Transfer of Childhood Courses from SSPS to MHSE · The Moray House School of Education Board of Studies 30 January 2019 Transfer of Childhood Courses from SSPS to MHSE Brief description

The University of Edinburgh

The Moray House School of Education

Board of Studies

30 January 2019

Transfer of Childhood Courses from SSPS to MHSE

Brief description of the paper

With Kay Tisdall’s moved from SSPS to MHSE, 2 Level 11 courses are moving down to be part of the MSc in Education provision. It is proposed that these are elective courses more generally on the MSc in Education. One of these courses (Involving Children & Young People: Research and Participation) is a core course of the new (Early Childhood Practice and Froebel) pathway* and the other one is recommended (Global Childhoods and Human Rights). To note that these are revised titles, as required, from the previous courses Listening to Children and Childhood & Children’s Rights.

Attached is a paper that details resource, risk considerations etc.

*Should these courses be successfully approved, the MSc in Education DPT will need to be updated

with the new names and course numbers.

Action requested

These courses are submitted for approval, to be offered in 2018-19.

Resource implications Does the paper have resource implications? Yes If ‘Yes’, in which section(s) of the paper are they described? See heading on attached paper Risk assessment Does the paper include a risk analysis? Yes If ‘Yes’, in which section(s) of the paper is it set out? See heading on attached paper Equality and diversity Have due considerations been given to the equality impact of this paper? Yes Freedom of information Can this paper be included in open business? Yes If no, please indicate why the paper must be withheld, and for how long (eg until decision is publicly announced):

E

Its disclosure would substantially prejudice a programme of research

Its disclosure would substantially prejudice the effective conduct of public affairs

Its disclosure would substantially prejudice the commercial interests of any person or organisation

Its disclosure would constitute a breach of confidence actionable in court

Its disclosure would constitute a breach of the Data Protection Act

Other (please give further details)

Any other relevant information Kay Tisdall will attend for discussion of this item

Originator of the paper

Kay Tisdall, Course convenor of courses, draft 18.1.19.

The University of Edinburgh

The Moray House School of Education

Programme and Course Information Management (PCIM) and Approval Process

for Transfer of Childhood Courses from SSPS to MHSE

major amendments, new proposals, closure

Reference document: Programme and Course Approval and Management Policy (Sept 2016)

CONSULTATION

Recommendations Action completed date

DUGS/ DPGS academic consultation

Consideration of equality issues

Advice was given on where certain information should be located in the

paperwork. Equality issues were duly considered.

17.12.18

HoI Consultation on Resource

Implications/ Risk for new course/

programme proposals or closures

Courses new to School as a result of Kay Tisdall’s transfer to MHSE. Courses been successfully delivered by SPSS to MHSE

students for many years.

SCHOOL UNDERGRADUATE/ POSTGRADUATE STUDIES COMMITTEE

Required Documents

MAJOR COURSE AMENDMENT

Course amendment proformas X

Existing CCAM record or New CCAM record if required

X

NEW COURSE CREATION

Rationale

New CCAM record created

PROGRAMME AMENDMENT

Programme Amendment proforma

before and after DPTs

NEW PROGRAMME PROPOSAL

Degree programme specification

CHASS programme proposal

Enhanced course descriptors

PROGRAMME CLOSURE

Rationale for Closure

Arrangements to support existing students

Actions required by SUGSC/ SPGSC meeting on (date)____17 January_2019_________

Completed

DPTs to be added. Small amendment to paperwork. Clarify if courses to be available as options to students on other pathways of MSc Education.

√

SCHOOL POLICY AND RESOURCES COMMITTEE (SP&RC)

Required Documents

Financial modelling and costings

Actions required by SP&RC meeting on (date)__________________

Completed

SCHOOL BOARD OF STUDIES

Actions required by Board of Studies on (date) _____30 January 2019_______________

Completed

Transfer Childhood Courses from SSPS to MHSE (v 18.1.19)

With Kay Tisdall’s moved from SSPS to MHSE, 2 Level 11 courses are moving down to be part of the MSc in Education provision. One of these courses (Involving Children & Young People: Research and Participation) is a core course of the new (Early Childhood Practice and Froebel) pathway* and the other one is recommended (Global Childhoods and Human Rights). To note that these are revised titles, as required, from the previous courses Listening to Children and Childhood & Children’s Rights.

Resource implications

Global Childhoods & Human Rights

Sometime the course has been quite large (e.g. 60 people). When large, we have had a group work tutor, who helps support the groups from week 7-9 and then the presentations in week 10.

Especially when large, we have needed to split the presentations into 2 rooms and have another academic staff member be the second marker.

When large, we have had an additional marker

Kay Tisdall has been the course convenor. Involving Children & Young People

Children facilitate one session, from the Children’s Parliament. We have covered the children’s local travel expenses and a payment to Children’s Parliament for a 2 hour session.

We hold a mini-conference around week 6, for about 50 childhood & youth studies postgraduates. We have had small amounts of funding (less than £250) to cover expenses for young people to facilitate (e.g. Young Edinburgh Action), thank yous to workshop leaders and refreshments.

The current proposal is to co-convene this course, with Claire Houghton from SSPS

Kay Tisdall would be the other course convenor.

Risk assessment

These have been viable courses over time. It has been agreed that they will continue to be

cross-listed with the MSc Social Research and the MSc Policy Studies. They have also been

available to students on the MSc Education and LLM in Human Rights. Further, they could

explicitly be made available to PhD students in MHSE.

Kay Tisdall has been course convenor for both these courses. Other staff at MHSE would be

well able to convene and contribute to these courses.

Involving Children & Young People: Research and Participation (v 17.12.18)

MHSE Board of Studies Course Amendment (major) Form

*will result in a new course code being created

Changes requiring Board of Studies Approval PRE AMENDMENT POST AMENDMENT

Home Subject Area* School of Social & Political Science Moray House School of Education

Course name* (and code) Listening to Children: Research and Consultation Involving Children & Young People: Research and

Participation

SCQF credit level * 10 10

Credit Value* 20 20

Learning Outcomes 1. Know the range of ethical considerations in undertaking research and consultation with children and be able to evaluate various methods to ensure ethical research and consultation take place

2. Be able to reflect critically on the impact of different conceptual understandings of childhood underlying research on children

3. Be sensitive to variations amongst children (by such factors as disability, gender, cultural and linguistic backgrounds, and age), that potentially affect research and consultations with them

4. Be aware of various methods by which to elicit views from children and to evaluate the methods' limitations and advantages

1. Be able to reflect critically on the impact of

different conceptual understandings of childhood

and youth underlying research with children and

young people.

2. Advanced knowledge of the range of ethical

considerations in undertaking research and

consultation with children and young people and

be able to evaluate various methods to ensure

ethical research and consultation take place.

3. Be sensitive to variations amongst children

and young people (by such factors as disability,

gender, cultural and linguistic backgrounds, and

age), that potentially affect research and

participation activities with them

5. Have an informed view on the extent to which conducting research with children is significantly different from conducting research with adults

4. Be aware of a range of methods by which to

elicit views from children and young people and

to evaluate the methods' limitations and

advantages.

5. Have an informed view on the extent to which

conducting research with children and young

people is significantly different from conducting

research with adults

Balance of Assessment

Types (formative , summative)/ Components (eg

essay, exam) with

% Weightings

(Please indicate alignment with learning

outcomes )

Students are asked to prepare a 2 page research

proposal, for peer review in week 5 of the

course. Students can submit a revised version to

the Course Organisers, on an agreed date

subsequently; in return, the Course Organisers

provide formative feedback.

The marked assessment for the course is a 4,000

word research proposal. This is 100% of the final

mark.

Students are asked to prepare a 2 page project

proposal, for peer review in week 5 of the

course. Students can submit a revised version to

the Course Organisers, on an agreed date

subsequently; in return, the Course Organisers

provide formative feedback.

The marked assessment for the course is a 4,000

word project proposal. This is 100% of the final

mark.

Pass requirements (compensation/ aggregation) Students must achieve 40% to pass the course. Students must achieve 40% to pass the course.

Rationale for Changes: With Kay Tisdall joining the Moray House School of Education, from SSPS, we propose to move down this course. It has been a long-

standing course within the MSc in Childhood Studies and has been well-evaluated by both students and external examiners. It has been particularly

commended for its high level of feedback to students, including nomination for the EUSA Teaching Awards for this category. It has been agreed that the

course will remain available to SSPS students.

The course is normally 22 hours of course sessions, which includes group work and lecture-led sessions. Students are expected to prepare individually and

in groups (10x 2 hours= 20). On one of the weeks, the course has a mini-conference (the Childhood Studies Jamboree), where they can attend workshops

on particular methods etc. (3 hours). 155 hours are for are for students’ directed and independent learning.

Global Childhoods & Human Rights (v 17.12.18)

MHSE Board of Studies Course Amendment (major) Form

*will result in a new course code being created

Changes requiring Board of Studies Approval PRE AMENDMENT POST AMENDMENT

Home Subject Area* School of Social & Political Science Moray House School of Education

Course name* (and code) Childhood & Children’s Rights Global Childhoods & Human Rights

SCQF credit level * 10 10

Credit Value* 20 20

Learning Outcomes 1. Understand different theories of childhood and be able to evaluate how such theories can assist in understanding and critiquing relevant policies and practices

2. Be at the forefront of knowledge of children's rights and their implications for policies and practices

3. Be attentive to issues of inclusion and anti-discrimination, in relation to the above

4. Have up-to-date, cross-national and international perspectives, in relation to the above

5. Be able to communicate the above effectively to others, in writing and verbally

1. Have advanced understanding of different theories of childhood and be able to evaluate how such theories can assist in understanding and critiquing relevant policies and practices

2. Be at the forefront of knowledge of children's human rights and their implications for policies and practices

3. Be attentive to issues of inclusion and anti-discrimination, in relation to the above

4. Have up-to-date, cross-national and international perspectives, in relation to the above

5. Be able to communicate the above effectively to others, in writing and verbally

Balance of Assessment Two formally assessed pieces of work are

required:

As per previous course version.

Types (formative , summative)/ Components (eg

essay, exam) with

% Weightings

(Please indicate alignment with learning

outcomes )

1. Group presentation. Small working groups will

work together in weeks 8-9 of the course, to

prepare a short 10-15 minute presentation for

week 10. Working groups will select a policy or

practice focus (e.g. within youth justice, poverty,

child protection, health or participation), within a

particular country or regional context. The group

will be asked to present a critical analysis of the

particular policy and practice, for its

conceptualisations of childhood and its adherence

(or not) to children's rights. A PowerPoint

presentation will be required, or equivalent, and

this will be submitted as part of the assessment.

The presentation will be 20% of the overall mark

for the course. Good practice will be followed in

terms of marking of these presentations,

including peer and academic staff feedback,

marking and the potential for mark adjustments

for group members who do not substantially

contribute.

Provision will need to be made for students who

unavoidably miss the working groups or

presentations, due to special circumstances. A

short written assignment will be an alternative.

The group presentation has the potential to assist

students in preparing for the subsequent

assessment, the policy and practice analysis.

However, students can choose a different policy

or practice focus for this second assessment.

2. Policy or practice analysis. This will be an

independent assignment written by each student,

in essay form. Students will be asked to present a

critical analysis of a particular policy and practice,

for its adherence (or not) to children's rights and

its conceptualisations of childhood. Students will

be required to address learning outcomes 1-5 (see

above) in their assignment. The essay will be 4000

words, excluding bibliography. The assignment

will be 80% of the overall mark for the course.

Pass requirements (compensation/ aggregation)

Students must achieve 40% to pass the course. Students must achieve 40% to pass the course.

Rationale for Changes: With Kay Tisdall joining the Moray House School of Education, from SSPS, we propose to move down this course. It has been a long-

standing course within the MSc in Childhood Studies and has been well-evaluated by both students and external examiners. It has been particularly commended for

its high level of feedback to students, including nomination for the EUSA Teaching Awards for this category. It has been agreed that the course will remain available

to SSPS students.

The course is normally 22 hours of course sessions, which includes group work and lecture-led sessions. Students are expected to prepare for weeks 1-7 individually

and in groups, through reading and associated tasks on Learn (7x2 hours= 14). It is expected that students participate in at least 5 hours observation or participation

in an external policy opportunity, such as attending a Scottish Parliamentary debate or a relevant webinar. The course convenor passes on notice of such

opportunities to students. 159 hours are for students’ directed and independent learning.

MSc Education (Early Childhood Practice and Froebel) Degree Programme Tables (DPTs)

DPT (1 year full-time)

EDUA11187

EDUA11363

Education Policy and the Politics of Education OR

The Philosophy of Education (students will be able

to choose)

20 EPPE

full

year,

PE

Sem 1

New course Pedagogy and Practice of Friedrich Froebel for the

early years

20 Sem 1

New course Froebel, Social Justice and the Early Years 20 Sem 2

New course Involving Children & Young People: Research and

Participation

20 Sem 2

Dissertation (MSc Education) 60

Course Options

Optional course from MSc Education 20

Optional course from existing offer across the

University (Level 11 courses in Schedules A to J and

W)

20

Total: 180 credits

DPT (2 years part-time)

Year 1

EDUA11187

EDUA11363



to choose)

20 EPPE

full

year,

PE

Sem 1


early years

20 Sem 1



Participation

20 Sem 2

Year 2



University (Level 11 courses in Schedules A to J

and W)

20


Total: 180 credits

DPT (3 years part-time)

Year 1

EDUA11187

EDUA11363



to choose)

20 EPPE

full

year,

PE

Sem 1


early years

20 Sem 1


Year 2


Participation

20 Sem 2



University (Level 11 courses in Schedules A to J

and W)

20

Year 3


Total: 180 credits