Early Childhood Studies Programme Specification SECTION 1: GENERAL INFORMATION. Interim exit awards and award titles:

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1 Early Childhood Studies Programme Specification SECTION 1: GENERAL INFORMATION Awarding body: Teaching institution and location: Final award: Programme title: Interim exit awards and award titles: Brookes course code: UCAS/UKPASS code: JACS code: Mode of delivery: Mode/s of study: Language of study: Relevant QAA subject benchmark statement/s: External accreditation/recognition: (applicable to programmes with professional body approval) Faculty managing the programme: Date of production (or most recent revision) of specification: Oxford Brookes University Swindon College North Star Campus BA (Hons) Early Childhood Studies BA (Ordinary) SW27B1 BA (Hons) in Early Childhood Studies SW27B6 BA in Early Childhood Studies (Ordinary) X315 X310 Face-to-face Full time and part time English The programme is designed around the QAA Benchmarks for Early Childhood Studies. N/A The course is the responsibility of The School of Education in the Faculty of Humanities and Social Sciences, Oxford Brookes University June 2012

2 SECTION 2: OVERVIEW AND PROGRAMME AIMS 2.1 Rationale for/distinctiveness of the programme The distinctiveness of the programme rests on how students enlighten their own professional practice through insights gained from study, reflection and research. In order to achieve an honours degree students undertake an advanced level of study which will ensure that they have developed a systematic understanding of key aspects of Early Childhood Studies. Previous study (such as the Early Years Foundation Degree on which this programme builds) embeds conceptual understanding to underpin honours level modules (Level Six). The dissertation as well as other modules at Level Six encourages students to deploy accurately established techniques of analysis and to make use of scholarly reviews and primary sources, using techniques previously explored in the Level 5 Research Methods module. 2.2 Aim/s of the programme The Early Childhood Studies Programme will enable students: To gain a clear understanding of how children grow and learn, and of the interaction between learning and development; To be able to relate theories of child development to observations of children in a variety of child care environments and settings; To understand the role played by adults in promoting young children's development and learning; To understand the role of agencies working for and with children and their families; To understand the issues relating to equal opportunities in early childhood contexts and settings; To appreciate the complex and interrelated components at work during normal physical, intellectual, emotional and social development; To understand the importance of play in developmental terms; To develop a knowledge of policy and practice governing early years settings; To appreciate international perspectives on early years development, growth and learning. To be able to be an advocate for young children.

3 SECTION 3: PROGRAMME LEARNING OUTCOMES Students successfully completing this programme will: Knowledge, understanding and skills: 3.1 Academic literacy Demonstrate an understanding of the developmental needs of children and of the role of the family in supporting that development; Demonstrate an understanding of how practice in childcare and early learning can be informed by theoretical perspectives; Understand and offer informed critiques of the role of agencies in the support, protection and education of young children; Gain a clear understanding of how children grow and learn, and of the interaction between learning and development; Understand the role played by adults in promoting young children's development and learning; Understand the role of agencies working for and with children and their families; Understand the issues relating to equal opportunities in early childhood contexts and settings; Appreciate the complex and interrelated components at work during normal physical, intellectual, emotional and social development; Understand the importance of play in developmental and therapeutic terms; Demonstrate knowledge of policy and practice governing early year s settings; 3.2 Research literacy Demonstrate an ability to relate theories of child development to observations of children in a variety of child care environments and settings; Understand and offer informed critiques of the role of agencies in the support, protection and education of young children, using insights from research to understand the shaping of policy and practice; Demonstrate an in depth knowledge of a chosen specialist area in Early Childhood Studies; An ability to use a wide range of academic skills (research, analysis, synthesis etc.) 3.3 Critical self-awareness and personal literacy Demonstrate effectiveness as a problem solver, team worker and sensitive mediator in early childhood contexts and settings;

4 Demonstrate awareness of the multidisciplinary nature of early years work, and the importance of respecting the views of other professionals; Reflect upon the importance of careful liaison across early childhood settings, and the need to engage colleagues in this process; Demonstrate an ability to learn both independently and co-operatively by developing an ability to set personal objectives, manage time and tasks and evaluate one's own performance; 3.4 Digital and information literacy Access and use a range of physical resources (books, journals and other library resources) to further their understanding of the discipline; Use of a range of web-based resources (Government documentation, e-books and electronic journals); Use University-based e-learning resources to work individually and collaboratively to give a broad and reflective understanding of early childhood Global citizenship Demonstrate the knowledge and skills relevant to graduate level employment as an educare professional; Demonstrate an understanding of equal opportunities in childcare and education and the mechanisms and attitudes through which they can be promoted; Demonstrate an understanding of how early childhood and childcare practice can influence human development; Appreciate international perspectives on early years development, growth and learning; Refer explicitly to their knowledge of the processes of child development and learning in underpinning their practice, and of the integral nature of equality issues within early childhood contexts; Engage in reflective practice in all professional contexts; Be an advocate for young children. SECTION 4: PROGRAMME STRUCTURE AND CURRICULUM These are the modules validated for Swindon. For each learning centre any module designated for that centre is compulsory. CATS Rating Research Methods (L5) 15

5 Outdoor Learning (L5) 15 Equality and Identity (L6) 15 Reflective Practice in Early Years (L6) 15 Controversial Issues in Education 30 (Double) Dissertation (Double module L6) 30 SECTION 5: PROGRAMME DELIVERY The teaching team for Early Childhood Studies takes seriously the University s aim to enable a student experience of the highest possible standard, and part of this entails supporting in students as they develop key Graduate attributes, as outlined in Section 3 above. The table below provides more detail about where those attributes are most clearly developed at a modular level: Academic Lit Research Lit Critical Self- Awareness Digital lit U70124 Outdoor Learning X X X Module U70170 Reflective Practice in X X X X X Early Years U70184 Equality and Identity X X X X U70199 Dissertation( Early X X X X X Childhood) U71724 Research Methods in X X X Childhood and Education U71775 Controversial Issues X X X X X in Education Global Citizenship 5.1 Teaching, Learning and Assessment Teaching and Learning strategies will encourage students to : Engage in new areas of knowledge; Broaden and deepen their existing knowledge, understanding and skills; Engage in critical analysis of texts, theories and practices and to test students analysis against received understandings and practices; Question concepts, theories, policies and practice encountered during their studies; Interrogate the assumptions underpinning theory and research in order to come to an understanding of the significance and limitations of theory and research; Engage in critical reflection of their own and others value systems, development and practices The Assessment strategy, in conformity with the University Assessment Compact: has two purposes: to help students learn by providing them with information on how they can improve, and, to record students learning for the purpose of awarding them marks which count towards their degree;

6 is based on the latest research on assessment of, for and as learning; focuses on a continuous assessment model using essays, portfolios, group/paired presentations, summaries/reviews of articles and research/reports of research. There are no exams. We believe that since assessment is so important, students should understand what it is all about. Students have the opportunity to discuss assessment criteria, be involved in the formulation of criteria used for assessing presentations and peers contributions to group work, engage in marking exercises, learn about plagiarism and how to provide and use formative feedback to improve learning. 5.2 Assessment regulations The programme conforms to the University Regulations for the Undergraduate Modular programme SECTION 6: ADMISSIONS 6.1 Entry criteria CATs rating for the course is 120 at Level 6. To gain Honours, a student needs therefore to bring to the course, 240 CATs, typically from the Early Years Sector Endorsed Foundation Degree. 6.2 CRB checks Due to the nature of the course a current CRB should be obtained. This will be organised by the Course Administrators at the start of the course and will be subject to the current charges from the Criminal Records Bureau. SECTION 7: STUDENT SUPPORT AND GUIDANCE The University is committed to providing access to counselling and advice on personal matters, including health and welfare, accommodation, finance and careers and to clearly defined access to library, IT and other facilities which are necessary for students' programmes. Sources of help and advice include: Effective provision of planned induction; Provision of course and (where applicable module) handbooks; Student Support Coordinators, Academic Advisors, Subject Coordinators and the Programme Leads; Study skills development/support through UpGrade service, both face-to-face and through its webpages Involvement of the Careers Centre in planned provision as part of the programme and also through provision of support and meetings on campus; Support from library staff though the campus-based enquiry desks and through training sessions where necessary.

7 SECTION 8: GRADUATE EMPLOYABILITY The university has a careers service at Gipsy Lane and you can if you wish make an appointment with them at some point in the course. Individual colleges will have their own arrangements : please refer to your local HE handbook. The most obvious possibility is to train to work as teacher by taking a one-year Post Graduate Certificate of Education PGCE) course. Brookes offers such courses for early years, primary, secondary and further education teachers. The course is an excellent stepping stone to work in nursery and primary schools and other early year s settings including those in the private and voluntary sector. You might also work with families and children in an advisory role for organisations in the public, private of charitable sectors. Wider opportunities include work in commercial organisations which are oriented to children and families e.g. children s publishing or broadcasting, children s leisure activities. You may wish to continue your studies to Masters Level and beyond and to become involved in research or academia. If so, you should explore this possibility with your Tutors. You might also consider contacting the MA Education Programme Administrator or MA Childhood Studies Programme Administrator at Brookes. Their details can be found via the School of Education web pages - SECTION 9: LINKS WITH EMPLOYERS This is a course which builds on your own experience in the workplace and links with employers are therefore maintained principally through your communication with them. We have also established links with many local Early Years setting from the maintained as well as the private and voluntary sectors. Strong links with local employers such as the Local Authorities and charitable organisations help keep the course current and relevant. SECTION 10: QUALITY MANAGEMENT Indicators of quality/methods for evaluating the quality of provision The School of Education is committed to a series of actions designed to ensure and improve the quality of its programmes. Indicators of quality include: a) meeting relevant elements of the QAA Benchmark Standards for Education Studies. b) the structure, coherence and content of the programme; c) use of a range of approaches to teaching, learning and assessment; the quality of the staff involved in the programme; d) the professional learning environment and support for students provided by the University and the School of Education ; e) effective use of available resources for the programme; f) evaluation of teaching and learning by staff involved in the programme and by students; g) effective, prompt and professional communication between partner colleges and Oxford Brookes University h) comparison with other institutions through the External Examiner process.

8 The programme has set out to address the indicators above through an appropriate structure and content; the use of a variety of approaches to learning, teaching and assessment; and consideration of the most effective use of resources. The programme is subject to a variety of quality assurance and improvement procedures, including: a) informal and formal module and programme evaluations by staff and students; b) an annual minuted meeting at which students discuss the quality of provision prior to Annual Review c) discussion of Student Satisfaction data by the teaching team, and in conjunction with the Associate Dean for Student Experience d) Peer enhancement of teaching, assessment and learning: al_scheme_univ_aesc.pdf ; e) the Annual Review of the programme in the Faculty. Each semester a Subject Committee Meeting, chaired by the Programme Lead, will be held at the Harcourt Hill Campus. Dates of meetings and an agenda will be circulated in advance. Minutes will be taken and circulated. The Programme Committee membership shall include: a) Programme Lead (OBU); b) Subject Coordinator (OBU); c) Programme Managers for the degree in Swindon and Solihull d) Module Leaders; e) Two student representatives; f) Associate Dean (Student Experience) of the Faculty of Humanities and Social Sciences (ex officio); The Liaison Manager has the right to attend Programme Committee meetings. The Subject Committee will be responsible to the Board of the Faculty of Humanities and Social Sciences for all relevant academic and administrative matters. The Subject Committee is therefore responsible for maintaining oversight of the programme by: a) considering developments to the programme in the light of the development of QAA benchmarking and changes in University and Faculty of Humanities and Social Sciences strategic directions; b) approving changes to the programme and forwarding these to appropriate Faculty of Humanities and Social Sciences committees; c) monitoring assessment procedures; d) approving changes to module assessment; e) agreeing the focus of programme and module evaluation; f) monitoring module and programme evaluation; g) considering other matters pertaining to the health of the programme as they arise; h) holding the Annual Review of the programme.