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.

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.

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.

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.