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1. Programme Specification (PS) 1.1 General Information Award BA (Hons) Early Childhood Route Two Years Part Time/One Year Fu

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1. Programme Specification (PS) 1.1 General Information Award BA (Hons) Early Childhood Route Two Years Part Time/One Year Fu 1. Programme Specification (PS) 1.1 General information Award BA (Hons) Early Childhood Route Two years part time/One year full time Awarding Institution/Body University of Chichester Teaching Institutions University of Chichester Fareham College Central Sussex College – Crawley Isle of Wight College Brockenhurst College Programme accredited by University of Chichester UCAS code X310 QAA Benchmarking group Early Childhood Studies Validation/Approval history First validated in 2014 Programme Rationale The Level Six Top Up for BA (Hons) Early Childhood programme at Fareham College is a two year part time course, designed for students who enter with 240 credits, either from previous relevant certificated learning, such as a foundation degree in a related area or with the equivalent in RPL from work experience. The Level Six Top Up for BA (Hons) Early Childhood may be followed by further specialist studies, for example, careers in Teaching or Early Years Teacher Status, or other related professions such as Speech and Language Therapy Assistants, early years workers, local authority development work and area support teams. With this in mind, the programme has been developed to ensure that relevant and up-to- date teaching and learning establishes you as an effective and successful independent learner with the knowledge and skills that are needed in today’s early years sector. The programme explores children, childhood, families and provision from a multi- disciplinary perspective in line with current government agendas and the QAA Subject Benchmark Statements (SBS) 1. Children and childhood will be explored within both a national and global context from a range of perspectives, such as, philosophical, historical, psychological, sociological, cultural, educational, health, welfare, legal, political and economic. Significant government policy and provision will be critically examined in relation to each module. Issues such as children’s rights, diversity, equity and inclusion will be addressed throughout the programme. Critical knowledge and understanding of research paradigms, methods and techniques will be explored in the Independent Project. 1 QAA (2014) Early Childhood Studies (online) Available at: http://www.qaa.ac.uk/publications/information-and- guidance/publication?PubID=2835#.V2k9oPkrK1s (accessed 21st June 2016) 6 In addition to the subject specific knowledge gained you will be developing key transferable skills such as critical thinking, reflection, analysis, problem solving, presentation skills (both orally and in written form) and individual and group working1. The distinctive features of the programme are: • The programme is up-to-date and relevant to all those who work with young children and their families/carers. • The student voice is highly valued and respected. • Tutors are from backgrounds spanning health, early years, education and social work so students are ensured a multi-disciplinary experience. • Where appropriate the programme also addresses relevant international legislation, guidance, policies and initiatives. • The ‘whole’ child and children’s development and learning is considered within a range of contexts. • The programme provides a potential route to EYITT and PGCE. 1.2 Aims The programme embraces both the of Department of Childhood, Social Work and Social Care and the University of Chichester's 2020 vision aiming to: 1) Provide students with a high quality learning experience and coherent multi- disciplinary programme that will inform, challenge and promote understanding of children, families and childhood, and academic and personal development. 2) Develop students’ knowledge, confidence and understanding of the role of the Early Years Practitioner are we using practitioner instead of educator. 3) Develop an awareness of knowledge, theory and research relevant to childhood and the growth, development and lives of young children aged 0-8 years in order to gain a critical, comparative and analytical understanding of a range of issues related to young children’s lives. 4) To recruit students from diverse social, cultural and economic backgrounds in order to facilitate a shared and creative learning experience and understanding and commitment to social justice. 5) Develop student’s understanding of current policy and legislation in relation to Early Years what about changing early years to childhood and its impact on practice. 3) Develop students’ transferable skills as appropriate for employment in the children’s workforce. 7 1.3 Intended Learning Outcomes The learning outcomes are based on the following: • QAA Benchmark Statements for Early Childhood Studies (QAA, 2014), including key transferable skills • Framework for Higher Education Qualifications (FHEQ) (QAA, 2014) • University of Chichester Generic Grading Criteria Subject Knowledge Teaching and learning On successful completion of this strategies and methods programme students will be able to: a) Apply multi-disciplinary These comprise a wide range of perspectives to a range of strategies and methods, for early childhood issues in example: individual tutorials, order to inform, challenge and lectures, directed tasks , improve practice (QAA, UoC, reflection, discussion, workshops, FHEQ) seminars, practical activities, b) Demonstrate detailed group working, presentations, knowledge and systematic guided research and study, e- understanding of theory and learning through Moodle and research relevant to the lives other electronic resources. and development of young children (0-8) (QAA, UoC, FHEQ) Assessment c) Reflect upon a range of perspectives, such as Assessment methods are in line philosophical, historical, With University of Chichester psychological, sociological requirements, FHEQ and QAA. and health and how these The forms of assessment used to inform understandings of determine the level of subject children and childhood (QAA, knowledge are: UoC) essays, exams, case studies, d) Work collaboratively with reports and portfolios. others, taking the lead where appropriate (QAA) e) Recognise and challenge inequalities within society and embrace an equal opportunities approach and commitment to entitlement for all children (QAA) f) Carry out empirical research relating to the early years, including exploration of research questions, data collection, analysis, 8 evaluation, presentation of findings and consideration of ethics (QAA, UoC) g) Recognise the importance of skills relating to the formation of respectful relationships with children, families and other professionals (QAA) Intellectual/practical skills Teaching and learning On successful completion of this strategies and methods programme students will be able to: These comprise a wide range of a) Use communication to strategies and methods, for source, select, manage and example: individual tutorials, present material in a variety lectures, directed tasks , of modes to a range of reflection, discussion, workshops, audiences, effectively and seminars, practical activities, with sound judgement; (QAA, group working, presentations, FHEQ, UoC) guided research and study, e b) Collect, handle and record learning through Moodle and data, making use of specific other formulae with application to a electronic resources. variety of contexts; (QAA, FHEQ, UoC) c) Independently use information and research skills to gather, analyse, Assessment synthesise and organise Assessment methods are in line material and develop some With University of Chichester awareness of their requirements, FHEQ and QAA. application and potential; The forms of assessment used to (QAA; FHEQ, UoC) determine the level of d) Reflect on the judgements of intellectual/practical skills are: others, in order to identify essays, exams, case studies, and articulate personal reports and portfolios strengths and weaknesses; (QAA, FHEQ, UoC) e) Critically evaluate arguments, concepts and data to make judgements and/or identify solutions to problems (FHEQ, UoC) f) Devise and develop arguments and/or to solve problems (FHEQ, UoC) g) Study independently, 9 manage personal workloads efficiently and effectively and meet deadlines and to negotiate and peruse goals with others; and have developed the ability to manage constructively and effectively creative, personal and interpersonal issues; (QAA, FHEQ, UoC) h) Demonstrate the knowledge and skills to lead and work collaboratively as an early years practitioner in the early years sector. (QAA, FHEQ, UoC) Transferable Skills You need to be aware of the transferable skills that you acquire throughout the programme, not only the intellectual but also the practical skills needed to complete the programme. (Please see Appendix 1 page 71) Professional Attributes Teaching and learning On successful completion of this strategies and methods programme students will be able to: Transferable skills are taught a) Work across sectors in through a wide range of strategies children’s services and methods, for b) Take initiative and personal example: individual tutorials, responsibility within the work lectures, directed tasks , place. reflection, discussion, workshops, c) Take decisions in complex seminars, practical activities, and unpredictable contexts. group working, e learning through d) Have the ability to undertake Moodle and other electronic further training of a resources. professional or equivalent nature relating to children’s The forms of assessment used to services. determine the level of transferable skills are: Please see Appendix 1 and essays, exams, case studies, module outlines
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