Course Specification

Transcription

1 LEEDS BECKETT UNIVERSITY Course Specification MA Childhood Studies & Early Years MACHE 1

2 Record of Enhancement No. Detail of modification (Provide a brief description of the modification and where the Course Specification has been updated) 1 New Elective Module added South Asian Story Telling 2 Assessment changed on Critical Discourses; from presentation only to presentation and portfolio 50:50 Date Effective (Indicate the academic year of entry and course level(s) to which the modification will apply) September 2018 September 2018 Version Control Version Control Version number and date effective V2 September 2018 For completion by Quality Assurance Services only: Next Re-validation date By 31/07/24 2

3 Target award, course title and programme code: MA Childhood & Early Years (MACHE) Level of qualification: Level 7 Course Philosophy and Rationale: Philosophy This course recognises the diverse ways in which childhood is lived and experienced from birth through to adolescence, by young people across the globe. It takes the heterogeneous nature of childhood experience as its starting point in order to investigate the multiple, complex, interrelated factors both globally and locally, that influence and shape these experiences. It acknowledges that these factors can be political, economic, environmental as well as social, cultural, psychological and biological. Fundamentally the course recognises the particular challenges faced by children and young people living in a world characterised by increasing complexity and precarity. It explores the positions that children and young people take in attempting navigate this increasing complexity and precarity and confronts the practical and ideological issues faced by professionals who support them in doing this. It also acknowledges that children and young people are frequently active, critical and agentic in understanding and resisting some of the forces which impact upon their experiences of childhood. Rationale Recent years have witnessed an increasing interest in children and young people both as individual rights holders and in generational terms as future global citizens. Governments, non-government organisations (NGOs), voluntary and commercial agencies have, in different ways, responded to contemporary global challenges with policies and interventions aimed at children and young people. Consequently, there is a demand for highly skilled professionals with an advanced understanding of childhood and early years; professionals with the ability to imagine new ways of working to address these challenges. Increasingly, postgraduate students are being funded by governments seeking to develop innovative policies related to children, young people and families, and seeking to implement and augment children s rights. An increasing number of postgraduate students are tasked with leading the development of this policy and practice. In the light of this trend, the course aims to provide a programme of study which equips students with both the theoretical knowledge, and the analytical and practical skills to foster new ways of working with children and young people from the early years through to adolescence. It seeks to cater for those professionals wishing to enhance their practitioner qualifications and status. The course promotes children s voices in the exploration of all aspects of children s lives and aims to prepare graduates who are skilled and confident in their ability to include children s voices in all aspects of their work. To this end, the course will develop relevant skills for engaging with children and young people, presenting children s voices and, where 3

4 appropriate, for working alongside children in order to gather their voices and views. However, it is recognised that adults present children's voices in a range of practices that can empower or disempower children. Therefore, as well as developing practical skills, graduates will scrutinise the conditions under which children s voices are presented and the extent to which children are empowered or subjected to professional power. Childhood Studies and Early Years is multi-professional and seeks to recruit students from a broad range of professions that work with children across the age-range and in different contexts. The course will, therefore, be of interest to those who work in, or aim to work in, advocacy, charity work, social work, youth justice, playwork, therapy, teaching or indeed any profession that might have child or family service users. The multi-professional learning environment enriches discussion about practice and approaches to working with children and young people. Similarly, Childhood Studies and Early Years is multi-disciplinary. Childhood is explored through various theoretical and disciplinary lenses, such as those of sociology, philosophy, psychology, anthropology, geography, history and art. This approach provides students with a broader set of perspectives, which is challenging, and provides opportunity for exploring the complexities of contemporary global childhood. The multidisciplinary nature of the course appeals to students with a first degree in a variety of different academic subjects, which may have been completed prior to their interest in childhood and early years. While Childhood Studies and Early Years is an academically challenging course, the external examiner acknowledged that students can apply theoretical and other academic concepts to practical context of child care and education. Overview and Aims: The course is designed to appeal to graduates who work with or for children, and to those graduates who aspire to do so. Childhood Studies and Early Years is academically challenging, multi-professional and multi-disciplinary and seeks to develop graduates who place children s rights and ethical considerations at the centre of their professional practice. The course aims reflect the international and professional diversity of childhood contexts and identify both the continuities and discontinuities in the ways childhood is understood and experienced. The course aims are to: 1. Provide students with a flexible and rigorous multidisciplinary programme of academic study in childhood and early years that utilises the latest research and theoretical advancements in the field 2. Engage students in a sustained and systematic critical analysis of childhood and early years professional practice across different cultural, political and organisational contexts. 3. Provide students with an opportunity to participate in an academic community of practice that fosters collaboration and collegiality 4. Provide students with opportunities to pursue their original independent research in their specialist area of interest using methodologically and ethically appropriate modes of enquiry 4

5 Course Learning Outcomes On successful completion of this course, students will be able to: 1 Demonstrate sophisticated knowledge and an in depth understanding of theoretical and conceptual frameworks relevant to the study of childhood and early years. 2 Demonstrate an in depth understanding of a range of lived experiences, expectations and co-constructions of early years and childhood in different historical and crosscultural contexts and with respect to social difference and inequalities related to social class, ethnicity, gender, sexuality and disability. 3 Demonstrate the ability to critically analyse theoretical perspectives and contemporary policy and practice in early years and childhood across a range of settings and global contexts. 4 Critically reflect upon their academic, professional and personal position in relation early years and childhood theory and practice. 5 Demonstrate an understanding of the range of ethical and methodological issues associated with researching with and for children and young people. 6 Demonstrate an ability to select and employ ethically appropriate and methodologically robust research strategies and approaches to investigate a topic relevant to the study of childhood and early years. Level Learning Outcomes Level No. Learning Outcome The learning outcomes for a 60 credit PG Cert MA Childhood Studies & Early Years will be the same as the course learning outcomes, although the student will not necessarily have demonstrated the depth of skills or knowledge that is required to be awarded the full MA of 180 credits. To be awarded the PG Cert, students will have demonstrated proficiency in the following outcomes: 7 PG Cert 1 Demonstrate sophisticated knowledge and an in depth understanding of theoretical and conceptual frameworks relevant to the study of childhood and early years. 2 Demonstrate an in depth understanding of a range of lived experiences, expectations and co-constructions of early years and childhood in different historical and cross-cultural contexts and with respect to social difference and inequalities related to social class, ethnicity, gender, sexuality and disability. The learning outcomes for a 120 credit PG Dip MA Childhood Studies & Early Years will be the same as the course learning outcomes, although the student will not necessarily have demonstrated the depth of skills or knowledge that is required to be awarded the full MA 5

6 of 180 credits. To be awarded the PG Dip, students will have demonstrated proficiency in the following outcomes: 7 PG Dip 1 Demonstrate sophisticated knowledge and an in depth understanding of theoretical and conceptual frameworks relevant to the study of childhood and early years. 2 Demonstrate an in depth understanding of a range of lived experiences, expectations and co-constructions of early years and childhood in different historical and cross-cultural contexts and with respect to social difference and inequalities related to social class, ethnicity, gender, sexuality and disability. 3 Demonstrate the ability to critically analyse theoretical perspectives and contemporary policy and practice in early years and childhood across a range of settings and global contexts. 4 Critically reflect upon their academic, professional and personal position in relation early years and childhood theory and practice. 5 Demonstrate an understanding of the range of ethical and methodological issues associated with researching with and for children and young people. The learning outcomes for a 180 credit MA Childhood Studies & Early Years will be the same as the course learning outcomes. To be awarded the MA, in addition to the learning trucoutcomes for the PG Dip, students will have demonstrated proficiency in the following outcomes: 7 MA Demonstrate an ability to select and employ ethically appropriate and methodologically robust research strategies and approaches to investigate a topic relevant to the study of childhood and early years. Course Structure Level 7 Semester 1 Core(Y/N) Semester 2 Core(Y/N) Theorising Childhood (20) Y Playful Learning & Playful Y Critical Discourses in Y Pedagogies (20) Childhood and Early Years (20) OR Diverse Childhoods: Identity and Inequality (20) Research Methods (20) Y Dissertation (60) Y Plus ONE or TWO electives from a POOL A of 20 credit modules specific to this award as follows: 6

7 Children, Crime & Social Justice Independent Study Children s Cultural Worlds Reflecting on Professional Practice Developing Early Language & Communication Spaces of Childhood Childhood and Risk Embodied Childhoods Working with Children & Families Academic Community and Critique Where students select just ONE elective module from POOL A, they must also select ONE module from POOL B, our other Masters programmes, as follows: Coaching & Mentoring Literature & Childhood Creative Writing Pedagogies Social History of Education (face-to-face only) Making Drama (face-to-face South Asian Storytelling only) Researching Practice with/through Stories NB - All elective modules are indicative. Contained awards available: L7 L7 PG Cert Childhood Studies & Early Years PG Dip Childhood Studies & Early Years Length of programme, FT/PT and mode of study: Programme Length (years) FT/PT (please specify) Mode (campus based/dl or other) MACHE 1 FT Campus MACHE 2 PT Campus MACHE 3 PT Campus MACHE 1 FT DL MACHE 2 PT DL MACHE 3 PT DL Learning and Teaching Approaches Our learning and teaching approaches are designed to engage, challenge and motivate our students to achieve their potential through a combination of directed and independent study. Using an enabling and collaborative approach we foster collaborative learning to build on students existing knowledge and skills. Students on this programme will be engaged in a variety of different modes of study: full time, part-time, face to face and distance learning. Our approach to teaching and learning reflects the challenges faced by this diverse body of 7

8 students and aims for flexibility and responsiveness to student needs. Our programme considers the load, timing and conduct of assessment and the impact of assessment on students. Both individually and collectively staff involved in teaching and learning on the course help to construct an environment for students that is supportive and engaging via access to online discussion boards and distance learning support. Our learning outcomes extend student learning throughout the course and our curriculum is designed to enable students to identify clear pathways based on their own interests and career aspirations. The programme seeks to provide: An academic community of practice, both online and face-to-face, which nurtures enquiry and critical thinking based on the values of an academic collaborative community; An active learning environment, involving academics and professionals from a range of disciplines, academic institutions and professional settings; A learning climate that supports and credits different learning styles supporting students who may be entering postgraduate study through non-traditional routes. The programme approach to learning and teaching is informed by the following: A commitment to helping students achieve sophistication by developing their own area of specialism in the study of Childhood or Early Years. This takes place through the twin-pathway approach outlined above as well as through the range of elective modules on offer. These modules will provide students with a firm grounding to develop and explore lines of enquiry in the form of a 60 credit dissertation. A commitment to the promotion of personal and professional development within which individual s critical and contextual understanding as well as reflections upon professional skills. A commitment to making conscious and explicit the research informed teaching undertaken by all staff contributing to the programme. A commitment to employability issues through reinforcing and exploring the links between research and professional practice. A commitment to exposing students to up-to-date national and international research and practice in childhood and early years in a range of cultural educational settings. Learning and Teaching Activities The programme will develop communities of practice through both face-to-face and distance teaching and learning. For face-to-face delivery, most modules will utilise seminars for group discussion, presentations, feedback and collaborative learning and will be led by academic staff with relevant research expertise. For distance learners, our work with the Distance Learning Unit (DLU) will ensure that course materials are presented appropriately and that students are actively engaged in online learning through the creation of online communities, which are actively supported by academic staff. 8

9 Regardless of learning mode, each student will be allocated a personal tutor who will be able to support them in their academic work throughout the modules through structured and responsive coaching tutorials. All modules will be delivered and facilitated by research active staff who will be able scaffold links between research and practice and thereby help students to construct their own lines of enquiry and knowledge through the undertaking of a dissertation. For the dissertation, each student will be allocated an appropriate supervisor who will guide the student in drawing up their research questions and developing and investigating a negotiated line of enquiry in order to become a sophisticated independent researcher. The dissertation will also act as a Learning Pathway for those students interested in doctoral studies. Graduate Attributes N/A Use of the Virtual Learning Environment For all students, the VLE (MyBeckett) will be used in the following ways: As a repository for learning materials and resources; As a forum for discussions; As a means of feedback and formal assessment; For distance learners, the VLE (MyBeckett) will also be used in the following ways: As a site of interactive learning; As a site of community practice. Use of Blended Learning This course will be validated for both face-to-face and distance learning. Through the involvement of the DLU, we will ensure distance learners have a comparable experience to face-to-face learners through utilising the VLE (MyBeckett) as both a repository for materials and as a site of practice. Student Support Network If you have a question or a problem relating to your course, your Course Administrator is there to help you. Course Administrators works closely with academic staff and can make referrals to teaching staff or to specialist professional services as appropriate. They can give you a confirmation of attendance letter, and a transcript. You may also like to contact your Course Rep or the Students Union Advice team for additional support with course-related questions. If you have any questions about life at our University in general, call into or contact the Student Hub on either campus to speak to our Student Experience Team. This team, consisting of recent graduates and permanent staff, are available to support you throughout 9

10 your time here. They will make sure you have access to and are aware of the support, specialist services, and opportunities our University provides. There is a Student Hub on the ground floor of the Rose Bowl at City Campus and one in Campus Central at Headingley. You can also find the team in the Gateway in the Leslie Silver Building at City Campus. The telephone number is , and the address is StudentHub@leedsbeckett.ac.uk. Within MyBeckett you will see two tabs (Support and Opportunities) where you can find online information and resources for yourselves. The Support tab gives you access to details of services available to give you academic and personal support. These include Library Services, the Students Union, Money advice, Disability advice and support, Wellbeing, International Student Services and Accommodation. There is also an A-Z of Support Services, and access to online appointments/registration. The Opportunities tab is the place to explore the options you have for jobs, work placements, volunteering, and a wide range of other opportunities. For example, you can find out here how to get help with your CV, prepare for an interview, get a part-time job or voluntary role, take part in an international project, or join societies closer to home. Assessment Strategy Underpinned by the University s Education Strategy and Inclusive Assessment policy, assessment on this programme is designed to enable learning to be evaluated for the benefit of the student within a chosen Learning Pathway. The programme provides students with an appropriate mixture of assessment tasks (see Module Assessment Methods below) which ensure that the styles and preferences of all students are catered for, nurtured and included. Each module will ensure that all students (both face-to-face and distance) receive tutor (and often peer) formative feedback on their academic work which will help establish both targets for improvement as well as development activities that can be undertaken by each student to ensure this targets are achieved. In the 60 credit core module, students will be part of a Research Informed Teaching Environment in which they are required to identify lines of enquiry in relation to the learning outcomes of the module. This is a sophisticated, guided process and the students will work with their supervisors to construct a proposal before undertaking the research itself in a scaffolded process. Feedback on Assessed Coursework All summative feedback, including that which informs practice, will be distributed via Turnitin. This is to provide a more efficient and streamlined experience for the students. The Turnitin feedback will consist of comments and a rubric of grades descriptors. Annotations added to the script will usually be related to the grades descriptors. 10

11 In line with the programme s Assessment Strategy, summative assessment on each final assessment piece will also provide key targets which can be acted upon for future assignments, with the support of the personal tutor as appropriate. Module Assessment Methods (core modules only) Module Titles Essay Dissertation proposal Dissertation Oral presentation & Synopsis Theorising Childhood x X Poster presentation Portfolio Critical Discourses in Childhood and Early Years Research Methods x x x Playful Learning and Playful Pedagogies * Diverse Childhoods: Identity and Inequality * Dissertation x x x *Core options dependent on whether students take the Early Years route or the Childhood & Route Employability and Professional Context The MA Childhood Studies and Early Years core programme provides flexible opportunities for academic study and vocational pathways which are intended to allow students to keep their options open. Employability skills are embedded within the programme s core modules which prepare students for working with children, young people and families in a variety of contexts and settings. Through the elective modules, students are provided with an additional range of specialist optional modules available that relate to specific career pathways, for example Coaching & Mentoring and Creative Writing Pedagogies, Academic Community and Critique. These modules prepare students for entry into postgraduate study and specialised professional career pathways after graduation. Typical career destinations for our students include teaching, social work, youth work, criminal justice work, playwork, early years settings, family support, therapeutic services, child health and speech and language therapy. 11

12 Work Related Activities N/A Reference Points used in course design and delivery All our courses leading to Leeds Beckett University awards have been designed and approved in accordance with UK and European quality standards. Our courses utilise the Frameworks for Higher Education Qualifications (FHEQ) and where relevant subject benchmarks (where these are available) and professional, statutory and regulatory body requirements (for professionally accredited courses). For the MA Childhood Studies and Early Years, we have mapped the course against the FHEQ as well as Excellent Standards for subject benchmark statement of Early Childhood and Education (see mapping attached). We review our courses annually and periodically, responding to student feedback and a range of information to enhance our courses. Our University is also subject to external review by the Quality Assurance Agency. Our latest report can be found on the QAA web site at We appoint External Examiners to verify that our University sets and maintains standards for awards which adhere to relevant national subject benchmark statements and the Framework for Higher Education Qualifications (UK), ensure standards and student achievements are comparable with other Higher Education Institutions in the UK, with which they are familiar, and ensure that assessments measure achievement of course and module learning outcomes and reach the required standard. External Examiners may also provide feedback on areas of good practice or potential enhancement. Staff Teaching on the Course You can find details of our highly qualified permanent teaching staff on our website, who are involved in teaching, research and administration associated with the course. Regulatory Exemption details: N/A 12