PROGRAMME SPECIFICATION FINAL. BA (Hons) Early Childhood Practice

PROGRAMME SPECIFICATION FINAL PART 1: COURSE SUMMARY INFORMATION Course summary Final award Intermediate award BA (Hons) Early Childhood Practice BA Early Childhood Practice Dip HE Early Childhood Practice Cert HE Early Childhood Practice Course status Awarding body School Location of study/ campus Validated University of Brighton Education Falmer Partner institution(s): N/A Admissions Admissions agency Entry requirements Application direct to School of Education Check the University s website for current entry requirements. Applicants are normally expected to meet the following entry requirements: One year s experience working in relevant employment context; Currently working in a relevant setting with at least 12 hours per week of activity-focused time with groups of children; Agreement of employer to support mentoring, assessment and workplace course activities; An appropriate A-level OR a relevant NVQ/SVQ level 3 or other vocationally related NQF level 3 qualification OR an advanced modern apprenticeship in an appropriate subject; Appropriate access to a computer and internet; Evidence of valid DBS clearance at time of entry onto the programme (the student s DBS number will be recorded and held on their student file). Applicants with a language other than English as their first language must have proven competence in written and spoken English and will be required to have an IELTS average score of at least 6 or equivalent. Claims for RPL will be considered in accordance with University guidance. Start Date September 2017 1 of 13

Mode of study Duration of study (standard) Maximum registration period Part-time 4 Years 8 Years Course codes/categories UCAS code Contacts Course Leaders Admissions Tutors N/a Examination and Assessment Deborah Price (Falmer), Annie Richardson (Hastings) Deborah Price (Falmer), Annie Richardson (Hastings) External Examiner Erika Cunningham University of Dundee 10/05/2016 Examination Board(s) (AEB/CEB) Approval and review School of Education Combined Area Examination Board Undergraduate Work-Based Learning Programmes Course Examination Board Approval date Review date Validation March 2014 1 2018/19 2 Programme Specification September 2017 3 August 2018 4 Professional, Statutory and Regulatory Body N/A 1 Date of original validation. 2 Date of most recent periodic review (normally academic year of validation + 5 years). 3 Month and year this version of the programme specification was approved (normally September). 4 Date programme specification will be reviewed (normally approval date + 1 year). If programme specification is applicable to a particular cohort, please state here. 2 of 13

PART 2: COURSE DETAILS AIMS AND LEARNING OUTCOMES Aims The aims of the course are: 1. To develop a broad and balanced common core of skills and knowledge to enhance practice in Early Years; 2. To encourage the exploration, questioning and analysis of learning and development processes, contexts and policy in a wide variety of contexts and for this critical engagement to inform practice; 3. To enable students to become critical reflective practitioners able to draw on research and practice evidence bases in early years contexts; 4. To provide students with a broad and balanced knowledge and understanding of the principal features of learning and development in a wide range of contexts and through a range of activities appropriate to the early years; 5. To ensure practice respects diversity and promotes inclusion; 6. To enable students to meet national professional standards relevant to their professional role Learning outcomes The outcomes of the main award provide information about how the primary aims are demonstrated by students following the course. These are mapped to external reference points where appropriate 5. Knowledge and theory The programme will develop students understanding of: 1. The principal features and processes of education, learning and development including some of the key theoretical perspectives and their relevance to practice; 2. Cultural, societal, political, historical and economic contexts for working with children including issues of diversity and social justice; 3. Safeguarding and promoting the welfare and wellbeing of the child including effective communication and engagement with children, their families and carers and supporting transitions; 4. Formal and informal contexts for learning and the roles of, and relationships with, other disciplines and professions in multi-agency working; 5. Methods of enquiry in learning and development and educational research and its application to professional practice; 6. Principles and interventions in planning for, facilitating and assessing learning in the early years; 7. Effective communication and engagement with children, their families and carers; requirements of the Early Years; 8. Complex needs and barriers to children s learning and planning, development, implementation and evaluation of an inclusive curriculum and pedagogy for all children in the early years; 9. Significant current and emerging theories, principles and research relating to children from birth to five and their learning, development and play; 10. The principles of leadership and the implications of change within their organization. 11. Concepts of professional identity and accountability in the early years. Skills Includes intellectual skills (i.e. generic skills relating to academic study, problem solving, evaluation, research etc.) and professional/ practical skills. Students will develop their ability to: 12. Reflect upon and question professional values and practices (including their own) and apply this critical understanding to professional problems; 13. Use digital literacies to support professional development and practice; 14. Enhance acquired skills and undertake further learning at work and in other contexts, as autonomous learners; 15. Communicate, argue and analyse, in a variety of forms, to specialist and non-specialist audiences, in their field of study and in work contexts; 16. Critically engage with and appreciate the significance and limitations of theory and research; 5 Please refer to Course Development and Review Handbook or QAA website for details. 3 of 13

17. Contribute to planning of learning opportunities for children in the early years and personalising provision by taking practical account of diversity; 18. Contribute to the monitoring and assessment of children s learning; 19. Work collaboratively and cooperatively with colleagues and parents; 20. Establish fair, respectful, trusting, supportive and constructive relationships with children in the early years and demonstrate the positive values, attitudes and behaviour expected; 21. Engage in models of practice which reflect multi-disciplinary and inter-professional working in the early years; 22. Support the learning and development of all children (0-5) within their organisations by recognising difference, diversity and the individual needs of each child and supporting inclusive practice and children's rights. QAA subject benchmark statement 6 Early Childhood Studies PROFESSIONAL, STATUTORY AND REGULATORY BODIES Where a course is accredited by a PSRB, full details of how the course meets external requirements, and what students are required to undertake, are included. The course is not accredited by a PSRB. However, the Professional and Statutory Body Requirements that have informed the course development build on the National College for Teaching and Leadership (NCTL) Early Years Educator Criteria and progression towards the Teachers Standards (Early Years). LEARNING AND TEACHING Learning and teaching methods This section sets out the primary learning and teaching methods, including total learning hours and any specific requirements in terms of practical/ clinical-based learning. The indicative list of learning and teaching methods includes information on the proportion of the course delivered by each method and details where a particular method relates to a particular element of the course. The information included in this section complements that found in the Key Information Set (KIS), with the programme specification providing further information about the learning and teaching methods used on the course. Approach to Learning and Teaching The pedagogy for the course is premised on a model of work-based and experiential learning which recognises the learning potential of experience in the work-place, but also posits that such learning is not automatic nor necessarily educative. It must be structured and supported to ensure that the learning potential is maximised for all learners. The teaching and learning strategies are therefore designed to optimise the interaction between the taught elements of the course and students professional experience. The strategy aims to provide students with the opportunity to: Experience professional practice, work-based activities, workshops Observe and Reflect in professional practice, tutorials and group critical studies groups, work based activities, on-line discussion groups, learning logs, professional portfolio development Conceptualise through taught inputs, work-based activities and assignments, personal research, project development including work-based research Plan through self and professional development planning The learning outcomes of the modules are met through a mixture of taught sessions, student led seminars, workshop activities, online discussion groups, individual reading and reflective learning. The 6 Please refer to the QAA website for details. 4 of 13

strategy recognises that there are different ways of learning and aims to introduce students to a variety of learning situations, and will require students to reflect on these and on their own engagement with different learning and teaching approaches. Learning and teaching strategies Learning and teaching strategies include: Tutor-led lecture style inputs, primarily to introduce underpinning knowledge, theoretical argument, central issues, key texts and relationship to other fields of study; Study of key texts and supplementary reading to allow students to identify particular aspects of the topic which have most relevance to their own learning and to enhance their understanding and intellectual ability; Group discussion or debate, to encourage students to critically analyse the topic and ensure its relevance to their lived experiences; group discussion is also intended to further improve their interpersonal, group and communication skills and their intellectual and imaginative abilities; Case studies and problem-solving tasks, to provide opportunities for individual and group learning in ways which ensure deeper levels of understanding and professional judgement; Development of practice based critical analysis, through independent reflection, guided individual workplace learning facilitation and group supervision; Assessment tasks designed to assess the appropriate level of knowledge and practice skills required and which encourage the development of critical analysis, reflection and creativity; Use of Studentcentral to facilitate student led exploration and discussion of professional issues arising from placement experiences. Workplace Learning The workplace element is integrated into every module through workplace observations and activities and assessments which draw on participant s work-experience. The relationship between the course and the student s work experience is made closer through a number of strategies. Blended learning means that teaching and learning experiences provided through attendance at the university can be supplemented by a range of resources made available online for students to access when they are away from the university including tutorials by live links via webinar technology for example. The Reflective Practice Modules in years 1 and 2 of the programme provide facilitated sessions, action learning sets and structured sessions with learning facilitators in the workplace to support students learning. Partnership with Employers: The course has been developed out of a long standing commitment to providing accredited HE programmes for Early Years practitioners. The course team has taken into account the SEEC Workrelated Learning: Notes for Guidance and the Quality Assurance Agency s Code of Practice for Placement Learning in designing and integrating the work-based learning component of the course. Throughout this long history, we have developed effective partnership arrangements with early years settings in which the students work. These settings enter into a partnership agreement with the School of Education in which as part of their commitment to the course, and to supporting the CPD of their member of staff, the setting is required to nominate a learning facilitator whose role is to support the student with their work-based learning and provide formative feedback in the workplace. Student Support Students on the course will also benefit from an associated programme of support tutoring through which they will be allocated a support tutor with whom they will have regular meetings in small groups as well as recourse to individual tutorials. In addition, students in the School of Education may access (or be referred to) the School of Education Student Support and Guidance Tutor (SSGT) to deal with specific and/or significant difficulties. 5 of 13

ASSESSMENT Assessment methods This section sets out the summative assessment methods on the course and includes details on where to find further information on the criteria used in assessing coursework. It also provides an assessment matrix which reflects the variety of modes of assessment, and the volume of assessment in the course. The information included in this section complements that found in the Key Information Set (KIS), with the programme specification providing further information about how the course is assessed. Over the course of the programme, students will engage in a variety of assessment methods including; individual essays and written assignments, reports of workplace activities, individual and group presentations in the workplace and the university. There are no exams. Module assessment tasks generally provide opportunities for students to: Demonstrate their understanding of key concepts and models presented in the module; Reflect upon and analyse practice in relation to theory; Reflect on their experience of application of key skills developed during the module; Demonstrate their awareness of their own strengths and areas for development. Within each module assignment there is scope for students to select a focus relevant to their work and professional development. For example, within the written assignment format, use is made of reflective journals based on practice experience and case studies based on scenarios encountered or activities undertaken within the student s workplace. Module assignments for the Professional Reflective Practice in Learning and Development modules are portfolio based and formative assessment features strongly through placement workplace learning facilitator and reflective practice tutor feedback. Formative assessment processes are also used within tutorials to both develop meta-cognition and as guidance in working towards assignment completion. The following table shows how the course learning outcomes relate to module assessments. Learning Outcome 1. The principal features and processes of education, learning and development including some of the key theoretical perspectives and their relevance to practice; 2. Cultural, societal, political, historical and economic contexts for working with children including issues of diversity and social justice; 3. Safeguarding and promoting the welfare and wellbeing of the child including effective communication and engagement with children, their families and carers and supporting transitions; 4. Formal and informal contexts for learning and the roles of, and relationships with, other disciplines and professions in multi-agency working; 5. Methods of enquiry in learning and development and educational research and its application to professional practice; 6. Principles and interventions in planning for, facilitating and assessing learning in the early years; 7. Effective communication and engagement with children, their families and carers; requirements of the Early Years; 8. Understanding complex needs and barriers to children s learning and Planning, development, implementation and evaluation of an inclusive curriculum and pedagogy for all children in the early years; Module KV400, KV420, KY400, KY402, KY403, KY502, KY602 KV400 KV420, KY602 KV519 KY501 KV500 KY501 KV500, KY500 KV400 KV615, KY600 KV400 KY400, KY403 KY402, KY500 KY502, KY602 KY400 KY403, KY501 KY502, KY602 KY502, KY500, KV519 6 of 13

9. Significant current and emerging theories, principles and research relating to children from birth to five and their learning, development and play; 10. The principles of leadership and the implications of change within their organization; KY400, KY402, KY403, KY502, KY602 KY502, KV614 11. Concepts of professional identity and accountability in the early years; KV400, KY501, KY502, KV614, KV421,KV518 12. Reflect upon and question professional values and practices (including their own) and apply this critical understanding to professional problems; All modules 13. Use digital literacies to support professional development and practice; All modules 14. Enhance acquired skills and undertake further learning at work and in other contexts, as autonomous learners; 15. Communicate, argue and analyse, in a variety of forms, to specialist and non-specialist audiences, in their field of study and in work contexts; 16. Critically engage with and appreciate the significance and limitations of theory and research; 17. Contribute to planning of learning opportunities for children in the early years and personalising provision by taking practical account of diversity; All modules KY502,KV615, KY600, KV614, KY602 KY501, KY502, KY600 KY400, KY500, KV519 18. Contribute to the monitoring and assessment of children s learning; KY400, KY403, KY402, KY502, KY602, KV519 19. Work collaboratively and cooperatively with colleagues and parents; KY501, KY502, KV614, KY500 20. Establish fair, respectful, trusting, supportive and constructive relationships with children in the early years and demonstrate the positive values, attitudes and behaviour expected; 21. Engage in models of practice which reflect multi-disciplinary and interprofessional working in the early years. 22. Support the learning and development of all children (0-5) within their organisations by recognising difference, diversity and the individual needs of each child and supporting inclusive practice and children's rights; KY400, KY402, KY403, KY502, KY602 All modules but especially KV611 All modules but especially KV519, KY502 7 of 13

SUPPORT AND INFORMATION Institutional/ University All students benefit from: University induction week Student Handbook: The University and you Extensive library facilities Computer pool rooms E-mail address Welfare service Student Central Course-specific Additional support, specifically where courses have nontraditional patterns of delivery (e.g. distance learning and work-based learning) include: In addition, students on this course benefit from: Personal tutor for advice and guidance Direct support for work-based learning via a named, employment-based workplace learning facilitator. Support tutoring programme Course Handbook Course Induction Programme Turnitin assignment submission Ethics guidance for research Course and module related digital resources (podcasts, webinars, Studentfolio) 8 of 13

PART 3: COURSE SPECIFIC REGULATIONS COURSE STRUCTURE This section includes an outline of the structure of the programme, including stages of study and progression points. Course Leaders may choose to include a structure diagram here. Approach to study The course will normally be studied over 4 years part-time. The course comprises a university based element and a work-based element. Each year of university based study will include regular sessions on a weekday and 1 Saturday per month as well as significant interaction online through blended learning. The work-based element comprises a minimum of 12 hours of relevant experience per week throughout the course. Throughout the various learning opportunities provided by the course (and in the reflective practice modules in particular), students are supported and encouraged to be critically reflective practitioners. Learning from practice is enhanced by explicit discussion and critique of that practice. In addition pedagogical skills are explicitly developed and supported through modelling in both university and work-place components. Through small peer group sessions and individual tutorials and learning agreements students are encouraged to identify and take responsibility for meeting their professional development needs through the programme. An important aspect of the course s aims is the development of the students capacity for independent research and critical reading and the course incorporates academic skill development and the opportunity to undertake professionally relevant projects. Student attendance and participation Full attendance at the University and at the place of work is expected. Failure to complete any of the university-based modules including sufficient hours of practice may necessitate that component being repeated when it is next offered, in accordance within the University s General Examination and Assessment Regulations (GEAR). Teaching groups Students are taught in groups of different sizes using a variety of learning and teaching strategies, as well as benefiting from small group and individual tutorial support. A number of the modules comprising the course are shared with other courses which are designed to meet the professional development and progression needs of workers in the children and young people s workforce. These provide opportunities for students to work together in multi-disciplinary groups. On these occasions, part of the teaching session is undertaken on a large group basis involving students from a range of professional backgrounds, before breaking into smaller, single discipline seminar groups to look at the issues raised from the perspective of the students own profession. All students undertake KV611 Professional Identity and Inter-Professional Practice Development. Working in small groups, students explore work place themes and issues common to their different professional roles and perspectives, reflecting current and emerging national policy. Students pursue an area of personal and professional interest within KY600 The Professional Enquiry: Early Years Care and Education. Agreements Central to the programme is the partnership between the University and the employer who enter into an agreement with the student, to give support towards successful completion of the placement and work-based element of the course. This agreement is established between the student, the workplace learning facilitator (on behalf of the employer) and the reflective practice tutor (on behalf of the University). The purpose of this agreement is to clarify expectations and so enable the student to gain maximum benefit from their work experience. Alongside this agreement is a learning contract in which the student identifies key areas of learning and development each semester. The learning contract is agreed between the student, workplace learning 9 of 13

facilitator and reflective practice tutor and provides a focus for the development of the student s practice and workplace learning with the workplace learning facilitator. More detailed information about the workplace learning facilitator process and the roles and responsibilities of the student, workplace learning facilitator and reflective practice tutor can be found in the course handbook. Stage September - May Credits Year 1 / Stage 1 KV400 The Practitioner as Learner KV420 Children and Young People s Learning and Development KY400 Pedagogical Approaches and the Adult Role KY402 Play as a Developmental Learning Process 100 @ L4 Year 2 / Stage 2 Year 3 / Stage 3 20 credits @ level 4 KY403 Communication Language and Literacy Development 20 credits @ level 4 KY502 The Positive Learning Environment 20 credits @ level 5 20 credits @ level 4 20 credits @ level 4 KV421 Professional Reflective Practice in Learning and Development 20 credits @ level 4 KY500 Assessing Children s Achievements 20 credits @ level 5 KY501 Families in Communities: the role of the setting 20 credits @ level 5 KV518 Further Professional Reflective Practice in Learning and Development 20 credits @ level 5 KV519 Equality and Inclusion 20 credits@ level 5 KV614 Perspectives on Leadership 20 credits @ level 6 KV611 Professional Identity and Inter-Professional Practice Development 20 credits @ level 6 20 credits @ level 4 KV500 Safeguarding and Promoting Welfare and Wellbeing 20 credits @ level 5 KY602 Foundations for the Future 20 credits @ level 6 20 @ L4 80@ L5 Exit award Cert HE 40 @ L5 60 @ L6 Exit award Dip HE or BA Year 4 / Stage 4 KV615 Practitioners as Researchers KY600 The Professional Enquiry: Early Years Care and Education 60 @ L6 Exit award BA(Hons) 20 credits @ level 6 40 credits @ level 6 10 of 13

Modules Status: M = Mandatory (modules which must be taken and passed to be eligible for the award) C = Compulsory (modules which must be taken to be eligible for the award) O = Optional (optional modules)* A = Additional (modules which must be taken to be eligible for an award accredited by a professional, statutory or regulatory body, including any non-credit bearing modules) * Optional modules listed are indicative only and may be subject to change, depending on timetabling and staff availability Level 7 Module code Status Module title Credit 4 KV400 C The Practitioner as Learner 20 4 KV420 C Children and Young People s Learning and Development 20 4 KY400 C Pedagogical Approaches and the Adult Role 20 4 KY402 C Play as a Developmental Learning Process 20 4 KV421 C Professional Reflective Practice In Learning and Development 20 4 KY403 C Communication, Language and Literacy Development 20 5 KY500 C Assessing Children s Achievements 20 5 KY501 C Families in Communities: the role of the setting 20 5 KV500 C Safeguarding and Promoting Welfare and Wellbeing 20 5 KV518 C Further Professional Reflective Practice in Learning and Development 20 5 KY502 C The Positive Learning Environment 20 5 KV519 C Equality and Inclusion 20 6 KV614 C Perspectives on Leadership 20 6 KY602 C Foundations for the Future 20 6 KV611 C Professional Identity and Inter-Professional Practice Development 20 6 KV615 C Practitioners as Researchers 20 6 KY600 C The Professional Enquiry: Early Years Care and Education 40 Shaded boxes indicate modules common to suite of work-based undergraduate awards within the Working with Children and Young People programme. 7 All modules have learning outcomes commensurate with the FHEQ levels 0, 4, 5, 6, 7 and 8. List the level which corresponds with the learning outcomes of each module. 11 of 13

AWARD AND CLASSIFICATION Award type Award* Title Level Eligibility for award Classification of award Total credits 8 Minimum credits at level of award 9 Ratio of marks Level 5/6 10 : Class of award Final BA (Hons) Early Childhood Practice 6 360 90 (25:75) Honours Degree Intermediate BA Early Childhood Practice 6 300 60 (25:75) Ordinary Degree Intermediate Diploma of Higher Education Early Childhood Practice 5 240 90 Level 5 marks Dip HE Intermediate Certificate of Higher Education Early Childhood Practice 4 120 90 Level 4 marks Cert HE Award classifications Mark/ band % Honours degree 70% - 100% First (1) 60% - 69.99% Upper second (2:1) 50% - 59.99% Lower second (2:2) 40% - 49.99% Third (3) 8 Total number of credits required to be eligible for the award. 9 Minimum number of credits required, at level of award, to be eligible for the award. 10 Algorithm used to determine the classification of the final award (all marks are credit-weighted). For a Masters degree, the mark for the final element (e.g., dissertation) must be in the corresponding class of award. 12 of 13

EXAMINATION AND ASSESSMENT REGULATIONS The examination and assessment regulations for the course should be in accordance with the University s General Examination and Assessment Regulations for Taught Courses (available from staffcentral or studentcentral). Specific regulations which materially affect assessment, progression and award on the course e.g. Where referrals or repeat of modules are not permitted in line with the University s General Examination and Assessment Regulations for Taught Courses. Exceptions required by PSRB These require the approval of the Chair of the Academic Board With respect to the compensation of academic credit the following regulation will apply to all awards comprising the WCYP UG WBL programme: i) Compensation of 20 credits per stage may be awarded. ii) No more than 20 credits compensation may be awarded across modules of the same level irrespective of the stage in which the module occurs. N/A 13