PROGRAMME SPECIFICATION(UNDERGRADUATE) 1. INTENDED AWARD 2. Award 3. Title. 2i. Credit Total APR MAR-18 5

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1 Status Approved PROGRAMME SPECIFICATION(UNDERGRADUATE) 1. INTENDED AWARD 2. Award 3. BA (Hons) Early Childhood Studies and Sociology 4. DATE OF VALIDATION Date of most recent modification (Faculty/ADQU use only) Version Number (ADQU use only) 5. AWARDING INSTITUTION Edge Hill University 6. TEACHING INSTITUTION 29-APR MAR i. Total ADMINISTRATIVE BASE Faculty of Arts & Sciences 8. PLANNING UNIT Social Sciences 8b. SECONDARY PLANNING UNIT (JOINT AWARDS) 10. UCAS LL EHU COURSE CODE BAJ For the latest UCAS entry points for your programme, please visit ENTRY REQUIREMENTS UCAS Tariff points.no specific subjects are required. Transfer onto the programme from another programme is dependent on the suitability of the individual's previous programme of study and performance on that programme. Accreditation of Prior Learning (APeL) is available where it can be demonstrated that learning outcomes are suited to this programme, in accordance with the University's current policy and the QAA HE credit framework (08, p.16). 13a. ALTERNATIVE AWARD(S) Course Award BA Diploma of Higher Education Certificate of Higher Education 13b SUPPLEMENTARY AWARD OPTIONS Supplementary Programme Programme Award Option Early Childhood Studies and Sociology Early Childhood Studies and Sociology 14. AVAILABLE MODES OF STUDY Mode of Study Course Duration Delivery Full Time Part Time Full Time Part Time 15a. PRIMARY QAA SUBJECT BENCHMARK STATEMENT 15b. OTHER QAA SUBJECT BENCHMARK STATEMENT 15c. OTHER ACADEMIC & PROFESSIONAL BENCHMARKS Sociology (07) Early Childhood Studies (14) Award Classroom Classroom Abroad for a proportion of the year Classroom QAA Benchmark statements for Sociology QAA Benchmark statement for Early Childhood Studies Subject Benchmark Statements for the disciplines of Sociology, Psychology, Education Studies, Health and Social Work and Social Policy. Page 1

2 16. Accreditation by Professional, Statutory or Regulatory Bodies (PSRB) Name of PSRB Name of Accreditation / Relationship Status Date Accreditation Confirmed 17. PRIMARY SUBJECT AREA / JACS L310-Applied sociology 18. SECONDARY SUBJECT AREA (if applicable) / JACS L590-Social work not elsewhere classified 19. TERTIARY SUBJECT AREA / JACS -. PROGRAMME AIMS On completion of the undergraduate Early Childhood Studies and Sociology joint honours programme, students will have a sophisticated understanding of the the discipline of sociology in conjunction with the field of early childhood studies and its transdisciplinary linkages to allied disciplines such as cultural studies and politics that allow a critical approach to the understanding of self in society and social organisations, processes and groups in social, economic, cultural and political contexts, with particular and sustained emphasis on how young children experience and engage social processes, organisation and practices. They will have the analytical skills to engage critically with empirical work and theoretical interpretations, and draw upon intellectual, practical and transferable skills in analysing issues and problems, retrieving relevant data and information and reporting and presenting their reading, and work effectively as individuals and in groups to produce and communicate high quality work. The specific aims of the Early Childhood Studies and Sociology Joint Honours Programme are for students, on completion, to be able to: 1. Demonstrate knowledge and understanding of the social, psychological, political, educational, health and cultural context for the study of early childhood and the multi-disciplinary and inter-professional nature of early years theory, policy and practice 2. Demonstrate the capacity to engage in critical analysis of the professional ideologies, philosophies and discourses, and the policies and practices of those engaged in working with young children and families 3. Demonstrate the intellectual and study skills of the student for the collection, interpretation, understanding, presentation and critical analysis of theory, policy and practice issues concerning early childhood and sociology 4. Demonstrate the knowledge, understandings and skills necessary to demonstrate a competence in thinking sociologically, reading and comprehending sociology literature and research, and engaging in sociological inquiry. 5. Demonstrate the capacity for criticism and analysis of social phenomena, changes and developments, nationally and internationally. 6. Demonstrate specialist knowledge and understanding in the particular themes that characterise the programme and reflect of research-led curriculum, including the sociological study of conflict, identity, culture, the arts, political sociology and early childhood studies 7. Demonstrate knowledge and a range of interpersonal, transferable and employability skills to enhance their capacity to find employment in a range of contexts. 8.Demonstrate the capacities of a critical, reflective and autonomous learners and to develop the ability for learning to learn. 9. Demonstrate skills and aptitudes that constitute a platform from which they may successfully enter post-graduate study in related areas. 21. PROGRAMME LEARNING OUTCOMES The programme learning outcomes shown here describe the knowledge, understanding and skills that students will have demonstrated on achievement of their intended qualification award. Students who do not complete their full programme of study may qualify for an alternative award and the validated exit awards for this programme are listed at the front of this programme specification. For an Honours degree, exit awards are available at level 4 (Certificate of Higher Education), level 5 (Diploma of Higher Education) and level 6 (Ordinary degree on achievement of 60 level 6 credits). The precise learning outcomes of an Ordinary degree are determined by the modules taken and passed at level 6 and can be identified from the table below. LEVEL 4 Page 2

3 Intellectual Skills Recognise, selection, retrieve, interpret and present relevant information and data relating to young children and families. Recognise the basic higher education skills needed to successfully undertake higher education as a foundation for the personal development programme. Recognise, select, retrieve, interpret and present relevant information and data relating to contemporary societies. Recognise the subject-specific and generic knowledge and skills they possess and will develop during their degree programme, which may be used to enhance employability. Knowledge and Understanding Identify and explain the multi-disciplinary and inter-disciplinary nature of contemporary service provision for children and families. Identity and explain sociological theories and approaches to analysing social life. Identify and explain the interface between sociological, microsociological and social psychological concepts and theories of the self in society. Identify key issues and theoretical perspectives in a cultural analysis of childhood, family and society, demonstrating the transdisciplinary nature of sociology through a focus on Childhood Studies. Practical Skills Present data and evidence in an appropriate format for a variety of audiences Demonstrate a developing self confidence to contribute to group discussion, seminars and workshops Discuss childhood studies topics with reference to sociological, psychological, social policy and educational theory, recording the use of appropriate sources consistently with academic good practice Discuss issues and debates concerning childhood in relation to policy questions at national and international level. Transferable Skills Recognise and analyse some basic sociological issues and questions. Demonstrate a developing self confidence to contribute to group discussion, seminars and workshops, and to work effectively on individual initiative and small group learning environments Demonstrate bibliographic and referencing skills: the identification of relevant published and web-based materials in relation to a particular topic. Understand social life from a transdisciplinary sociological approach, recording the use of appropriate sources consistently with academic good practice. LEVEL 5 Intellectual Skills Identify, appriase and apply a wide range of principles, concepts and theories to the study of society Critically reflect on policy issues and questions relating to children, young people and families. Substantiate arguments with a broad range of evidence Assess the merits of competing theories relevant to the study of early childhood. SPY1103; SPY1102; SPY1104 SPY1110; SPY1103; SPY1112 SPY1104; SPY1110; SPY1111; SPY1112 SPY1102; SPY1103; SPY1104; SPY1110; SPY1111; SPY1112 SPY1102; SPY1103; SPY1104 SPY1110; SPY1111; SPY1112 SPY1110; SPY1111; SPY1112 SPY1103; SPY1102; SPY1104 SPY1102; SPY1103; SPY1104; SPY1110; SPY1111; SPY1112 SPY1102; SPY1103; SPY1104; SPY1110; SPY1111; SPY1112 SPY1102; SPY1103; SPY1104; SPY1110; SPY1111; SPY1112 SPY1102; SPY1103; SPY1104; SPY1110 SPY1103; SPY1104; SPY1110; SPY1111; SPY1112 SPY1102; SPY1103; SPY1110; SPY1112 SPY1102; SPY1103; SPY1104; SPY1110; SPY1111; SPY1112 SPY1110; SPY1111; SPY1112 SPY2123; SPY2136; SPY2137 SPY2123; SPY21; SPY2125; SPY2126; SPY2128 SPY21; SPY2123; SPY2125; SPY2126; SPY2127; SPY2128; SPY2136; SPY2137; SPY2138; SPY2139 SPY21; SPY2128; SPY2125; SPY2123; SPY2126 Page 3

4 Knowledge and Understanding Understand, analyse and assess sociological approaches to social, cultural and political issues and problems in the study of conflict, identity, difference and culture in contemporary societies Demonstrate their understanding of the nature of oppression, discrimination and inequality and analyse social contexts and provision from an anti-oppressive perspective. Demonstrate a critical understanding of the changing nature of work and vocation in public, private or voluntary contexts, and of social, economic and political factors shaping the labour market and contemporary patterns of employment. Explore and analyse key issues and debates in the field of early years education and care. Practical Skills Demonstrate developing confidence to be able to critically evaluate data, information and literature. Critically reflect on organisational, social and public policy and practice issues and questions both in respect of specific disciplinary subjects and their application in organisationally determined goals Identify, explore and assess social topics of current relevance, using a range of theory and supporting evidence and present in an appropriate format Adopt a flexible approach to learning including effective group interaction and an increasingly independent autonomous approach and effective communication of information, arguments and evaluation Transferable Skills Demonstrate advanced and consolidated skills of information retrieval, the organisation of literature, the assessment of arguments and analysis of eveidence and appropriate bibiographic and referencing skills Adopt a flexible approach to learning including effective group interaction and an increasingly independent autonomous approach Critically reflect on policy and practice issues and questions relating to experience within social organisations, career development and employability Analyse sociological questions, using appropriate theory at a developed level of competence. LEVEL 6 Intellectual Skills Use materials from a range of sources and demonstrate an ability to synthesise them; use appropriate strategies for data collection Critically assess a range of sociological perspectives and discuss the strengths and limitations of each for the understanding of contemporary society. Critically assess the values and practices of key agencies which provide services to children and families. Critically evaluate, at a sophisticated level of competence, the viability of competing explanations, using relevant evidence to support, and draw logical and appropriate conclusions SPY2136; SPY2138; SPY2126; SPY2137 SPY2123; SPY2136; SPY2126; SPY2137; SPY2128; SPY2125; SPY21 SPY2127; SPY2139; SPY21 SPY21; SPY2123; SPY2125; SPY2126; SPY2128 SPY2128; SPY2136; SPY2137; SPY2138; SPY21; SPY2123; SPY2125; SPY2126; SPY2127; SPY2139 SPY21; SPY2123; SPY2125; SPY2126; SPY2127; SPY2136; SPY2138; SPY2137; SPY2139 SPY21; SPY2123; SPY2125; SPY2126; SPY2128; SPY2136; SPY2137; SPY2138; SPY2139 SPY2127; SPY2128; SPY2136; SPY2137; SPY2138; SPY2139; SPY21; SPY2123; SPY2125; SPY2126; TLC1010 SPY2127; SPY2139; SPY2123; SPY2125; SPY2126; SPY2128; SPY2136; SPY2137; SPY2138; SPY21 SPY2123; SPY2125; SPY2126; SPY2127; SPY2128; SPY2136; SPY2137; SPY21; SPY2138; SPY2139; TLC1010 SPY21; SPY2123; SPY2125; SPY2126; SPY2127; SPY2139; SPY2137 SPY2138; SPY2123; SPY2128; SPY2136; SPY2137; SPY2125 SPY3101; SPY3102; SPY3103; SPY3104; SPY3105; SPY3107; SPY3110; SPY3111; SPY3112; SPY3113; SPY3109; SPY3125; SPY3127 SPY3109; SPY3110; SPY3111; SPY3112; SPY3113; SPY3125 SPY3102; SPY3103; SPY3104; SPY3105; SPY3048 SPY3102; SPY3103; SPY3104; SPY3105; SPY3127; SPY3101; SPY3107; SPY3109; SPY3110; SPY3111; SPY3112; SPY3113; SPY3125; SPY3048 Page 4

5 Knowledge and Understanding Critically examine the political, social and cultural contexts within which professional practice with children and young people takes place. Critically evaluate issues and problems in contemporary British society with a focus (and choice) of social mobility and inequality on issues of class, culture and crisis Critically analyse contemporary issues in early years theory, policy and practice Critically evaluate contemporary social issues, including: the regulation and expression of desire and sexuality in contemporary society; attributions of and responses to terrorism, critical appraisal of art, theories and ideas and comparative cultures. Practical Skills Apply a sophisticated and imaginative individual analysis to current issues in the development of childhood studies. Formulate and investigate detailed questions relating to the study of childhood at a sophisticated level of competence Demonstrate an embedded critical approach to their study Demonstrate the full range of level 6 subject and transferable skills Transferable Skills Demonstrate critical intellectual abilities of appraisal, synthesis, criticism and evaluation Summarise, explain and critique empirical information, research methods and research findings about contemporary societies. Critically reflect on work undertaken, make use of feedback, and take a significant responsibility for own learning through independent study Communicate effectively in written, visual and verbal forms 22. PROGRAMME STRUCTURE SPY3102; SPY3103; SPY3104; SPY3105; SPY3107; SPY3048 SPY3110; SPY3111; SPY3125; SPY3112 SPY3102; SPY3103; SPY3104; SPY3105; SPY3107 SPY3112; SPY3101; SPY3109; SPY3110; SPY3111; SPY3125 SPY3101; SPY3102; SPY3103; SPY3104; SPY3105; SPY3113 SPY3113; SPY3101; SPY3102; SPY3103; SPY3104; SPY3105; SPY3048 SPY3110; SPY3111; SPY3112; SPY3113; SPY3125; SPY3127; SPY3102; SPY3103; SPY3104; SPY3105; SPY3107; SPY3109; SPY3101; SPY3048 TLC00; SPY3110; SPY3111; SPY3112; SPY3113; SPY3125; SPY3127; SPY3101; SPY3102; SPY3103; SPY3104; SPY3105 SPY3110; SPY3111; SPY3112; SPY3113; SPY3125; SPY3127; SPY3101; SPY3102; SPY3103; SPY3104; SPY3105; SPY3107; SPY3109 SPY3101; SPY3102; SPY3103; SPY3104; SPY3105; SPY3107; SPY3109; SPY3110; SPY3111; SPY3112; SPY3113; SPY3125; SPY3048 TLC00; SPY3112; SPY3113; SPY3125; SPY3127; SPY3104; SPY3105; SPY3107; SPY3109; SPY3110; SPY3111; SPY3101; SPY3102; SPY3103 TLC00; SPY3109; SPY3110; SPY3111; SPY3112; SPY3113; SPY3125; SPY3127; SPY3101; SPY3102; SPY3103; SPY3104; SPY3105; SPY Core modules are essential to learners' achievement of their target award, often in respect of meeting professional standards, and are excluded from the application of condonement by assessment boards. 2. Compulsory modules are prescribed modules but are not core and therefore are condonable. 3. Optional modules are offered within programmes to provide an element of choice and variety within the programme curriculum. They do not form part of the compulsory curriculum requirements for the programme. The availability of optional modules may vary from year to year which means that not all optional modules may be available in any given year and will be subject to the module achieving minimum student numbers. Students will be required to make optional choices on an annual basis for each academic year of study. Subject to approval at by the Faculty, subject option modules of up to credits at FHEQ levels 5 or 6 may be substituted by Free Elective modules from the wider module portfolio where available. Free Electives provide additional choice and breadth for learners, complement their subject study and may enhance their employability. LEVEL 4 Core: 0 Compulsory: 1 Optional: 0 s Pathway (if applicable) SPY1102 CHILD DEVELOPMENTAL AND SOCIAL PSYCHOLOGY Page 5

6 SPY1103 SPY1104 SPY1110 SPY1111 SPY1112 TLC1010 LEVEL 5 SPY21 SPY2123 SPY2125 SPY2126 SPY2127 SPY2128 SPY2136 SPY2137 SPY2138 SPY2139 TLC00 LEVEL 6 SPY3048 SPY3101 SPY3102 SPY3103 SPY3104 CHILDREN AND YOUNG PEOPLE IN SOCIETY INTRODUCTION TO SOCIAL POLICY AND WELFARE POLITICAL SOCIOLOGY THINKING SOCIOLOGICALLY: SOCIOLOGICAL THEORY AND APPLICATIONS INTRODUCTION TO CULTURAL STUDIES LANGUAGE 1 Core: 0 CONTEMPORARY PERSPECTIVES ON EARLY CHILDHOOD EDUCATION AND CARE CHILD WELFARE FAMILY AND THE STATE CHILDREN, FOOD AND SUSTAINABILITY PROMOTING EQUALITY IN CHILDHOOD WORK-BASED LEARNING AND EMPLOYABILITY 1 Core: 0 Compulsory: 60 s REPRESENTATIONS OF CHILDHOOD AND YOUTH IN POPULAR CULTURE STATES, CONFLICT AND POLITICAL VIOLENCE SEXUALITIES: IDENTITIES, POLITICS, CULTURES CULTURAL ANALYSIS IN A GLOBAL WORLD SELF-DIRECTED LEARNING LANGUAGE 2 CRITICAL AUTISM STUDIES SELF-DIRECTED STUDY CONTEMPORARY ISSUES IN THE EARLY YEARS INTERNATIONAL PERSPECTIVES ON EARLY CHILDHOOD, EDUCATION AND CARE SOCIAL WORK WITH CHILDREN AND FAMILIES: THEORY, POLICY AND PRACTICE Compulsory: s Page 6 Optional: 60 Optional: This module is offered at Level 5 but the system automatically displays it at Level 4. Pathway (if applicable) SPY2126 and SPY2128 SPY2123 and SPY2128 SPY2139 SPY2123 and SPY2126 SPY2127 This module is offered at Level 6 but the system automatically displays it at Level 5. Pathway (if applicable) SPY3103 and SPY3104 SPY3102 and SPY3104 SPY3102 and SPY3103

7 SPY3105 SPY3107 SPY3109 SPY3110 SPY3111 SPY3112 SPY3113 SPY3125 SPY3127 CONTEMPORARY THEORY, POLICY AND PRACTICE IN EDUCATION SERVICES ISSUES FOR PROFESSIONAL PRACTICE ARTS IN SOCIETY CRITICAL TERRORISM STUDIES SOCIAL, CULTURAL AND POLITICAL IDEAS DESIRE: LAW, POLITICS, ETHICS, DIFFERENCE RESEARCHING EARLY CHILDHOOD SOCIO-CULTURAL ISSUES AND QUESTIONS WORK BASED LEARNING AND EMPLOYABILITY 2 23ai. STUDENT 'LEARNING JOURNEY' Page 7

8 AtLevel 4, students undertake a foundation of modules that provide an introduction to sociological theory, concepts, ideas and analysis and exercise this foundation across community, national and global studies, with a particular focus and emphasis on the field of early childhood studies and the 'new sociology of childhood'. s provide a foundation for later specialisation in the programme, and cross disciplines in providing synergies with cultural studies, politics and political economy, particularly in the study of young children. Students enhance their skills through a structurally embedded personal development programme (PDP) that focuses on their academic learning skills and reflection upon planning their subsequent intellectual and vocational trajectories through and beyond undergraduate study. They also have the option of a fieldtrip to London in which they enrich their learning experience with visits to cultural and institutional settings such as the Coram Institute, the British Museum, Harrow School and London Theatreland, under the broad theme of children in society. Students have a compulsory curriculum for Year 1 At Level 5, students build on their foundation and consolidate their theoretical, analytical, and transdisciplinary knowledge and understandings, so developing sophisticated skills from which to pursue specialisms. The curriculum is research-led in that it focuses on areas of early childhood studies and sociology that elide with staff research specialisms, in particular studies in sexuality and gender and social divisions, state violence and resistance, global cultural analyses and studies in early childhood studies that focus on children in relation to topics such as equality, food and sustainability, welfare and childhood representations. These both reflect research strengths in the Department and lay the basis for Level 6 specialisation. Students also acquire research skills and have the option of acquiring foundation language skills, and their PDP activity is embedded in modules that require them to engage with external partner organisations and groups and take their studies into local and regional contexts - enhancing their employability. They have the option of undertaking a fieldtrip in Amsterdam in intensive study, including archival work and working with specialist speakers and organisations, through SPY AtLevel 5students must take SPY 21, SPY 2136 and SPY In addition they must choose one module from each of the following three groups of modules: SPY 2123, SPY 2126 or SPY 2128; SPY 2125 or SPY 2138 or TLC 1010; SPY2127 or SPY AtLevel 6students have access to specialised modules that reflect research strengths in the Department to develop their own specialist knowledge and understandings. They have the option of undertaking a student-directed study to reflect their advanced independent learning skills, project management and reflexivity, and so enhance their PDP studies. The specialisms include compulsory specialisms in sexuality and gender and violence and resistance, which are compulsory and provide a strong specialist curriculum that all students undertake in sociology, along with options that range across ideas and empirical studies of international perspectives. social work and education in relation to early childhood, community engagement based around employability, art and culture. SPY 3125 affords students the option of concentrating their studies with a cultural and comparative perspective with the module based around a fieldtrip to a European city to explore its history, culture, politics and social organisations, and SPY 3110 afford them an opportunity to ground their studies of violence and division in community society with a trip to the North of Ireland They can also access advanced language skills as a part of their studies. In both level 5 and Level 6, students have options to engage with single semester study abroad, and for a full year in Level 5. They also have the option of a sandwich year in work as a part of their undergraduate programme. The following diagram outlines the form in which modules will be presented to students with relevant choices and options: The BA (Hons) Early Childhood Studies and Sociology Joint provides opportunities for students to develop their sociological knowledge and understandings combined with a greater focus and application to the field of early childhood studies. Students develop and demonstrate a range of learning outcomes commensurate to single honours students, whilst also showing a particular specialism in early childhood studies that may have more vocational value within that field of employment as well as emphasising the transdisciplinary and applied nature of sociological studies. At level 5 Internal Joint students must study SPY2137 Sexualities: Identities, Politics and Culture and SPY2136 States, Conflict and Political Violence, and at Level 6 SPY3112 Desire: Law, Politics, Ethics and Desire and SPY3110 Critical Terrorism Studies. Depending on the choice of modules at Level 5 and 6, students will be able to engage in studies relevant to both academic interest and vocational predisposition in respect of young children As with all joint degrees, the difference between this and a single honours degree emerges in the different focus and depth of subject knowledge and range of skills and choice of subject areas - notably in the distinction between learning critical academic skills in reading social sciences and the skills of doing social science that are supported at single honours. What is important is that this joint has commensurate or equivalent depths of subject knowledge and skills and choice, and provides students with a particular orientation to their studies whilst lying within the broad parameters of a sociological degree. As both Joint subjects lie within the Department of Social Sciences, they share the range of administrative, quality and student support policies and systems and have similar governance as specified in part B of this document. 24. TEACHING AND LEARNING AND ASSESSMENT STRATEGIES Page 8

9 The Joint programme will be taught through a variety of methods including a comprehensive induction programme, formal lectures, small group seminars, workshops, university VLE, IT workshops, student led discussions, role play exercises and the use of guest speakers/lectures. The programme is developmental and progression through levels is achieved with students becoming increasingly independent in terms of taking greater responsibility for their own learning and their choice of study topics and materials. For example, the balance between tutor-led and student-led activities gradually shifts towards the latter as the programme progresses. Progression through levels will be achieved by the gradually increasing sophistication and complexity of the tasks that students will be required to accomplish. Increasing priority will be attached to the concept of individualised learning so as the programme develops, the role of the tutor becomes more focused on establishing the overarching concerns and debates around particular issues while students increasingly take responsibility for their own learning. Lectures provide introductions to and overviews of the relevant subject areas; to stimulate students' interest in particular topics; to impart information about key theoretical concepts and debates; to examine particular case studies; to explain various approaches to the discipline; to provide guidance to further independent study. Seminars and workshops provide students with the opportunity to use the knowledge acquired from lectures and independent study in order to apply theories to real life cases; to discuss and debate topics with other students and tutors and thus facilitate the exchange of information and encourage team working and communication skills; to review and discuss novel or complex issues and theories in more depth; to articulate views and opinions on relevant issues and to develop problem solving skills. The teaching and learning strategy is designed to enable students to progressively develop their powers of inquiry, including the ability to synthesise, evaluate and analyse criminological sources, and the capacity to effectively use such information to formulate arguments and make assessments. It also aims to enable students to develop their capacity for the critical evaluation and analysis of contrasting and competing arguments and perspectives, and their ability to use sources of evidence to justify a considered opinion on a range of debates. 25. FORMATIVE ASSESSMENT Overall, the purpose of assessment on the programme is to: - Diagnose student potential - Diagnose student learning strengths and weaknesses - Evaluate student progress - Identify possible learning problems - Measure achievement at appropriate academic levels - Provide a means of feedback to learners - Motivate students by requiring them to demonstrate the knowledge, understanding, skills and competencies they have developed - Provide staff with information about the effectiveness of the teaching programme and curriculum - Contribute to quality assurance, by monitoring the extent to which students are achieving appropriate standards 26. SUMMATIVE ASSESSMENT Page 9

10 b) LEVEL 4 SPY1102 SPY1103 SPY1104 SPY1110 SPY1111 SPY1112 TLC1010 CHILD DEVELOPMENTAL AND SOCIAL PSYCHOLOGY CHILDREN AND YOUNG PEOPLE IN SOCIETY INTRODUCTION TO SOCIAL POLICY AND WELFARE POLITICAL SOCIOLOGY THINKING SOCIOLOGICALLY: SOCIOLOGICAL THEORY AND APPLICATIONS INTRODUCTION TO CULTURAL STUDIES LANGUAGE 1 Written (inc Report Portfolio Written (inc Written Examination Written (inc Practical Written (inc Written Examination Class Test Practical Portfolio Written (inc EX1 PR1 EX1 PR hours minutes 2 hours 10 equiv 0 equivale nt Page 10

11 b) LEVEL 5 SPY21 SPY2123 SPY2125 SPY2126 SPY2127 SPY2128 SPY2136 SPY2137 SPY2138 SPY2139 TLC00 CONTEMPORARY PERSPECTIVES ON EARLY CHILDHOOD EDUCATION AND CARE CHILD WELFARE FAMILY AND THE STATE CHILDREN, FOOD AND SUSTAINABILITY REPRESENTATIONS OF CHILDHOOD AND YOUTH IN POPULAR CULTURE STATES, CONFLICT AND POLITICAL VIOLENCE SEXUALITIES: IDENTITIES, POLITICS, CULTURES CULTURAL ANALYSIS IN A GLOBAL WORLD SELF-DIRECTED LEARNING LANGUAGE 2 PROMOTING EQUALITY IN CHILDHOOD WORK-BASED LEARNING AND EMPLOYABILITY 1 Written Examination Written (inc Written (inc Written (inc Report Portfolio Written (inc Written (inc Written (inc Practical Written (inc Written (inc Portfolio Class Test Practical Project Work EX1 PR1 PR1 Written (inc Written (inc 2 hours MInutes 0 3, equiv. 00 equiv minutes Page 11

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13 c) LEVEL 6 SPY3048 SPY3101 SPY3102 SPY3103 SPY3104 SPY3105 SPY3107 SPY3109 SPY3110 SPY3111 SPY3112 CRITICAL AUTISM STUDIES SELF-DIRECTED STUDY CONTEMPORARY ISSUES IN THE EARLY YEARS INTERNATIONAL PERSPECTIVES ON EARLY CHILDHOOD, EDUCATION AND CARE SOCIAL WORK WITH CHILDREN AND FAMILIES: THEORY, POLICY AND PRACTICE CONTEMPORARY THEORY, POLICY AND PRACTICE IN EDUCATION SERVICES ISSUES FOR PROFESSIONAL PRACTICE ARTS IN SOCIETY CRITICAL TERRORISM STUDIES SOCIAL, CULTURAL AND POLITICAL IDEAS DESIRE: LAW, POLITICS, ETHICS, DIFFERENCE Written (inc Written (inc Portfolio Written Examination Written (inc Written (inc Written (inc Written (inc Written (inc Project Work Portfolio Project Work Report Written (inc Written (inc Project Work Practical Report Practical EX1 PR1 PR1 10 minutes 3000 (or equivale nt) 00 THREE HOURS ,0 2, , days of visual records ,0-4, Page 13

14 SPY3113 SPY3125 SPY3127 RESEARCHING EARLY Written (inc CHILDHOOD Written (inc SOCIO-CULTURAL ISSUES Portfolio AND QUESTIONS WORK BASED LEARNING AND Portfolio EMPLOYABILITY NON-MODULAR TEACHING AND LEARNING ACTIVITIES LEVEL 4 Category Hours Description Scheduled learning Seminar 11 Induction Activities and teaching activities Scheduled learning External Visits 10 2 Day London Visit and teaching activities Total Hours of Non-Modular Teaching & Learning Activities Rationale Students receive a comprehensive induction LEVEL 5 Category Scheduled learning and teaching activities Hours Description External Visits 5 Day Amsterdam Visit Total Hours of Non-Modular Teaching & Learning Activities Rationale T&L LEVEL 6 Category Scheduled learning and teaching activities Scheduled learning and teaching activities Hours Description External Visits 6 Day Belfast Visit External Visits European Fieldtrip Total Hours of Non-Modular Teaching & Learning Activities Rationale T&L 28. INTENDED MARKET Home/EU and International Students Page 14