University of Aberdeen School of Education

University of Aberdeen School of Education BA CHILDHOOD PRACTICE PROGRAMME HANDBOOK September 2011 www.abdn.ac.uk www.abdn.ac.uk/bacp

Contents Introduction 4 Programme Aims 5 The BACP Structure and Content Overview 5 SSSC Codes of Practice 6 BA in Childhood Practice - Curriculum Map 7 Access 12 Levels Of Study 14 Awards And Progression Opportunities 17 Duration 17 Course Design 17 Course Content 19 1. The Child in the Socio-cultural Context 19 2. Child Development and Learning 20 3. The Developing Professional 21 4. Personal Research and Enquiry 21 Practice-Based Learning 22 Formative Support 23 Summative Assessment 23 Teaching And Learning Approaches 25 Student Support 26 MyAberdeen (the University of Aberdeen s Virtual Learning Environment) 26 Assessment Regulations 27 TurnitinUK 28 Feedback on assessment: 28 Transcripts at Graduation 29 Absence from Classes on Medical Grounds 29 Withdrawal Procedures and Refund Policy 29 Class Certificates 30 Quality Assurance 30 Appeals and Complaints 31 The University Library 32 Data Protection and Freedom of Information Acts 33 2

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

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

Programme Aims The programme of study aims to provide practitioners with learning opportunities and resources and structured practical experience that, together with experimentation and reflection on workplace settings, will enhance professional awareness and personal effectiveness and provide them with a recognised qualification. It is based on course elements detailed in the benchmark statements provided by QAA Education Studies, SCQF and the Standard for Childhood Practice. It combines an increased understanding of theory with critical reflection on practice and aims to develop the research skills of practitioners for ongoing professional development. The BACP Structure and Content Overview The 7th Report 2006 Education Committee Early Years Enquiry has identified the need to raise skill levels across the workforce, which now includes a widening range of support workers, e.g. learning assistants and out of school care workers. The report recommends that qualifications and skill levels are driven upwards as research indicates that this is likely to result in better outcomes for children, especially in disadvantaged areas. HMIe has recommended that primary schools could better support the children in a smoother transition by adopting the best methodologies that are used in early years education and by continuing to offer choice and independence. This latest report consolidates the recommendations made by various bodies since 1998. The programme is structured into four key areas: The Child in the Socio-cultural Context Child Development and Learning The Developing Professional Personal Research/Enquiry There will be four 30 Credit core units at each SHE Level. This will facilitate student progress and establish the BA Childhood Practice as a credible, recognized qualification across the sector. The new programme aims to take account of current recommendations by offering different access points allowing for students prior learning and experience and further flexibility through offering part-time, online distance learning. The intention of the programme is to meet a national government priority to build a highly skilled, qualified, professional workforce across the childcare and education sector. We recognize the potential to link the emergence of integrated services to the development of joint training opportunities, to establish a clear career structure. The programme will equip students with the necessary pedagogical skills and knowledge to work in the field. Extension of the age group from Early Years to Childhood Practice reflects changes and development of basic qualifications for Early Years practitioners, and will facilitate career progression for out-of-school care workers, adults involved in playwork, and classroom assistants. These changes are all in response to Scottish Executive policy and meet the requirements of SSSC for registration. 5

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

BA in Childhood Practice - Curriculum Map QAA (Education Studies) Benchmarks: SHE Levels 7-8 (Years 1-2) 3 x 30 SCOTCAT Credit Points(Compulsory Courses) + 2 x 15 SCOTCAT Credit Points (1 Compulsory & 1 Elective) = 5 courses per level SHE level 9-10 (Years 3-2) 4 x 30 SCOTCAT Credit Points (Compulsory Courses with element of specialist choice in 2) = 4 courses per level. SHE Level 7 Awareness Child in the Socio-cultural Context Compulsory Core 1 The Child in Society: Personal and Social Development Child Development & Learning Compulsory Core 2 30 Child Development and Learning The Developing Professional Compulsory Core 3 30 Understanding Personal Effectiveness within your Professional Role Personal Research/Enquiry (Compulsory Core and Element of Choice) 4 30 Study Skills Creating the Child s Environment 2 x 15 8 Development 1.1 1.3 1.4 2.1 2.3 3.1 3.4 4.1 4.2 4.4 4.5 The Child in Society: Living and Learning in Families 1.1 2.1 2.2 3.1 4.1 4.2 1.3 2.1 2.2 3.1 3.4 4.1 4.2 4.4 4.5 30 Principles of 30 Management and Development and Administration within Learning an Education and Childcare Setting 1.3 3.1 3.2 3.4 4.1 4.2 30 Young Children and Science Supporting the Health and Wellbeing of Children 2 x 15 1.2 1.3 2.1 2.2 3.1 3.2 3.4 4.1 4.2 4.4 4.5 4.6 1.1 1.2 1.3 2.1 2.2 2.3 3.1 3.2 4.1 4.2 1.2 1.3 1.4 2.1 2.2 3.1 3.2 3.4 4.1 4.2 4.4 4.5 4.6 1.1 1.2 1.3 2.2 2.3 3.1 3.2 3.4 4.1 4.2 8

9 Confidence Empowerment Living, Learning and Teaching in Communities 30 Effecting Change in Development and Learning 30 Inter-disciplinary Approaches within Early Education and Childcare 30 Research and Enquiry: Informed Perspectives 30 10 (Honours Option) Specialist 1.1 1.2 1.3 1.4 2.1 2.2 2.3 2.4 3.3 3.4 4.2 4.4 4.5 4.6 Global Citizenship: Unit 1: Children on the Move Unit 2: Growing up around the world 1.1 1.2 1.3 1.4 2.1 2.2 2.3 3.1 3.2 3.3 30 Personal Enquiry in Child Development and Learning 4.1 4.2 4.4 4.5 4.6 1.1 1.2 1.3 2.1 2.2 2.3 3.1 3.3 3.4 4.1 4.2 4.4 4.5 30 The Reflective Practitioner 30 Research and Enquiry In Action 30 1.1 1.2 1.3 1.4 2.1 2.2 2.3 3.1 3.2 3.3 3.4 4.1 4.2 4.4 4.5 4.6 1.1 1.3 2.1 2.2 2.3 2.4 3.1 3.2 3.3 3.4 4.1 4.2 4.3 4.4 4.5 4.6 1.1 1.2 1.3 1.4 2.1 2.2 2.3 3.1 3.2 3.4 4.1 4.2 4.4 4.5 4.6 1.1 1.3 2.1 2.3 2.4 3.1 3.2 3.3 3.4 4.1 4.2 4.3 4.4 4.5 4.6 8

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

9 Confidence Empowerment ED3504Living, Learning and Teaching in Communities 30 ED3505 Effecting Change in Development and Learning 30 ED3506 Interdisciplinary Approaches within Early Education and Childcare 30 ED3509 Research and Enquiry: Informed Perspectives 30 SSSC Standard for Childhood Practice Elements 10 (Honours option) 2.1.1, 2.1.3, 2.1.4, 2.1.5, 2.2.1, 2.2.4, 2.2.5, 2.3.1, 2.3.2, 2.3.3, 2.3.4, 2.3.5, 2.3.6, 2.3.7 3.1.1, 3.1.2, 3.1.3, 3.5.4, 3.4.1, 3.4.4 3.5.2, 3.5.3, 3.5.4 3.6.1, 3.6.3, 3.6.4 3.7.1, 3.7.2 3.9.4, 3.9.5, 3.9.6, 4.1.3, 4.1.4 4.2.1, 4.2.2, 4.2.3, 4.2.4, 4.4.6, 4.4.7 4.7.1, 4.7.3, 4.7.4, 4.7.5, 4.7.6, 4.7.7 4.8.1, 4.9.1, 4.9.2, 4.9.3, 4.10.3 4.11.3 ED4504 Global Citizenship: Unit 1: 2.1.2, 2.1.6 2.2.1, 2.2.6 2.3.4, 2.3.5, 3.1.4, 3.1.5, 3.1.6 3.2.1, 3.2.2, 3.2.3, 3.2.4 3.2.5 3.3.1, 3.3.2, 3.4.2, 3.4.3, 3.9.2, 4.1.1, 4.1.2, 4.2.5, 4.3.1, 4.3.2, 4.3.3, 4.3.4, 4.3.5, 4.3.6, 4.3.7 4.4.1, 4.4.2, 4.4.4, 4.5.1, 4.5.2, 4.5.3, 4.5.4, 4.5.5, 4.7.2, 4.7.3, 4.8.2, 4.8.4 4.9.1, 4.9.2, 4.9.3, 4.9.4, 4.9.5 4.11.3, 4.11.8 30 ED4505 Personal Enquiry in Child 2.2.2, 2.2.3, 3.5.1 3.6.2 3.8.1, 3.8.2, 3.8.3, 3.8.4, 3.8.5 4.4.3, 4.4.5, 4.6.1, 4.6.2, 4.6.3, 4.6.4 4.9.1, 4.9.2, 4.9.3, 4.9.4, 4.9.5 4.10.1, 4.10.2, 4.10.4, 4.10.5, 4.10.6 4.11.1, 4.11.2, 4.11.3,4.11.4, 4.11.5, 4.11.6, 4.11.7, 4.11.8 4.12.1, 4.12.2, 4.12.3, 4.12.4, 4.12.5, 4.12.6 30 ED4506 The Reflective Practitioner 3.9.1, 3.9.2, 3.9.3, 3.9.4, 3.9.5, 3.9.6 4.2.6 4.7.2 4.8.2, 4.8.3, 4.9.1, 4.9.2, 4.9.3, 4.9.4 4.10.2, 4.10.4 4.11.8 30 ED4509 Research and Enquiry In 30 10

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

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

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

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

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

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

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

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

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

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

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

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

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

Normally, assignments will be marked and returned to students within a four week period. This allows time for marking, double and cross marking and confirmation by the External Examiner as required. Participants who fail to complete the assessment demands of a course will be allowed resubmission opportunities in accordance with University Regulations. Note that a fee is charged for any re-assessment. Further details about assessment, progress, regulations and various policies and procedures are provided in the document, Student Attendance, Performance and Assessment Code of Practice (SAPA), at http://www.abdn.ac.uk/registry/sapa/. In particular, please note information about monitoring participation and class certificates in Appendix 8 of this handbook. Assignments on the programme have two main purposes. One is to help you to learn. The other is to enable the tutors to judge the standard you have achieved. It is likely that you will want to draw upon a wide range of sources when preparing your assignments. As well as the course content, the recommended texts and your own fieldwork experience there are benefits to be gained from wider reading and wider discussion in study circles and with co-tutors, line managers and mentors. When you enter into discussions with fellow students in study circles or in individual discussions with others there is nothing wrong with discussing assignment questions. It is part of the programme philosophy to encourage you to enter into a wide range of learning possibilities. What must be emphasised however is that when writing your final assignment you are expected to work alone. What you submit in writing must be in its entirety your own. Please make sure you read notes about plagiarism (see Appendix 4). Advice will be provided on making reference to the work of others. You must also operate within the tolerance zone (2700 3300) of the 3000 word count allowance or your mark will be subject to penalty. Instructions for the submission of assignments are contained in the Assessment documentation of each course. Each course has a cut-off date for assignments, i.e. a final date for submission. This is the last date by which an assignment should be received. It is recognised, however, that occasionally there may be circumstances which prevent you completing an assignment on time. In such circumstances you must contact your Course Tutor as soon as you recognise difficulties and seek an extension. But remember, please, that late submission is not a right and permission must be sought and obtained in advance. Your Course Tutor can grant an extension of up to two weeks. Otherwise the matter must be referred to the BACP Programme Director at the University. If you fail to submit an assignment by the set date and do not arrange an extension then a No Paper will be recorded. You are allowed a maximum of three resubmissions. 24

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

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

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

Normal Aberdeen University appeal regulations will apply. TurnitinUK TurnitinUK is an online service which compares student assignments with online sources including web pages, databases of reference material, and content previously submitted by other users across the UK. The software makes no decision as to whether plagiarism has occurred; it is simply a tool which highlights sections of text that have been found in other sources thereby helping academic staff decide whether plagiarism has occurred. As of Academic Year 2011/12, TurnitinUK will be accessed directly through MyAberdeen. Advice about avoiding plagiarism, the University s Definition of Plagiarism, a Checklist for Students, Referencing and Citing guidance, and instructions for TurnitinUK, can be found in the following area of the Student Learning Service website www.abdn.ac.uk/sls/plagiarism/. Feedback on assessment: The University recognises that the provision of timely and appropriate feedback on assessment plays a key part in students learning and teaching. The guiding principles for the provision of feedback within the University are detailed in the Institutional Framework for the Provision of Feedback on Assessment available at: www.abdn.ac.uk/registry/quality/appendix7x8.pdf Enhancing Feedback: The University recognises both the importance of providing timely and appropriate feedback on assessments to students, and of enabling students to voice views on their learning experience through channels such as Student Course Evaluation Forms and Class Representatives. FAQs, guidance and resources about feedback can be found on the University s Enhancing Feedback website at: www.abdn.ac.uk/clt/feedback 28

Transcripts at Graduation It is anticipated that students who commenced their studies in, or after, 2009/10, will receive a more detailed transcript of their studies on graduation. The increased details will include a record of all examination results attained. For students graduating in 2012/13 transcripts will show details of all CAS marks awarded, including marks which are fails. Where a resit has been required as a result of medical circumstances or other good cause (MC/GC) this will not be shown, but all other circumstances (i.e. No Paper NP ) will be included. Absence from Classes on Medical Grounds Candidates who wish to establish that their academic performance has been adversely affected by their health are required to secure medical certificates relating to the relevant periods of ill health (see General Regulation 17.3). The University s policy on requiring certification for absence on medical grounds or other good cause can be accessed at: www.abdn.ac.uk/registry/quality/appendix7x5.pdf You are strongly advised to make yourself fully aware of your responsibilities if you are absent due to illness or other good cause. In particular, you are asked to note that selfcertification of absence for periods of absence up to and including eleven weekdays is permissible. However, where absence has prevented attendance at an examination or where it may have affected your performance in an element of assessment or where you have been unable to attend a specified teaching session, you are strongly advised to provide medical certification (see section 3 of the Policy on Certification of Absence for Medical Reasons or Other Good Cause). Withdrawal Procedures and Refund Policy Any potential withdrawal from the programme should be discussed with your tutor or programme director. The programme administrator will send you a withdrawal form for completion and this must be returned promptly. Further information about withdrawals and refund of student s fees available at http://www.abdn.ac.uk/registry/tuitionfees/refund.shtml 29

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

education on the part of the students. The School of Education, University of Aberdeen, has suitably qualified staff who will contribute to this breadth of vision. Appeals and Complaints The University s appeals and complaints procedures provide students with a framework through which to formalise their concerns about aspects of their academic experience or to complain when they feel that standards of non-academic service have fallen short of that which they expected. The process has been designed to make the appeals and complaints process as accessible and simple as possible and to provide a robust, fair mechanism through which to ensure that all appeals and complaints are considered in the appropriate way at the appropriate level. A major feature of the process is the emphasis it places on early or informal resolution. All students should note that there is an expectation that they will take responsibility for seeking resolution of their academic or non-academic concerns by raising and discussing them at the earliest possible stage with the relevant individuals in an academic School or administrative Service. Further details of the processes for making an appeal or complaint, including where to find further help and support in the process, is given at: www.abdn.ac.uk/registry/appeals Aberdeen Graduate Attributes Graduate Attributes are a wide-ranging set of qualities which students will develop during their time at Aberdeen in preparation for employment, further study and citizenship. There are four main areas of the Graduate Attributes: Academic excellence Critical thinking and communication Learning and personal development Active citizenship Students have many opportunities to develop and achieve these attributes. These include learning experiences on credit-bearing courses and co-curricular activities such as work placements, study abroad and volunteering. In accordance with the University s commitment to Equality and Diversity, students can request support with any aspect of the Graduate Attributes framework. 31

The ACHIEVE website offers resources that enable students to assess and reflect upon their present skills and development needs. The website also contains resources to help students to improve their skills and links to a range of university services such as the Careers Service and the Student Learning Service. Students can access ACHIEVE from their MyAberdeen site in the My Organisations section. More information about Aberdeen Graduate Attributes and ACHIEVE can be found at www.abdn.ac.uk/graduateattributes. The University Library Distance Learning students can access a wide range of resources through the University Library. As a participant within the scheme you will be registered for the range of library services. The use of e-learning and research resources is an increasingly important part of professional education. You will be introduced to e-resources from the Library and expected to make extensive use of them. Those undertaking the programme at centres distant from the School are eligible for registration for a postal Library service. This gives you access by internet, intranet, post, telephone and fax to the range of services available to those able to attend the School in person. Information about this support is available from the Library. You are encouraged to make early contact with Library staff. It is helpful if you can indicate the programme or area/topic you wish to study/investigate when asking for books, giving alternative titles if possible. This enables the Library to try to provide you with other appropriate material, if you wish, while they set up a recall or process an inter-library loan for you. It would be appreciated if you could alert your tutor to any difficulties experienced, as this can often help in the selection of new and additional titles for library stock. Contacts for The University Library General Enquiries +44 (0)1224-273600 General Email distancelib@abdn.ac.uk For help with accessing articles and other research material or referencing your assignments: Guide to Referencing for Education Students: http://www.abdn.ac.uk/library/documents/guides/edu/ugedu010.pdf Guide to Ebrary: http://www.abdn.ac.uk/library/documents/guides/dbs/qgdbs004.pdf Other Education-related user guides can be found here: http://www.abdn.ac.uk/library/support/guides/?tab=2#education 32

The Library Catalogue: https://aulib.abdn.ac.uk/f or contact: Claire Molloy, Information Consultant, Education and Social Science c.a.l.molloy@abdn.ac.uk Please also see Appendix 5 A Guide To Referencing and Guides on www.abdn.ac.uk and My Aberdeen. Data Protection and Freedom of Information Acts The University requires a certain amount of personal information for the administration of your studies and to ensure the proper completion of your chosen courses or degree programme. All personal information provided by you will be treated strictly in terms of the Data Protection Act 1998: your confidentiality will be respected and all appropriate measures will be taken to prevent unauthorised disclosure. The data you provide will be used for stated purposes only and you would be advised about any further uses. The University does all it can to ensure that all data remains up-to-date and accurate, but there are some areas in which we must emphasise our reliance on students to inform us of changes which occur between updates and it is important that you keep us informed of any such changes, to avoid situations where (for example) we might send vital mail to the wrong address. Students who require to process personal data as part of their studies must also ensure that they abide by the Data Protection Act. Further information on the Act can be accessed at: http://www.abdn.ac.uk/hr/policy/other-information/dataproc/ Plagiarism Plagiarism is dealt with at School level. The Code of Practice on Student Discipline gives clear guidance on the procedures: http://www.abdn.ac.uk/registry/quality/appendix5x15.pdf At Levels 1 & 2, the Head of School (or designated member of staff) has the power to investigate and deal with any case. At Levels 3 & 4, following a preliminary hearing, any student found to have been involved in plagiarism will be referred to a Vice Principal. Your attention is drawn to this code the code of discipline for all students available, which is available from the Registry or is available at: http://www.abdn.ac.uk/registry/quality/appendix5x15.pdf 33

You are reminded of the importance of avoiding any danger of plagiarising the work of others in the general course of your studies and in relation to assessment in particular. Plagiarism is considered to be a very serious disciplinary offence and may result in severe sanctions being taken against students who plagiarise the work of others intentionally or unintentionally. Plagiarism is defined as the use, without adequate acknowledgement, of the intellectual work of another person in work submitted for assessment. A student cannot be found to have committed plagiarism where it can be shown that the student has taken all reasonable care to avoid representing the work of another as his/her own. Advice on avoiding plagiarism is provided below in the general advice on making reference to the work others available online in My Aberdeen. Race Equality Policy Your attention is drawn to the University's Race Equality Policy which can be accessed at: http://www.abdn.ac.uk/registry/racepolicy The University adopts a zero tolerance approach to racist behaviour as outlined in the Anti- Racist Policy in which the commitment to the equal treatment of all persons regardless of their race, ethnic or national origins or colour is affirmed. The Policy sets out the University's commitment to eliminate racial discrimination, promote equal opportunities and promote good race relations between persons of different racial groups. Monitoring and Evaluation Please also see Appendix Seven. Class Certificates A class certificate is defined as a certificate confirming that a candidate has attended and duly performed the work prescribed for a course. The period of validity for a class certificate is limited to the academic year in which it is awarded and the academic year immediately following. Hence, candidates have a maximum of four opportunities to take the end-of-course assessment without re-attendance i.e. the normal (January or May) diet and the August resit diet in the year in which the course is taken and the year immediately following. Students who have been reported as at risk through the system for monitoring students progress due to their failure to satisfy the minimum criteria (as outlined above) may be 34

refused a class certificate. If you are refused a class certificate, you will receive a letter from the Registry (e-mail in term-time) notifying you of this decision. Students who are refused a class certificate are withdrawn from the course and cannot take the prescribed degree assessment in the current session, nor are eligible to be re-assessed next session, unless and until they qualify for the award of a class certificate by taking the course again in the next session. If you wish to appeal against the decision to refuse a class certificate should do so in writing to the Head of School within fourteen days of the date of the letter/e-mail notifying you of the decision. If your appeal is unsuccessful, you have the right to lodge an appeal with the relevant Director of Undergraduate Programmes within fourteen days of the date you are informed of the Head of School s decision. Participants with Disabilities The University of Aberdeen s Policy on Disability is summarised in the University Quality Handbook (http://www.abdn.ac.uk/registry/quality/section5.shtml#sub13). The relevant section is reproduced below. 5.13 Students with Disabilities 5.13.1 The University welcomes students with disabilities and is committed to improving access to its courses, facilities, buildings and social life. It is University policy to consider applications from students with disabilities on the same grounds as apply to all candidates. The University's Disabilities Adviser is part of the Student Advisory Service. 5.13.2 It is also policy to take specific disabilities, including dyslexia, into account when making arrangements for teaching and learning, and the assessment of a student s performance. The onus is on a student to notify the University (through their Adviser of Studies, Student Support Officer or the Registry) at the earliest opportunity. Each School has a Disabilities Co-ordinator who is responsible for ensuring that arrangements for students studying in their School, as notified to them by the Registry or Student Support Services, are implemented. 5.13.3 Details on arrangements for students with disabilities can be found in the Undergraduate and Postgraduate Prospectuses, and in the University s Disability Statement (Appendix 5.5), which takes account of the requirements of the Disability Discrimination Act, 1995. Prospective students are welcome to contact the Student Support Officer for informal discussion. 5.13.4 The following documents have been produced to assist students with disabilities and those responsible for admissions and examination arrangements:- Appendix 5.5: Information for Students with Disabilities and Medical Conditions (Disability Statement) Appendix 5.6: Policy on permitting disabled students to tape-record lectures Appendix 5.7: Flow Chart on procedures for students with disabilities and medical conditions Appendix 5.8: Procedures for Students with Disabilities Appendix 5.9: Recommendations Concerning Students with Dyslexia 35

5.13.5 Examination arrangements for candidates with disabilities are summarised in Section 7. Participants with questions should speak to their tutor in the first instance. The Co-curriculum The co-curriculum enhances a student s employability and provides opportunities to develop and achieve Aberdeen Graduate Attributes. Co-curricular activities complement a student s degree programme and include: work placements, study abroad, enterprise and entrepreneurship activities, the BP Student Tutoring Scheme, career mentoring and the STAR (Students Taking Active Roles) Award initiative. Below are examples of credit-bearing co-curricular activities. It is anticipated that these types of activity will be included on an enhanced transcript for students graduating in, or after, 2012/13 ERASMUS is an exchange programme funded by the European Commission which enables students to study or work in another European country as part of their degree programme. Eligible students will receive a grant to help with extra costs while abroad and a number of our partner institutions teach through English. For more information, visit www.abdn.ac.uk/erasmus/. The University also has opportunities for students to study in a non-european country as part of their degree through the International Exchange Programme. International partners include universities and colleges in North America, Hong Kong and Japan (www.abdn.ac.uk/undergraduate/international-exchange.php). The University aims to ensure full academic recognition for study periods abroad, therefore the credits gained from study abroad will count towards the Aberdeen degree programme for students participating in both ERASMUS and the International Exchange Programme. Work placements can also form an integral part of a degree programme and attract academic credit. Placements are available locally, nationally and internationally, lasting from a few weeks to a full year and are generally paid. Visit the Careers Service website for further placement information and to find available work placements. Further information about the co-curriculum is available at: www.abdn.ac.uk/careers Health And Safety Those attending tutorials in the MacRobert Building are required to acquaint themselves with emergency evacuation procedures. These are contained in the document entitled Health and Safety. All students should read the School Health and Safety Policy which can be found at http://www.abdn.ac.uk/education/intranet/health_safety.shtml. 36

Fire Evacuation Procedures If the fire alarm goes off in the MacRobert Building, please leave the building immediately by the nearest exist to your location. Exit points are listed below. It is not possible, in general, to determine the seriousness of an alarm, so be prepared for the worst and act quickly. Listen to and obey any instruction given. The assembly area for the School, following evacuation of the building, is the grass area beside the front entrance of the building, parallel with King Street. It is important that everyone stands in the grass area so that the entrance to the building is not obstructed when rescue services arrive. In addition to the main entrance the exit routes are as follows: Two exits from the main lecture theatre to the east of the building adjacent to King Street. An exit mid way along the west side of the building. Below the bridge on the west side of the building. On the bridge on the west side of the building on the first floor. Two exist from the north-east side of the building. Check which exit point is nearest to your classroom so that you can find it quickly in an emergency. When you are in other parts of the university you should also be familiar with exit routes. The School has Disabled Persons Evacuation Assistants who will assist in the evacuation of individuals who need assistance. Persons who are unable to evacuate the building by the stairs should go to the refuge areas on each floor beside the lifts and sound the alarm which is located on the wall near to the stairs. An Evacuation Assistants will lead those individuals to safety in a lift. There is weekly routine testing of the fire alarm system in the MacRobert Building on Wednesdays at 11.50 am; there is no need to leave the building during testing. All other alarms are to be treated as real. School of Education First Aiders In the event of an incident requiring first aid, contact the nearest first aider or Reception. The first aiders in the School of Education are listed below: 1 Liz Curtis Room 524 ext 4622 2 Mhairi Freeman Room 731 ext 4672 3 Donald Gray Room 621 ext 4693 4 Aileen Johnson Room 903 ext 4065 37

5 Anne Shipley Room 431 ext 4531 6 Jackie Stewart Room 725 ext 4600 7 Margaret Watt Room 404 ext 4611 Defibrillators The University has purchased automated external defibrillators (AED) for use by first aiders who have attended the defibrillator training. Sudden cardiac arrest is a leading cause of death in Europe, affecting about 700,000 individuals a year. Many victims of sudden cardiac arrest can survive if bystanders act immediately while ventricular fibrillation (VF) is still present. If you suspect someone has had a heart attack please contact one of the first-aiders listed above, or contact Reception in MacRobert on ext 4776. 38

APPENDICES Appendix 1 Programme Team BACP Director: Tutors Catriona McDonald Tel: 01224 274801 Email: c.mcdonald@abdn.ac.uk Sheila Nutkins Tel: 01224 274509 Email: s.nutkins@abdn.ac.uk Yvonne Yule Tel: 01224 274837 Email: y.yule@abdn.ac.uk Mary Stephen Tel: 01224 274738 Email: m.stephen@abdn.ac.uk Programme Administrator Mary Fernie Tel: 01224 274614 Email: bacp@abdn.ac.uk 39

Appendix 2 University Of Aberdeen Common Assessment Scale GRADE DESCRIPTOR DEFINITION 18-20 Outstanding Evidence of extensive reading beyond prescribed texts. Outstanding description and critical analysis of professional practice. Application to own practice dealt with in an excellent manner. Presentation, structure and argument of a superior quality. Outstanding performance against the specific criteria. 15-17 Very Good Evidence of reading beyond prescribed texts. Very good description and critical analysis of professional practice. Application to own practice dealt with in a competent manner. Very good presentation, structure and argument. Performance against the specific criteria is of a very good standard. 12-14 Good Good evidence of study of resource materials. Professional practice described and subjected to some critical analysis. Application to own practice dealt with adequately. Good presentation, structure and argument. Performance against the specific criteria is of a good standard. 9-11 Pass Some evidence of study of resource materials. Professional practice described rather than critically analysed. Application to own practice partially developed. Adequate presentation, structure and argument. Some ability to meet the specific criteria. 6-8 Fail Some attempt at an answer, but seriously lacking in content or in ability to organise thoughts. Failure to meet the criteria at an acceptable level. 1-5 Clear Fail No serious attempt to address the assessment criteria. 0 Token or no submission Token or no submission 40

Appendix 3A Programme Assessment Assignment front sheet. SCHOOL OF EDUCATION Programme Assessment Programme: Year: Session: Course: University ID Number: Date of Submission: Word Count 41

Appendix 3B Declaration of own work Declaration of Own Work PROGRAMME: Bachelor of Arts CHILDHOOD PRACTICE COURSE CODE COURSE TITLE. SUBMISSION TASK.. STUDENT ID. I confirm that the work in this submission is my own and that any quotation or paraphrasing of others work has been acknowledged by the required protocols of referencing used within the School of Education. SIGNATURE.. DATE 42

Example Record of Assessment SCHOOL OF EDUCATION RECORD OF ASSESSMENT Session 2007/08 C1 C2 C3 C4 Com Ref WL Submission date: PIN: Area: : ED2504 The Child in Society: Living and Learning in Families LC CAS Group: Outstanding Very Good Good Pass Fail Criteria CAS Group Criteria CAS Group 1. Demonstrates sensitivity to and understanding of how the sociocultural context impacts on the learning and development of children. 2. Conveys knowledge and understanding of current and relevant theories and research concerning socio-cultural influences on children s learning. 3. Discusses the significance of personal values and attitudes in developing understanding of factors influencing children s learning in the family, community and a childcare and education setting. From the foregoing discussion identify three SMART targets that will influence future practice. 4. Conveys use of wide reading and uses this to support points made in discussion. Can use this information to support a critical analysis of collected data. 43

Overall Comments: Next Steps for Learning: General Criteria Effective communication (i.e. unambiguous; showing awareness of the reader by making demands that are reasonable, supporting the assimilation of the content and taking account of prior knowledge.) Key features: clarity of meaning; coherence in the development and linking of ideas; appropriateness in register; effective punctuation and accurate spelling. PASS FAIL The assignment will fail if deficiencies in one or more of the above prevent effective communication. Referencing Referencing to sources in written text Listing of full reference details General If the submission is deficient in two or more of these criteria the CAS mark will be reduced by 1 except when the CAS mark is 9. Word Length: 6 000 Submissions which exceed the stated word limit by more than 10% or more will be reduced by one mark, except in the case of a CAS mark of 9. Submissions in which the text exceeds the stated word limit by 50% or more will FAIL. FAIL PASS PASS FAIL Please note stated word length below: Words Marker Date 44

Appendix 4 - Assessment Procedures The following is guidance on written assessment procedures across all programmes and all years in the School of Education. Word length In devising assessments, the word limit should be set to allow students to overtake all criteria at Outstanding level. In general terms a 15 credit course would normally have an assessment task of 3000 words. Students should be advised that submissions which exceed the stated word limit by 10% will be penalised by a reduction in the CAS mark awarded. Submissions in which the text exceeds the stated word limit by 50% will fail Submission procedures (to be included on all assessment briefs) Your printed copy must: be word processed, single sided with 1.5 line spacing use Arial font size 11 include a word count. This should be completed on the front cover Include a bibliography include your ID (PIN) on every page and number pages include the Declaration of Own Work statement be secured in some way, i.e. stapled at the top left corner and with all appendices must be handed in at reception on or before the deadline. DO NOT SUBMIT ASSIGNMENTS IN POLY POCKETS OR A4 RINGBINDERS. An effective writing style that is free from jargon should be adopted (if jargon is used it should be explained). Advice on writing your assignment is available on the School of Education web-site Quotes references and bibliography must follow accepted academic conventions (see Guide to Referencing for Education Students within My Aberdeen). Students must submit a copy of their assignment to the Turnitin Plagiarism Website. Guidance for this will be on My Aberdeen. Please note that you will only be allowed to submit the electronic file once so please ensure that you have completed the assignment to your satisfaction. Please do not submit the appendices to the Turnitin site. Please submit using Personal Identification Numbers (PIN) only. You must ensure the anonymity of schools, pupils, colleagues and yourself by using pseudonyms or symbols. At no point (including the appendices) should the student, pupils or school be named or easily identifiable. 45

Late Submissions Students who provide in writing, evidence of good cause, e.g., bereavement, accident etc. may be allowed an extension of up to 14 days, to complete an assessment. This will be at the discretion of the Programme Director, who may delegate this responsibility to a nominated member of staff. It is important that all cases are referred to programme management for approval. Approval of the extension, the date for submission and implications for the student of non-submission should be stated in writing to the student by either the Programme Director or nominated member of staff. For students who have been granted an extension on the grounds of Good Cause (GC) or provide medical cover (MC), any late submission will be considered to be a first submission and thus there will be an opportunity to re-submit if the student fails. Re-submissions Students who do not submit on the due date and have not sought prior permission for an extension, will have NP (No Paper) recorded on their student record. In this case, the assessment when submitted will be treated as a re-submission. The full range of CAS marks should be applied at all levels in marking a re-submission. It will be noted by Registry, on the final student transcript that the mark was gained at a second or third attempt. 2. Academic Quality Handbook The fourth edition of the Academic Quality Handbook was made available during 2009/10. Where possible, the location of frequently linked to pages has remained unaltered, however schools are asked to check links from their documentation to ensure that links are still current. 3. External Examiners The roles of the External Examiners are to ensure that the processes for assessment, examination and the determination of awards are sound and have been conducted fairly. In order to fulfil these roles, External Examiners should:- be provided with adequate information on course and programme content and the University s assessment policies; participate in the setting of examination papers and new in-course assignments; Programmes which hold exams should ensure that draft examination papers are sent to the External Examiner in plenty of time for them to comment on content. For January 46

examinations programmes teams should ensure that draft exam papers are with the External Examiner by the beginning of December. For May examinations draft exam papers should be reviewed by the External Examiner by the end of April. Ideally any resit papers should be sent to the External Examiner at the same time as the May papers. These dates are crucial to allow for changes to be made and exam papers to be finalised. review a sufficient number and range of assessments to allow them to confirm the marks to be awarded to students; Samples of assessed work and examination scripts (where applicable) should be sent to the External Examiner in January for approval and confirmation of marks. The sample selection should include best, worst, average, and any cases where internal markers have not agreed. At Honours level these marks remain provisional until the final exams have taken place. Resit marks will also require to be confirmed by the External Examiner who may require a sample of assessed/examined work before signing off. moderate internal marks where appropriate; participate in other assessment activities e.g. school placement visiting comment and give advice on course and programme content, balance and structure, and on assessment processes; External Examiners will require documentation on programme/course content and aims so they can appropriately assess the standard of the examination paper. Disability arrangements For students with a reported disability, special arrangements will be implemented by the University to ensure that they are able to complete the assessments. A report will be prepared which indicates the support required. Dr Lucy Foley, the University Disability Coordinator (Extension 2023) and the relevant programme disability representative should be consulted, for further guidance. Useful Links Programme Regulations: http://www.abdn.ac.uk/registry/calendar/education.php Student Progress Information: http://www.abdn.ac.uk/registry/progress.shtml. 47

Appendix 5 - A Guide To Referencing For Education Students Guide to Referencing for Education Students: http://www.abdn.ac.uk/library/documents/guides/edu/ugedu010.pdf Guide to Ebrary: http://www.abdn.ac.uk/library/documents/guides/dbs/qgdbs004.pdf Other Education-related user guides can be found here: http://www.abdn.ac.uk/library/support/guides/?tab=2#education The Library Catalogue: https://aulib.abdn.ac.uk/f Appendix 6 University of Aberdeen School of Education - Guidance for Writing Assignments Analyse the question. Write down in your own words what you think the assignment is asking you to do. What is the main focus? Make a note of any key words and instructions. Consider what you need to demonstrate to complete the assignment successfully by consulting the general and specific assessment criteria Ref: http://www.abdn.ac.uk/alsu/understanding_qs.shtml Generate ideas. Note in brief outline what you know about the subject matter. Refer to lecture inputs on the subject - what were the key issues explored? Can you think of any more? Who are the leading experts in this field? What about additional reading you have engaged with? Write down anything that you think may be relevant at this stage. Identify the key themes/issues These will be devised from the initial ideas which you generated and should be relevant to the main focus of the assignment, rejecting anything that is not directly related to the essay. Prioritise your key themes/issues. Consider the best way of presenting your argument and the evidence drawn from your personal professional practice. All your key points need to be supported with evidence (drawing from a range of sources). At this stage you should be formulating your initial response to the question, even though it may change later. Try to arrange your points so that they form a persuasive and coherent argument. Evaluate your evidence. 48

All your key points should be supported by evidence. Ensure evidence is relevant and from a range of sources to substantiate your argument. Ask yourself, Is this evidence directly related to the question I have been asked? Review steps 1-5 New ideas may have been generated during this process. Be prepared to redraft your plan so that any new ideas/evidence can be incorporated. It may be necessary to try out different arrangements of your key themes to ensure they form the most convincing and logical sequence. Finalise your plan. Most essay plans can be summarised as beginning/ middle/end or introduction/argument/conclusion Write up your essay. It is necessary to structure your work properly. The traditional academic essay comprises three sections: An introduction which sets the scene and establishes the context, as briefly as possible A main body in which you present the evidence for your case. The arguments are outlined, developed and substantiated. Your key themes/issues should appear here. A conclusion which draws everything together and sums up the argument Paragraphs Whatever structure you adopt make sure it helps the reader to understand your argument or account. Use a new paragraph when you introduce a new idea or thought. Each of your main points should be expanded to a paragraph of around 100-200 words minimum. Paragraphs serve to break your writing up into several manageable sections; a block of text that remains unbroken for 1500-2000 words makes it hard for a reader to follow your argument or any particular aspect of it. Start each paragraph with a linking sentence that introduces the topic or new idea. Consider ending each paragraph with a sentence that summarises your thought and links forward to the next idea. Language & Style When you are writing an academic assignment there are certain conventions of language and style that you should follow: Aim for clarity and accuracy in the use of words, by using short sentences and simple words. A long sentence is not necessarily more valuable academically than a short one, nor is a long word more impressive than a short one. Do not use words or phrases that you do not understand Aim to be formal and clear. Avoid the use of slang, colloquial or dialect expressions. The abbreviated form don t, can t haven t doesn t, etc, should not be used. Do not use clichés, stock phrases, unnecessary qualifications and other space-fillers. Most of these add little or nothing to the meaning of a sentence. Examples include: it has been clearly demonstrated that basically I don t see why not it should be remembered that it should be noted that very this essay has shown that it has been previously indicated that part and parcel essentially explore every avenue this day and age quite extremely as it were moreover totally completely thus. 49

Do not be dogmatic unless you can provide supporting the evidence for your argument. Avoid the use of sweeping generalisations or claims. For example, A labour victory in the 1997 general election was always inevitable is a statement that needs to be supported by facts. Punctuation Pay attention to the simple requirements of properly punctuating what you write. Wrong use of apostrophes is one of the biggest problems in students written work. The following rules should be applied: USE AN APOSTROPHE TO: Signal possession by adding s to a singular noun: Susan s book, King s College, the boy s father, the woman s coat, the banana s skin, the piano s keys. If the noun or name already ends in s then add s as normal: Tess s book, Dickens s novels, Keats s poems, the bus s driver. A plural noun ending in s takes an apostrophe after the s: the boys fathers, the buses drivers, the horses owner. A plural noun not ending in s takes s: the women s rights, the children s school. Checking if the apostrophe should be before or after the s every time you use one. Do not be tempted to tuck the apostrophe into a name that already has an s: Dicken s novels, Keat s poems, or into possessive pronouns (see below). Signal a missing letter in a contraction such as don t, won t, wouldn t, isn t, it s. However, these contractions are informal and should not appear in academic essays, except when they appear in quotations from texts. Write out these phrases in full: do not, will not, would not, is not, it is, etc. DO NOT USE AN APOSTROPHE FOR: Plurals of nouns ending in vowels such as banana s, piano s, tomato s instead of bananas, pianos, tomatoes. Possessive pronouns such as hers, yours, theirs, its, ours. These are complete words, like his and mine. It s and its are commonly confused. It s should never appear in your written work. If you mean it is, then write this out in full. If you mean belonging to it, then there is no apostrophe. Also look out for who s and whose. Spelling Poor spelling can be a sign of carelessness or a lack of knowledge. If you do not know how to spell a word, look it up in a dictionary. The spell checking function of word processing applications can help you avoid some of the pitfalls of poor spelling, but these can lead to a sense of false security. If you use the wrong word, but it is spelled correctly (e.g., their for there, affect for effect) your spell checker will not tell you this. Proof read your essay. 50

Make sure that you read carefully what you have written. Check spelling and punctuation. Check for clarity and logic in your argument have you answered the question? Ensure referencing is accurate See A Guide to Referencing for Education Students. 51

Appendix 7 - Monitoring Students' Progress The University operates a system for monitoring students' progress to identify students who may be experiencing difficulties in a particular course and who may be at risk of losing their class certificate. If the Course Co-ordinator has concerns about your attendance and/or performance, the Registry will be informed. The Registry will then write to you (by e-mail in term-time) to ask you to contact their office in the first instance. Depending on your reason for absence, the Registry will either deal directly with your case or will refer you to your Programme Director (or nominee) or a relevant Support Service. This system is operated to provide support for students who may be experiencing difficulties with their studies. Students are required to attend such meetings with their Programme Director (or nominee) in accordance with General Regulation 8. Set criteria are used to determine when a student should be reported in the monitoring system. You will be asked to meet your Programme Director (or nominee) if any of the following criteria apply for a course:- either (i) if you are absent for a continuous period of two weeks or 25% of the course (whichever is less) without good cause being reported; or (ii) if you are absent from two small group teaching sessions (e.g. tutorial, laboratory class) without good cause; or (iii) if you fail to submit a piece of summative or a substantial piece of formative in-course assessment by the stated deadline If you fail to respond within the prescribed timescale (as set out in the e-mail or letter), you will be deemed to have withdrawn from the course concerned and will accordingly be ineligible to take the end-of-course assessment or to enter for the resit. The Registry will write to you (by e-mail in term-time) to inform you of this decision. If you wish consideration to be given to reinstating you in the course you will require to meet with the Convener of the Students' Progress Committee. 52