University of Chester

Programme Specification
Childhood and Youth Professional Studies BA (Hons) (Single Honours)
2014 - 2015

Bachelor of Arts (Single Honours)

Childhood and Youth Professional Studies

Childhood and Youth Professional Studies (named pathways in Early Childhood Practice; Working with Young People; Working with Families; Managing Services; Supporting Teaching and Learning; Specialist Support)

University of Chester

 University of Chester

Riverside and Warrington Campuses.

Undergraduate Modular Programme

Part-time

Classroom / Laboratory,

4-6 years

7 Years

Annual - September

X370

No

17a. Faculty

17b. Department

Education & Children's Services Academic and Professional Programmes

University of Chester 

Childhood and Youth Professional Studies Board

Saturday 1st June 2013

The BA (Hons) Childhood and Youth Professional Studies programme has been devised with stakeholder organisations to value and reflect work-based learning in professional contexts. The University of Chester acknowledges the importance of improving outcomes for children and families at the centre of policy making and delivery at national and local level and as such this programme reflects a set of beliefs, values, morals and ethical principles for practitioners seeking qualifications and employment in the child, young people and families sector that promotes equality, respect for diversity and challenges prejudices and stereotypes.  To this end the programme seeks to:

  • produce reflective practitioners able to take responsibility for their own learning, equipped with a theorised understanding of practice and an ability to use research and reflection to inform their practice. Students' educational practice will be underpinned by values that they can articulate and for which they can provide a professional rationale;
  • reflect the view that children and young people are at the heart of the work of the Faculty of Education and Children's Services;
  • reflect the Faculty of Education and Children's Services' principles of learning and teaching in that they will:

- Promote open minded systematic enquiry and reflective practice.

- Encourage students to take responsibility for their own learning and teachers/tutors to take responsibility for facilitating that learning.

- Enable the expansion of opportunity and the removal of unnecessary barriers to learning.

- Facilitate the development of learning that will equip students as lifelong learners.

- That all learning and teaching will be underpinned by a rationale for equity, diversity and inclusion.

- To take account of relevant legislation concerning the development and well-being of children and young people and any subsequent or consequent legislation.

- To reflect national initiatives and reflect changing contexts in relation to, for example, international dimensions and global issues.

  • adopt creative and innovative elements reflecting and responding to national initiatives and changing agendas.
  • enable students to develop an enhanced understanding of children's development and learning in the early years and factors which impact in later childhood and adolescence.
  • develop a critical understanding of appropriate pedagogical approaches to work with children and families
  • enable students to understand the development and learning needs and experience of all children in a diverse society without prejudice or discrimination

Additionally, as each student will negotiate a specialist pathway which will be reflected in their focus for assessment task and through Negotiated Experiential Learning Modules (NELMs), taken from the WBIS framework, this programme will aim to:

  • provide access to learning opportunities which promote personal and professional development undertaken for academic credit and/or personal need;
  • enhance students' workplace practice through application of the knowledge and skills gained through their degree programme and elsewhere;
  • deliver coherent, meaningful, approved studies routes which give participants the opportunity to negotiate their learning, plan their study routes and achieve their desired outcomes;
  • facilitate reflective practice and develop knowledge and understanding of its underpinning theory;
  • develop the skills and knowledge appropriate to the field(s) of learning within approved studies routes and reflect academic development in those fields;
  • work with businesses and organisations who seek staff development  and CPD opportunities through higher education;
  • make use of the widest learning resources available, as appropriate, for module achievement.


Knowledge and Understanding


Subject specific knowledge and understanding will be developed in the context of modules negotiated as part of the student's pathway. This will include:

  • Knowledge and understanding of work-based learning.
  • Principles of work-based learning - self review, work-based skills and processes, designing practitioner research, project design, implementation and evaluation, self-critical reflection.
  • Application, reflection and modification of practice informed by practice-based and professional expertise.




Thinking or Cognitive Skills


Intellectual and cognitive skills will be developed through subject specific modules and those designed with subject and practice-based content specifically for the programme. Intellectual and cognitive skills will be developed through analysis and reflection on the Work-based and Work-related learning experiences which are central to the programme. Exemplar learning outcomes include the ability to:
  • Contextualise their role within the workplace and review critically their own perspective on the world of work;
  • Review and critique the current knowledge base underpinning specific areas of work and demonstrate extension of work-based (tacit) knowledge;
  • Review critically approaches, methodologies and practices used in the workplace and identify how these might be enhanced;
  • Demonstrate appropriate analysis and synthesis of concepts and/or protocols used in one (work-based) context and demonstrate their effective application in another;
  • Review published literature and demonstrate how current working practices might be informed and enhanced by relevant research and/or contemporary developments in best practice;
  • Demonstrate logical thought, interpretation and application in work-based/related settings.




Practical Skills



Work-based skills and processes are central to the programme. Learning outcomes which focus on practical skills will be specified in the taught module descriptor or Negotiated Experiential Learning Agreement as appropriate. Practice and professionally based skills which reflect specific vocational areas and may be specified within modules, e.g. âPlay in the EYFS', âSupporting and Managing People'. These will be integral to the assessment in individual modules.


Key Skills
  • Communication
Students will be required to demonstrate effective written and verbal communications skills (e.g. written report or essay and when giving formal presentations).
Example learning outcome: Prepare and deliver a formal presentation in order to disseminate the findings and recommendations arising from your work-based project.
  • Application of Number
Appropriate use of numerical and statistical techniques will be incorporated where relevant into the student's negotiated approved studies route. For example, when collecting and analysing quantitative data in the level 6 Dissertation module
Example learning outcome: Select appropriate tools for data collection and analyse quantitative data using suitable statistical techniques.
  • Information Literacy and Technology
Literature search and retrieval (e.g. use of internet, word processing skills, use of databases and statistical packages where appropriate) is integral to formative and summative assessment activities within the programme.
  • Improving own learning and performance
This programme is designed to enable students to reflect critically their own professional practices and those of the organisation in which they work. In the initial self-review module, students are asked to examine their own preferred learning styles, political compass and to reflect critically on their pre-suppositions and assumptions as a way of enhancing their learning and development. The assessment strategy of most modules includes a component in which the student is required to reflect critically on their approach to and performance in work-based tasks or initiatives as they strive to become self-reflective practitioners.
  • Working with others
Due to the work-based nature of the programme, students routinely work with other members of their organisation in various ways. Typical examples might include: working as a member of work-based teams, supervision of staff, working with customers, stakeholders and/or clients, and students may reflect on their negotiation, influencing and communication skills when working with these groups. The personal learning outcomes specified in the learning agreement will focus on the student's development of these skills and their reflections on their approach to and performance in developing them. Specific modules in the programme focus on aspects of working with others, e.g. level 4 module âDeveloping Positive Relationships' and level 5 module âSupporting and Managing People'.
  • Problem solving
Students are frequently required to demonstrate and reflect critically on their problem solving abilities when completing work-based projects assessed through the Negotiated Experiential Learning Modules. The learning outcomes specified in the NELA and the negotiated assessment brief will reflect this as appropriate.
Example of learning outcome (Level 5): Produce a report on the health and well-being of children and/or young people in a children's service, with proposed health promotion strategy.


Transferable Professional Skills



One of the primary aims of this programme is to enable students to develop and demonstrate their application of a range of transferable professional skills through work-based or work-related learning. Students are encouraged to specify, as learning outcomes within the Negotiated Experiential Learning Agreement (NELA), the personal and professional transferable skills they intend to develop or demonstrate. Students are required to complete the NELA prior to commencing the Negotiated Experiential Learning Module. Examples include: coaching skills, negotiation skills, influencing people, leading and supervising teams, managing conflict, project management.




The programme is concerned to develop graduate skills in addition to specific programme skills and whilst this is drawn on and developed throughout the programme there are opportunities in a range of modules for the continuing development of key skills. Opportunities to develop inclusive, creative and reflective practice are a key feature of the programme. Sometimes this is explicit to students but at other times this is integral to some aspects of learning within different modules. Study skills to support transition at entry point and between levels are addressed within module sessions and through specialised input from the Learning Support Services. The development of research skills is supported at part of the NELMs, and is a key element of Level 6 study, leading to the Dissertation module.

There are a number of core themes that are integral to the structure and content of the programme, enabling students to progressively develop their own knowledge and understanding. These provide the organising principles for the programme. There is provision within the programme for students to progressively deepen and widen their understanding of the development of children from birth until their transition to adulthood, and understand the implications of incomplete or inappropriate support from adults. The development of a critical understanding of principles underpinning practice across services for children, young people and families is interwoven across modules at each level and upwardly through all levels. This supports the study of working practices within organisations, as well as in multi-agency, and inter-professional contexts. Throughout the programme, ways of seeking and listening to the voice of children and young people are explored.

The core content includes a strong first year input on understanding and supporting the development of children and young people. This is based on psychological and educational perspectives and includes learning about child protection but this also allows the student to explore theoretical issues in the context of their own work context. An important focus in this is the teaching of observational and assessment techniques that can be used to inform planning for creative learning experiences and health and wellbeing experiences for children, young people and their families.

Children and young people's place in contemporary British society and the support from services and agencies is developed through modules at level 5. Inclusion issues, analysis of cultural, gender inequality and class issues highlighting children and young people as individuals also feature in the range of modules at level 5.  Furthermore, at this level, there is an opportunity for students to investigate aspects of their own professional practice through a negotiated experiential learning for which they will gain academic credit for their learning. The application of many of the issues raised in taught sessions, and through reading can therefore be explored in a professional context. Where a student has a particular professional interest, access to suitable sessions in modules within other programmes may be possible by negotiationas part of NELMs.

At level 6, the programme focusses on developing students as critical thinkers. The probing of current issues concerning children, young people and their families, the principles underpinning practice and the management of multi-agency relationships in the delivery of services draw together learning, practice and research - a feature of the programme. This leads to the undertaking of sustained research.

A part-time student would normally follow six 20-credit modules (or equivalent) at the appropriate level in each year, giving a total of 80 credits at each level. Only marks at Level 5 and Level 6 contribute towards the final degree classification.  There are four compulsory core modules at level 4, with a compulsory pathway specific module and one Negotiated Experiential Learning Module (NELM) from the Work-based Integrated Studies Framework (WBIS). There are four compulsory modules at level 5 (total 80 credits) with the remaining 40 credits at this level studied through NELMs from the WBIS framework and/or appropriate module(s) within another programme subject to negotiation which focus on aspects of the agreed pathway of study. All modules at level 6 are compulsory with the dissertation focusing on an aspect of the agreed pathway of study.

Indicative programme structure for named pathways

Level 4

Level 5

Level 6

Early Years Practice

ED4101(Comp.)

ED4102(Comp.)

ED4103(Comp.)

ED4104 (Pathway specific)

ED4110 (Comp.)

IS4011(Comp.)

ED5101(Comp.)

ED5102(Comp.)

ED5103(Comp.)

ED5104(Comp.)

2xIS5011 or

1xIS5017(Option)

ED6103(Comp.)

ED6101(Comp.)

ED6102(Comp.)

ED6106(Comp.)

ED6105(Comp.)

Managing Services

ED4101(Comp.)

ED4102(Comp.)

ED4103(Comp.)

ED4108 (Pathway specific)

ED4110 (Comp.)

IS4011(Comp.)

ED5101(Comp.)

ED5102(Comp.)

ED5103(Comp.)

ED5104(Comp.)

2xIS5011 or

1xIS5017(Option)

ED6103(Comp.)

ED6101(Comp.)

ED6102(Comp.)

ED6106(Comp.)

ED6105(Comp.)

Specialist Support

ED4101(Comp.)

ED4102(Comp.)

ED4103(Comp.)

ED4109 (Pathway specific)

ED4110 (Comp.)

IS4011(Comp.)

ED5101(Comp.)

ED5102(Comp.)

ED5103(Comp.)

ED5104(Comp.)

2xIS5011 or

1xIS5017(Option)

ED6103(Comp.)

ED6101(Comp.)

ED6102(Comp.)

ED6106(Comp.)

ED6105(Comp.)

Supporting Teaching and Learning

ED4101(Comp.)

ED4102(Comp.)

ED4103(Comp.)

ED4105 (Pathway specific)

ED4110 (Comp.)

IS4011(Comp.)

ED5101(Comp.)

ED5102(Comp.)

ED5103(Comp.)

ED5104(Comp.)

2xIS5011 or

1xIS5017(Option)

ED6103(Comp.)

ED6101(Comp.)

ED6102(Comp.)

ED6106(Comp.)

ED6105(Comp.)

Working with Families

ED4101(Comp.)

ED4102(Comp.)

ED4103(Comp.)

ED4107 (Pathway specific)

ED4110 (Comp.)

IS4011(Comp.)

ED5101(Comp.)

ED5102(Comp.)

ED5103(Comp.)

ED5104(Comp.)

2xIS5011 or

1xIS5017(Option)

ED6103(Comp.)

ED6101(Comp.)

ED6102(Comp.)

ED6106(Comp.)

ED6105(Comp.)

Working with Young People

ED4101(Comp.)

ED4102(Comp.)

ED4103(Comp.)

ED4106 (Pathway specific)

ED4110 (Comp.)

IS4011(Comp.)

ED5101(Comp.)

ED5102(Comp.)

ED5103(Comp.)

ED5104(Comp.)

2xIS5011 or

1xIS5017(Option)

ED6103(Comp.)

ED6101(Comp.)

ED6102(Comp.)

ED6106(Comp.)

ED6105(Comp.)

Delivery Structure

 

Core Modules

Pathway Specific Modules

Level 4 = 120 credits

 

  • ED4110 Self-Review and transition to Higher Education*(20 credits)
  • ED4102 Developing Positive Relationships (20 credits)
  • ED4101 Understanding Child Development (20 credits)
  • ED4103 Safeguarding & Child Protection (20 credits)

 

One from the following 20 credit modules:

  • ED4104 Play in the early years;
  • ED4106 Working with Young People;
  • ED4107 Working with Families;
  • ED4108 Understanding Organisations
  • ED4105 Supporting Teaching and Learning (or HLTA** by APCL)
  • ED4109 Aspects of Neurodiversity: Specific Learning Difficulties (SpLDs)

 

One negotiated study module (NELM) (IS4011) related to students' working context/agreed pathway (20 credits)

Level 5

= 120 credits

 

  • ED5101 Diversity & Inclusion in Practice (20 credits)
  • ED5103 Supporting & Managing Others (20 credits)
  • ED5102 Risk & Resilience (20 credits)
  • ED5104 Children & Young People's Health & Well-being of (20 credits)

Two 20 credit NELMs (IS5011) (or one double module - IS5017) related to students' working context/agreed pathway.

 

To support study within the NELMs, attendance at sessions within Modules of other Programmes may be negotiated, e.g. NM5108 Promoting Emotional Wellbeing;  NM5109 Positive Parenting;  BU5602 Project Management;  BU5501 Management of the Customer Service Process;  PR5621 Exchanging and Sharing Information with ICT in the Primary Classroom; ED5003 Lifelong Learning; ED5704 Powerful Communicators; ED5707 Developing Effective Practice in the Early Years

Level 6

=120 credits

 

  • ED6101 Children, Young People and Families: Contemporary Issues (20 credits)
  • ED6103 Managing Inter-agency relationships (20 credits)
  • ED6102 Principles Underpinning practice (20 credits)
  • ED6106 Developing Practice with Children, Young People and Families(20 credits)
  • ED6105 Dissertation (40 credits)

 

*Self-Review and Transition to Higher Education  - This is the first module a student will take on their study route, enabling them to engage in the process of reflection and planning their trajectory through the programme. Students will use this initial module to negotiate their approved learning pathway based on their personal and professional development needs. This module is also used to advise students who intend to submit claims for accreditation of prior learning (APL). Students entering the programme at levels 5 or 6 will not be required to complete  this module, but the Programme Leader will negotiate the appropriate pathway with the student and identify appropriate study support available through Learning Support Services.

** Higher Level Teaching Assistant (HLTA) - Some students may already have achieved this before commencing the programme; others will wish to complete this as part of their level 4 studies. There is an agreement in place that provides students with 20 APCL credits for HLTA.

Negotiated Experiential Learning Modules (NELMs)

These modules give credit for work-based learning and project work. Learning is driven by workplace practice and experience. Students customise generic learning outcomes with their own, specific ones negotiated with their tutor, and also have the opportunity to negotiate appropriate module assessment.                       

Guidance will be provided regarding the focus of study for the NELMs. Pathway leaders will identify areas of learning and that would be appropriate at each level, e.g. a study which includes aspects of change management for the Managing Services pathway students at level 5; a focus on the development of communication skills in young children for the Early Years Practice pathway.

Student contact with tutors will be arranged through a combination of group and individual activity, totalling 5 hours per students, with on-line materials available on the VLE, and on-line support from tutors provided via email.

Programme Award Titles and Component Modules

Award titles must relate to the student's area of working practice and the modules which make up the approved studies route leading to the award must offer coherence.

  • Successful completion of Level 4 of the programme entitles a student to an exit award of a Certificate of Higher Education.

 

  • Successful completion of Level 5 of the programme entitles a student to an exit award of a Diploma in Higher Education.

 

  • Successful completion of Level 6 of the programme entitles a student to an exit award of a Bachelor of Arts Degree with Honours.

Named Pathways

Students will study six modules per level which is shown on the table below. To be eligible for a named pathway the student must complete the relevant pathway specific compulsory module at Level 4 and each NELM at level 5 must focus on an aspect of learning relevant to that pathway (total 40 credits at levels 5). In addition, the dissertation must focus on the distinctive area indicated by the pathway title.

Award titles at Level 6:

BA (Hons) Childhood and Youth Professional Studies

BA (Hons) Childhood and Youth Professional Studies (Early Years Practice)

BA (Hons) Childhood and Youth Professional Studies (Managing Services)

BA (Hons) Childhood and Youth Professional Studies (Specialist Support)

BA (Hons) Childhood and Youth Professional Studies (Supporting Teaching and Learning)

BA (Hons) Childhood and Youth Professional Studies (Working with Families)

BA (Hons) Childhood and Youth Professional Studies (Working with Young People)

Those entering the programme with a level 5 qualification, which contains elements matching the requirements of a named pathway within the BA Hons Childhood and Youth Professional Studies, can choose to have a named pathway specified in their final award, provided that their dissertation subject also reflects this specialism.

Mod-Code Level Title Credit Single
ED4101 4 Understanding Children’s Development 20 Comp
ED4102 4 Developing Positive Relationships 20 Comp
ED4103 4 Safeguarding & Child Protection 20 Comp
ED4104 4 Play in the Early Years 20 Optional
ED4105 4 Supporting Teaching and Learning 20 Optional
ED4106 4 Working with Young People 20 Optional
ED4107 4 Working with families 20 Optional
ED4108 4 Understanding organisations 20 Optional
ED4109 4 Aspects of Neurodiversity: Specific Learning Difficulties (SpLDs) 20 Optional
ED4110 4 Self-Review and Transition to Higher Education 20 Comp
IS4011 4 Negotiated Experiential Learning Module (single) 20 Optional
IS4017 4 Negotiated Experiential Learning Module (double) 40 Optional
ED5101 5 Diversity & Inclusive Practice 20 Comp
ED5102 5 Risk and Resilience 20 Comp
ED5103 5 Supporting and Managing People 20 Comp
IS5011 5 Negotiated Experiential Learning Module (single) 20 Optional
IS5017 5 Negotiated Experiential Learning Module (double) 40 Optional
ED6101 6 Children, Young People & Families: Contemporary issues 20 Comp
ED6102 6 Principles Underpinning Practice with Children and Young People 20 Comp
ED6103 6 Managing inter-agency relationships 20 Comp
ED6105 6 Dissertation 40 Comp
ED6106 6 Developing Practice with Children, Young People and Families 20 Comp


Level 4 120 Credits

Level 5 120 Credits

Level6120 Credits

Entry Criteria:

Admission of students shall be based on the University of Chester's expectation that the student will be able to achieve the standard required for the academic award.

The typical applicant will have a minimum of 200 UCAS points of which 180 points must be obtained from:

• NQF/QCF level 3 qualification in a relevant subject (e.g. Cache L3 Diploma in Childcare and Education, Level 3 Diploma or Extended Diploma for the Children & Young People’s workforce); or

• Two subjects at GCE Advanced Level or a pass in one GCE Advanced Level Double Award; or

• BTEC National Award; and

• English and Mathematics GCSE grade C or above (or equivalent).

Students will be expected to demonstrate all or some of the following:

• working with children and /or young people in a paid or voluntary capacity at least 8 hours/week;

• committed to continue working with children and young people, with possible progression to achieve a professionally accredited qualification;

• support for their intended work-based learning demonstrated through a reference from their employer.

Applications are filtered through the admission systems. After an initial screening, suitable applicants are invited to an information session/ interview session to ascertain the extent of their experience and their suitability for this programme. This ensures that applicants with atypical backgrounds, who may not meet all the entry criteria set out above, are considered. As work-based learning is an integral part of the programme, discussions include assessment of the appropriateness of any current work experience and level of support available.

As part of the application process applicants may be required to provide a written statement of no more than 500 words, which will be used to make an initial assessment of their basic skills and any learning support needs. The applicants’ experience, aspirations, motivation, work history, maturity and commitment will be discussed and used, along with the application form, to inform the guidance given, and ultimately whether a place on the programme is offered.

Within the admissions process the University seeks to give advanced standing/credit for prior learning appropriate to specified learning outcomes. An applicant who has met the entry requirements and who has acquired 120 level 4 credits through the completion of a course or courses at another HEI may apply for exemption as appropriate from modules within level 4.

The Level 6 Childhood and Youth Professional Studies modules are also available as a part-time option to students who have completed a Foundation Degree in a relevant subject (e.g. Early Years Practice; Managing Services; Teaching Assistance) and wish to gain full honours.

Consistent with the University's commitment to widen access and participation, the Faculty of Education and Children's Services encourages applications from mature students and from groups normally under-represented in higher education. The general policy is to look for a good level of literacy, together with proven interest and/or experience in an appropriate subject. Prospective candidates can take advantage of the University 'Open' and 'Applicant Days' that take place across the year where they can meet with programme team members and wider university staff and have specific questions answered.

It is essential for engagement with, and completion of the programme that students will be required to be employed in either paid or voluntary capacity for two days per week or equivalent in a relevant context. Such employment will normally be working within and/or managing services for children, young people and/or families. The University will not be responsible for arranging work experience, however programme personnel will provide advice and support where possible. Students are responsible for ensuring that they hold a current and valid criminal record check through the Disclosure and Barring Service applicable to the context in which they work.

There are no benchmark characteristics specific to this programme. However the programme is designed to embrace subject benchmark statements or relevant occupational standards or equivalents which delineate specialist practice areas where appropriate. However, relevant National Occupational Standards were used to develop programme and module aims for this programme.  The following informed the development of this programme:

Youth work http://www.nya.org.uk/workforce-and-training/national-occupational-standards-in-youth-work

Working with parents https://www.gov.uk/government/publications/work-with-parents-national-occupational-standards

Higher Level Teaching Assistants http://www.education.gov.uk/schools/careers/traininganddevelopment/staff/b00202143/hlta/standards

EYPS http://webarchive.nationalarchives.gov.uk/20130401151715/https:/www.education.gov.uk/publications/standard/publicationDetail/Page1/TA-00083-2012

Leadership and management in care - service standards http://www.skillsforcareanddevelopment.org.uk/Careersincare/Leadership_and_Management_in_Care_Services_Standards.aspx

The content, delivery and assessment of modules have been designed in such a way to maximise the opportunity for students to use and reflect on the work-based experience. A range of learning and teaching approaches take account of best practice, particularly those which maximise active learning and take account of the learning styles of students. Examples of learning and teaching strategies will include:
  • group lectures with students encouraged to question and discuss
  • seminars as a whole group; small groups, pairs as appropriate
  • project work in learner groups
  • student led discussions, seminars and presentations
  • individual and small group tutorials
  • use of audio-visual and eLearning material

The semi-negotiated nature of the programme requires that tutorial staff adopt flexible strategies for teaching and learning. A range of approaches will thus be used depending on the focus of the module and the mode of delivery appropriate to the client group. Some examples are listed below:

  • Individual face-to-face tuition plus support and guidance via e-mail and telephone (e.g. Self-Review and Exit Review and Progression, Negotiated Experiential Learning modules)
  • Blended Learning predominantly using a web-based VLE but with additional e-mail/ telephone tutorial support
  • Group Workshops plus online and e-mail support
  • Role play activities and analysis of case studies
  • The use of online discussion groups

Students are supported and their progress monitored by:-

i. e-mail, phone and where feasible, face-to-face contact.

ii. Formative feedback during class-based activities and on assignments.

iii. Contact by their PAT three times per year



In general terms, students are assessed on their ability to:
  • Demonstrate knowledge and understanding, in breadth and in depth, of the subject matter studied;
  • Discuss, interpret and critically analyse a range of literature;
  • Utilise the transferable communication and rhetorical skills of speaking, listening, reading, writing and arguing;
  • Conduct independent and collaborative research, using relevant skills and methods.

The assessment methods used in each module correlate with the learning outcomes for that module. A range of assessment approaches is used to provide evidence of learning for the specified outcomes for each module. Where feasible, assessment should be used to inform planning to ensure that subsequent teaching addresses the identified needs of the students. Students are kept informed about the assessment requirements of each element of their programme. The formal assessment requirements are described in each module descriptor and outlined in each module handbook. As well as the generic assessment criteria, students may be provided with assignment specific criteria: this is provided in module handbooks, available to students at the beginning of each module. Module handbooks and learning outcomes are also accessible on-line. Reassessment generally takes the same form as the original. Where this differs this is made clear in each module handbook, (based on information showing in each approved module descriptor). QAA national level descriptors for levels 4, 5 and 6 also show in the Programme Learning Toolkit (on-line) for reference.

In the spirit of work-based learning, the focus of the assessment, and/or the assessment method within this programme is often negotiable within set parameters outlined in the module descriptors, allowing participants to present workplace artefacts (where appropriate), and negotiate the focus and forms of assessment that will also have relevance to the workplace. Assessment and learning are seen as complementary and interdependent. Where modules allow students to negotiate individual assignments, these will be designed to assess all or some of the learning outcomes.

Following successful completion of this programme, students may progress to a range of careers and/or further study and professional training. It is also anticipated that some students will go on to work in areas which require non-specialist degree qualifications. Students may, therefore, consider employment or further study aligned to health, social service or other children's services related disciplines. Some will seek postgraduate study which would enable them to teach. Other may opt to continue their studies to to Post-graduate level. The Faculty of Education and Children's Services offers a range of options appropriate for graduates of this programme, e.g. PGCE, MA Early Childhood, MA Marginalisation & Inclusion, MA Creativity in the Professions, MA Educational Leadership, MA Dyslexia Research and Practice and MA in Teaching & Learning. Other Faculties provide other possible exit routes, e.g. MA Social Work, or entry to Nursing Programmes.

 

Other possible exit routes include Early Years Teacher Status, JNC accredited programmes for Youth Workers.

The University is committed to the promotion of diversity, equality and inclusion in all its forms; through different ideas and perspectives, age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation. We are, in particular, committed to widening access to higher education. Within an ethically aware and professional environment, we acknowledge our responsibilities to promote freedom of enquiry and scholarly expression.

 

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