Welcome and Introduction to the FdA in Early Childhood … · Web viewTutorial/seminar discussions Feedback via coursework assessment process (essays etc.) Secondary For example:

Academic Partnerships Template

Plymouth UniversityAcademic Partnerships

Cornwall CollegeSaltash

Programme QualityHandbook for

FdA Early Childhood Studies

2014 – 15Academic Partnerships Teaching, Learning and Assessment Handbook 2014-15

Page 1 of 27


Contents1. Welcome and Introduction to FdA Early Childhood Studies....................................................................3

2. Programme Specification.........................................................................................................................3

3. Module Records..................................................................................................................................... 15

Academic Partnerships Teaching, Learning and Assessment Handbook 2014-15 Page 2 of 27

1. Welcome and Introduction to the FdA in Early Childhood Studies.

Welcome to the Foundation Degree in Early Childhood Studies. The College is delighted that you have chosen to study with us. We are sure you are going to have a great time here and will get a great deal from the programme.

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.

This Programme Quality handbook contains important information including: The approved programme specification Module records

Note: the information in this handbook should be read in conjunction with the current edition of the College Student handbook available at (college to add link) which contains student support based information on issues such as finance and studying at HE along with the University’s Student Handbook - https://www1.plymouth.ac.uk/studenthandbook and your Teaching, Learning and Assessment Handbook available on your programme virtual learning environment.

2. Programme Specification

On the following pages you will find the specification for your programme; this provides a detailed formal overview of the programme as a whole. It explains what you will learn and how you will be assessed throughout the two stages of your Foundation Degree. The Programme Learning Outcomes Map specifies the knowledge and skills you will develop at each stage of your Foundation Degree.

Awarding Institution: Plymouth UniversityTeaching Institution: Cornwall CollegeAccrediting Body:Final Award: FdAIntermediate Awards: Certificate of Higher Education (CertHE)Programme Title: FdA Early Childhood Studies

UCAS Code: XL35JACS Code: XL35Benchmarks:

Date of Approval:


https://www1.plymouth.ac.uk/studenthandbook


Admissions Criteria:

Qualification(s) Required for Entry to the FdA / FdSc

CommentsFdA

Candidates must have at Level 2:At Level 2Key Skills requirement/Higher Level Diploma

Subject related to course.

and/orGCSEs required at Grade C and above Five at grade A – C including English and Mathematics.

Plus at least one of the following Level 3 qualifications:

A Levels required: 80 – 100 points. Subject related.Advanced Level Diploma As above.BTEC National Certificate/Diploma Merit profile.HNC/D N/AVDA: AGNVQ, AVCE, AVS C profile in relevant area of study.Access to HE or Year 0 provision Current pass at Level 3International Baccalaureate Awarded a DiplomaIrish/Scottish Highers/Advanced Highers Grades sufficient to reach UCAS tariff 40 – 60 points – subject

related.Work Experience Substantial experience in health care or early years settings

(two years’ experience).Other non-standard awards or experiences

To be individually considered.

APEL/APCL possibilities Add Academic Regs link)

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) / Criminal Record Bureau (CRB) clearance required

Production of a clear Criminal Record Bureau (CRB) check.



Aims of the Programme:

The programme is intended to: ……..

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.

Programme Intended Learning Outcomes:

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

1. 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.

2. Demonstrate competencies associated with key functions of practitioners in this area.3. Function effectively and efficiently as a member of a team and contribute to an organisation

using a wide range of professional and interpersonal skills.4. Critically evaluate and refer to the key external factors which influence a work in this field e.g.

social policies and legislation.5. Demonstrate a capacity for logical thinking and an ability to make and defend judgements e.g. in

effective practice, writing coherent reports and assignments.6. Demonstrate effectiveness in the workplace and continuing commitment to lifelong learning

and personal development.



Teaching methods and assessments

A: Development of Knowledge and Understanding Learning and Teaching Strategy/Method

By the end of the programme the student will be able to demonstrate knowledge and understanding of:

(The bullets below offer examples of the type of text. Add detail that is relevant to the programme)

the major theories of the discipline(s) and an awareness of a variety of ideas, contexts and frameworks

the wider social and environmental implications of area(s) of study and is able to debate issues in relation to more general ethical perspectives

(Examples are shown. Compile specific lists for the programme)

Primary

Lectures and tutorials Directed independent study Learning from work experience

Secondary

Case studies Problem-solving exercises

NB: Benchmark References

(For example, cite the QAA Subject benchmark, FDQB, etc)

Assessment

Key knowledge and understanding is assessed via a combination of multiple choice tests, examinations, essays, presentations and seminar performances.

B: Cognitive and Intellectual Skills Learning and Teaching Strategy/Method

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

critique rival theories and frameworks analyse and synthesise Intelligently apply appropriate principles in assessing

policy or practice demonstrate problem solving and research skills

Primary

Class exercises Tutorial/seminar discussions Feedback via coursework assessment

process (essays etc.)

Secondary

For example: Policy and practice analysis in

surgeries Computer-based practicals on data

and measurement problems



NB: Benchmark References Assessment

Assessed discussions Essays/projects/dissertations Examinations/tests Coursework/group work on practical

application questions

C: Key Transferable Skills Learning and Teaching Strategy/Method


(for example) interact effectively within a team / learning group, manage learning using resources for the discipline communicate effectively in a manner appropriate to the

discipline (in standard English oral, written, using ICT) take responsibility for own learning with minimum

directionmanage information with the ability to select appropriate data from a range of sources and develop appropriate research strategies

Primary

Library and other research exercises

Group work awareness and practice

Computer-based learning and assessment

Secondary Class and seminar interactions

and feedback


Coursework of all types Examination preparation and

completion Assessed discussions Group work assessments



D: Employment Related Skills


(Insert skills particular to the intended employment)

E: Practical Skills


(Insert skills particular to the discipline(s) for example:

Specific computer and information technology skills Observational techniques)

Learning and Teaching Strategy/Method

Laboratory work Projects Designated tasks Lectures and tutorials Learning from work


Project work Competence in a range of business-

related communication techniques

Distinctive Features of the Foundation Degree

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.


Learning Outcomes Map for FdA Early Childhood Studies

Learning Outcomes Map FdA Early Childhood Studies at HE Levels 4 and 5 Level 4

1 Graduate Attributes and Skills

Core Programme Intended Learning Outcomes Programme Aim Programme

Learning Outcome

Related Core Modules

Knowledge/ UnderstandingStudents 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. In particular:

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 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.

A4,5

A1

A1, A4

A4,3,6

A1,3

refer to relevant numbered Los

Fd-27.1Ed-8.1, 8.4Fd-27.1Ed-8.2

Fd-27.1Ed-8.2, 8.3

Fd -27.1, 27.3Ed-8.4

Fd-27.1Ed-8.4, 8.5

SCFD 107SCFD 101SCFD 102

SCFD 105

SCFD 101SCFD 105

SCFD 106






Learning Outcome


2. Cognitive / Intellectual Skills (generic)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. In particular to:

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

A1,7

A1

A3,7

A1,6

A3,7

A1,5

Fd-27.2Ed-8.6Fd-27.5Ed-8.6, 8.10

Fd-27.5Ed-8.7

Fd-27.5Ed-8.5, 8.11

Fd-27.1Ed-8.7, 8.8

Ed-8.9, 8.10

SCFD 101SCFD 102

All

All

All

All

All






Learning Outcome


2. Key / Transferable Skills (generic)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. In particular to:

Literary and information processing

Self-management

Communication (oral, written CIT)

Numeracy/quantitative skills (reflection etc.)

A2,4

A4,5,7

A4,5,3

A4,5,3

Fd-27.8Ed-8.12, 8.13Fd-27.8Ed-8.16

Fd-27.8Ed8.12Fd-27.8Ed-8.14, 8.17

All

CORC 1013

CORC 1013

All






Learning Outcome


3. Employment-related skillsStudents 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. IN particular to:

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

A5

A3,4

A7

A3,4

Fd-27.7Ed-8.16Fd-27.8Ed-8.15

Fd-27.2Ed-8.2, 8.7

Fd-27.8Ed-8.1, 8.4

CORC 1013

All

SCFD 106

CORC 1013






Learning Outcome


4. Practical Skills (subject specific)

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 term.

A4

A3,5,6

A3,5,6,

A3

A4,5

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

CORC 1013

CORC 1013SCFD102All

All

All


Programme Structure Diagram

College: Cornwall College 2707Year: 2014/2015PU Course Code: 3562Programme: FdA Early Childhood StudiesMode of Attendance: Full TimeTotal Credits: 240

Stage 1Module Code Module Title No. of

CreditsCore / Optional

CORS103 Creative ways for a Healthy Lifestyle 20 CoreTRCO113C New Learning Technologies 20 CoreCORC1013C Personal and Employability Skills

Development20 Core

SCFD101 Social Science 20 CoreSCFD102 Developmental Perspectives 20 CoreSCFD106 Values And Ethics 20 Core

Stage 2Module Code Module Title No. of

CreditsCore / Optional

SCFD201 Independent Study Module 20 CoreSCFD202 Special Needs 20 CoreCORS203 Early Intervention 20 CoreCORS205 Social Policy 20 CoreEYFD207 Early Years Practice 20 CoreStudents will choose one of the following optional modules:

EYFD202 The Child as an Individual 20 OptionalEYFD203 Parents and Families 20 OptionalEYFD204 Cognitive Development 20 OptionalEYFD206 Numeracy and Literacy 20 Optional



3. Module Records


























Documents

Welcome and Introduction to the FdA in Early Childhood … · Web viewTutorial/seminar discussions Feedback via coursework assessment process (essays etc.) Secondary For example: