Programme Specification and Curriculum Map: Postgraduate Certificate in Early years Professional Studies 1. Programme title Early Years Professional Studies 2. Awarding institution Middlesex University 3. Teaching institution Middlesex University 4. Programme accredited by N/A 5. Final qualification PGCert 6. Academic year 2008/9 7. Language of study English 8. Mode of study Full-time 9. Following requirements set by CWDC, students are expected to have a full degree or a Teaching Certificate. They should also have achieved GCSE at grade C or above or their recognised equivalents in English and Mathematics. 10. Educational aims of the programme The programme aims to: Increase the competence of all students in becoming independent learners. Promote the development of reflective skills in order to evaluate and assess their own and others practice as early years practitioners. Encourage learners to use multidisciplinary sources, drawing on academic, theoretical and practical perspectives to inform and develop their understanding of children s care, learning and development. Provide a curriculum which engages with contemporary issues in early years care and education. Encourage students to engage with some of the significant questions relating to the aims, values, policies and practices of early years care and education. Develop students ability to construct coherent, critical and reasoned argument about a range of issues related to professional practice, engaging analytically with evidence. Provide teaching and learning in a climate supported by recent research. Encourage the application of a critical and reflective approach to closely relate theory to practice. 1
11. Programme outcomes - the programme offers opportunities for students to achieve and demonstrate the following learning outcomes. The highest level at which these programme outcomes are to be achieved by all graduates is shown in the curriculum map section. A. Knowledge and understanding On completion of this programme the successful student will have knowledge and understanding of: 1. Current and historical ideologies, philosophies and political ideas and their influence on early years care and education 2. The role that early years education practices play in society. 3. The main theories and research evidence governing the cognitive, social, emotional and physical development of young children. 4. The diversity, complexity and rapidly changing nature of early years education and care. 5. Current research and research methods used in the field of early years studies. 6. The professional requirements demanded of those who work within early years settings 7. Current practice and procedures in the management of childcare and early years educational settings Teaching/learning methods Students gain knowledge and understanding through lectures, seminars and workshops and a variety of other methods including reading, discussion, listening, practical and collaborative activities, accessing ICT and self-directed scholarly activity. Students are taught using a variety of methods including lectures, seminars and practical workshops. Experience on placement enables students to develop reflective practice and make links between theory and practice. Assessment Method Students knowledge and understanding is assessed by coursework and as part of the assessment for EYPS, according to CWDC regulations. B. Cognitive (thinking) skills On completion of this programme the successful student will be able to: 1. Identify and reflect on potential connections and discontinuities between theory, policy and practice in working with early years children. 2. Critically analyse and challenge received views, concepts and theories of education and childcare and show a willingness to accommodate new ideas. Teaching/learning methods Students learn cognitive skills through reading, seminars, small group discussion and group and individual project work. Reflective practice is encouraged through journals, essays and reports. Assessment Method Students cognitive skills are assessed by written assignments and group presentations and as part of the assessment for EYPS, according to CWDC regulations. 2
3. Demonstrate an understanding of the limitations of theory and research. 4. Construct a reasoned argument based on sound theory and be able to substantiate independent points of view. 5. Carry out a piece of independently researched study based on secondary research. C. Practical skills On completion of the programme the successful student will be able to: 1. Present ideas precisely and convincingly in a variety of written formats. 2. Communicate effectively orally in a variety of settings and for different audiences. 3. Use ICT resources effectively for producing written material and carrying out research. Teaching/learning methods Students learn practical skills through participatory seminars and workshops, group discussion, assignments and given tasks, Regular practice of these skills and critical reflection on their skill acquisition supports their development. Assessment Method Students practical skills are assessed through written assignments and as part of the assessment for EYPS, according to CWDC regulations. 4 Participate and contribute in groups in a variety of learning situations. 5. Engage effectively in problem solving and reflective processes in written assignments, independent study. 6. Apply research skills such as observation in real life situations. 3
12. Programme structure and requirements, levels, modules, credits and qualifications 12. 1 Overall structure of the programme The programme is studied over one year full time and is specifically designed for students who already have a degree or Teaching Certificate. This follows the requirements set out by the Children s Workforce Development Council (CWDC) for students following the Early Years Professional Status full pathway. The programme is made up of two compulsory 30 credit modules at level 4 and one compulsory 30 credit module at level 3. This will enable students to accrue 60 credits at masters level. Modules are university based, where students attend lectures, seminars and workshops. Students also spend at least 90 days on placement in early years settings. The placement modules provide students with the opportunity to prepare to meet the standards for the Early Years Professional Status (EYPS) and develop in their role as lead practitioners. Students will then progress to the common assessment process for EYPS set by the CWDC. Diagram for the PGCert Early Years Professional Studies Year 1 ECH4006 Professional Practice & Contemporary Issues for the EYPS ECH4007 An Introduction to Early Childhood Studies and Child Development for the EYPS ECH 3003 Curriculum Studies for the Early Years Professional Status: The Early Years Foundation Stage ECH 3007 EYPS Placement preparation and Experience Module 12.2 Levels and modules. This section should contain a more detailed description level-by-level of the programme structure, modules and credits. All modules should be categorised as compulsory or optional. Level 3 COMPULSORY OPTIONAL PROGRESSION REQUIREMENTS Students must take all of the following: ECH 3003 ECH 3007 N/A Level 4 COMPULSORY OPTIONAL PROGRESSION REQUIREMENTS 4
Students must take all of the following: N/A: ECH 4006 ECH 4007 12.3 Non-compensatable modules. Modules may additionally be designated noncompensatable. Module level Module code Level 3 ECH 3003 ECH 3007 Level 4 ECH 4006 ECH 4007 13. A curriculum map relating programme learning outcomes to modules See Curriculum Map attached. 14. Information about assessment regulations Two modules provide 40 credits at level 4 and one module provides 30 credits at level 3 and are assessed through coursework. Assessment criteria are provided in each module narrative. Students who fail a module have the right to resubmit coursework. A maximum grade of 16 will then apply. 15. Placement opportunities, requirements and support (if applicable) In accordance with CWDC requirements for EYPS, students on this programme will be expected to undertake placement work in early years settings in order to progress to the EYPS assessment process. Placement experience is tailored to meet the needs of individual students in negotiation with early years settings so that students can demonstrate professional practice and leadership across the whole 0 5 age range. An enhanced CRB check is required for placement experience. Students will be aided in finding placements by the course team and our local authority partners. 16. Future careers (if applicable) In addition to the PG Cert, the EYPS Full Pathway also includes the common assessment process for EYPS set by the CWDC. Early Years Professionals are central to the Government s vision of improving the quality of early years provision. As an Early Years Professional you will have the expertise to lead practice across the Early Years Foundation Stage and have opportunities for employment within the wider early years sector. 5
17. Particular support for learning (if applicable) Students attend an induction programme and receive a course handbook. Module sessions and tutorials offer support to students to develop the skills required by successful graduates. Students are provided with a module introduction and supporting materials by individual tutors. Placements are supported by personal supervision by a named tutor. The University provides a central support system for students. IRLS provide extra support for students who require help with areas such as essay writing and numeracy. In addition to this tutors are available for booked tutorials and provide drop in sessions twice a week. They can be accessed by email at any time. Tutors research activities are used in modules to enhance and support student learning. Students with disabilities will receive support from central university services and their learning will be supported by the provision, where possible, of materials in a suitable format. 18. JACS code (or other relevant coding system) 19. Relevant QAA subject benchmark group(s) 20. Reference points Early Years Professional Studies will be subject to normal university procedures including QAA Institutional Audit, internal reviews and external examiner annual reports. Early Years Professional Status is validated by CWDC. 21. Other information This handbook should be read in conjunction with the EYPS Candidate Handbook (CWDC, 2008) Please note: this specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve if s/he takes full advantage of the learning opportunities that are provided. 6
Curriculum map for PG Cert in Early Years Professional Studies This section shows the highest level at which programme outcomes are to be achieved by all graduates, and maps programme learning outcomes against the modules in which they are assessed. Programme outcomes highest level to be achieved by all graduates A1 A2 A3 A4 A5 A6 A7 B1 B2 B3 B4 B5 B6 C1 C2 C3 C4 C5 C6 D1 D2 D3 D4 D5 D6 D7 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 Module Title Professional Practice and Contemporary Issues for the EYPS An Introduction to Early Childhood Studies and Child Development for the EYPS Curriculum Studies for the EYPS; The Early Years Foundation Stage EYPS: Placement Preparation and experience module Module Programme outcomes Code by Level ECH 4006 / / / / / / / / / / / / / / / / / / A1 A2 A3 A4 A5 A6 A7 B1 B2 B3 B4 B5 C1 C2 C3 C4 C5 C6 D1 D2 D3 D4 D5 D6 D7 ECH 4007 / / / / / / / / / / / / / / / / / ECH 3003 / / / / / / / / / / / / / / / / / / ECH 3007
Programme learning outcomes Knowledge and understanding A1 A2 A3 A4 A5 A6 A7 Current and historical ideologies, philosophies and political ideas and their influence on education and educators. The role that early years education practices play in society. Analytical and evaluative skills relating to main theories and research evidence governing the cognitive, social, emotional and physical development of young children. The diversity, complexity and changing nature of education and childcare with reference to early years. Current research and research methods used in the field of early years studies. The professional requirements demanded of those who work within early years settings Current practice and procedures in the management of childcare and early years educational settings Cognitive skills B1 Identify and reflect on potential connections and discontinuities between theory, policy and practice in working with early years children. B2 Critically analyse and challenge received views, concepts and theories of education and childcare and show a willingness to accommodate new ideas. B3 Demonstrate an understanding of the strengths and limitations of theory and research. Practical skills C1 Present ideas precisely and convincingly in a variety of written formats. C2 C3 C4 C5 C6 Communicate effectively orally in a variety of settings and for different audiences. Use ICT resources effectively for producing written material and researching. Participate and contribute to groups in a variety of learning situations. Engage effectively in problem solving activities in written assignments, independent study and proposition modules. Apply research skills such as observation and interviewing in real life situations. Graduate Skills D1 D2 D3
B4 B5 Construct a reasoned argument based on sound theory and be able to substantiate independent points of view. Carry out a piece of independently researched study based on secondary research. D4 D5 D6 D7