Application for Full Approval: Undergraduate Programme Specification

Transcription

1 Application for Full Approval: Undergraduate Programme Specification Note that the information contained in the final approved version of this programme specification will be published by the University at THIS COMPLETED PRO FORMA MUST BE SUBMITTED ELECTRONICALLY TO THE APPROPRIATE UNIVERSITY FACULTY BY THE PUBLISHED DEADLINE THIS PROPOSAL MUST BE SUPPORTED BY ANY CVS NOT SUBMITTED WITH THE PLANNING PERMISSION APPLICATION FOR STAFF WHO WILL DELIVER THE PROGRAMME 1 Name of Partner Institution University Centre Doncaster 2 University Faculty Academy of Higher Education: Education and Professional Development 3 University Department Education and Professional Development 4 Title of Programme Early Childhood Studies (top up) level 6 5 Award (e.g. BA, FdSc) BA (Hons) 6 Teaching institution University Centre Doncaster 7 Awarding institution The University of Hull 8 Mode of Study (full or part-time) Full time 9 Duration (total number of years) 1 year 10 Number of weeks per academic year Location of delivery University Centre Doncaster 12 Accrediting Professional / Statutory Body (if applicable) 13 UCAS Code (if applicable) 14 Entry requirements 15 Minimum number of students for numbers less than this approval for the programme to start must be obtained FdA Early Childhood Policy and practice of 240 UCAS points from a related programme 16

2 16 Degree classification weighting Diploma stage Post Diploma stage (if applicable) Honours stage 100% 17 Aims of the programme and distinctive features/fit with existing provision The programme fits the planned future strategic development of the University Centre, Doncaster College through developing further programmes which meet the needs of local people and industry. This programme will replace the existing top up programme in Early Childhood Studies. It provides a progression route from FdA and HND programmes and enables students to top up to an honours degree. This new award will offer a suite of modules that show relevance and currency to the workplace and demonstrates suitable progression from a Foundation Degree to level 6. The programme will be appropriate for those considering a career with children seeking employment in childcare, children s services, social care or further education working in a range of settings supporting children and their families. In particular it supports students who wish to become Early Years Professionals or progress into primary teaching. The programme incorporates outcomes and standards detailed in Every Child Matters (DfES, 2004) as a platform to advance the skills, knowledge and understanding of learners. Learners will be required to be employed or volunteer in an early years setting for a minimum of 2 days a week - equivalent to 100 placement hours for the duration of the course. To enable all students to progress from level 5 an intensive induction programme will be offered prior to the start of the course. This will enable students to fine tune their existing skills and clearly understand the requirements and demands of a level 6 course of study. The induction or boot camp will take place over 2 weeks and include the following topic areas: 1. Reading for a degree, 2. Presentation of work 3. Academic writing, 4. Sourcing material from relevant texts, including government documents and using the Internet. 5. How to reference appropriately using Harvard conventions, 6. An introduction to research, 7. Analysis and evaluation skills. 8. Critical thinking and debating This comprehensive package will enable all learners to start from a similar platform in terms of their skill level and awareness of the programme requirements. The aims of the programme are: To provide a suitable qualification for those wishing to progress their careers in a variety of early childhood settings and children s services by developing initiative, personal responsibility and decision making in complex and unpredictable contexts. To further develop a systematic understanding of the key aspects of working with children and families, including the acquisition of coherent and detailed knowledge, some of which will be informed by aspects at the forefront of the discipline. To develop highly skilled, flexible and creative early childhood practitioners who are able to apply methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding to initiate and carry out projects. To engage with a range of disciplinary and multidisciplinary perspectives that will facilitate

3 understanding and analysis of the processes that shape childhood and children's lives in ways that fosters critical evaluation and demonstrates appreciation of uncertainty, ambiguity and limits of knowledge. To support a suitable placement experience that will enable learners to investigate their own practice in an informed, critical and reflective manner through developing transferable skills necessary for employment. To facilitate an understanding of evidence informed practice in the field of early childhood professional practice through the deployment of accurately established techniques of analysis and enquiry. To develop an understanding of the contested and changing nature of the concepts of working with children and families through devising and sustaining arguments using ideas and techniques, some of which are at the forefront of the discipline. To identify and explore the underlying ethical principles which inform early childhood professional practice and children's rights using scholarly reviews and primary sources appropriate to the subject area. To enable learners to critically evaluate arguments, assumptions, and data which enable them to make judgments and to frame appropriate questions to achieve a solution(s) to an identified problem(s). To provide opportunities for learners to transfer their theoretical knowledge and understanding gained on the programme to the workplace and critically evaluate their experience and the learning ability needed to undertake appropriate further training of a professional or equivalent nature. 18 a To develop the ability to communicate a range of complex ideas and information in early years environments to a wide variety of individuals, groups and audiences in a clear, accurate and appropriate manner. This will include making cases, offering solutions to problems and engaging with different parties in a professional and effective manner.. Programme intended learning outcomes Reference the relevant subject benchmark statement(s) for each outcome (in brackets after each outcome) State supporting learning, teaching and assessment strategies for each group of outcomes Knowledge and understanding of: Holders of the BA (Hons) top up degree in Early Childhood studies will be able to: (1a) Demonstrate breadth and depth of awareness in identifying and evaluating disciplinary and multidisciplinary knowledge and understanding in relating to children and childhood. (1b) Transfer learning from the programme to early childhood professional contexts which include unspecified and often unpredictable situations. (1c) Critically evaluate competing viewpoints on the historical construction of childhood by different disciplines, perspectives and societal agents. (1d) Demonstrate understanding, knowledge and awareness of the skills needed for the promotion, development and building of positive and mutually respectful relationships with children, families, colleagues and other professionals. Knowledge and understanding will be provided from one or more of the following: Lectures, seminars, tutorials, group discussion, reflection on workplace practice, preparation for and analysis of project work and directed student centred learning. Independent self-directed study increases in importance as the course progresses and includes the use of on-line learning Learning outcomes are specified in each of the module handbooks and are assessed by at least one of the following methods: e- portfolios, essay assignments, student-led presentations, examinations, reports, observations,

4 Recognising the challenging and sometimes complex situations that may arise. (1e) Recognise and challenge inequalities in society and embrace and implement an anti-bias curriculum. reflective accounts, action plans (1f) Show a critical understanding of the relationships between ethics, politics, culture and ideology in the lives of children and their families. (1g) Demonstrate a critical understanding of the theoretical concepts of leadership and management issues and the effects these have on business performance. (1h) Demonstrate breadth and depth of knowledge of the major theories of child development and the effects these have on a child s overall health and wellbeing. (1i) Promote children s health, welfare and safety needs and the conditions that enable then to flourish b Intellectual skills (2a) Critically discuss theories and research in the area of child development that affect a child s health and wellbeing. (2b) Evaluate aspects of own professional practice and reflect on pedagogical implications in relation to current international policies, trends and systems. (2c) Integrate ideas and findings across the multiple perspectives in and recognise distinctive approaches within EY contexts to relevant issues, demonstrating an ability to apply aspects to own practice. (2d) Effectively plan, assess and critically evaluate the early childhood curriculum recognising the holistic nature of young children s learning and development in order to provide creative learning opportunities. (2e) Produce evaluative and critical arguments for improvements to multi-professional practices for children through a sustained argument supported by relevant evidence. (2f) Engage with the principles and legislation relating to the ethical considerations of researching and working with children and their families. (2g) Engage in critical reflection to support learning, enabling the development of ideas and implementation into the work based context in a reflexive way. Use synthesis of appropriate theory to support rationale. c Practical/Professional skills (3a) Operate effectively in a professional context; undertaking further training, developing existing skills and acquiring new competencies. (3b) Accurately use findings from current issues

5 to inform practice in early years. (3c) Present, evaluate and interpret qualitative and quantitative data collected as part of smallscale practitioner research; develop lines of argument and make sound judgements in accordance with underpinning theory and concepts of EY study. (3d) Use the skills of observation and analysis in professional contexts. (3e) Where appropriate organise and participate effectively in a team demonstrating confidence in leading and working collaboratively with others. d Transferable skills (4a) Use communication skills necessary to converse, debate, negotiate, persuade and challenge the ideas of others. (4b) Select and use a format and style to communicate information to others using appropriate ICT skills to present work. (4c) Identify, access, select and generate and use data effectively to support and inform research projects based in an EY context. (4d) Write for different purposes which include persuasion, explanation, description and evaluation using judgments based on information accessed from a range of sources. (4e) Act in an independent and pragmatic manner taking responsibility for their own learning (4f) Select, justify and use appropriate approaches through listening and reflection to achieve solutions to complex issues. 19 Programme structure (please delete stages not required) Honours Stage Code/ 14 Long thin modules (last two semesters) Title Early Years Dissertation / Option Credits 40 Level 6 Weight ing Semester 1 modules Current issues and contemporary debates Advanced Personal and Professional Practice core

6 15 16 Semester 2 modules Innovation and Change in Early Years Settings 20 Language, Learning and Literacy Noncomp ensat able Noncomp ensat able 20 References used in designing the programme 21 Indicators of quality and standards 22 Particular support for learning Methods for evaluating and improving the quality of learning Identify any ethical issues that relate to this programme s teaching and assessment (supporting material may be monitored from time to time) Other sources of information about this programme QAA framework for HE QAA Benchmark statements for EC Hull University learning outcomes tool Common core for workforce UCD quality handbook and processes EYPS training process Extensive induction, module and study guides. LRC induction and ongoing support Module and personal tutorials College counselling services Student representation at team meetings Internal moderation process Peer observations and Team meetings Staff appraisals and CPD Internal and external moderation processes Module learner feedback forum on Black board and meeting with student rep. As outlined by BERA and University of Hull IfL documentation CRB checks for all students to ensure safeguarding of children and vulnerable adults Data protection and image permission form Government initiatives and strategies: DfES (2004) Every Child Matters CWDC (2004) The common of Skills and Knowledge DCFS The 2020 Children and Young People s Workforce Strategy CWDC (2008) EYPS standards DCSF (2008) EYFS ECAT- Every child a talker strategies.standards.dcsf.gov.uk 26 FDs only: Articulation Route