Programme Approval Proforma · 2019-02-28 · Programme Approval Proforma 1 School Education and Social Sciences 2 Title of Programme Early Childhood Studies 3 Award (e.g. FdA, FdSc)

FA Fded Early Childhood Studies V1.7 Website Page 1

Programme Approval Proforma

1 School Education and Social Sciences

2 Title of Programme Early Childhood Studies

3 Award (e.g. FdA, FdSc) FdEd

4

Contained Award (list the contained awards available for those students who do not complete the full programme; e.g. Certificate of HE for successful completion of 120 credits at Level 4)

Certificate of HE for completion of 120 credits at Level 4

5 UCAS code (if applicable) L520

6 JACS codes

7 Mode of Study (full or part-time)

Full-time and part-time

8 Duration (total number of years)

2 years full time, 3 years part-time

9 Number of weeks per academic year

31 UG Each trimester consists of eight weeks of module delivery.

Trimester 1 has an extra week in which students are prepared

for study at the new level.

10 Location of delivery University Centre, Grimsby

11 Accrediting Professional / Statutory Body (if applicable)

12 Entry requirements (including (CEFR) level)

Standard Offer A ‘standard’ offer for the degree will be 80 UCAS points at A’ Level, Level 3 CACHE Diploma, or equivalent; alternatively, a pass on the Access to HE Diploma of 60 credits (45 of which must be at level 3). For those students who intend to become Early Years Educators, it is important to note that due to Governmental changes, GCSE Maths and English will be compulsory at grade C or above. These students will be counselled individually via interview. Non-standard Offer


In line with the widening participation brief, the Institute encourages applications from those who lack academic qualifications. All such applicants will be interviewed, set a 1500 word essay and a judgement made taking into account their academic potential and relevant experience. Accreditation of Prior Learning Applicants may be admitted with credit for prior certificated learning (APcL) or work/life experience or other uncertificated learning (APcL) (see section 8.3 - Accreditation of prior learning (experiential and certificated) of the Higher Education Quality Handbook which can be found at http://www.grimsby.ac.uk/About-us/section8.html). International Admissions International students must evidence they possess a satisfactory command of English language in terms of reading, writing, listening and are expected to have achieved Level B2 on the Common European Framework of Reference for Language (CEFR), as defined by the UK Border Agency. The Institute recognised a wide range of entry qualifications as being equivalent to ‘A’ level standard; if students hold a qualification not listed above then please contact the HE Manger for Admissions and Administration for further guidance on +44 (0)1472 311222 ext. 1422. Criminal Records This programme may involve regular contact with children, young people and families including vulnerable adults, also known as regulated activity, as such an enhanced Disclosure and Barring Service (DBS) check must be completed prior to attending any placement. The cost of undertaking the DBS check is the responsibility of the student and the outcome of the DBS check will be considered on an individual basis.

13

Minimum number of students – for numbers less than this approval for the programme to start must be obtained

12

14 Degree classification weighting

Certificate stage

Intermediate/Foundation Degree stage

100%

15 Aims of the programme and distinctive features/fit with existing provision

The programme aims to deliver a foundation degree that will provide a challenging and high quality academic grounding for existing and future practitioners in the early years sector. It will seek to do this by encouraging students to develop a critical understanding of early years

http://www.grimsby.ac.uk/About-us/section8.html


practice. It aims to facilitate opportunities for students to develop their conceptual understanding in order that they are able to critically evaluate research, different policies, practices and approaches to the early years sector and to apply knowledge gained from this to their own future practice. The programme aims to develop:

An understanding of the key concepts and theoretical approaches that have developed, and continue to develop, in the early years sector.

Reflective practitioners who demonstrate core competencies and an ethical approach to early years practice

An understanding of the necessary practical skills to enable the effective application of key transferable skills

Distinctive Features The Foundation Degree in Early Childhood Studies will draw on a number of different disciplines to enable students to learn how children grow and develop, how they gain language, how children learn through play, how government legislation and policy affects children rights, welfare, education. Students will be able to understand and analyse the processes that shape childhood and children’s lives (QAA 2007). Practice learning opportunities (personal and practice development) will be integral to the degree and will be provided by a range of placement providers which include schools, pre-schools, private nursery settings, crèches and children’s centres. This foundation degree will provide those already working, or wishing to work, in the early years sector, an opportunity to demonstrate their academic ability together with their practical application skills. Furthermore if students wish to progress with their academic study, this degree provides a foundation for BA Hons Early Childhood Studies course. The knowledge and understanding students acquire at level 4 becomes the basis of student’s future progress as an early years practitioner. Students are introduced to various aspects of children’s lives and how societies construct childhood. There will be opportunities to investigate the changing nature of the early years sector and the need for qualified practitioners by undertaking critical modules in human growth and development, safeguarding children, observation and assessment and enabling environments. In addition the students will be introduced, via work based learning, to wider transferable skills that will support their personal, academic and professional development. At level 5 of study, students to evaluate the impact that legislation and the Early Years Foundation Stage (2012) has on early years as well as investigating the impact a changing society and early years provision can have on young children’s care and education. It is extremely important for early years practitioners to be able to understand the importance of a piece of research. By the end of their degree students will have the skills necessary for carrying out a piece of research. Other transferable skills will include communication and presentation skills. There will be a plenty of opportunities for students to expand their knowledge and understanding of research process and critically analyse published research papers. At the same time, students will be able to investigate how published research influences policy makers and their practices. Fit with Existing Provision The Foundation Degree in Early Childhood Studies was first validated in 2005 and re-validated in 2009 and 2013, and has become an increasingly successful and popular programme within the


portfolio of the School of Health and Social Care Sciences which covers a variety of sector areas including health, social care and education. To ensure that the programme is relevant and up to date in relation to the ever changing legislation, policies and guidance regarding the care and education of young children it is necessary to re-validate. The review has incorporated the revised Early Years Foundation Stage (EYFS) framework (2012) to ensure that students are able to develop sound knowledge and understanding of the legislative requirements for all early years practitioners. It is necessary to re-validate the programme for 2014 as this degree will now be awarded by the Grimsby Institute of Further and Higher Education. Progression and Employment Opportunities Upon qualification of the Foundation Degree in Early Childhood Studies students will have the necessary knowledge and skills to gain employment as an early years practitioner in the public, private or third sector. However students need to be aware of the government policy which states that Early Years educators require GCSE English and Maths, level C or above and Early Years teachers require GCSE English, Maths and Science, level C or above, commencing September 2014. There will be opportunity for students to further their academic studies at the University Centre, Grimsby via progression to the BA (top-up) in Early Childhood Studies. Graduates currently go on to a range of careers in the childhood studies area, as well as completing postgraduate qualifications, in order to work in education, health, legal and social work fields. Work Based Learning Work based learning (Personal and Practice Development) within the programme consists of 240 hours which must be completed within stages throughout the programme. All students are expected to be in placement by the commencement of the Personal and Practice Development 1 module and are expected to have completed a minimum of 50 hours by the end of this module. Students will be expected to present a signed log of hours at the end of Level 4. Failure to present this log will affect progression onto Level 5 of the Foundation Degree. The remaining balance of the work based learning hours will be carried out throughout the remainder of the programme. There is the general expectation that students will actively seek their own placements. However, the University Centre Grimsby has a well-developed and structured work based learning support team who are available to support students in finding, vetting and starting a work based learning placement. During the completion of work based learning hours, the student will be expected to continually communicate with a placement mentor. The placement mentor will be a suitably qualified and experienced person, designated by the placement provider, responsible for supervising the student while on placement. Placement organisations are encouraged to work collaboratively with the Early Years team and the Work Based Learning team in terms of developing placement learning and in terms of continuous review of programme content to ensure sector relevance. This is achieved through Programme Review Boards, School of Education team meetings and liaison with placement coordinators and tutors. Further to this to ensure that they are able to access meaningful placement opportunities all students will be required to hold a current Enhanced Disclosure and Barring Service certificate (DBS). Any student not having a satisfactory DBS certificate will not be able to complete the programme. The Work Based Learning code of practice is available at http://www.grimsby.ac.uk/highereducation/documents/quality/CoPWBL_approved_Nov_06.pdf

http://www.grimsby.ac.uk/highereducation/documents/quality/CoPWBL_approved_Nov_06.pdf


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Programme intended learning outcomes Reference the relevant subject benchmark statement(s) for each outcome (in brackets after each outcome) State supporting learning, teaching and assessment strategies for each group of outcomes

a Knowledge and understanding of

Knowledge and understanding of: K1. Theory and research findings

applicable to the fields of early childhood and learning, (7.8.1; 7.10.1)

K2. Fundamental concepts, principles, approaches and themes relating to early childhood and learning (7.6.2; 7.11.1)

K3. Areas of expertise relevant to the children’s workforce development and welfare requirements for children from birth to 5 years (7.9.3; 7.12.4;7.13.3; 7.13.20)

K4. The limits of personal knowledge within the field of early year’s theory and pedagogy (7.10.14; 7.15.14).

K5. Relevant methods of enquiry appropriate to early years settings (7.12.5; 7.13.18)

Teaching and learning methods/strategies: Lectures, interactive lectures, seminars, workshops, student led discussions, directed learning tasks, experiential learning scenarios, presentations, debates.

Assessment Can include essays, case studies, reports, assessment of practice, recorded evidence, individual and groups presentations, online discussion, viva, student-led discussions.

b Intellectual skills

Be able to I1. Undertake critical argument

supported by theory and practical evidence (7.10.2).

I2. Use relevant techniques to undertake analysis of information (both quantitative and qualitative) and literature (7.10.3; 7.10.7).

I3. Apply underlying concepts and

principles in other contexts including the workplace (7.12.3; 7.13.8).

I4. Propose solutions to problems arising

from critical reflection and analysis of practice (7.15.6; 7.15.5).

Teaching and learning methods/strategies: Can include lectures, seminars, workshops, student led discussions, directed learning tasks, experiential learning scenarios, presentations, debates.

Assessment Can include essays, case studies, reports, assessment of practice, recorded evidence, individual and groups presentations, online discussion, viva, student-led discussions


c Practical/Professional skills

Be able to: P1. develop skills to enable effective

operation in the workplace and the assumption of personal responsibility (7.10.14; 7.15.14).

P2. Apply outcomes from critical evaluation to solve problems in early childhood to own practice in the workplace (7.15.5; 7.15.8)

P3. Identify, explain and effectively use appropriate methods of enquiry, justifying choices made where appropriate (7.15.2; 7.15.5).

P4. Demonstrate understanding of own professional role and identify the potential contribution of other professionals to the area of practice. (7.15.9; 7.15.10)

P5. Apply principles of ethics to own practice (7.13.14; 7.13.17)

Teaching and learning methods/strategies: Can include lectures, interactive, seminars, workshops, student led discussions, directed learning tasks, experiential learning scenarios, presentations, debates.


d Transferable skills

Be able to: T1. Effectively communicate information,

arguments and analysis, (7.15.8; 7.10.1).

T2. Reflect upon own strengths and limitations from a range of techniques (7.15.14; 7.10.14)

T3. Demonstrate qualities necessary for employment, including continual professional development to enhance personal responsibility, decision making; and understanding of others (7.13.10; 7.13.9; 7.14.2; 7.14.3).

T4. Utilise opportunities for lifelong learning (7.15.13).

Teaching and learning methods/strategies: Can include lectures, interactive, seminars, workshops, student led discussions, directed learning tasks, experiential learning scenarios, presentations, debates, virtual learning environments



T5. Demonstrate the ability to lead, support and work collaboratively with others (7.8.11)


17 Programme structure (please delete stages not required)

Certificate Stage

Trimester 1, 2 & 3 modules

Code Title Core/

Option Credits Level

Compensatable Yes/No

NEW Personal Development Planning and Employability

C 20 4 No

NEW Study and Research Skills C 20 4 Yes

Trimester 1 modules

Existing Human Growth and Development C 20 4 No

Existing Safeguarding Children C 20 4 No

Trimester 2 modules


Existing Observation and Assessment C 20 4 No

Trimester 3 modules

Existing Enabling Environments C 20 4 Yes


Intermediate/Foundation Degree Stage


Code Title Core/

Option Credits Level

Compensatable Yes/No

NEW Personal Development for Learning, Enterprise and Employability

C

20 5 No

NEW Research in Practice C 20 5 No

Trimester 1 modules

Existing Early Years Curricula C 20 5 Yes

Trimester 2 modules

Existing Partnership with Parents C 20 5 Yes

Existing Inclusive Practice C 20 5 Yes

Trimester 3 modules

Existing Young Children’s Health and Well-being C 20 5 Yes


Certificate Stage (part time) Year 1


NEW Personal Development Planning and Employability

C 20 4 No

New Study and Research Skills C 20 4 Yes

Trimester 1 module

Existing Safeguarding Children C 20 4 No

Trimester 2 module


Certificate/Foundation Degree Stage (part time) Year 2

Trimester 1 modules

Existing Enabling Environments C 20 4 Yes

Trimester 2 modules

Existing Observation and Assessment C 20 4 No


Trimester 3 modules

Existing Young Children’s Health and Well-being C 20 5 Yes

Existing Early Years Curricula C 20 5 Yes

Foundation Degree Stage (part time) Year 3


NEW Personal Development for Learning, Enterprise and Employability

C

20 5 No

NEW Research in Practice C 20 5 No

Trimester 2 modules

Existing Inclusive Practice C 20 5 Yes

NEW Partnership with Parents C 20 5 Yes

18 References used in designing the programme

QAA Foundation Degree qualification Benchmark (2010) QAA Childhood Studies (2007) (Typical & Standard) Consultation with the Early Years Partnership Student focus groups

19 Employers used in designing the programme

The programme has been designed to ensure that appropriate ethical concepts and frameworks are incorporated throughout and that students are aware of, and encouraged to demonstrate, the need for ethical considerations within their proposals and practical work.


Where assessments are judged by module tutors to require ethical approval, such as in the case of dissertations and final major projects, students will be expected to submit a proposal to the Ethics Committee. Information regarding ethics approval can be obtained from the Institute’s Quality and Standards department.

20 Indicators of quality and standards

The programme will follow the QA standards of the Grimsby Institute Group (the Institute). The programme has been written with reference to appropriate external reference points. QAA reviews, through the Institute will be published and any weaknesses addressed as appropriate. The Institute also undertakes a number of scheduled internal periodic and thematic reviews throughout each academic year to assure the quality and standards of provision. External Examiners’ reports are received by the HE Quality department and a copy forwarded to the Director of Quality (HE) and the relevant School at the Institute. The Institute requires action plans to be created for any actions recommended as a result of student, tutor, moderator or External Examiner comments. These are reported to the Regulations, Performance and Progression Committee (RPPC). The Institute also monitors External Examiner reports and these are reported on through faculty self-evaluation documents, the Institute quality enhancement report and the Institute's External Examiner's institutional analysis report. Annual course reviews (AMRs) will take place in line with the requirements of the Institute and actions planned to rectify any weaknesses and further develop the quality of the provision. These AMRs are moderated internally by the Head of School and then submitted to the HE Quality & Standards department to ensure key sources such as External Examiner reports are fully reflected upon before being published and also to reduce variability in the quality of information presented.

21 Particular support for learning

The needs of learners with disabilities are taken into account in the design of all learning programmes. Students will be screened at induction to identify those with individual learning support needs. The Institute has well - established procedures in place to support all identified students through the application and


assessments for the Disabled Students' Allowance to secure any specialist equipment or tuition which is required. Students will also be invited in for advice and support through the DSA procedure. Each student is entitled to tutorials with the programme leader to discuss individual issues relating to both modules and the programme overall. In addition, the Institute employs a HE Study Skills Facilitator. The HE Study Skills Facilitator is responsible for working with students to support them in the development of their study skill abilities and includes interventions such as support towards use of ICT, giving presentations, using formal writing and appropriate academic conventions, avoiding plagiarism, analytical and critical writing skills. Students have access to one support and also timetabled study skill workshops.

22 Methods for evaluating and improving the quality of learning

All students will have the opportunity to comment on the quality of the learning experience on each module. Staff will complete module evaluations for each module that they deliver. This feedback must be analysed by the module leader and the results fed into the annual monitoring report, faculty self-evaluation document and subsequent year's module handbook. Programme and module leaders must give consideration to modification to improve the delivery of any module and this should be recorded in the annual monitoring report and carried forward for minor or major modifications as appropriate. Institute policy requires that all teaching staff should be observed delivering learning at least annually. Teaching and learning that does not reach the minimum expected standard will result in an action plan agreed between the line manager and the member of staff. Student satisfaction is measured by student surveys. Student representatives are invited to course team meetings and additionally have the opportunity to raise items with the course leader at individual meetings outside the course team. Further, the Institute holds HE Student Subcommittee meetings each trimester to:

consider matters relating to the student experience within Higher Education

enhance the learner voice within the Institute's Higher Education strategic and operational agenda


look at areas for development

provide feedback on areas of good practice

put forward suggestions of the development of Institutional policy and strategy

collate from and report back to other students any key themes and outcomes relating to the learner experience

23

Identify any ethical issues that relate to this programme’s teaching and assessment (supporting material may be monitored from time to time)

The programme has been designed to ensure that appropriate ethical concepts and frameworks are incorporated throughout and that students are aware of, and encouraged to demonstrate, the need for ethical considerations within their proposals and practical work. Where assessments are judged by module tutors to require ethical approval, such as in the case of dissertations and final major projects, students will submit a proposal to the Ethics Committee. Information regarding ethics approval can be obtained from the Institute’s Quality and Standards department.

24 Is the 20 credit Level 5 mandatory module Work Based or Work Related?

Work Based Learning

25

How are WBL opportunities managed, monitored and reviewed, and what particular arrangements are there for student support (e.g. identification and quality assurance of placement opportunities, management arrangements, learning agreements, mentoring , supervision arrangements and support for employers).

Students are expected to achieve and evidence a total of 240 hours (over the duration of the programme) in an appropriate work based learning setting. Students must be in placement by the beginning of the second trimester. If students have not secured a placement the Work Based Learning team will intervene to secure a relevant placement. During the work placement, the student will be expected to continually communicate with a placement mentor. The placement mentor will be a suitably qualified and experienced person, designated by the placement provider, responsible for supervising the student. Students and mentors will be visited by the placement team and support will be given to both.

26

Have all resources (both physical and human) been considered for the programme with specific consideration given to the RTS status of all teaching staff on programme? Please provide detail here.

All staff teaching on the programme have a relevant teaching qualification.

27 Other sources of information about this programme

28 Date of most recent Institute periodic review

2011-12

29 Year of next Institute periodic review tbc


30 Revision History

Version Details of minor modification Date of approval

1.7 Changes to delivery hours and trimester model 27/02/19

2

3

4

Documents

Programme Approval Proforma · 2019-02-28 · Programme Approval Proforma 1 School Education and Social Sciences 2 Title of Programme Early Childhood Studies 3 Award (e.g. FdA, FdSc)