is to offer an overview of significant literature published on a topic. Clearly structured individual or group verbal delivery within timed conditions, delivered using appropriate methods and which demonstrates detailed knowledge and analysis. A visual and verbal presentation of complex academic material demonstrating appropriate critical knowledge and understanding concerning a range of themes. This will be an empirically based study within a module which should indicate the capacity to synthesise a range of elements on the programme and undertake independent research. Page 8 of 14

9 Level 6 Credits Semester C/O* Noncondonable# 7 Exemptions to University Regulations As this is a professionally qualifying programme underpinned by the NCTL (2013) EYITT standards being embedded across the modules students must pass all of the modules to meet the relevant standards thus there are no condonable modules. 8 Work-Based Learning / Placement Learning The programme s pedagogy supports students to develop vital employability skills and attributes, for example through experiential and action-learning activities, through placement learning and through the central thread of reflection and integration. This enables graduates to be active rather than passive, to be responsive and adaptive to change, confident and rigorous professional practitioners. Being a critically reflective (and reflexive) practitioner is at the heart of the programme from the beginning of their studies enabling students to understand and critically evaluate (and where appropriate to challenge) dominant discourses of early childhood education and care. 9 Programme Structure Assessment Module Code Module Title %age Course work %age Writte n exam %age Practical exam ECSH08 Policy and Practice in Children s services ECSH11 Constructions of childhood A C ECSHD1 ECSH06 ECSH12 ECSHD2 Independent Enquiry Module - Part 1 (Dissertation) Perspectives on play and learning Leading quality in the Early Years Independent Enquiry Module - Part 2 (Dissertation) A C B C B C A B C C 10 Professional Advisory Group The University and the department recognises the importance of employer engagement through on-going partnership with the field in the development of its early years programmes. Staff members have extensive links with a range of organisations and groups locally. The Early Years Professional Advisory Group is made up of practitioners, local authority representatives, academic staff and employers in the field. This provides on-going formalised liaison to help ensure the courses remain relevant in terms of current practice, and informed by national and regional developments. The PAG is also integral to the wider arrangements to ensure the quality of the programme. Student representatives are invited Page 9 of 14

10 to the Professional Advisory Group Meeting. The group meets once a semester, receive External Examiner Reports and Responses and Programme and Placement Reports. Minutes of the meetings are received by the Department and Faculty Leadership teams. 11 Academic Progression Opportunities Postgraduate study, M level; CPD. 12 Employability and Career Progression Opportunities See Support for Students and for Student Learning The University has a long history of operating within an inclusive and widening participation strategy. It recognises the value of the whole student experience within Higher Education and students have full access to facilities for academic and pastoral support and guidance. The Student Support team offers a confidential and comprehensive service to guide and support students through their studies in the following areas: Academic Advice Academic Skills Accommodation Disability and Inclusion Advice Service Employability and Careers Development Finance and Welfare Health Student Counselling and Well-being Student Volunteering Student support and guidance is further promoted by the following: Personal tutors for every student in the University Academic tutorial staff, including programme leaders, module leaders and tutors Extensive library, and other learning resources, and facilities Library and study skills guidance material Programme handbooks, and module guides The Chaplaincy Centre which is at the heart of the University and is used for social gathering, quiet reflection and is available to all students of any faith or none. 14 Student Feedback Mechanisms Module Evaluation; Staff-Student Liaison Committee Meetings; Ongoing evaluation by Module Leaders and Programme Leader. 15 Other Stakeholder Feedback (ie graduates and employers) The South-West Local Authorities Early Years Workforce group have been consulted. The group consists of all of the local authority leads for Gloucestershire, Wiltshire, North-East Somerset, Bristol, Bath, Dorset, Devon and Cornwall. Feedback will be ongoing via the PAG. Page 10 of 14

11 16 Quality and Enhancement Mechanisms The quality of the student experience and the standards of the awards are managed and quality assured through the normal University regulations and procedures. Student achievement and progression is managed through the Module Assessment Board (MAB) and the Progression and Award Board (PAB). Programmes are reviewed annually through the University s annual monitoring processes, including external examiner contributions, and incorporate student feedback mechanisms. The quality of placements is assured through the normal University placement learning regulations and procedures. Feedback is continually sought from students, tutors and placement supervisors in regards to the appropriateness of placement agencies. The University is an accredited Investor in People. This Award demonstrates the Universities on-going commitment to good employment practice and developing the potential of all of its employees. The University also holds the following awards: Disability Two Tick, Mindful Employer and Stonewall which is a demonstration of its commitment as an anti-discriminatory and inclusive employer working with students and staff alike. 17 Key Information Set (KIS) Data Page 11 of 14

12 Level 6 Level 6 Appendix 1 Modes of delivery Module Lecture Seminar Group-work Workshop E learning Presentation Tutorials Independent study ECSH06 ECSH08 ECSH11 ECSH12 ECSHD1 ECSHD2 Appendix 2 Assessment modes Module Essay Critical Review ECSH06 Structured assignment Presentation Dissertation ECSH08 ECSH11 ECSH12 ECSHD1 ECSHD2 eportfolio Page 12 of 14

13 Level 6 Appendix 3 Programme Learning Outcomes (PLOs) mapped against Modules Knowledge and Module Intellectual Skills Practical Skills Transferable/Key Skills Understanding ECSH06 ECSH07 ECSH08 ECSH11 ECSHD1 ECSHD2 Page 13 of 14

14 Appendix 4 Programme Level Descriptors Level 6 (Honours): Students awarded a qualification at this level will have demonstrated: Knowledge and understanding Intellectual skills Practical skills Transferable / key skills comprehensive/detailed knowledge of major disciplines underpinning early childhood studies, with areas of specialisation in depth; an awareness of the provisional nature of knowledge; an awareness of personal responsibility and professional codes of conduct and can incorporate a critical ethical dimension into a major piece of work. the ability to analyse new and/or abstract data and situations without guidance, using a range of techniques appropriate to early childhood studies the ability to transform abstract data and concepts towards a given purpose and design novel solutions, with minimum supervision; the ability to critically evaluate evidence to support conclusions/recommendations, reviewing its reliability, validity and significance; the ability to investigate contradictory information/identify reasons for contradictions; confidence and flexibility in identifying and defining complex problems and can apply appropriate knowledge and skills to their solution. the ability to operate in complex and unpredictable contexts, requiring selection and application from a wide range of innovative or standard methods and practices; the ability to act autonomously, with minimal direction or supervision, within agreed guidelines. the ability to interact effectively within a team, recognising, supporting and being proactive in leadership, negotiating in a professional context and managing conflict; the ability to manage own learning using full range of resources relevant to youth and community work; the ability to work professionally; confidence in the application of own criteria of judgement and the ability to challenge received opinion and reflect on action; the ability to seek and make use of feedback; the ability to select and manage information, competently undertaking reasonably straight-forward research tasks with minimum guidance; the ability to take responsibility for own work and be self-critical; the ability to engage effectively in debate in a professional manner and produce detailed and coherent project reports; confidence and flexibility in identifying and defining complex problems and applying appropriate knowledge, tools/methods for their solution Page 14 of 14