BA Education (Early Childhood) Programme Specification from the Faculty of Education Version: 2013/4.1 Last updated: July 2012

Transcription

1 BA Education (Early Childhood) Programme Specification from the Faculty of Education Version: 2013/4.1 Last updated: July 2012

2 Programme Specification BA Education (Early Childhood) Single Honours Please note: This single honours degree is made up of two cognate subjects, Education and Early Childhood, As such there is a detailed specification within this document for each subject. 1. Programme title BA Education (Early Childhood) 2. Study mode(s) and max. period of registration 3 6 years full time 6 10 years part time 3. Awarding body Liverpool Hope University (LHU) 4. Teaching location(s) Hope Park and any other appropriate location deemed suitable Network Colleges 5. Final award(s), including any interim awards BA Joint Honours 360 credits Diploma HE 240 credits Certificate HE 120 credits 6. NQF level(s) Certificate (Level 4) Intermediate (Level 5) Honours (Level 6) 7. Sponsoring Faculty Education 8. Department Education 9. Date of initial validation 7 June Date of last Programme / Pathway Review (if applicable) N/A 11. Date of first intake September Frequency of Intake Annually in September 13. Additional Costs to Students (estimate) 14. Name of Programme / Pathway Co-ordinator 15. Professional Statutory or Regulatory Body (PSRB)(s) (if applicable) with date/outcome of last PSRB approval Books- 200 (approx) Kath Orlandi Early Childhood Studies QAA Benchmarks, 2007 The Quality Assurance Agency for Higher Education

3 Early Childhood Subject 1 Subject Aims The Early Childhood programme provides a research informed, relevant, intellectual and inspiring learning experience of Early Childhood which reflect the QA ECS Benchmarks. Overall, it provides students with a degree, which allows them to develop a thorough knowledge and depth of understanding of the constituent disciplines of Education and how they apply to Early Childhood. The aims are to: - a. Enable the students to develop a critical awareness and understanding of the conceptual underpinnings of Early Childhood b. Promote a national and global understanding of children and childhood and encourage students to reflect on varying perspectives c. Encourage the students to explore the issues, challenges and constraints of early childhood theory, policy and practice. d. Equip students with the skills, knowledge and understanding to relate research and academic study of early childhood issues with multidisciplinary practice. e. Develop students knowledge and critical understanding of pedagogical, philosophical, historical and sociological approaches for supporting young children s learning f. Promote students critical awareness of issues in relation to rights, diversity, equality and inclusion in relation to working with children, families and communities g. Support and develop students application of research skills and understanding of participatory approaches in the area of early childhood 2. Programme Learning Outcomes Students on the pathway will: - 1. Develop a critical understanding of the theoretical and conceptual underpinnings of development, learning and educational processes in Early Childhood. 2. Have knowledge of national and global issues in Early Childhood and be able to reflect on a range of international perspectives. 3. Be able to explore the issues, challenges and constraints of educational theory, policy and practice in Early Childhood. 4. Develop the skills, knowledge and understanding to apply research and the academic study of Early Childhood to multidisciplinary practice.

4 5. Know how to undertake meaningful, ethical and relevant research in the area of Childhood and Youth A student successfully completing Level C of the Early Childhood component of the Degree will: 1. Reflect on and evaluate different constructs of childhood 2. Demonstrate their knowledge and understanding of play as an effective approach to learning 3. Demonstrate the ability to apply various theories, processes and perspectives to practice for working with young children and families to promote learning and development 4. Develop and use reflective skills in relation to learning and development in Early Childhood A student successfully completing Level I of the Early Childhood component of the Degree will: 1. Analyse theories of learning in relation to how young children think and learn 2. Demonstrate knowledge and critical understanding of the nature and diversity of creativity and its relationship with theories of learning for very young children. 3. Critically reflect on the provision of a stimulating and creative early childhood environment and evaluate the effectiveness, challenges and implications for future practice. 4. Critically reflect upon national and global perspectives of young children s health and well-being A student successfully completing Level H of the Early Childhood component of the Degree will: 1. Recognise and challenge inequalities in society by using a range of positive strategies and demonstrate a critical understanding of the links between ethics, politics and culture in the lives of young children and their families. 2. Critically evaluate and analyse information and frame appropriate solutions in the context of a case study effectively communicating information, ideas, problems and solutions as part of complex family situations 3. Demonstrate a conceptual understanding of the role of Early Years multidisciplinary and trans-professional approaches to provision, understanding the range of external influences relating these critically to boundary management theory. 4. Demonstrate the ability to develop strategies for supporting early communication, language and literacy and critically evaluate theory and research in this area 3. Development of other Key Generic and Subject-Specific Skills Subject-specific skills (these have been informed by the ECS Benchmark statements)

5 In general, a BA Education (Early Childhood) graduate will be expected to: Apply multiple perspectives to early-childhood issues, recognising that EC involves appropriate research methods, theories, evidence and applications Integrate ideas and findings across the multiple perspectives in EC and recognise distinctive EC approaches to relevant issues Demonstrate the ability to evaluate competing positions in relation to the construction of children and childhood by different subject disciplines, societal agents and time, place and culture Demonstrate the ability to critically explore, examine and evaluate the significance of the cultural and historical features of various agencies and institutions in regard to children and childhood Key generic skills In general, a BA Education (Early Childhood)) graduate will: Present information to others in appropriate forms Approach problem solving in a systematic way Listen carefully to others and to reflect upon one s own and others' skills and views Use a range of sources of information, including regular use of journal material Use the communication skills necessary to converse, debate, negotiate, persuade and challenge the ideas of others Be aware of contextual and interpersonal factors in groups and teams Have insight and confidence in leading and working collaboratively with others Communicate effectively for different purposes and audiences Use ICT appropriately as part of the learning process in a range of contexts, including regular use of e-books and on-line journals Be capable of undertaking self-directed study and learning activities Recognise the need to assess one s own skills and to harness them for future learning. Demonstrate the ability to act as an advocate for learners (children and adults) and families Develop inter-personal skills and the ability to be an effective team member and leader Become co-dependent thinkers and learners

6 1 Teaching /Learning and Assessment Methods The subject is based on the principle of developing independent, critical thinking students who will be insightful advocates of children. The programme is designed to: Help students understand how to use learning resources, human and material (including technological), and how to engage others in reciprocal learning relationships Assist students to assume increasing responsibility for defining their own learning programme and evaluating their progress Encourage students to be self-aware and to organise new learning and problem solving in a way that connects with present knowledge Encourage students to self-assess their learning progress, development and achievement Encourage students to define learning in terms of questions to be answered and problems to be solved. The teaching strategies and learning experiences therefore reflect an increasing proportion of individualised and self-directed learning approaches. Students will be encouraged as they progress to take personal responsibility for achieving the learning outcomes through their own efforts. They will be expected to engage in collaborative learning activities with knowledgeable tutors and pursue individual inquiry. Independent study using reflection, analysis, enquiry, synthesis and evaluation are essential elements in learning. Teaching & Learning Students are encouraged to take a critical stance to the theories, findings and approaches of the discipline. In terms of teaching and learning, this typically involves a change from initially supported and guided study to more independent and self-directed study. Throughout, there is an emphasis on active learning and the acquisition of both generic and subject-specific skills and abilities, through a variety of learning and teaching strategies. There are many different forms of teaching and learning, including workshops, lectures, seminars, VLE such as Moodle, individual tutorials, guided reading, independent study, discussion groups, action learning sets, distance learning, individual project supervision, inquiry based learning, opportunities to reflect on personal and different perspectives etc. These categories are not mutually exclusive. As well as developing familiarity with literature and published research, the use of audio-visual media is integrated throughout the programme. Assessment The programme incorporates a variety of assessment methods and strategies that reflect the stated aims and overall learning outcomes for the programme, as well as those specifically written for any particular element. The range and breadth of assessment is designed to enable students to demonstrate

7 progression towards a variety of specific and general skills and qualities expected of a graduate, and also an increasing degree of independence and autonomy in their studies. The variety of assessment methods are clearly related to the learning outcomes. Assessment methods may include; essays, reports, exams, case-studies, reflective diaries, rationales, analytical pieces of writing, problem-solving investigation. In addition, critical analysis of case studies, presentations in groups and individually and planning learning opportunities for young children are incorporated. The first year of study incorporates a variety of strategies to support students in developing the skills required for the different types of assessment. Assessment criteria are explicit and contain clear expectations that develop progressively. The purpose of assessment is to enable students to demonstrate that they have met the learning outcomes of the programme and achieved the standard required for the award. 5. Provisional Curriculum diagram for BA Education (Early Childhood) Term : 1,2,& 3 Level C 60 credits UNDERSTANDING EARLY CHILDHOOD Term : 1,2,& 3 Level I: Disciplines 30 credits each Two of: LEARNING IN EARLY CHILDHOOD YOUNG CHILDREN S WELL BEING THE CURIOUS AND CREATIVE CHILD Term : 1,2 & 3 Level H: Disciplines 30 credits each Two of: THE CHILD IN AN INCLUSIVE SOCIETY WORKING TOGETHER: SUPPORTING CHILDREN AND FAMILIES DEVELOPING EFFECTIVE COMMUNICATION

8 6 Entrance Requirements Liverpool Hope University stated requirements apply. Currently 260 points are required. In addition, prior experience of working with children in a range of early years settings from birth to five years of age will be advantageous. Students with non-traditional qualifications will also be considered such as BTEC Early Years - 260/280 pts from Theory and Practical CACHE Diploma = 260/280 pts from Theory and Practical NVQ level 3 = 1 A Level but does not carry tariff points HND in Child Care 6 Distinctions = Apel to Level I Full information is provided for all prospective students at 7 Special Features The Early Childhood Studies team come from a range of backgrounds enabling a programme of great e breadth and diversity to be delivered Teaching is research informed by tutors who are engaged in a range of research projects usually in collaboration with early years settings and local authorities. The External Examiner s Report for Early Childhood Studies in July 2011 stated student performance continues to improve and in many instances exceeds the standards achieved on other UK institutions, and staff are forward thinking, research active, respectful and keen to enhance the learning experience of their students. Individual students are known to staff who show an understanding of the needs of full time and part time students gleaned over many years. The team is actively involved with the Early Childhood Degree Network. National agendas and priorities inform some of the research within the Early Childhood team and the programme content. Links are currently being established with the USA, Finland and Denmark which could provide opportunities for study abroad as part of the programme. 8 Relationship with Subject Benchmark Statement The 2007, QAA / DCSF Early Childhood Studies Standards indicate the knowledge and skills a graduate at each level would be expected to be able to demonstrate. All Early Childhood students should acquire a measure of the skills required by the discipline. The multidisciplinary nature of the subject area means that it equips students with a wide range of subject-specific and generic skills. The intention is to offer steady supported progression towards competence, criticality, independence and reflexivity in both academic and professional practice settings, which allows for a more rounded and well-balanced education enabling students to pursue a wide range of careers. Specification last modified on: 26/06/2012 Modified by: Nikhil Gomes

9 Education Subject 1 Subject Aims The aims are to:- a) Study key disciplines, which have been used to explore and explain a range of educational processes and issues in different settings and contexts with an international dimension. b) Become familiar with key educational philosophers, psychologists, sociologists, historians and other influential thinkers throughout time. c) Instil in students the values underpinning the Faculty and the University which honour scholarship, education and service and are driven by a notion that education can be used to improve society. d) Develop students who have a love for learning in themselves and others and as such develop their potential to be future educators. e) Provide students with a broad and balanced knowledge and understanding of the principal features of education in a wide range of contexts, both formal and nonformal and how to research these. f) Encourage students to explore the fundamental questions concerning the aims and values of education and its relationship to societies in the UK and overseas g) Be mindful of phenomenon of the global citizen and its implications for education h) Provide opportunities for students to appreciate the challenging nature of educational theory, policy and practice. i) Encourage students to engage in an examination of educational processes in a wide variety of contexts. j) Develop in students the ability to construct and sustain a reasoned argument about educational issues in a clear, lucid and coherent manner. k) Promote a range of qualities in students including intellectual independence and critical thinking. 2 Programme/Pathway Learning Outcomes A student successfully completing Level C of the Education component of the Degree will: 1. Demonstrate knowledge and understanding of key theoretical approaches to the study of education. 2. Develop an awareness of the importance of global citizenship in relationship education.

10 3. Show an awareness of the role of research in the production and revision of theories and the value of evidence. 4. Reflect on their own educational experiences, value systems and those of the wider educational context. 5. Begin to analyse and apply a range of theoretical concepts and policies to developing an understanding of the practice of education. 6. Identify and draw on relevant primary and secondary sources, including theoretical and research based evidence to extend their knowledge and understanding of education. 7. Demonstrate individually and/or cooperatively a range of problem-solving and reasoning skills, ethical awareness, synthesis, communication and presentation of information relevant to the four constituent disciplines. A student successfully completing Level I of the Education component of the Degree will: 1. Demonstrate a growing maturity as an educator, active researcher and as member of a community of learners through the effective utilisation of skills and knowledge and experiences acquired both prior to and during their first year of study that they bring to the learning process. 2. Develop further their research skills and ethical thinking and an understanding of how to apply them. 3. Develop an increasing understanding of the importance of global citizenship in relationship to education. 4. Demonstrate critical thinking applied to two of the four constituent disciplines of Education. 5. Make use of a range of key theoretical perspectives which have been used to explain education, particularly in relationship to two of the four constituent disciplines of Education. 6. Be able to apply a range of educational theories to a variety of educational contexts including examples from overseas, particularly in relationship to two of the four constituent disciplines of Education. 7. Be able examine ideas and issues about the purposes, processes and practices of learning and teaching in the UK and other countries, particularly in relationship to two of the four constituent disciplines of Education. 8. Demonstrate further their growing academic competence and practices as a leaner which are appropriate for a student at this stage of higher education. A student successfully completing Level H of the Education component of

11 the Degree will: 1. Be confident educators, critical advocates* and members of a community of learners, effectively utilising the skills and knowledge and experiences acquired both prior to and during their first and second years of study they and their peers bring to the learning process. 2. Be able to ethically and effectively apply research skills and knowledge to a real context. 3. Embody the key principles of global citizenship in their analysis of education in all its forms. 4. Demonstrate deep critical thinking to one of the four constituent disciplines of Education. 5. Creatively apply a range of educational theories to a variety of educational contexts in the UK and overseas from one or more of the four constituent disciplines. 6. Critically apply theories and issues from one of the four constituent disciplines to education in the UK and other countries. 7. Display academic competence and utilise effective practices as a learner, which are appropriate for a student at this stage of higher education. 8. *Critical advocacy in this context means individuals who are able to their support and advance their own or the causes of others whilst being mindful of the complexities of any and the legitimacy of other viewpoints. To do this effectively students will need to bring to bear all the skills developed through their studies 3 Development of other Key Generic and Subject-Specific Skills Subject-specific skills (these have been informed by the Education Studies Benchmark (2007) statements) A BA Education graduate will: Demonstrate the ability to evaluate different ideas about the nature and delivery of education Demonstrate relevant research skills and methodologies appropriate to the study of Education. Be able to formulate research questions and carry out an independent research study. Use both their own and the Faculty s values to formulate views on educational practice that are informed by social and ethical thinking.

12 Demonstrate the ability to critically explore, examine and evaluate the significance of the Philosophy, Sociology, History and Psychology of Education. Be able to apply the thinking of key writers on education to different educational contexts. Key generic skills In general, a BA Education graduate will: Present information to others in appropriate forms Approach problem solving in a systematic way Listen carefully to others and will reflect upon one s own and others' skills and views Use a range of sources of information, including regular use of journal material Use the communication skills necessary to converse, debate, negotiate, persuade and challenge the ideas of others Be aware of contextual and interpersonal factors in groups and teams Have insight and confidence in leading and working collaboratively with others Communicate effectively for different purposes and audiences Use ICT appropriately as part of the learning process in a range of contexts, including regular use of e-books and on-line journals Be capable of undertaking self-directed study and learning activities Recognise the need to assess one s own skills and to harness them for future learning. Demonstrate the ability to act as an advocate for learners (children and adults) and families Develop inter-personal skills and the ability to be an effective team member and leader Become independent thinkers and learners 4 Teaching /Learning and Assessment Methods

13 The teaching, learning and assessment methods are founded on the three goals of the University s learning, teaching and assessment strategy (LTA) which are; Developing confident learners Supporting high quality teaching that is research informed Ensuring appropriate assessment for learning In addition the programme promotes a learning culture that allows students to become confident and active enquirers and utilises a powerful learning and teaching environment, which enables communities of learners to form and reform readily. Through these devices students are encouraged to challenge their existing beliefs and values in respect of the constituent disciplines of Education, leading to new ways of understanding the world of educational. Teaching and Learning The Education component of the degree draws on a model of learning which suggests that there is a dynamic and integral relationship between: The content of the curriculum, and success within this The disposition to learning a love for learning The relationships created in the educational setting The emotional and spiritual space in which learning takes place. Students are encouraged to take a critical and evaluative stance to the theories, research findings and theoretical approaches that comprise the discipline. In terms of teaching and learning, this typically involves a gradual change from initially supported and guided study to more independent and self-directed study. Throughout, there is an emphasis on active learning and the acquisition of both broad and subject-specific skills and abilities, through a variety of learning and teaching strategies. There are many different forms of teaching and learning, including workshops, lectures, tutorials, Virtual Learning Environments (VLEs) such as Moodle, individual tutorials, guided reading, independent study, online forum discussion groups, student groups, distance learning, individual project supervision, research projects and opportunities to reflect on practice. These categories are not mutually exclusive. Lectures may for instance, involve student activities and opportunities for dialogue. Assessment The assessment strategy is driven by the nature of the four constituent disciplines and the focus on rigorous, academic study. The pathway incorporates a variety of assessment methods and strategies that reflect the aims and overall learning outcomes for the pathway as a whole. Assessment methods are chosen to complement and support the learning and

14 teaching methods and will reflect the theoretical and practical nature of the constituent disciplines. The assessment methods employed may include essay assignments, examinations, poster creation and presentations and reflective journals. Within each course, a varied range and breadth of assessments will encourage and enhance the development of generic and subject specific skills. The set assignments will draw upon a wide range of educational contexts including the formal and inform in both the UK and abroad. A variety of strategies to support students in developing the skills required for the different types of assessment will be introduced, especially during the first year of study. Assessment criteria are explicit and contain clear expectations that develop progressively. 5. Curriculum diagram for the Education component of the degree Term: 1,2 and 3 Level C 600 Learning Hours DISCIPLINES AND ISSUES IN EDUCATION Term: 1,2 and 3 Level I: Discipline s Overall 300 Learning Hours THE HISTORY OF EDUCATION PHILOSOPHY OF EDUCATION SOCIOLOGY OF EDUCATION PSYCHOLOGY OF EDUCATION Note All students will choose 2 of the 4 elements but those undertaking QTS will be required to study Psychology and one other Level I: Research 300 Learning Hours RESEARCH METHODS in EDUCATION Note All students will be required to undertake this element except for those undertaking QTS Term: 1,2 and 3

15 Level H: Disciplines 300 Learning Hours each, one of these four elements THE HISTORY OF EDUCATION PHILOSOPHY OF EDUCATION SOCIOLOGY OF EDUCATION PSYCHOLOGY OF EDUCATION Note All students will choose 1 of the 2 elements studied at level I but those undertaking QTS will be required to study Psychology Level H: 300 Learning Hours RESEARCH PROJECT in EDUCATION Note All students will be required to undertake this element except for those undertaking QTS 6 Entrance Requirements Liverpool Hope University stated requirements apply. Currently 260 UCAS points are required. We welcome students with non-traditional qualifications. All applications are considered on individual merit. Students are considered for accreditation of prior learning on an individual basis, in liaison with the Admissions Team. Full information is provided for all prospective students at 7 Special Features The BA Education is one of only a small number of Education degrees in England that focus on the four constituent disciplines of Education, namely the Sociology, History, Philosophy and Psychology of Education. The BA Education is a compulsory pathway for all undergraduate degrees offered in the Faculty of Education. A feature of this is that students on different degree programmes and pathways will study alongside one another providing opportunities for interdisciplinary debate and exchange of ideas. This is a deliberate policy rather than a consequence of the University s combined degree structure. Students will be in tutorial groups of 10 allowing for meaningful relationships to be developed with tutors and peers. Students will be taught by a core team of academic staff with doctoral qualifications. The Education Core Team come from a range of backgrounds and disciplines enabling a programme with great the breadth and depth to be offered. The BA Education will draw on the Faculty s five research centres giving undergraduate students access to active researchers and internationally recognised scholarship. The BA Education is underpinned by the Faculty and University s values with a

16 commitment to education as a means of humanising society. The Core Team is actively involved with the Education Studies Network and plays a significant role in BESA, the national organisation. Students on the BA Education will be part of an active community of learners and educators of different hues and persuasions. The BA Education has a strong international dimension to it with a focus on global citizenship. Students will have access to a range of international opportunities within both the Faculty and the University. 8 Relationship with Subject Benchmark Statement The 2007 QAA Education Studies benchmarks are phrased in terms of what knowledge and skills a graduate at each level would be expected to be able to demonstrate. They have informed the development of the curriculum. The Education component meets the subject benchmark statements for Education Studies. Specification last modified on: 26/06/2012 Modified by: Nikhil Gomes

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