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FD Foundation Degree in Early Childhood Studies Full Time

Academic Year 2017/18

A programme specification is required for any programme on which a student may be registered. All programmes of the University are subject to the University's Quality Assurance and Enhancement processes as set out in the DASA Policies and Procedures Manual.

Programme Title

FD Foundation Degree in Early Childhood Studies Full Time

Final Award
(exit route if applicable for Postgraduate Taught Programmes)

Foundation Degree

Programme Code

ECS-FND-S

UCAS Code

LX53

JACS Code

X310 (DESCR) 100

Criteria for Admissions

Entrants other than those of mature age (i.e. not less than 21 years of age on October 1 of the proposed year of entry), must satisfy the General University Entrance Requirements and meet any specific entry requirements for this pathway go to http://www.qub.ac.uk/ado/. Details of specific entry requirements may be obtained from the Academic Registry Office in Stranmillis University College.

2 A’ levels – normally grades CC or
GCSE (or equivalent) - English Language and Mathematics at Grade C or above (Level 2 Essential Skills in Communication is acceptable in lieu of a grade C in GCSE English Language, however Level 2 Application of Number cannot be substituted for GCSE Mathematics); and one of the following:

a) A Levels: minimum grades CC (specific A
Level subjects may be requested). Specific GCSE subjects may be requested.

b) EDEXCEL: BTEC Extended Diploma (18 units – 180 credits) in a relevant discipline, with a minimum of Merit or above in at least half of the units taken (relevant units may be specified) and Passes in the remaining units, or equivalent.

c) Irish Leaving Certificate: A minimum of five subjects including grades BBCC at Higher Level (specific subjects may be requested at Higher or Ordinary level).

d) Scottish Highers: minimum Grades BBCC (specific subjects may be requested at Higher or standard/Intermediate/National 5 levels).

e) Access Course: A minimum of 55% average in a relevant discipline, (specific subjects may be requested).

f) Level 3 Qualification CCLD/EYCE or Classroom Assistant or Teaching Assistant
g) Applicants that do not meet the academic admissions criteria may apply through the Recognition of Prior Experiential Learning (RPEL)

Applicants may be required to attend for interview.

Credit may be given to a maximum of 80 CATS points. Credit transfer will not be permitted for study undertaken earlier than three years prior to entry.

ATAS Clearance Required

No

Health Check Required

No

Portfolio Required

Interview Required

Mode of Study

Full Time

Type of Programme

Single Honours

Length of Programme

2 Academic Year(s)

Total Credits for Programme

240

Exit Awards available

INSTITUTE INFORMATION

Awarding Institution/Body

Stranmillis University College

Teaching Institution

Belfast Metropolitan College

School/Department

Stranmillis University College

Framework for Higher Education Qualification Level 
http://www.qaa.ac.uk/publications/information-and-guidance

Level 5

QAA Benchmark Group
http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/subject-benchmark-statements

N/A

Accreditations (PSRB)

External Examiner Name:

External Examiner Institution/Organisation

Ms V Bennett

Bath Spa University

REGULATION INFORMATION

Does the Programme have any approved exemptions from the University General Regulations
(Please see General Regulations)

N/A

Programme Specific Regulations

At each level the WBL modules, Professional Practice 1 And Professional Practice 2 must be passed. Compensation between elements of these modules may be permitted at the discretion of the Board of Examiner’s, as long as no one element falls below 35%. Where the record of student hours on placement does not meet the recommended levels, the student may be required to undertake additional placement hours in order to pass the module; consideration of individual cases will be heard at the relevant Board of Examiner’s meeting.

The limited number of F/T MASN places allocated to Stranmillis University College for the BA (ECS) programme means that students will have to receive a significant amount of academic advice and guidance in order to make effective choices. There is no externally imposed limit to P/T numbers on the BA programme.
Having successfully completed their FD, as evidenced by the minutes of the Board of Examiner’s meeting in the June of each academic year, students may be seeking to join the BA programme to complete Levels 2 & 3 at Honours level. Any student who does not have their results processed by the June Board [due to medical circumstances] may still be eligible for consideration of articulation in that academic year, subject to the numbers of available places. It is intended to manage the numbers coming forward for articulation to the full-time cohort of the BA through student self-selection and analysing levels of achievement.
Those FD students who wish to be considered for articulation to the full-time BA programme will indicate their preference for consideration by the FD (ECS) Programme Committee; under the terms of the QUB Regulations for articulation from Foundation Degrees. Their FD results, processed at the FD Board of Examiner’s meeting of June (and potentially for a small number of medically absent students, the resit Board in August) in their final academic year of each academic year, will be considered for a place at stage II, if they have an eligible score, higher than at least 55%. This achievement band may well have to be enhanced, at the discretion of the FD (ECS) Programme Committee, in order to maintain adherence to the MASN cap imposed upon Stranmillis University College. Those students who do not achieve an overall classification score of 55% may be considered for entry to stage 1 of the Honours degree programme.
Qualifying students will, in the first instance, be offered the full-time articulation route. In the event of anyone deciding against this choice, their place will then be offered to the next eligible candidate until all available places are filled; offers to the full-time honours programme may not be deferred. In the event of ‘tied’ places, the Selection panel from Stranmillis (comprising of the FD (ECS) Board of Examiners + Head of ECS) will give consideration to achievement in the Professional Practice modules (1 & 2) of the FD, as an indication of a candidate’s suitability. The ‘tied’ candidate with the highest scores (amalgamated) in these modules will be awarded the available place.
Unsuccessful candidates in this process of managing the numbers articulating to the full-time Honours programme, who are eligible for stage II articulation, will be offered part-time places on the BA (Hons) ECS programme.
Those FD students who do not ‘self-select’ for consideration of a full-time BA place, will indicate their intention to either articulate to the part-time programme of the BA (ECS) programme; or, they will exit their studies with a FD (ECS).

Students with protected characteristics

N/A

Are students subject to Fitness to Practise Regulations

(Please see General Regulations)

No

EDUCATIONAL AIMS OF PROGRAMME

The Foundation degree aims to provide the field of early years with qualified professionals who will be competent in their undertaking of the complex roles inherent in the variety of contexts, which constitute employment opportunities for the resulting graduates.

The Foundation degree aims to:

Respond to the local and national requirement for a course which will meet the need for high quality training to a graduate qualification for a range of professionals in the field of 'Educare';

Break down barriers between professionals thus reducing the risk that the needs of children and their families will not be fully met;

Meet the needs of the client group by providing a wide range of knowledge, skill, experience and expertise drawn from relevant professional perspectives which they require;

Provide a structure which will be sufficiently flexible to meet client needs but also provide a degree of coherence and cohesiveness that is supportive of its members and gives the group its identity;

Recognise and build on the richness and variety of the experience, knowledge and skills course members will bring as a valuable resource, and to acknowledge this formally by accrediting prior learning;

Strengthen the links between theory and practice and through work experience develop the concept of the reflective practitioner by building in support and opportunities for reflection on and analysis of practice;

Provide core modules which all students will take and which will enable students to develop a cohesive group identity and to understand the issues central to working with young children in a variety of contexts;

Employ a range of teaching methods which will include lectures, seminars, projects, discussion, video, visits, research and practice placements in order to supply students with a stimulating learning experience which will develop their analytical, oral and written skills;

Encourage the reflection and recording of the students' professional development by means of the Personal/Professional Development Portfolio, hereafter identified as the PP/DP, enabling students to become self-critical and reflective practitioners;

LEARNING OUTCOMES

Learning Outcomes: Cognitive Skills

On the completion of this course successful students will be able to:

Exercised analytical, critical and problem solving skills in the context of theory within the discipline, methods of enquiry, applications and interventions;

Teaching/Learning Methods and Strategies

A number of supportive structures within teaching, learning and assessment methods form the basis of students’ developing cognitive skills in the area of Early Childhood Studies. Both teaching and learning methods actively encourage students to develop their analytical and critical thinking skills. Students are frequently required to consider aspects of both practice and theoretical perspective. Problem solving activities, for example in the shape of case study considerations, form the basis of a significant number of seminar activities. Through these, students learn to apply their knowledge and understanding to situations, both real and imaginary, thus requiring the use of their cognitive abilities applied to the practical context.

In these situations, students increasingly direct their own learning and demonstrate their capacity to think both independently and collaboratively.

Teaching places heavy emphasis on the acquisition of research skills, including information retrieval, small-scale research design, data collection and analysis, and seeks to utilise these techniques across the levels to progressively build a student’s capacity to engage with this skill.

Methods of Assessment

Assessment methods are focused across the pathway on the requirement to communicate information in an accessible form which can be understood by different audiences, and allow the students to demonstrate their developing specialist cognitive skills.

Developed research skills and engaged with information retrieval, small-scale research design, data collection and analysis;

Teaching/Learning Methods and Strategies

A number of supportive structures within teaching, learning and assessment methods form the basis of students’ developing cognitive skills in the area of Early Childhood Studies. Both teaching and learning methods actively encourage students to develop their analytical and critical thinking skills. Students are frequently required to consider aspects of both practice and theoretical perspective. Problem solving activities, for example in the shape of case study considerations, form the basis of a significant number of seminar activities. Through these, students learn to apply their knowledge and understanding to situations, both real and imaginary, thus requiring the use of their cognitive abilities applied to the practical context.

In these situations, students increasingly direct their own learning and demonstrate their capacity to think both independently and collaboratively.

Teaching places heavy emphasis on the acquisition of research skills, including information retrieval, small-scale research design, data collection and analysis, and seeks to utilise these techniques across the levels to progressively build a student’s capacity to engage with this skill.

Methods of Assessment

Assessment methods are focused across the pathway on the requirement to communicate information in an accessible form which can be understood by different audiences, and allow the students to demonstrate their developing specialist cognitive skills.

Directed their own learning and thinking and developed the capacity to think independently and to collaborate within a critical community of learning;

Teaching/Learning Methods and Strategies

A number of supportive structures within teaching, learning and assessment methods form the basis of students’ developing cognitive skills in the area of Early Childhood Studies. Both teaching and learning methods actively encourage students to develop their analytical and critical thinking skills. Students are frequently required to consider aspects of both practice and theoretical perspective. Problem solving activities, for example in the shape of case study considerations, form the basis of a significant number of seminar activities. Through these, students learn to apply their knowledge and understanding to situations, both real and imaginary, thus requiring the use of their cognitive abilities applied to the practical context.

In these situations, students increasingly direct their own learning and demonstrate their capacity to think both independently and collaboratively.

Teaching places heavy emphasis on the acquisition of research skills, including information retrieval, small-scale research design, data collection and analysis, and seeks to utilise these techniques across the levels to progressively build a student’s capacity to engage with this skill.

Methods of Assessment

Assessment methods are focused across the pathway on the requirement to communicate information in an accessible form which can be understood by different audiences, and allow the students to demonstrate their developing specialist cognitive skills.

Displayed the capacity to communicate information in an accessible and understandable manner through both the written and spoken word, to different audiences and for different purposes;

Teaching/Learning Methods and Strategies

A number of supportive structures within teaching, learning and assessment methods form the basis of students’ developing cognitive skills in the area of Early Childhood Studies. Both teaching and learning methods actively encourage students to develop their analytical and critical thinking skills. Students are frequently required to consider aspects of both practice and theoretical perspective. Problem solving activities, for example in the shape of case study considerations, form the basis of a significant number of seminar activities. Through these, students learn to apply their knowledge and understanding to situations, both real and imaginary, thus requiring the use of their cognitive abilities applied to the practical context.

In these situations, students increasingly direct their own learning and demonstrate their capacity to think both independently and collaboratively.

Teaching places heavy emphasis on the acquisition of research skills, including information retrieval, small-scale research design, data collection and analysis, and seeks to utilise these techniques across the levels to progressively build a student’s capacity to engage with this skill.

Methods of Assessment

Assessment methods are focused across the pathway on the requirement to communicate information in an accessible form which can be understood by different audiences, and allow the students to demonstrate their developing specialist cognitive skills.

Exercised analytical and problem solving skills in the context of professional placement.

Teaching/Learning Methods and Strategies

A number of supportive structures within teaching, learning and assessment methods form the basis of students’ developing cognitive skills in the area of Early Childhood Studies. Both teaching and learning methods actively encourage students to develop their analytical and critical thinking skills. Students are frequently required to consider aspects of both practice and theoretical perspective. Problem solving activities, for example in the shape of case study considerations, form the basis of a significant number of seminar activities. Through these, students learn to apply their knowledge and understanding to situations, both real and imaginary, thus requiring the use of their cognitive abilities applied to the practical context.

In these situations, students increasingly direct their own learning and demonstrate their capacity to think both independently and collaboratively.

Teaching places heavy emphasis on the acquisition of research skills, including information retrieval, small-scale research design, data collection and analysis, and seeks to utilise these techniques across the levels to progressively build a student’s capacity to engage with this skill.

Methods of Assessment

Assessment methods are focused across the pathway on the requirement to communicate information in an accessible form which can be understood by different audiences, and allow the students to demonstrate their developing specialist cognitive skills.

Learning Outcomes: Transferable Skills

On the completion of this course successful students will be able to:

On completion of their Foundation Degree Early Childhood Studies degree programme students will have developed the ability to demonstrate the following transferable skills:

Level 1

Observe and evaluate/ identify
Work collaboratively
Use dialogue skills effectively to engage in discussion and debate
Prepare and deliver oral presentations
Effectively use and develop skills in I.C.T.
Successfully manage information
Access and review literature from a variety of sources;
Outline bodies of knowledge
Engage in word processing
Set and meet goals and personal targets
Access, collate and review literature/data and cite references accurately in written tasks
Communicate effectively in verbal, written and presentational form
Develop personal competence in the use of ICT
Develop methods, techniques and processes, which relate to confidentiality, data protection and security of information

Teaching/Learning Methods and Strategies

The teaching, learning and assessment of the full range of transferable skills are integrated across Foundation degree programme. Teaching in subject specific contexts allows students to experience each of the transferable skills in a rotational and progressive way. Seminar activities in particular provide a context in which these skills can be fostered as students interact, debate, collaborate and discuss a range of issues pertinent to the module under study.

Methods of Assessment

The assessment methods employed across the range of modules affords the opportunity to examine and quantify each student’s developing capacity in this area. For example, the initial and reflective accounts of student learning required in each section of their PP/DP confront students with the opportunity to monitor their own progress and set and evaluate targets in relation to their learning.

On completion of their Foundation Degree Early Childhood Studies degree programme students will have developed the ability to demonstrate the following transferable skills:

Level 2

Develop methods, techniques and processes which relate to confidentiality, data protection and security of information
Work as a member of a team
Study independently
Critically reflect and analyse;
Engage in practitioner enquiry;
Be an effective team leader;
Be an effective manager
Successfully undertake research techniques and methodologies
Submit bodies of knowledge to critical analyse
Reflect upon and manage career development
Engage in reflective thinking

Teaching/Learning Methods and Strategies

The teaching, learning and assessment of the full range of transferable skills are integrated across Foundation degree programme. Teaching in subject specific contexts allows students to experience each of the transferable skills in a rotational and progressive way. Seminar activities in particular provide a context in which these skills can be fostered as students interact, debate, collaborate and discuss a range of issues pertinent to the module under study.

Methods of Assessment

The assessment methods employed across the range of modules affords the opportunity to examine and quantify each student’s developing capacity in this area. For example, the initial and reflective accounts of student learning required in each section of their PP/DP confront students with the opportunity to monitor their own progress and set and evaluate targets in relation to their learning.

Learning Outcomes: Knowledge & Understanding

On the completion of this course successful students will be able to:

On completion of their Foundation Degree Early Childhood Studies degree programme students will have:

Engaged in in-depth investigations of the context and development of early childhood services in Northern Ireland, the United Kingdom and a variety of international contexts;

Teaching/Learning Methods and Strategies

The approach adopted to teaching, learning and assessment will provide students with experiences which are progressive as the pathway moves forward. Students will be encouraged to move to a position of independent learning through a series of guided teaching experiences. Learning at Level 1 will concentrate on providing a foundation to each students’ understanding of Child Development, the highly complex role of an Early Years practitioner and the reciprocal nature of the learning and exchange of knowledge occurring between adults and children.
Learning at Level 2 will expand and build on the student’s experience at level 1 and deepen their understanding of the role of the Early Years Practitioner.

A blended learning approach will be adopted with regard to delivery, incorporating the virtual learning environment. At all times teaching will take account of the need to integrate theoretical perspectives with practice from settings providing services for young children and their families. Students will, therefore, be learning how to apply their enhanced knowledge base to a variety of placement/employed contexts. Their direct placement learning will provide the opportunity for this. Tutors will encourage this through discussion and seminar tasks related to modular content within taught sessions; they will use their visits to monitor this and will provide feedback to the students on placement in relation to their development in this regard.

Teaching will place a heavy emphasis on the growing body of literature which now underpins this area of study. At Level 1 students will guided through these sources, with teaching methods demonstrating to students how they gain increased independence in accessing and retrieving such information. At Level 2 students will be expected to take greater ownership of this process and use materials they have sourced to support the development of their thinking. This will also provide a means of supporting and underpinning the decisions students make with regard to practice in their professional settings.

Teaching also takes place through the use of each students’ experience in the Placement/Employed context as a framework for exploration and learning. These are integral to the teaching process and are used as the basis for group discussion, seminar activity, assessment activity and the overall developing competence of the students.

Methods of Assessment

Assessment will match the learning outcomes of the various modules and seeks to provide both formative and summative feedback to students at all stages. This includes direct assessment of the students’ workplaced-based professional practice. A variety of methods are chosen to allow for the broad base of learning outcomes to be examined and also the range of students’ backgrounds, interests and styles of learning.

The course recognises the need to incorporate innovative and dynamic assessment techniques, including self-evaluation. Of particular importance for this course is the development of a PP/DP which systemically charts each student’s developing thinking, understanding, and competence in the field of practice.

The range of assessment methods used includes the PP/DP, oral presentations, self-reflective accounts, and essays, as well as a range of examination methods.

Sought to gain knowledge and understanding of the processes of early childhood education and care from a variety of perspectives;

Teaching/Learning Methods and Strategies

The approach adopted to teaching, learning and assessment will provide students with experiences which are progressive as the pathway moves forward. Students will be encouraged to move to a position of independent learning through a series of guided teaching experiences. Learning at Level 1 will concentrate on providing a foundation to each students’ understanding of Child Development, the highly complex role of an Early Years practitioner and the reciprocal nature of the learning and exchange of knowledge occurring between adults and children.
Learning at Level 2 will expand and build on the student’s experience at level 1 and deepen their understanding of the role of the Early Years Practitioner.

A blended learning approach will be adopted with regard to delivery, incorporating the virtual learning environment. At all times teaching will take account of the need to integrate theoretical perspectives with practice from settings providing services for young children and their families. Students will, therefore, be learning how to apply their enhanced knowledge base to a variety of placement/employed contexts. Their direct placement learning will provide the opportunity for this. Tutors will encourage this through discussion and seminar tasks related to modular content within taught sessions; they will use their visits to monitor this and will provide feedback to the students on placement in relation to their development in this regard.

Teaching will place a heavy emphasis on the growing body of literature which now underpins this area of study. At Level 1 students will guided through these sources, with teaching methods demonstrating to students how they gain increased independence in accessing and retrieving such information. At Level 2 students will be expected to take greater ownership of this process and use materials they have sourced to support the development of their thinking. This will also provide a means of supporting and underpinning the decisions students make with regard to practice in their professional settings.

Teaching also takes place through the use of each students’ experience in the Placement/Employed context as a framework for exploration and learning. These are integral to the teaching process and are used as the basis for group discussion, seminar activity, assessment activity and the overall developing competence of the students.

Methods of Assessment

Assessment will match the learning outcomes of the various modules and seeks to provide both formative and summative feedback to students at all stages. This includes direct assessment of the students’ workplaced-based professional practice. A variety of methods are chosen to allow for the broad base of learning outcomes to be examined and also the range of students’ backgrounds, interests and styles of learning.

The course recognises the need to incorporate innovative and dynamic assessment techniques, including self-evaluation. Of particular importance for this course is the development of a PP/DP which systemically charts each student’s developing thinking, understanding, and competence in the field of practice.

The range of assessment methods used includes the PP/DP, oral presentations, self-reflective accounts, and essays, as well as a range of examination methods.

Participated in a critical community of learning;

Teaching/Learning Methods and Strategies

The approach adopted to teaching, learning and assessment will provide students with experiences which are progressive as the pathway moves forward. Students will be encouraged to move to a position of independent learning through a series of guided teaching experiences. Learning at Level 1 will concentrate on providing a foundation to each students’ understanding of Child Development, the highly complex role of an Early Years practitioner and the reciprocal nature of the learning and exchange of knowledge occurring between adults and children.
Learning at Level 2 will expand and build on the student’s experience at level 1 and deepen their understanding of the role of the Early Years Practitioner.

A blended learning approach will be adopted with regard to delivery, incorporating the virtual learning environment. At all times teaching will take account of the need to integrate theoretical perspectives with practice from settings providing services for young children and their families. Students will, therefore, be learning how to apply their enhanced knowledge base to a variety of placement/employed contexts. Their direct placement learning will provide the opportunity for this. Tutors will encourage this through discussion and seminar tasks related to modular content within taught sessions; they will use their visits to monitor this and will provide feedback to the students on placement in relation to their development in this regard.

Teaching will place a heavy emphasis on the growing body of literature which now underpins this area of study. At Level 1 students will guided through these sources, with teaching methods demonstrating to students how they gain increased independence in accessing and retrieving such information. At Level 2 students will be expected to take greater ownership of this process and use materials they have sourced to support the development of their thinking. This will also provide a means of supporting and underpinning the decisions students make with regard to practice in their professional settings.

Teaching also takes place through the use of each students’ experience in the Placement/Employed context as a framework for exploration and learning. These are integral to the teaching process and are used as the basis for group discussion, seminar activity, assessment activity and the overall developing competence of the students.

Methods of Assessment

Assessment will match the learning outcomes of the various modules and seeks to provide both formative and summative feedback to students at all stages. This includes direct assessment of the students’ workplaced-based professional practice. A variety of methods are chosen to allow for the broad base of learning outcomes to be examined and also the range of students’ backgrounds, interests and styles of learning.

The course recognises the need to incorporate innovative and dynamic assessment techniques, including self-evaluation. Of particular importance for this course is the development of a PP/DP which systemically charts each student’s developing thinking, understanding, and competence in the field of practice.

The range of assessment methods used includes the PP/DP, oral presentations, self-reflective accounts, and essays, as well as a range of examination methods.

Demonstrate their understanding of the critical role they undertake in professional
context;

Teaching/Learning Methods and Strategies

The approach adopted to teaching, learning and assessment will provide students with experiences which are progressive as the pathway moves forward. Students will be encouraged to move to a position of independent learning through a series of guided teaching experiences. Learning at Level 1 will concentrate on providing a foundation to each students’ understanding of Child Development, the highly complex role of an Early Years practitioner and the reciprocal nature of the learning and exchange of knowledge occurring between adults and children.
Learning at Level 2 will expand and build on the student’s experience at level 1 and deepen their understanding of the role of the Early Years Practitioner.

A blended learning approach will be adopted with regard to delivery, incorporating the virtual learning environment. At all times teaching will take account of the need to integrate theoretical perspectives with practice from settings providing services for young children and their families. Students will, therefore, be learning how to apply their enhanced knowledge base to a variety of placement/employed contexts. Their direct placement learning will provide the opportunity for this. Tutors will encourage this through discussion and seminar tasks related to modular content within taught sessions; they will use their visits to monitor this and will provide feedback to the students on placement in relation to their development in this regard.

Teaching will place a heavy emphasis on the growing body of literature which now underpins this area of study. At Level 1 students will guided through these sources, with teaching methods demonstrating to students how they gain increased independence in accessing and retrieving such information. At Level 2 students will be expected to take greater ownership of this process and use materials they have sourced to support the development of their thinking. This will also provide a means of supporting and underpinning the decisions students make with regard to practice in their professional settings.

Teaching also takes place through the use of each students’ experience in the Placement/Employed context as a framework for exploration and learning. These are integral to the teaching process and are used as the basis for group discussion, seminar activity, assessment activity and the overall developing competence of the students.

Methods of Assessment

Assessment will match the learning outcomes of the various modules and seeks to provide both formative and summative feedback to students at all stages. This includes direct assessment of the students’ workplaced-based professional practice. A variety of methods are chosen to allow for the broad base of learning outcomes to be examined and also the range of students’ backgrounds, interests and styles of learning.

The course recognises the need to incorporate innovative and dynamic assessment techniques, including self-evaluation. Of particular importance for this course is the development of a PP/DP which systemically charts each student’s developing thinking, understanding, and competence in the field of practice.

The range of assessment methods used includes the PP/DP, oral presentations, self-reflective accounts, and essays, as well as a range of examination methods.

Demonstrated their competence to plan, implement and evaluate their effectiveness of a range of activities within the work placement context:

Teaching/Learning Methods and Strategies

The approach adopted to teaching, learning and assessment will provide students with experiences which are progressive as the pathway moves forward. Students will be encouraged to move to a position of independent learning through a series of guided teaching experiences. Learning at Level 1 will concentrate on providing a foundation to each students’ understanding of Child Development, the highly complex role of an Early Years practitioner and the reciprocal nature of the learning and exchange of knowledge occurring between adults and children.
Learning at Level 2 will expand and build on the student’s experience at level 1 and deepen their understanding of the role of the Early Years Practitioner.

A blended learning approach will be adopted with regard to delivery, incorporating the virtual learning environment. At all times teaching will take account of the need to integrate theoretical perspectives with practice from settings providing services for young children and their families. Students will, therefore, be learning how to apply their enhanced knowledge base to a variety of placement/employed contexts. Their direct placement learning will provide the opportunity for this. Tutors will encourage this through discussion and seminar tasks related to modular content within taught sessions; they will use their visits to monitor this and will provide feedback to the students on placement in relation to their development in this regard.

Teaching will place a heavy emphasis on the growing body of literature which now underpins this area of study. At Level 1 students will guided through these sources, with teaching methods demonstrating to students how they gain increased independence in accessing and retrieving such information. At Level 2 students will be expected to take greater ownership of this process and use materials they have sourced to support the development of their thinking. This will also provide a means of supporting and underpinning the decisions students make with regard to practice in their professional settings.

Teaching also takes place through the use of each students’ experience in the Placement/Employed context as a framework for exploration and learning. These are integral to the teaching process and are used as the basis for group discussion, seminar activity, assessment activity and the overall developing competence of the students.

Methods of Assessment

Assessment will match the learning outcomes of the various modules and seeks to provide both formative and summative feedback to students at all stages. This includes direct assessment of the students’ workplaced-based professional practice. A variety of methods are chosen to allow for the broad base of learning outcomes to be examined and also the range of students’ backgrounds, interests and styles of learning.

The course recognises the need to incorporate innovative and dynamic assessment techniques, including self-evaluation. Of particular importance for this course is the development of a PP/DP which systemically charts each student’s developing thinking, understanding, and competence in the field of practice.

The range of assessment methods used includes the PP/DP, oral presentations, self-reflective accounts, and essays, as well as a range of examination methods.

Learning Outcomes: Subject Specific

On the completion of this course successful students will be able to:

On completion of their Foundation Degree Early Childhood Studies degree programme students will have:

Engaged in a multi-professional approach as they understand and respond to the issues central to working with young children and their families in a variety of settings and communities;

Teaching/Learning Methods and Strategies

The developing subject specialism of Early Childhood Studies has created a context for specific skills to be developed among the range of professionals who interact with children and their families. Thus the degree course seeks to use teaching, learning and assessment methods which highlight for students how important their developing competence is. In relation to this subject area a number of issues can be highlighted which are specifically addressed to enhance the unique perspective which is presented by the degree course. Teaching methods seek to illuminate these issues for students and highlight the areas which can be best addressed through multi-disciplinary working practices. Thus, teaching takes account of a broad spectrum of expertise in the field, presenting a holistic picture of child development issues, education practices and care concerns. Teaching also utilises liaison with other fields of study and professionals through accessing a variety of perspectives on issues to present a rounded picture of the skills necessary to progress in this area.

Teaching focuses heavily on how students can respond to the needs of children and on demonstrating how these needs can be assessed and analysed. In this way, the role of the students as advocates for children is emphasised and encouraged.

Thus, the course seeks to help students in their learning as they progress from a position where they are developing their subject specific skills to one where they are demonstrating the capacity to plan and respond to professional challenges.
The teaching on the programme, the learning experience of the student and their developing knowledge and understanding of this field of study culminates in the demonstration of their capacity to apply subject skills in a practical way for the benefit of children, families and communities.

Methods of Assessment

Assessment methods, especially the PP/DP, encourage students to evaluate the uniqueness of their learning in this developing field of study and to use skills of reflection and evaluation to challenge and expand their thinking and practice.

Liaised competently with a wide variety of agencies in the fields of education, social welfare and health and thereby effectively applied childcare policies and responded to legislative demands;

Teaching/Learning Methods and Strategies

The developing subject specialism of Early Childhood Studies has created a context for specific skills to be developed among the range of professionals who interact with children and their families. Thus the degree course seeks to use teaching, learning and assessment methods which highlight for students how important their developing competence is. In relation to this subject area a number of issues can be highlighted which are specifically addressed to enhance the unique perspective which is presented by the degree course. Teaching methods seek to illuminate these issues for students and highlight the areas which can be best addressed through multi-disciplinary working practices. Thus, teaching takes account of a broad spectrum of expertise in the field, presenting a holistic picture of child development issues, education practices and care concerns. Teaching also utilises liaison with other fields of study and professionals through accessing a variety of perspectives on issues to present a rounded picture of the skills necessary to progress in this area.

Teaching focuses heavily on how students can respond to the needs of children and on demonstrating how these needs can be assessed and analysed. In this way, the role of the students as advocates for children is emphasised and encouraged.

Thus, the course seeks to help students in their learning as they progress from a position where they are developing their subject specific skills to one where they are demonstrating the capacity to plan and respond to professional challenges.
The teaching on the programme, the learning experience of the student and their developing knowledge and understanding of this field of study culminates in the demonstration of their capacity to apply subject skills in a practical way for the benefit of children, families and communities.

Methods of Assessment

Assessment methods, especially the PP/DP, encourage students to evaluate the uniqueness of their learning in this developing field of study and to use skills of reflection and evaluation to challenge and expand their thinking and practice.

Responded to the needs of children and families in relation to child care issues;

Teaching/Learning Methods and Strategies

The developing subject specialism of Early Childhood Studies has created a context for specific skills to be developed among the range of professionals who interact with children and their families. Thus the degree course seeks to use teaching, learning and assessment methods which highlight for students how important their developing competence is. In relation to this subject area a number of issues can be highlighted which are specifically addressed to enhance the unique perspective which is presented by the degree course. Teaching methods seek to illuminate these issues for students and highlight the areas which can be best addressed through multi-disciplinary working practices. Thus, teaching takes account of a broad spectrum of expertise in the field, presenting a holistic picture of child development issues, education practices and care concerns. Teaching also utilises liaison with other fields of study and professionals through accessing a variety of perspectives on issues to present a rounded picture of the skills necessary to progress in this area.

Teaching focuses heavily on how students can respond to the needs of children and on demonstrating how these needs can be assessed and analysed. In this way, the role of the students as advocates for children is emphasised and encouraged.

Thus, the course seeks to help students in their learning as they progress from a position where they are developing their subject specific skills to one where they are demonstrating the capacity to plan and respond to professional challenges.
The teaching on the programme, the learning experience of the student and their developing knowledge and understanding of this field of study culminates in the demonstration of their capacity to apply subject skills in a practical way for the benefit of children, families and communities.

Methods of Assessment

Assessment methods, especially the PP/DP, encourage students to evaluate the uniqueness of their learning in this developing field of study and to use skills of reflection and evaluation to challenge and expand their thinking and practice.

Developed the capacity to be an advocate for children;

Teaching/Learning Methods and Strategies

The developing subject specialism of Early Childhood Studies has created a context for specific skills to be developed among the range of professionals who interact with children and their families. Thus the degree course seeks to use teaching, learning and assessment methods which highlight for students how important their developing competence is. In relation to this subject area a number of issues can be highlighted which are specifically addressed to enhance the unique perspective which is presented by the degree course. Teaching methods seek to illuminate these issues for students and highlight the areas which can be best addressed through multi-disciplinary working practices. Thus, teaching takes account of a broad spectrum of expertise in the field, presenting a holistic picture of child development issues, education practices and care concerns. Teaching also utilises liaison with other fields of study and professionals through accessing a variety of perspectives on issues to present a rounded picture of the skills necessary to progress in this area.

Teaching focuses heavily on how students can respond to the needs of children and on demonstrating how these needs can be assessed and analysed. In this way, the role of the students as advocates for children is emphasised and encouraged.

Thus, the course seeks to help students in their learning as they progress from a position where they are developing their subject specific skills to one where they are demonstrating the capacity to plan and respond to professional challenges.
The teaching on the programme, the learning experience of the student and their developing knowledge and understanding of this field of study culminates in the demonstration of their capacity to apply subject skills in a practical way for the benefit of children, families and communities.

Methods of Assessment

Assessment methods, especially the PP/DP, encourage students to evaluate the uniqueness of their learning in this developing field of study and to use skills of reflection and evaluation to challenge and expand their thinking and practice.

Applied their knowledge and expertise to the learning context of children within placements

Teaching/Learning Methods and Strategies

The developing subject specialism of Early Childhood Studies has created a context for specific skills to be developed among the range of professionals who interact with children and their families. Thus the degree course seeks to use teaching, learning and assessment methods which highlight for students how important their developing competence is. In relation to this subject area a number of issues can be highlighted which are specifically addressed to enhance the unique perspective which is presented by the degree course. Teaching methods seek to illuminate these issues for students and highlight the areas which can be best addressed through multi-disciplinary working practices. Thus, teaching takes account of a broad spectrum of expertise in the field, presenting a holistic picture of child development issues, education practices and care concerns. Teaching also utilises liaison with other fields of study and professionals through accessing a variety of perspectives on issues to present a rounded picture of the skills necessary to progress in this area.

Teaching focuses heavily on how students can respond to the needs of children and on demonstrating how these needs can be assessed and analysed. In this way, the role of the students as advocates for children is emphasised and encouraged.

Thus, the course seeks to help students in their learning as they progress from a position where they are developing their subject specific skills to one where they are demonstrating the capacity to plan and respond to professional challenges.
The teaching on the programme, the learning experience of the student and their developing knowledge and understanding of this field of study culminates in the demonstration of their capacity to apply subject skills in a practical way for the benefit of children, families and communities.

Methods of Assessment

Assessment methods, especially the PP/DP, encourage students to evaluate the uniqueness of their learning in this developing field of study and to use skills of reflection and evaluation to challenge and expand their thinking and practice.

MODULE INFORMATION

Programme Requirements

Module Title

Module Code

Level/ stage

Credits

Availability

Duration

Pre-requisite

 

Assessment

 

 

 

 

S1

S2

 

 

Core

Option

Coursework %

Practical %

Examination %

Shared Perspectives

SFD1001

1

20

12 weeks

N

YES

50%

0%

50%

The Acquisition of Language and Communication Skills

SFD1021

1

20

12 weeks

N

YES

100%

0%

0%

Child Development

SFD1031

1

20

YES

12 weeks

N

YES

100%

0%

0%

Working with Babies 0-3 Years

SFD2001

2

20

YES

12 weeks

N

YES

50%

0%

50%

Safeguarding Children

SFD2031

2

20

YES

12 weeks

N

YES

0%

50%

50%

Historical Overview of the Development of Early Years Provision

SFD1011

1

20

12 weeks

N

YES

50%

0%

50%

Quality Provision in Early Years

SFD1061

1

20

YES

12 weeks

N

YES

50%

0%

50%

Learning through Play

SFD1071

1

20

YES

12 weeks

N

YES

60%

40%

0%

Science and Technology in the Early Years

SFD2011

2

20

YES

12 weeks

N

YES

100%

0%

0%

Anti Discriminatory Practice and Inclusion in the Early Years Environment FT

SFD2061

2

20

YES

12 weeks

N

YES

50%

50%

0%

Working with Children with Special Needs

SFD2071

2

20

YES

12 weeks

N

YES

100%

0%

0%

Professional Practice 1 (FT)

SFD1041

1

20

12 weeks

N

YES

100%

0%

0%

Professional Practice 2 (FT)

SFD2041

2

20

12 weeks

N

YES

100%

0%

0%

Developing Skills and Strategies for Managing Children's Behaviour

SFD2021

2

20

YES

12 weeks

N

YES

100%

0%

0%

Notes