Welcome and Introduction to FdA Early Childhood Studies · Web viewWelcome to the Foundation Degree in Early Childhood Studies. Thank you for choosing to complete your foundation

Plymouth University

Academic Partnerships

CORNWALL COLLEGE (Saltash)

Programme Quality HandbookFdA Early Childhood Studies

Academic Year 2018-2019

1 | P a g eFdA Early Childhood Studies Handbook (2016-17)

If you require any part of this Handbook in larger print, or an alternative format, please contact:

HE Operations Tel: (01209 617757)

E-mail: ([email protected])

Please note:

All the information in this Handbook is correct at the time of printing.

The Cornwall College Group is proud of its teaching and research and it undertakes all reasonable steps to provide educational services in the manner set out in this Handbook and in any documents referred to within it. It does not, however, guarantee the provision of such services. Should industrial action or circumstances beyond the control of the College interfere with its ability to provide educational services, the University undertakes to use all reasonable steps to minimise the resultant disruption to those services.


Welcome and Introduction to FdA Early Childhood StudiesWelcome to the Foundation Degree in Early Childhood Studies.

Thank you for choosing to complete your foundation degree with Cornwall College. This course is particularly relevant for students already working within the early years sector. However, students with limited experience can also benefit from the carefully written modules to develop their academic learning and practical experience to achieve their career goal. As practical experience is a requirement of the course, we work closely with employers and students alike. We also work closely with the University of Plymouth to ensure the course is delivered to the highest possible standard.

This programme has been designed to equip you with the skills and knowledge base required to work in your chosen specialism or other graduate opportunities. It is also a platform from which you can undertake additional vocational and academic qualifications.

Programme TeamProgramme Manager and Lecturer

Tracy Gearon, BA (HONs) QTS

Professional practice includes: Primary school teacher, Pre-school Chair, Further Education Lecturer and Manager, Higher Education Lecturer in Early Years and Programme Manager. Currently studying a MA in Early Childhood Studies at Plymouth University.

Delivering the following modules:Creative ways for a healthy lifestylePersonal and Employability Skills DevelopmentNew Learning TechnologiesIndependent StudyNumeracy and LiteracyPlacement for Practitioner OptionsSocial Science and Social PolicySpecial Needs

Personal Tutor for students studying at level 4 and 5.


Lecturer

Carly EllicottValues and EthicsDevelopmental perspectivesEarly Intervention

Professional practice includes:Professional practice in early years.

Delivering the following modules:

CORPORATE HE ASSISTANT REGISTRAR: Lucy Johnson. What does the Corporate HE Assistant Registrar (CHEAR) do? The CHEAR is your point of contact in HE Operations for all administrative paperwork to do with the programme. She can be contacted on: Telephone: 01209 617757 or Ext 3757.

Email: [email protected]


mailto:[email protected]

PROGRAMME SPECIFICATION1

Programme Title: FdA Early Childhood Studies

Internal Programme Code: 3562

Partner Delivering Institution: Cornwall College, Saltash

State Date: 2018-19

First Award Date: 2019-20

Date(s) of Revision(s) to this Document: May 2016

This programme specification template aligns with recommendations within the UK Quality Code for Higher Education2. The information provided, by the programme proposer, in each section is

1 This Programme Specification contains no information pertaining and/or referring to any individual and is therefore appropriate for dissemination as a public document.2QAA, 2011, Chapter A3: The Programme Level, UK Quality Code for Higher Education: http://www.qaa.ac.uk/en/Publications/Documents/quality-code-A3.pdf , last accessed 28 th July 2014 [n.b. this includes


http://www.qaa.ac.uk/en/Publications/Documents/quality-code-A3.pdf

definitively agreed between the delivering institution and Plymouth University at approval. Therefore any requests for changes to content (post the conditions set at approval) must follow Plymouth University’s procedures for making changes to partnership programmes3.

Content

sPS1. Programme Details.................................................................................................................20

PS2. Brief Description of the Programme......................................................................................20

PS3. Details of Accreditation by a Professional/Statutory Body (if appropriate)..................20

PS4. Exceptions to Plymouth University Regulations..................................................................20

PS5. Programme Aims.....................................................................................................................21

PS6. Programme Intended Learning Outcomes (ILO).................................................................21

PS7. Distinctive Features................................................................................................................21

PS8. Student Numbers....................................................................................................................22

PS9. Progression Route(s)..............................................................................................................22

PS10. Admissions Criteria...............................................................................................................23

PS11. Academic Standards and Quality Enhancement..............................................................23

PS12. Programme Structure...........................................................................................................25

PS13. Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment.......................................................................................................................................26

PS14. Work Based/ Related Learning...........................................................................................30

Appendix............................................................................................................................................31

‘Appendix 2: Working with programme specifications: A leaflet for further education colleges’]3 If required please contact Academic Partnerships Programme Administration for assistance.


PS1. Programme Details

Awarding Institution: Plymouth UniversityPartner Institution and delivery site (s): Cornwall College, SaltashAccrediting Body: N/ALanguage of Study: EnglishMode of Study: Full timeFinal Award: FdAIntermediate Award: CertHEProgramme Title: FdA Early Childhood StudiesUCAS Code: XL35JACS Code: XL35Benchmarks: Foundation Degree qualification Benchmark

Date of Programme Approval: August 2009

PS2. Brief Description of the ProgrammeThis text is definitively approved at programme approval and therefore may be directly used for promotion of the programme without the need for further confirmation (approx. 200-250 words)

This course is for people over the age of 18, who are interested in pursuing a career working within the early years sector. It is anticipated that applicants will be seeking a qualification which will facilitate the opportunity to explore a wide range of career options, which may include those who wish to choose a career in education, primary teaching, early years practitioner or management. It is particularly suitable for people who are currently in employment, paid or voluntary and who would like to study a full time course over one day per week.

PS3. Details of Accreditation by a Professional/Statutory Body (if appropriate)

N/A

PS4. Exceptions to Plymouth University Regulations(Note: Plymouth University’s Academic Regulations are available internally on the intranet: https://staff.plymouth.ac.uk//extexam/academicregs/intranet.htm)

None


https://staff.plymouth.ac.uk//extexam/academicregs/intranet.htm

PS5. Programme Aims

This programme will deliver:

A1: To develop the intellectual and practical skills of the student in the gathering, analysing and interpreting of early year’s community and education information.

A2: To meet Cornwall Colleges and Plymouth University’s mission Statements and core values.

A3: To raise awareness of the habits and critical factors appropriate to the early years environment.

A4: To prepare students for employment in a range of early years roles.

A5: To prepare students for progression to higher programmes of study and engagement in life-long learning.

A6: To provide a programme that takes students from a variety of academic and vocational backgrounds. That will rapidly accelerate their knowledge, understanding and skills so that they achieve high quality awards.

A7: To provide students with opportunities to explore, contrast and compare appropriate aspects of the subject area and how constraints in one area may impinge on decision making in another.

PS6. Programme Intended Learning Outcomes (ILO)

By the end of this programme the student will be able to:

ILO1 - Analyse, evaluate and demonstrate an innovative approach to issues such as risk, curriculum development and a child social and psychological development in the field of Early Years.

ILO2 - Demonstrate competencies associated with key functions of practitioners in this area.

ILO3 - Function effectively and efficiently as a member of a team and contribute to an organisation using a wide range of professional and interpersonal skills.

ILO4 - Critically evaluate and refer to the key external factors which influence a work in this field e.g. social policies and legislation.

ILO5 - Demonstrate a capacity for logical thinking and an ability to make and defend judgements e.g. in effective practice, writing coherent reports and assignments.

ILO6 - Demonstrate effectiveness in the workplace and continuing commitment to lifelong learning and personal development.

PS7. Distinctive FeaturesThis text is definitively approved at programme approval and therefore may be directly used for promotion of the programme without the need for further confirmation:

Work-based learning opportunities and employers contributing to these An opportunity to pursue a range of careers in the Early Years sectors


Learn a range of subject specific but transferable skills and require vocational based qualifications.

Progression routes within a range of specialist vocational subject area degree programmes. Admissions a flexibility of entry requirements to allow diversity of applicants from a range of

backgrounds to promote lifelong learning.

PS8. Student Numbers

The following provides information that should be considered nominal, and therefore not absolutely rigid, but is of value to guide assurance of the quality of the student experience, functional issues around enabling progression opportunities to occur and staffing and resource planning:

Minimum student numbers per stage = 12

Target student numbers per stage = 24

Maximum student numbers per stage = 36

PS9. Progression Route(s)

Approved “progression route(s)” are those where successful achievement in this programme enables direct alignment to join a stage of another programme. This is an approach employed primarily for Foundation Degree students to “top-up” to complete a Bachelor degree, but may be employed for other award types.

This is in part an automated admissions criterion and therefore progression may be impacted on by availability of a position on the progression award; however progression opportunity, if not available in the first year of application, is guaranteed within 3 years.

Progression arrangements with institutions other than Plymouth University carry an increased element of risk. It is necessary for the delivering partner institution to obtain formal agreement from that institution to guarantee progression for existing students on the programme. For progression to Plymouth University, should there be the need to withdraw the progression route programme(s) then either this will be delayed to provide progression or appropriate solutions will be found. This arrangement is guaranteed for existing students that complete their programme of study with no suspensions or repeat years and who wish to progress immediately to the University.

- BA (Hons) Early Childhood Studies final year at Plymouth University- BA (Hons) Education and Curriculum Studies final year at St Austell- BA (Hons) Children, Schools and Families final year at St Austell

The contribution of marks from prior levels of study to the progression award is governed by University regulations.


PS10. Admissions Criteria

Qualification(s) Required for Entry to this Programme: Details:

Level 2: Subject related to course.

Five GCSCEs at Grade A-C including English and Maths

- Key Skills requirement / Higher Level Diploma:

and/or

- GCSEs required at Grade C or above:

Level 3: at least one of the following:- AS/A Levels - Subject related- Advanced Level Diploma: - Subject related

- BTEC National Certificate/Diploma: - Merit Profile- VDA: AGNVQ, AVCE, AVS: - C profile in relevant area of study

- Access to HE or Year 0 provision: - Current pass at Level 3- International Baccalaureate: - Award at Diploma

- Irish / Scottish Highers / Advanced Highers: - Grades sufficient to reach UCAS tariff 120 points (subject related)

Work Experience: Substantial experience in health care or early year’s settings (two years’ experience).

Other HE qualifications / non-standard awards or experiences: To be considered on a case by case scenario.

APEL / APCL4 possibilities:Parts of or whole modules up to a maximum of 50% of course, proof required as to how learning outcomes of modules have been met.

Interview / Portfolio requirements:

All students will be interviewed and will be expected to provide evidence of their commitment and previous work experience (two years equivalent). CRB check.

Independent Safeguarding Agency (ISA) / Disclosure and Barring Service (DBS) clearance required:

Production of a clear Disclosure and Barring Services (DBS) check.

PS11. Academic Standards and Quality EnhancementThe Programme Leader/Manager (or the descriptor) leads the Programme Committee in the Plymouth University’s annual programme monitoring process (APM), as titled at the time of approval. APM culminates in the production, maintenance and employment of a programme level Action Plan, which evidences appropriate management of the programme in terms of quality and standards. Any formally agreed changes to this process will continue to be followed by the Programme Leader/Manager (or other descriptor) and their Programme Committee.

4 Accredited Prior Experiential Learning and Accredited Prior Certificated Learning


Elements of this process include engaging with stakeholders. For this definitive document it is important to define:

Subject External Examiner(s):

An Interim visit by External Examiner (EE) (usually between January and February) will review work that has been marked, consult students and feed back to the programme manager and module leaders and course team.

Subject Assessment Panel (SAP) reviews the assessment marking and is scrutinised by the subject EE. Representatives of the team review and present their module marks for each student on the programme.

The annual Award Assessment Board (AAB) takes place with Programme Manager, the awarding body’s partnership member and the External to receive the students work and confer progression or award.

Additional stakeholders specific to this programme:

Students have the opportunity to discuss the programme independently, twice a year in the Student Review. This forms part of the discussion for the annual programme monitoring in the autumn and spring of each academic year.

The Student Perception Questionnaire (SPQ) is administered during the year and feeds into the programme review.

Students Representatives attend Annual Programme Monitoring (APM) to contribute student views alongside Module Leaders, the Programme Manager and the Assistant Registrar to monitor module delivery and the course provision.

Curriculum meetings take place once a month to review progression, department provision, resources and staffing.


PS12. Programme Structure

The following structure diagram(s) provides the current structure for this programme:

FHEQ level: 4 For: Full Time

F/T Route YearWhen in Year? (i.e.

Autumn, Spring etc)

Core or Option Module Credits Module

FT1 All Year CORE 20 CORS103 – Creative ways for a Healthy LifestyleFT1 All Year CORE 20 TRCO113C – New Learning TechnologiesFT1 All Year CORE 20 CORC1013C – Personal and Employability Skills DevelopmentFT1 All Year CORE 20 SCFD101 – Social ScienceFT1 All Year CORE 20 SCFD102 – Developmental PerspectivesFT1 All Year CORE 20 SCFD106 – Values and Ethics

FHEQ level: 5 For: Full Time

F/T Route YearWhen in Year? (i.e.

Autumn, Spring etc)

Core or Option Module Credits Module

FT2 All Year CORE 20 SCFD201 – Independent Study ModuleFT2 All Year CORE 20 SCFD202 – Special NeedsFT2 All Year CORE 20 CORS203 – Early InterventionFT2 All Year CORE 20 CORS205 – Social PolicyFT2 All Year CORE 20 CORC2232 – Placement for Practitioner OptionsFT2 All Year Optional 20 EYFD207 – Early Years PracticeFT2 All Year Optional 20 EYFD202 – The Child as an IndividualFT2 All Year Optional 20 EYFD203 – Parents and FamiliesFT2 All Year Optional 20 EYFD204 – Cognitive DevelopmentFT2 All Year Optional 20 EYFD206 – Numeracy and Literacy


PS13. Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment

Developing graduate attributed and skills, at any level of HE, is dependent on the clarity of strategies and methods for identifying the attributes and skills relevant to the programme and where and how these are operationalised. The interrelated factors of Teaching, Learning and Assessment and how these are inclusive in nature, are fundamentally significant to these strategies and methods, as are where and how these are specifically distributed within the programme.

Ordered by graduate attributes and skills, the following table provides a map of the above, plus an exposition to describe and explain the ideas and strategy of each. Therefore, subsequent to the initial completion for approval, maintenance of this table as and when programme structure changes occur is also important:

FHEQ level: 4 and 5

Definitions of Graduate Attributes and Skills Relevant to this Programme

Teaching and Learning Strategy / Methods Prog Aims

Prog intended Learning Outcomes

Range of Assessments Related Core Modules

Knowledge / Understanding:

Students will be able to demonstrate a knowledge of the underlying concepts and principles associated with their area(s) of study, and an ability to evaluate and interpret these within the context of that (those) area(s) of study.

By the end of this level of this programme the students will be able to demonstrate for a threshold pass:• Awareness and understanding of the Early Years sector• Theories of development, learning and life development• Factors affecting the development of self-esteem, language and communication. Interactions within

Primary:Tutor led learningStudent initiated learningGroup and individual projects

Secondary/Supplementary:None

A4,5A1A1, A4A4,3,6A1,3

Level 4Fd-27.1Ed-8.1, 8.4Fd-27.1Ed-8.2Fd-27.1Ed-8.2, 8.3

Written essaysIndividual projectsReflective assignments

SCFD101, SCFD102, CORS103, SCFD106, SCFD107


working groups and society.• The range of provision through social policies, health and education structures, considering the cultural, historic and political contexts.• The methodology and ethics of early years practice and research.

Fd -27.1, 27.3Ed-8.4Fd-27.1Ed-8.4, 8.5

An explanation for embedding Knowledge and Understanding through Teaching & Learning and Assessment at this level of the programme:K and U is developed through a range of different learning opportunities and assessment tasks. These tasks are designed to drawn on existing understanding so the student can progress own knowledge and understanding through discussion, reflective activities, personal case studies and taught sessions. Learning material is up to date and reflects the professionalism of the early years sector.Cognitive and Intellectual Skills:

Students will be able to demonstrate an ability to present, evaluate, and interpret qualitative and quantitative data, to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study. They will also be able to demonstrate the ability to evaluate the appropriateness of different approaches to solving problems related to their area(s) of study and/or work.

By the end of this level of this programme the students will be able to demonstrate for a threshold pass:•Develop critiques of rival theories and frameworks•Abstract analysis and synthesis•Intelligent application of appropriate principles in assessing policy or practice•Problem solving and research skills•Apply knowledge and develop independent thought•Reason carefully and develop independent thought

Primary: Tutor led learningStudent initiated learningGroup and individual projects


A1,7A1A3,7A1,6A3,7A1,5

Level 4 and 5Fd-27.2Ed-8.6Fd-27.5Ed-8.6, 8.10Fd-27.5Ed-8.7Fd-27.5Ed-8.5, 8.11Fd-27.1Ed-8.7, 8.8Ed-8.9, 8.10


All CORE Modules


An explanation for embedding Cognitive and Intellectual Skills through Teaching & Learning and Assessment at this level of the programme:Cognitive and intellectual skills are continually developed through a range of different learning opportunities and assessment tasks. These tasks are designed to drawn on existing understanding so the student can progress own knowledge and understanding through discussion, reflective activities, personal case studies and taught sessions. Having to think, write and communicate at this level requires students to develop these skills. These are integral skills that are developed over time through class activities, development of professional practice and writing essays.Key Transferable Skills:

Students will be able to demonstrate an ability to communicate accurately and reliably, and with structured and coherent arguments. Students will also be able to demonstrate an ability to take different approaches to solving problems.

By the end of this level of this programme the students will be able to demonstrate for a threshold pass:• Literary and information processing•Self-management•Communication (oral, written CIT)•Numeracy/quantitative skills (reflection etc.)



A2,4A4,5,7A4,5,3A4,5,3

Level 4 and 5Fd-27.8Ed-8.12, 8.13Fd-27.8Ed-8.16Fd-27.8Ed8.12Fd-27.8Ed-8.14, 8.17


All CORE modules

An explanation for embedding Key Transferable Skills through Teaching & Learning and Assessment at this level of the programme:Key transferable skills are developed through a range of different learning opportunities and assessment tasks. These tasks are designed to drawn on existing understanding so the student can progress own knowledge and understanding through discussion, reflective activities, personal case studies and taught sessions. Learning material is up to date and reflects the professionalism of the early years sector. Students have opportunities on the programme to develop effective communication skills through activities that require them to work in groups, to feedback individual research projects and to write and present work to a high literary standard and the latest presentation IT formats.Employment Related Skills:

Students will be able to demonstrate an ability to undertake further training and develop new skills within a structured and managed environment and


the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility.

By the end of this level of this programme the students will be able to demonstrate for a threshold pass:•Demonstrate a sensitivity for the interest of others•Mange time and work to deadlines, independently and in groups•Demonstrate a sensitivity for the interest of others•Develop an understanding of employer needs



A5A3,4A7A3,4

Fd-27.7Ed-8.16Fd-27.8Ed-8.15Fd-27.2Ed-8.2, 8.7Fd-27.8Ed-8.1, 8.4


All CORE module

An explanation for embedding Employment Related Skills through Teaching & Learning and Assessment at this level of the programme:Employability related skills are developed through a range of different learning opportunities and assessment tasks. These tasks are designed to drawn on existing understanding so the student can progress own knowledge and understanding through discussion, reflective activities, personal case studies and taught sessions. Learning material is up to date and reflects the professionalism of the early years sector. Students also have to be in practice paid or voluntary as a requirement of the course. Many assignments require students to complete observations, and apply theory to practice. These activities make a clear link between academic theoretical learning and that of professional practice.Practical Skills:Subject SpecificBy the end of this level of this programme the students will be able to demonstrate for a threshold pass:•Computer and information technology skills•Presentation and oral communication skills•Written communication•Reflective practice and professional development action planning•Work effectively and support the work of others in a team.



A4A3,5,6A3,5,6,A3A4,5

Fd-27.5,27.8Ed-8.14Fd-27.8Ed-8.12Fd-27.6, 27.8Ed-8.16Fd-27.4Ed-8.16Fd-27.6Ed8.15


All CORE modules

An explanation for embedding Practical Skills through Teaching & Learning and Assessment at this level of the programme:Practical skills are developed through a range of different learning opportunities and assessment tasks. Students also have to be in practice paid or voluntary. Many assignments require students to complete observations, and apply theory to practice. These activities make a clear link between academic theoretical learning and that of


professional practice.

PS14. Work Based/ Related LearningWBL is an essential element of Foundation Degrees and therefore needs to be detailed here. However, for all types of HE Programmes there should be an element of employability focus through, at least, Work Related Learning, and therefore the following is applicable for all:

FHEQ level:4 and 5WBL/WRL Activity: Logistics Prog Aim Prog Intended LO Range of Assessments Related Core Module(s)

- Paid or voluntary employment for duration of programme.- Guest presentations from early years settings on various topics including OFSTED requirements.- Visits to alternative early years settings.- Visits to mainstream settings including pre-schools and nurseries.

Throughout programme.

Level 4 and 5

Value and Ethics module

New Learning Technologies

Developmental Perspectives

Personal, Employability Skills Development module

Early Years Practice module

Creative Ways for a Healthy Lifestyle module

Special Needs module

Early Intervention

Numeracy and Literacy module.

Reflect on ethical considerations in the early years.

Work as a group and individually to develop team skills in a professional capacity by developing a project.

Critically assess professional working practices within an early years setting by observing learning and practice.

Develop healthy lifestyle practices in early years settings to promote a healthy future mind set for children and professionals by developing a project.

Level 4:CORS103 – Creative ways for a Healthy LifestyleTRCO113C – New Learning TechnologiesCORC1013C – Personal and Employability Skills DevelopmentSCFD102 – Developmental PerspectivesSCFD106 – Values and Ethics

Level 5:SCFD202 – Special NeedsCORS203 – Early InterventionEYFD207 – Early Years Practice

An explanation of this map:


Work Based Learning is embedded throughout level 4 and 5 of this programme. Students also have to be in practice paid or voluntary. Many assignments require students to complete observations, reflect on practice and apply theory to practice. These activities make a clear link between academic theoretical learning and that of professional practice.


Appendix – Module Records


SECTION A: DEFINITIVE MODULE RECORD . Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.

MODULE CODE: CORS103 MODULE TITLE: Creative ways for a healthy lifestyle

CREDITS: 20 FHEQ Level: 4 JACS/HECoS CODE: L431/100648

PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Y

SHORT MODULE DESCRIPTOR: (max 425 characters)This module considers the contribution of government guidance and relevant national agencies in developing the health and fitness of children in the early years in the context of diet and exercise. It will consider how physical activity, creative use of the outdoor environment and diet can contribute to developing a mind-set of a healthy and active lifestyle.

ELEMENTS OF ASSESSMENT Use HESA KIS definitions]WRITTEN EXAMINATION COURSEWORK PRACTICAL

E1 (Examination) % C1 (Coursework) 100% P1 (Practical) % or Pass/Fail (delete as appropriate)

E2 (Clinical Examination)

% A1 (Generic Assessment)

%

SUBJECT ASSESSMENT PANEL Group to which module should be linked: Saltash

Professional body minimum pass mark requirement: N/A

MODULE AIMS:1. To examine the contribution of government guidance and relevant national agencies in

developing the health and fitness of children in the early years in the context of diet and exercise.

2. To identify how physical activity, creative use of the outdoor environment and diet can contribute to developing a mind-set of a healthy and active lifestyle.

3. To describe the theories of risk and manage risk effectively within current legislation.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Analysis recent research, government and relevant national agencies’ initiatives and guidance

and consider how such has impacted on current early years health promotion.2. Describe theoretical models of the types of risk and have an appreciation of its use in a variety of

activities.3. Create imaginative activities/small project for promoting a positive approach to nutrition and

physical activities giving consideration also to the use of the outdoor environment, for a relevant group of early years children known to you, which could potentially develop an on-going healthy mind-set.

4. Identify and evaluate the impact that physical fitness and a balanced diet will have on the holistic development of a child in the early years.

DATE OF APPROVAL: xx/xx/xx FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: xx/xx/xx SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: xx/xx/xx TERM/SEMESTER: All YearAdditional notes (for office use only):


SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.

ACADEMIC YEAR: 2018-19 NATIONAL COST CENTRE: 105

MODULE LEADER: Tracy Gearon OTHER MODULE STAFF:

SUMMARY of MODULE CONTENT•Government and relevant national agencies initiatives and guidance on early years health promotion, e.g. Five a Day campaign, The School Food Plan, endorsed by the Secretary of State for Education and of the diverse organisations who are supporting head teachers to improve food in their schools, Change for Life initiative,•Physical activity, the outdoor environment and diet and its impact on developing a healthy mind-set.•The importance of regular physical activity and how it can impact on all areas of early years development.•Enabling Environment, the revised EYFS•Ideal nutrition in the early years.•Theoretical models of risk.•Risk management and control in play and during physical indoor and outdoor activities.•Creative ways to promote good nutrition and physical activities for early years children and how to embed opportunities into the day to day provision of early years education.•How adult concepts, attitudes and prejudices of a healthy lifestyle can impact on decision making.•Comparative analysis with international provisions, e.g. Forest School, Reggio Emilia.•Holistic understanding of promoting a healthy lifestyle.•Working with other professional to promote a healthy lifestyle.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 35 Core Material

Guided Independent Study 165 Students are expected to put in time outside of taught session

Total 200 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc)

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Coursework C1 Portfolio 100%Total = 100%

Students own research – to cover all ALOs

Updated by:Tracy Gearon

Date:25/05/16

Approved by:HE Operations

Date:25/05/16


Recommended Texts and Sources:Bilton, H., 2003, Outdoor Learning in the Early Years, Management and Innovation, London, David fultonBligh, C., et al., 2013, Well-Being in the Early Years - Critical Approaches to the Early Years, St Albans, Critical Publishing LtdBlythe, S., 2005, The Well Balanced Child: Movement and Early Learning, Stroud, Hawthorn PressBlythe, S., 2008, What Babies and Children Really Need: How Mothers and Fathers Can Nurture Children's Growth for Health and Wellbeing, Stroud, Hawthorn PressCowie, H., Boardmna, C., Dwkins, J., and Jennifer, D., 2004, Emotional Health and Wellbeing, a practical guide for schools, London, Paul Chapman PublishingDCSF, 200), Learning Outside the Classroom Manifesto, Nottingham DCSF PublicationsOFSTED, 2004, Outdoor Education: aspects of good practice, OFSTEDKnight, S., 2009, Forest School and Outdoor Learning in the Early Years, London, SageManning-Morton, J., 2014, Exploring Well-being in the Early Years, OUPBritish Medical Journal: http://www.bmj.com/content/330/7504/1357Children’s Food Trust: http://www.childrensfoodtrust.org.uk/


http://www.bmj.com/content/330/7504/1357


MODULE CODE: TRCO113 MODULE TITLE: New Learning Technologies

CREDITS: 20 FHEQ Level: 4 JACS/HECoS CODE: X990/100459


SHORT MODULE DESCRIPTOR: (max 425 characters)This module offers a wide ranging set of experiences, along with the development of a relevant knowledge base, in the educational use of ICT. It will promote the investigation of the role of ICT in teaching and learning in ways that will meet the needs of the individual children and young people, and using a variety of available resources.





%

T1 (Test) %



MODULE AIMS:To introduce the knowledge, skills and values needed to support the learning of children aged 5- 16 in schools and similar learning settings through the safe and creative use of new learning technologies.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Demonstrate an understanding of recent research into educational uses of ICT2. Discuss the educational uses of Web 2.0 technologies3. Explore the potential uses of ICT as an approach to inclusion and differentiation, and for

supporting learners across the ability range4. Understand and review approaches to ensuring the safety of learners on-line5. Create ICT-based learning solutions that promote quality learning outcomes6. In the context of children aged 5–16 in schools and related learning settings

DATE OF APPROVAL: 01 Apr 2010 FACULTY/OFFICE: Academic Partnerships

DATE OF IMPLEMENTATION: 01 Sep 2010 SCHOOL/PARTNER: Cornwall College

DATE(S) OF APPROVED CHANGE: TERM/SEMESTER: Autumn

Additional notes (for office use only):





SUMMARY of MODULE CONTENTDigital media, children’s culture and learning in the homeApproaches to learning activity designInnovative and Learning SpacesWeb 2.0 and Collaborative Learning SpacesMobile Learning, Virtual and Multi-user Learning EnvironmentsInteractive whiteboards and other classroom IL

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 17.5 Core Material

Guided Independent Study 182.5 Students are expected to put in time outside of taught session


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Written exam

E_ %Total = 100%

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Practical P_ %Total = 100%


Date:25/05/16


Date:25/05/16

Recommended Texts and Sources:Beauchamp, G. (2017) Computing and ICT in the Primary School: From Pedagogy to Practice, 2nd Edition, London: Routledge.

Beetham, H. and Sharpe, R (2007) Rethinking Pedagogy for a Digital Age:


Designing and Delivering E-learning Abingdon: RoutledgeBuckingham, D. (2007) Beyond Technology: Children's Learning in the Age of Digital Culture Cambridge: Polity Press

Galloway, J. (2011) ICT for Teaching Assistants, 2ND edition, London: David Fulton Publishers

Gillespie, H. et al (2007) Learning and Teaching with Virtual Learning Environments Exeter: Learning Matters Ltd.

Gould, T (2013) Press it, switch it, turn it move it! Providing high quality early ICT experiences, London: Featherstone Education

Jesson, J and Peacock G, (2012) The really useful ICT book: a practical guide to using technology across the primary curriculum, Abingdon: RoutledgeJISC Development Group (2006) Designing Spaces for Effective Learning Bristol: JISC

Morgan, A and Siraj-Blatchford, J (2009) Using ICT in the early years: Parents and Practitioners in Partnership, London: Practical Pre-school BooksRichardson, W (2008) Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms (2nd Ed) Thousand Oaks: Corwin Press

Simmons, A (2009) Learning Journeys with ICT Early Years, Nottingham: TTS Group Ltd

Siraj-Blatchford, I (2009) Conceptualising progression in the pedagogy of play and sustained shared thinking in early childhood education: A Vygotskian perspective, Educational and Child Psychology, 26 (2) June 2009

Siraj-Blatchford, I Sylva, K, Muttock, S, et al (2002) Researching Effective Pedagogy in the Early Years (REPEY), Department for Education and Skills Research Report: London, 365

Younie, Sarah, Leask, Marilyn, Burden, Kevin, (2014) Teaching and Learning with ICT in the Primary School, 2nd, Abingdon: Routledge



MODULE CODE: CORC1013 MODULE TITLE: Personal and Employability Skills Development

CREDITS: 20 FHEQ Level: 4 JACS/HECoS CODE: X900/100459

PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: No

SHORT MODULE DESCRIPTOR: (max 425 characters)This module is designed to equip students with the necessary knowledge and skills to develop themselves in terms of their personal and employability skills.





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SUBJECT ASSESSMENT PANEL Group to which module should be linked: PESD


MODULE AIMS:• Develop conceptual and practical skills in personal development planning for study at degree

level and readiness for employability.• Equip learners with baseline personal resources for study and employment such as integrity,

personal responsibility, reliability and self-motivation.• Develop learners’ skills in team working, decision-making, problem solving and

communication.• Stimulate learners’ creativity and encourage a focus on enterprising and challenging tasks

and activity.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Evaluate and benchmark own study and analysis skills, capabilities and developmental needs.2. Demonstrate understanding of concepts relating to personal, employability skills and work

related skills.3. Reflect upon how these concepts relate to personal and professional practice.4. Effectively manage and self-direct personal and professional learning and development.

DATE OF APPROVAL: 09 Feb 2010 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sep 2010 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year




ACADEMIC YEAR: 2018-19 NATIONAL COST CENTRE: 135MODULE LEADER: Brender Willmott OTHER MODULE STAFF: Relevant Site LeadersSUMMARY of MODULE CONTENT

• Personal Development Planning - Personal audit, professional development, career management skills.

• Intra and Interpersonal Skills - Influencing, negotiating, conflict resolution, risk taking, problem-solving, decision making, teamwork, initiative, self-esteem, leadership, innovation, creativity and enterprise.

• Successful Communication - Interview skills, CVs and letters of application, self-presentation, presentation of information.

• Understanding the Business Context - Organizational culture, business strategy, sustainability, cultural diversity, corporate social responsibility, financial literacy.

• Project Management - Project planning, monitoring, evaluation, reporting.SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 20 Core material

Seminar 12Smaller workshop sessions where students are supported to apply learning to themselves and their specific industry

Project Supervision 8As part of assignment 1 students have to take part in a group project, which seminar tutors set and supervise

Guided Independent Study 160Students are expected to put in time outside of taught sessions on the group project and their own personal development and career planning


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Coursework C1Written EssayReport

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Total = 100%Updated by:Brender Willmott

Date:21/05/16


Date:13/07/16

Recommended Texts and Sources:Cottrell, S. (2010) Skills for success: the personal development planning handbook. 2nd edn. Basingstoke: Palgrave Macmillan.Hager, P. & Holland, S. (2007) Graduate attributes learning and employability. Dordrecht: Springer.Marsh, R. (2012) Skills for employability part two: moving into employment. Wrexham: Christal Publishing.Journal: Carer Development International



MODULE CODE: SCFD101 MODULE TITLE: Social Science



SHORT MODULE DESCRIPTOR: (max 425 characters)This module provides students with the opportunity to understand factors which promote or inhibit the development of the individual persona within a social context and introduces students to some of the major sociological and ideological theories. It will help students to develop their awareness of social influences that impact upon early years and social care provision.





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MODULE AIMS:To set current sociological and ideological theories within a social context and examine major completing sociological theories.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Demonstrate an understanding of the varying meanings attached to the concept of community.2. Explain and analyse modern and post-modern sociological theories and concepts.3. Identify and explain, through written discussion, the context in which current early years and

social care provision has evolved.4. Identify the contributions made by leading sociological authors.

DATE OF APPROVAL: 01 June 2004 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sep 2004 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: Autumn






SUMMARY of MODULE CONTENTThe nature of social influence.Historical origins and cultural significance.Modern and post-modern sociological theoriesSocial and political influences on the provision of social care and early years provision.




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Date:25/05/16


Date:25/05/16

Recommended Texts and Sources:



MODULE CODE: SCFD102 MODULE TITLE: Developmental Perspectives



SHORT MODULE DESCRIPTOR: (max 425 characters)This module will be used as the basis for exploring the major theoretical explanations which have shaped modern social psychology and the evaluating their usefulness in promoting understanding of the processes and consequences of development.





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MODULE AIMS:This module aims to encourage students to draw on their own personal and professional (occupational) experiences to understand the influences that contribute to our developing into unique beings with our own set of characteristics and behaviours. These personal conceptualisations will be used as the basis for exploring the major theoretical explanations which have shaped modern social psychology, and for evaluating their usefulness in promoting the students’ understanding of the processes and consequences of development. It will also allow for recognition of how person’s community influences individual development.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Demonstrate an understanding of how genetic predispositions and environmental experiences

and influences interact to determine an individual’s development.2. Identify the main contributions of different theoretical perspectives to explain personality and

life-development.3. Explain how individuals adjust to change and transition throughout life.4. Describe the effect early experiences on the development of social relationships, self-concept

and gender identity.5. Evaluate the effect of social influences on developing or modifying behaviour.




SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2018-19 NATIONAL COST CENTRE: 132

MODULE LEADER: Tracy Gearon OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENT•Development of personality: introduction to developmental psychology and theories of self-biological, psycho-analytical, behaviourist, humanist, cognitive, evolutionary and ethnological approaches.•Life-long development: Maslow, Erickson, Levinson•Developmental influences: Genetic inheritance, family and social experience.•Consequences: Personality, self-concept, gender identity, social relationships.•Adaptation: changes to physical or social situations, stress and coping, separation and bereavement, stress and coping with retirement and ageing.•Social influences: confirming influences on attitudes and behaviour, role and media, family and peer pressure, attribution, effects of labelling, stereo-tying and prejudice, crown psychology and social constructions approaches.•Methods of investigation: understanding of cross-sectional and longitudinal research methods, and the advantages and disadvantages of participant observation.




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Date:25/05/16


Date:25/05/16


Recommended Texts and Sources:Bee, H., & Boyd, D., (2011), Lifespan Development: Study Edition, 6 th Edition, Allyn & Bacon, London

Bornstein, M. H., Lamb, M. E., (2011), Developmental Science: An Advanced Textbook, 6th Edition, Psychology Press

Burgess, R.L. & MacDonald, K., (2015), Evolutionary Perspectives on Human Development, 2nd Edition, Sage Publications Ltd, London

Cullen, K., (2011), Introducing Child Psychology, Icon Books Ltd, Duxford

Eysenck, M., (2015), Cognitive Psychology: a student’s handbook, 6th Edition, Psychology Press Ltd., Sussex

Gross, R., (2010), Psychology: the science of mind and behaviour, 6th Edition, Hodder Education, London

Harris, M., et al., (2002), Developmental Psychology: a student’s handbook, Psychology Press Ltd., Sussex

Hayes, N., (2000), Foundations of Psychology: An Introductory, 3rd Edition, Routledge, London

Shaffer, H. R., (2003), Introducing Child Psychology, John Wiley and Sons Ltd

Shaffer, D. R. and Kipp, K., (2013), Developmental Psychology: Childhood and Adolescence, (International Edition), 9th Edition, Heinle, Wadsworth

Slater, A., and Bremner, G., (2004), An introduction to developmental psychology, Blackwell Publishing, London

Smith, P. et al., (2011), Understanding Children's Development, 5 th Edition, Basic Psychology, Blackwell Publishers, London


http://www.amazon.co.uk/exec/obidos/ASIN/0205381340/qid=1090326033/sr=1-72/ref=sr_1_2_72/202-4783948-8191048


MODULE CODE: SCFD106 MODULE TITLE: Values and Ethics

CREDITS: 20 FHEQ Level: 4 JACS/HECos CODE: L300/100456


SHORT MODULE DESCRIPTOR: (max 425 characters)This module aims to focus on the values underpinning good professional care practice and the influence of personal values on practice. Students will have the opportunity to explore ethical principles in relation to care work and relate these to the dilemmas they face in their workplace. The module will enable students to examine a range of practice guidelines and to examine the relationship between personal, professional and agency values.





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MODULE AIMS:This module aims to focus on the values underpinning good professional care practice and the influence of personal values on practice. Students will have the opportunity to explore ethical principles in relation to care work and relate these to the dilemmas they face in their workplace. The module will enable students to examine a range of practice guidelines and to examine the relationship between personal, professional and agency values.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Identify the values underpinning care in different care settings and their contribution to quality

of care delivery2. Evaluate the practical application of values and principles in a care setting3. Explain ethical principles related to care practice and recognise how these may be applied in

decision-making4. Identify and evaluate appropriate codes of practice, ethical codes, occupational standards,

quality standards and guidelines5. Demonstrate awareness of their own value system, recognise influences upon this and reflect

upon and apply own ethical framework in practice.



DATE(S) OF APPROVED CHANGE: 01/09/10 TERM/SEMESTER: Autumn


Additional notes (for office use only):SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2018-19 NATIONAL COST CENTRE: 135


SUMMARY of MODULE CONTENT Principal values in health, social care and child care practice: respect, acceptance, recognition of

individual identity and needs; autonomy, self-determination, choice, advocacy, independence, informing, user involvement in decision-making and care planning, partnership and shared care; anti-discriminatory practice; confidentiality; the empowerment of individuals, groups and organisations within the community

Ethical principles related to health, social care and early years practice: value of persons, autonomy, rights and obligations, duties, justice, inequality, utility, beneficence, non-maleficence, parentalism/duty to protect, confidentiality and ethical record-keeping

Ethical dilemmas and ethical decision-making: conflicts of rights/choice, individual and others, majority and minority, parent and child, carer and service user, limits of autonomy and self-determination e.g. capacity to consent, autonomy and best interests/protection; confidentiality, information and truth-telling; limits to choose, individual choice in group care, agency constraints, resource constraints, service rationing

Values in practice: values in occupational standards; codes of practice; mission statements; professional ethical codes; government guidelines/reports; quality standards; local & national agency policies; philosophies of care

Incorporating values into practice: awareness of own value system and influences upon this application of values in practice, ethical framework for own practice and decision-making, reflection on issues and dilemmas in own work setting.




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CourseworkC1C2

To cover LO2, 3 and 5 (3000 words)To cover LO1 and 4 (1,500 words)

70%30%

Total = 100%

Updated by: Tracy Gearon Date: 25/05/16 Approved by: HE Operations Date: 25/05/16


Recommended Texts and Sources:Concise Routledge Encyclopedia of Philosophy.

Warburton, N. 1992. The Basics: Philosophy. 4th ed. Abingdon, Routledge

Grayling , A.C. 1998. Philosophy 2. Oxford. Oxford University Press.

Harrison-Barbet, A., 1990. Mastering Philosophy. Malaysia, Macmillan.

Horner, C. and Westacott, E., 2000. Thinking Through Philosophy: an Introduction. Cambridge. Cambridge University Press

Mautner, T., 1996. Dictionary of Philosophy. London. Penguin Books

Morris, T. 1999. Philosophy for Dummies. New York, IDG Books

Sandel,M. ‘Public Philosophy: Essays on Morality in Politics’ (2005)

Sandel, M. ‘Justice: what’s the right thing to do?’ (2009)



MODULE CODE: SCFD201 MODULE TITLE: Independent Study Module

CREDITS: 20 FHEQ Level: 5 JACS/HECos CODE: L900/100471


SHORT MODULE DESCRIPTOR: (max 425 characters)The Independent Study Module (ISM) offers an opportunity for a student to investigate and write a report on an agreed contemporary Early Years/Social Care issue identified from within that practice.





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MODULE AIMS:To give an opportunity for a student to independently carry out research and explore in detail specific contemporary areas and reinforce the link between theory and practice.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Identify an area of professional interest.2. To be able to write in a standard research report style3. Carry out a relevant literature review.4. Analyse relevant data.5. Evaluate the issues surrounding the specific area.

DATE OF APPROVAL: 01 Apr 2005 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sep 2004 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER:





SUMMARY of MODULE CONTENTThis module provides students with an opportunity to investigate an area of personal/or professional interest, with tutorial support. Students are given tutorials and advice on appropriate reading and study skills; asked to submit regular versions of “work in progress” and additional tutorials build on skills, knowledge and understanding that students have developed through their writing in previous modules. Students will be introduced to research/steps in research, literature review, data collection methods/data analysis and writing research reports.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 35 Core material and one-on-one tutorial support



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CourseworkC1C2

Written AssignmentPresentation

80%20%

Total = 100%


Updated by: Tracy Gearon Date: 25/05/16 Approved by: HE Operations Date: 28/01/16


Recommended Texts and Sources:BELL, J., and WATERS, S., (2014), Doing your research project : a guide for first-time researchers. 6th edn. Buckingham: Open University Press.

Bryman, A. (2008) Social Research Methods, Oxford, Oxford University Press

Cohen, L., Manion, L., and Morrison, K., (2011) Research Methods in Education, (7th edition), Abingdon: Routledge

COTTRELL, S., (2012), The study skills handbook, Basingstoke: Palgrave Macmillan.

DAVIES, M., and HUGHES, N., (2014), Doing a successful research project: using qualitative or quantitative methods. (2nd edition), Basingstoke: Palgrave Macmillan.

DAWSON, C. (Author.) (2009) Introduction to research methods : a practical guide for anyone undertaking a research project, (4th edition)., Oxford: How To Books

DENSCOMBE, M., (2007), The Good Research Guide for small-scale social research projects, 3rd Edition, Maidenhead: OUP

FLICK, U., (2011), Introducing research methodology : a beginner's guide to doing a research project, London: SAGE.

JESSON, J., MATHESON, L. and LACEY, F.M., (2011) Doing your literature review : traditional and systematic techniques. London: Sage Publications.

LAMBERT, M., (2012), A beginner's guide to doing your education research project. London: SAGE

Matthews, B and Ross, L (2010) Research Methods: A Practical Guide for Social Sciences London: Longman

Mukherji, P., and Albon, D., (2015), Research Methods in Early Childhood: an introductory guide, 2nd Edition, London: Sage

O'LEARY, Z., (2013), The essential guide to doing your research project, (2nd edition), Dorchester: Sage Publications Ltd

ROBERTS-HOLMES, G., (2014) Doing your early years research project : a step-by-step guide. Third edition. Sage publications Ltd

Silverman, D., (2010), Doing Qualitative Research: A Practical Handbook , London: Sage Publications

WALKER, R., and SOLVASON, C., (2014), Success with your early years research project. Sage publications

Whittaker, A., (2009), Research Skills for Social Work Exeter: Learning Matters



MODULE CODE: SCFD202 MODULE TITLE: Special Needs



SHORT MODULE DESCRIPTOR: (max 425 characters)This module explores issues of disability and special educational need, definitions and terms and considers the differing models of disability. It aims to provide the candidate with a critical understanding of the needs of people with disabilities/children with special educational needs and how these needs may be articulated and met.


E1 (Examination) % C1 (Coursework) 100 % P1 (Practical) % or Pass/Fail (delete as appropriate)



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MODULE AIMS:This models and definitions of disability and special educational need. It aims to provide the candidate with a critical understanding of the needs of people with disabilities including children with special educational needs and how these needs may be articulated and met. It will introduce student to methods of intervention, and existing service provision will be investigated and evaluated. An understanding of people with disabilities and additional needs including children with special educational needs will be considered.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Explain and analyse societal attitudes to disability/special need2. Explain the range of needs of people with disabilities including children with special educational

needs.3. Identify and evaluate provision for people with disabilities and children with special educational

needs4. Identify and explain the legislation underpinning the provision of social care services for people

with disabilities and/or children with special educational needs5. Identify and evaluate ways of working effectively with people with disabilities and children with

special educational needs

DATE OF APPROVAL: 01 Jun 2004 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sep 2004 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: AutumnAdditional notes (for office use only):




SUMMARY of MODULE CONTENTSummary of Module ContentIntroduction to disability and Special educational needs: terms, social construction of disability, definitions and models of disability, Special Educational needs continuum, analysis of societal attitudes to disability with reference to prejudice and discrimination, the media and the family.Issues: promoting equality of opportunity, diversity and respect for individual difference. Values in education and social care provision. Institutionalised discrimination and exclusion, human rights issues.Interventions and service provision: integration versus segregation, citizenship, welfare and community care and consentLegal and policy implication: current legislation that draws on an historical perspective and allows for consideration of the appropriateness and effectiveness of legislation and policy in Britain. Human Rights, Disability and Special Educational Needs legislation and implications for policy and practice.Additional needs: exploration of the range of ‘disability’ and ‘special educational needs’, definitions and assessment.Practice Issues: Assessment and ‘statementing’, role of the professional worker, user participation, decision making, empowerment, advocacy, promoting independence, respecting individuality, privacy and dignity within an anti-discriminatory and anti-oppressive framework; an evaluation of own perspective with regard to people with disabilities/children with special educational needs




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Case Study reportWritten assignment

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Total = 100%


Date:25/05/16


Date:25/05/16


Recommended Texts and Sources:ACRED, C. (2014) Disabilities, Vol 255, CAMBRIDGE: Independence Educational Publishers.

BECKETT, J. (Author.) and HOLMAN, K. (2010) Including children who are working within the P levels, London: A&C Black Publishers

DEVARAKONDA, C. (2013) Diversity & inclusion in early childhood: an introduction, London: SAGE

FIRTH, L. (2007) Coping with disability, Cambridge: Independence

FITZGERALD, D. (2007) Coordinating special educational needs: a guide for the early years, New York: Continuum

FLETCHER, J.M. and LYON, G.R., FUCHS, L.S. and BARNES, M. (2007) Learning disabilities: from identification to intervention, London: Guilford Press

FREDERICKSON, N. and CLINE, T. (2009) Special educational needs: inclusion & diversity, 2nd Edition, Maidenhead: Open University Press

HAINES, S. and Ruebain, D., (Editors), (2011) Education, disability and social policy, Bristol: Policy Press

HARDIE, E. and TILLY, L. (2012) An introduction to supporting people with a learning disability, Exeter: Learning Matters

HODKINSON, A. (2016) Key Issues in Special Educational Needs and Inclusion, 2nd edition, London: Sage

HUTCHINSON, S. (2008) The good schools guide: special educational needs. Lucas.

KNOWLES, G. (2006) Supporting inclusive practice, Abingdon: David Fulton

LEDGERTON, S. (2010) Special educational needs in practice, London: Practical Pre-School Books.

MACINTYRE, C. (2010) Play for children with special needs : supporting children with learning differences, 3-9, 2nd edn. London: Routledge

NATIONAL ASSOCIATION OF HEAD TEACHERS and TUTT, R. (2007) Every child included, London: Paul Chapman

NUTBROWN, C. and CLOUGH, P. (2005) Inclusion in the early years: critical analyses and enabling narratives, London: SAGE.

SAGE, R. (2010) Meeting the needs of students with diverse backgrounds, London: Continuum

TASSONI, P. (2003) Supporting Special Needs: Understanding Inclusion in the Early Years, Oxford: Heinemann Educational Publisher

THOMPSON, J. (2010) The essential guide to understanding special educational needs. Harlow: Pearson Education Limited

VIZARD, D. (2013) A Further Guide to Syndromes and Conditions, Newton Abbot: Behaviour Solutions ltd.

Wall, K.( 2011) Special Needs and Early Years: A practitioner’s guide, 3rd Edition, London: Sage

WALTON, A. and GODDARD, G. (Editors) (2009) Supporting every child: a course book for foundation degrees in teaching & supporting learning, Exeter: Learning Matters

WARNOCK, M. and NORWICH, B. (2010) Special Educational Needs: A new look, 2nd Edition, London: Continuum International Publishing Group


JOURNALS Gibson, S and Blandford, S (2005) Managing Special Educational Needs: a practical guide for primary

and secondary schools, London: Paul Chapman (provides a practical guide to how SEN processes might be operated in schools – ACCESS

THROUGH PLYMOUTH UNIVERSITY – PRIMO (EBOOK)).

Serge, T (2009) ‘from integration to inclusive education: does changing the terms improve practice?’ International journal of inclusive education, 13(6): 553-63

Provides an expansive review of the evolution of inclusive education

Winzer, M. A. (2013) ‘Confronting difference: a brief history of special education’, in Florian, L. (Ed), The Sage Handbook of special education, London: Sage, pp 23-38.

Provides a useful and detailed overview of the history of SEN in England.



MODULE CODE: EFD202 MODULE TITLE: The Child as an Individual



SHORT MODULE DESCRIPTOR: (max 425 characters)This module will enable students to consider theories of social and emotional development and study the influences on development of self-image, self- reliance and identity. It will offer opportunities to use observational methods to compare stages of social and emotional development in the work placement (0-8 years).





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MODULE AIMS:The module aims to develop the student’s knowledge, and understanding of theories of social and emotional development. To understand the environmental impact on usual patterns of development and raise awareness of behaviours which may be symptomatic of a poor self- image. To reflect on a range of values, beliefs and attitudes, which may affect development. To consider the importance of parents and early years practitioners in providing suitable role models for children.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Know and understand expected patterns of personal, social and emotional development2. Understand the importance of self-reliance, self-image and identity and how this may impact on

personal social and emotional development3. Identify the patterns of behaviour which may be symptomatic of poor self-image, or negative

sense of identity4. Demonstrate an awareness of the range of values, beliefs and attitudes which may affect the

personal, social and emotional development5. Develop a reflective awareness and understanding of the role and responsibilities within the

work place in supporting personal social and emotional development.



DATE(S) OF APPROVED CHANGE: 01/09/10 TERM/SEMESTER: Autumn

Additional notes (for office use only):SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT


Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.

ACADEMIC YEAR: 2018-19 NATIONAL COST CENTRE:


SUMMARY of MODULE CONTENT•Theories of social and emotional development, social learning theory, psychoanalytical theories, attachment theory.•The work of Freud, Erikson, Bandura ,Piaget, Kohlberg, Bowlby , Bronfenbremer ,•The development of self-reliance, self-image and identity. Independence and interpersonal skills. Morality and conscience . Behaviour patterns which may reflect poor self-image. The importance of role models and significant others. Values beliefs and attitudes and their effect on social and emotional development•Observational methods (cross ref to Module- cognitive development) and their importance in supporting the development of the individual




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CourseworkC1C2_

Written assignmentPortfolio

50%50%

Total = 100%



Date:25/05/16


Date:25/05/16

Recommended Texts and Sources:



MODULE CODE: EYFD203 MODULE TITLE: Numeracy and Literacy

CREDITS: 20 FHEQ Level: 5 JACSHECoS CODE: L900/100471


SHORT MODULE DESCRIPTOR: (max 425 characters)This module considers aspects and issues that are currently viewed as central to the development of Numeracy and Literacy. Early years practitioners and parents are involved in supporting the development of skills, knowledge and understanding of Numeracy and Literacy, it is essential that students are confident and aware of current initiatives in this field. (0-8yrs.).





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MODULE AIMS:This module aims to explore aspects and issues viewed as central to the early understanding and development of Numeracy and Literacy skills. References to foundation and national curriculum will be made throughout to enable students to develop their own knowledge of The Early Years Foundation frameworks to inform their practice.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Recognise and explain the importance of providing a clear framework for the development

Numeracy and Literacy skills2. Demonstrate knowledge of , refer to and apply The Early Years Foundation Framework and

national curriculum guidelines3. Analyse and evaluate methods of supporting Numeracy and Literacy development using a range

of activities which are challenging and engaging.4. Evaluate the importance of their contribution as early years practitioners and parents in sharing

the development of Numeracy and Literacy skills in children.5. Research, present and evaluate original resources for Numeracy and Literacy activities suitable

for identified age group.





MODULE LEADER: Tracy Gearon OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENT•The content of the syllabus will be drawn from current guidelines, including The Early Years Foundation Stage Framework and national curriculum documents.•Numeracy: Develop understanding of use of number. Matching, sorting, and counting. Application of number, calculations, solving problems, using a calculator, maths language. Develop understanding of use of shape, space and measures. Practical activities, estimate, measure, compare, use maths language related to shape, space and measure, data presentation.•Literacy: Helping children to develop their reading skills. Develop confidence, fluency and understanding using graphic, phonic, grammatical and contextual reading strategies. Encouraging children to develop their writing skills. Letter formation, punctuation, grammar and spelling. Supporting children in developing their speaking and listening. Develop and extend vocabulary and structural command of language, attentive listening and taking turns to speak.•The importance of shared responsibilities with parents and early years professionals for the development and collaborative enhancement of numeracy and literacy skills.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationGuided Independent Study 17.5 Core Material

Guided independent Study 182.5 Students are expected to put in time outside of taught session


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Date:25/05/16

Approved by:HE operations

Date:25/05/16


Recommended Texts and Sources:www.standards.dfes.gov.uk/eyfs/ (The Early Years Foundation Stage)http://curriculum.qca.org.uk/ (The National Curriculum – Key stage 1 – 4)www.standards.dfes.gov.uk/primary/ (The Primary Strategy)www.standards.dfes.gov.uk/primaryframework/ (The Primary Strategy – Literacy and Numeracywww.cwdcouncil.org.uk (Children’s Workforce Development Council – England)www.childrensworkforce.org.uk (Children’s Workforce Network)www.surestart.gov.ukwww.standards.dfes.gov.uk/eyfs/ (The Early Years Foundation Stage document)

Literacy

Beard, R., 1993, Teaching Literacy, Balancing Perspectives, London, Hodder and Stoughton

Bielby, N., 1994, Making sense of reading: the new phonics and its practical implications, Leamington Spa, Scholastic Publications Ltd

Gee, R., and Watson, C., 1990, The Usborne Book of Better English, Usborne Publishing

Goswami, U., and Bryant, P., 1990, Phonological Skills and Learning to Read: Essays in Developmental Pychology, Hove, Psychological Press

Dombey, H., et al, 1998, Whole Part Phonics, Greenwood Press

Dombey, H., Meek Spencer, M., First Steps Together: Home-school Early Literacy in European Contexts, 1994, Trentham Books Ltd

Jackson, H., and Stockwell, P., 1996, An introduction to the nature and functions of language, Cheltenham, Stanley Thornes (Publishing) Ltd

Meek, M., 1986, Learning to Read., Bodley Head Children’s Books

Meek, M., 1991, On being Literate, Bodley Head Children’s Books

Meek, M., 1987, How Texts Teach What Readers Learn, Thimble Press

Walton, M., 1998, Teaching Reading and Spelling to Dyslexic Children, London, Fulton

Whitehead, M., 1990, Language and Literacy in the Early Years, Paul Chapman Ltd.

Whitehead, M., 1996, The development of language and literacy, London, Hodder and Stoughton

Wray, D., and Medwell, J., 1998 Teaching English in the Primary School, London, Letts

Villiers, P and Villiers J., 1979, Early Language, Fontana Press


Numeracy

Aplin, R., 2004, Assisting Numeracy: a handbook for classroom assistants, London, BEAM

Briggs, M., and Davis. S., 2007, Mathematics in the early years and primary classroom – creative teaching, London, David Fulton Publishers Ltd

Cockburn, A., 1998, Teaching mathematics with insight: identification, diagnosis and remediation of young children’s mathematical errors, Routledge Falmer

Haylock, D., 2001, Numeracy for teaching, Paul Chapman Publishing Ltd

Haylock, D., and Cockburn, A., 2008, Understanding Mathematics for young children: A guide for foundation stage and lower primary teachers, SAGE Publications Ltd

Haylock, D., 2005, Mathematics Explained for Primary Teachers, 3rd Edition, London, Paul Chapman Publishing Ltd

Headington, R., 2006, Supporting Numeracy: A Handbook for Those Who Assist in Early Years Settings, David Fulton Publishers Ltd

Hobart, C., and Frankel, J., 2004, A practical guide to child observation and assessment, 3rd Edition, Cheltenham, Nelson Thornes Ltd.

Hopkins, et.al, 1999, Mathematics in the primary school: a sense of progression, 2nd Edition, London, David Fulton Publishers Ltd

Lewis, A., 1996, Discovering mathematics with 4 – 7 year olds, London, Hodder and Stoughton

Merttens, R., 1996, Teaching Numeracy: Maths in the primary classroom, Leamington Spa, Scholastic

Montegue-Smith, A., 2002, Mathematics in nursery education, 2nd Edition, London, David Fulton Publishers Ltd

Pound, L., 2006, Supporting Mathematical Development in the early years, OUP,

Pound, L., 2008, Thinking and learning about mathematics in the early years, Routledge,

Richards, R., and Jones, L., 1990, An early start to Mathematics, Simon Schuster

Siraj-Blatchford, J., and MacLeod-Brundenell, I., 1999, Supporting Science, Design and Technology in the early years, OUP

Siraj-Blatchford, J., and Whitehead, M., 2003, Supporting ICT in the early years OUP

Tucker, K., 2005, Mathematics through play in the early years, London, Paul Chapman Publishing Ltd

Wright, R., Martland, J., and Stafford, A., 2000, Early numeracy assessment for teaching and intervention, London, Paul Chapman Publishing Ltd

Hansen, A., and Drews, D., 2007, Using Resources to Support Mathematical Thinking: Primary and Early Years - Achieving QTS Practical Handbooks, Learning Matters Ltd


Reading list continued/…

CHALLEN, D. (2001) Primary English Audit and Test. Exeter: Learning MattersEYRES, I. (2007) 2nd Ed. English for Primary and Early Years. London: Sage.JOHNSON, J. (2001) The Literacy Skills Test. Learning MattersMEDWELL, J. et al (2007) Primary English Knowledge and Understanding. Exeter: Learning Matters Ltd.Additonal key textsJohnston, R. & Watson, J. (2007) Teaching Synthetic Phonics Exeter: Learning MattersGoodwin, P. (2005) Understanding Children's Books London: SageAnd/orGamble, N. Yates, S. (2008 2nd Ed) Understanding Children's literature London: SageEarly Years specificRiley, J. (2006) Language and Literacy 3-7. London; SageMarsh, J. and Hallett, E. (2nd Ed.) (2008) Desirable Literacies. London: PCPWhitehead, M. (2007) Developing Language and Literacy with Young Children. London; Paul ChapmanPrimary and Early YearsGoodwin, P. (2005) The Literate Classroom (Second Edition). London: David FultonEssential Children’s literature (linked to events with partnership schools in October)Early YearsThe Stickman by Julia DonaldsonWe’re Going on a Bear Hunt by Michael RosenInto the Forest by Anthony Browne10 Things I can do to help my world by Melanie WalshLila and the secret of rain by David Conway and Jude DalySciencePrimaryDevereux (2007 2nd Ed) Science for Primary & Early Years Developing Subject KnowledgeHarlen, W. (2005). Teaching, Learning and Assessing Science 5 - 12Monk, M. & Osborne, J., (2010) Good Practice in Science Teaching: What Research Has to Say. Buckingham: Open University PressEarly YearsJohnson, J (2005). Early explorations in science. Maidenhead: OUPDevereux (2007 2nd Ed) Science for Primary & Early Years Developing Subject KnowledgeHarlen, W. (2005). Teaching, Learning and Assessing Science 5 - 12Monk, M. & Osborne, J., (2010) Good Practice in Science Teaching: What Research Has to Say. Buckingham: Open University PressMathematicsCotton, T. (2010) Understanding and Teaching Primary Mathematics. LongmanPrimary Mathematics: Audit and Test (2007 3rd Ed) Learning MattersPrimary Mathematics: Knowledge and Understanding (2009 4th Ed) Learning MattersPrimary Mathematics: Extending Knowledge in Practice (2008) Learning MattersThe Really Useful Maths Book Routledgehttps://www.ncetm.org.uk/ Register (free) and explore the audit in the Personal Learning SectionICTAGER, R Information and Communications Technology in Primary Schools (2nd ed). London: FultonLOVELESS, L. & DORE, B. (eds) ICT in the Primary School. Buckingham: Open University PressProfessional StudiesBruce, T. (2003) Developing Learning in Early Childhood – 0-8 Years. Paul Chapman PublishingArthur, J. and Cremin, T. (2010) Learning to teach in the Primary School (2nd Edition) London: Routledge.Hayes, D. (2008) Foundations of Primary Teaching 4th Ed. London: RoutledgePollard, A.et al. (2008) Reflective Teaching: evidence-informed professional practice (Paperback 3rd edition) London: Continuum International Publishing Group Ltd.Woolfolk, A., Hughes, M.& Walkup, V. (2007) Psychology in Education London: Pearson.



MODULE CODE: CORS205 MODULE TITLE: Social Policy



SHORT MODULE DESCRIPTOR: (max 425 characters)This module will enable students to extend their understanding of social policy; its social, ideological and political context and develop an understanding of how these issues relate to their work practice in the early years sector.





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MODULE AIMS:To set early years developments within a social context and explore the ideological perspectives which underpin social policy, identifying special policy initiatives that impact on early years e.g. Early Years Foundation Stage.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:5. Demonstrates an understanding of the way that early year’s provision has developed within a

social context.6. Demonstrate an understanding of the ideological perspectives that underpin social policy.7. To synthesise material relating to the interaction between social policy and sociology.8. To demonstrate a broad understanding of how social policy initiatives impact on early

DATE OF APPROVAL: 01 Jan 2012 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sep 2012 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: Autumn





SUMMARY of MODULE CONTENT1.The development of Social Policy2.Ideological perspectives3.The welfare state and its impact on society4.Early Years and policy initiatives


Guided Independent Study 165

Students are expected to put in time outside of taught sessions on individual projects/portfolios and own reading and revision in accordance with suggested reading list and advice from tutors togo towards building own knowledge and understanding in preparation for written work and test.


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Updated by: Date: Approved by:HE Operations

Date:17/09/16


Recommended Texts and Sources:Adams, P., 2014, Policy and Education, Routledge, LondonAlcock, P., May, M, and Wright, S. 2016, The Students Companion to Social Policy, 5th edition, Wiley-blackwell, ChichesterAlcock, P. 2003. Social Policy in Britain. 2nd ed. Palgrave Macmillan, BasingstokeAlcock, C., Daly, G. & Griggs, E. 2008, Introducing Social Policy, 2nd edition, Pearson Longman, HarlowBall, S., 2017, The Education Debate, 3rd Edition, Policy Press, BristolBaldock, J., Manning, N., and Vickerstaff, S., 2007, Social Policy, Oxford University Press, OxfordBlakemore, K., and Warwick-Booth, L., 2003, Social Policy: an introduction, Open University Press, BuckinghamGiddens, A., 1987, Social theory and modern sociology, Polity Press, CambridgeGladstone, D., 1999, Before Beveridge: welfare before the welfare, Institute for Economic Affairs, LondonGlennerster, H., 2000, ‘British Social Policy: since 1945’, 2nd edition, Blackwell Publishing, Oxford.Hill, M., and Z. Urvin, 2009, Social Policy, 8th Edition, Blackwell Publishing, Oxford.James, A., & James, A., 2004, Constructing Childhood: Theory, Policy and Social Practice, Palgrave Macmillan, LondonMoore, S., 2002, Social welfare alive, 3rd edition, Stanley Thornes Ltd., CheltenhamPugh, G., and Duffy, B., Editors, 2006, Contemporary issues in the early years, 4th edition, Sage, LondonSealey, C., 2015, Social Policy Simplified: Connecting theory and Concepts with People’s Lives,Spicker, P., 2014, Social Policy, theory and practice, Policy Press, BristolWalsh, M., Stephens, P. and Moore, S. 2000, Social Policy and Welfare, 2nd edition, Nelson Thornes, CheltenhamYeo, A. & Lovell, T., 2002, Sociology and Social Policy for the Early Years, 2nd Edition, Hodder Education, LondonYoung, P., 2000, Mastering Social Welfare, 4th Edition, Palgrave, Hampshire

1.1 E-book

Social Policy, Open University Press, https://www.dawsonera.com/abstract/9780335229529


https://www.dawsonera.com/abstract/9780335229529

UNIVERSITY OF PLYMOUTH MODULE RECORD (approved by UTLQC June 2017)

SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty/AP Quality Procedures for approval and issue of new module code.

MODULE CODE: CORC2232 MODULE TITLE: Placement for Practitioner

CREDITS: 20 FHEQ LEVEL: 5 JACS CODE: X320 (HECoS CODE: 100464)

PRE-REQUISITES: N CO-REQUISITES: N COMPENSATABLE: N

SHORT MODULE DESCRIPTOR: (max 425 characters)

This module is intended to provide students with the opportunity to maximise professional learning opportunities which accrue from work-place experience in a setting working (paid or unpaid) with young children (0-5) or with children and their families.

ELEMENTS OF ASSESSMENT [Use HESA KIS definitions] – see Definitions of Elements and Components of Assessment

E1 (Examination) C1 (Coursework) 100% P1 (Practical) Pass/Fail


A1 (Generic assessment)

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SUBJECT ASSESSMENT PANEL to which module should be linked: FdA Early Childhood Studies


MODULE AIMS:

Provide students with the opportunity to learn in work-based settings. Encourage students to acquire work-based knowledge and to develop their employability skills

and their ability to enter the world of work as professionals; Assess students’ capacity to work with children and families against level 3 standards Enable students to develop a critical understanding of the relationship between the level 3

standards and their studies in ECSASSESSED LEARNING OUTCOMES: (additional guidance below; please refer to the Programme Specification for relevant award/ programme Learning Outcomes.

At the end of the module the learner will be expected to be able to:

Assessed Module Learning Outcomes

Award/ Programme Learning Outcomes contributed to

1. Apply skills and knowledge in a work situation, in a task or problem-solving context;2. Understand what the employing organisation does and how it seeks to achieve its goals;3. Understand their role within the organisation, together with an awareness of statutory (e.g. health and safety) regulations;


https://www.plymouth.ac.uk/uploads/production/document/path/1/1956/Definitions_of_Elements_and_Components_of_Assessment.pdf

https://www.plymouth.ac.uk/uploads/production/document/path/1/1956/Definitions_of_Elements_and_Components_of_Assessment.pdf

4. Link the learning experience to ideas, knowledge and concepts derived from the academic curriculum to critique instrumental approaches to professionalization;5. Demonstrate their understanding of working professionally with children and families

DATE OF APPROVAL: January 2018 FACULTY/OFFICE: Academic Partnerships

DATE OF IMPLEMENTATION: September 2018

SCHOOL/PARTNER: Cornwall College

DATE(S) OF APPROVED CHANGE: XX/XX/XXXX

SEMESTER: 2

Notes:


SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.

ACADEMIC YEAR: 2017-18 NATIONAL COST CENTRE: 135MODULE LEADER: Tracy Gearon OTHER MODULE STAFF:

Summary of Module ContentPreparation for placement and details of assessment process.Critical exploration of the Early Years Educator standards comparing these standards to the expectations and outcomes of the FdA ECSIdentify the limitations of an instrumental approach to professionalisation and the care of children.Students in placement will receive a visit from tutor for assessment purposes

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]

Scheduled Activities Hours Comments/Additional Information (briefly explain activities, including formative assessment opportunities)

Placement 150 Time spent in placement

Seminars 30

Tutorial/Placement Assessment 10 Additional support/observation

Independent Study 10 Students are expected to put in additional time outside of taught sessions.



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Essay (2000 word self-assessment of practice against level 3 standards including critique of these standards.( ALOs iv and v))

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Placement (100 hours of placement) (pass/fail)

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REFERRAL ASSESSMENT

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To be completed when presented for Minor Change approval and/or annually updatedUpdated by: Tracy Gearon Date: 29/10/17

Approved by: HE OperationsDate: Feb 2018
