development and maximise their choice and involvement How to evaluate learning and play materials, resources and environments to maximise learning, development and involvement How and when to assess children’s learning and development 6. Managing self, self-evaluation and reflection 7. Roles, norms and cultural aspects relating to:- The role of the family in child development and learning The role of the adult including the student’s own professional role in child development and learning 8. Power relationships between adult and child, adult and adult, worker and management organisation and organisation 9. Inter-professional relationships and group working NB: Benchmark References QAA Subject Benchmark Statement: Education Studies QAA Foundation Degree Benchmark Statements Assessment Key knowledge and understanding is assessed via a combination of essays, presentations and seminar performances. B: Cognitive and Intellectual Skills Learning and Teaching Strategy/Method Knowledge and critical understanding of the well-established principles of working within early years settings and the way in which established and emerging theories are put into practice. Ability to apply underlying concepts and principles outside the context in which they were first studied including where appropriate the application of those principles in an employment context Knowledge of the main methods of enquiry in their subject and ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study Ability to critically analyse and synthesise research Understanding of the limits of their knowledge and how this influences analyses and interpretations based on that knowledge Intellectual skills are developed throughout the programme. Analysis, evaluation, problem-solving and the application of theory and concepts to practice are further developed through tutorial work, in course exercises e.g. observations in the workplace and workplace mentoring. Primary Class exercises Tutorial/seminar discussions Feedback via coursework assessment process (essays
C: Key Transferable Skills Communicate ideas, principles and theories arguments and analysis effectively in speech and writing using visual and ICT media as tools where appropriate Demonstrate appropriate critical thinking skills including the ability to :- Identify and summarise the main points of an argument Present and develop an argument drawing upon appropriate evidence literature and theory Analyse and synthesise research theories and ideas from multiple sources Examine issues from a range of professional and theoretical perspectives Produce critical and evaluative responses to the content of the learning outcomes Use and develop their own mathematical and scientific skills and capabilities to ensure the efficient and effective delivery of mathematical and scientific skills to children as required by the specific curriculum regulations for the age group involved Use ICT to support their own development and the learning and development of children Work within a team and individually to complete a relevant and agreed project or task Solve theoretical and practical problems that have occurred or are likely to occur when carrying out the role of a senior practitioner within early years or when working in support of a teacher Improve their own performance through critical the implementation of evidence based practice and continual professional development activities Library and other research exercises Group work awareness and practice Computer-based learning and assessment Course work reports, oral presentations and project reports Reflective journals in the workplace Evaluation on work place experience Secondary Class and seminar interactions and feedback NB: Benchmark References QAA Subject Benchmark Statement: Education Studies QAA Foundation Degree Benchmark Statements Assessment Coursework of all types Examination preparation and completion Assessed discussions Group work assessments
Programme Structure for the Foundation Degree in Early Years 2017/18 Course Code: UX2828 Year 1 Year 2** Module Code Module Title No. of Credits Core / Optional Module Code Module Title No. of Credits Core / Optional EYSE101 Child Development A - Cognitive, Intellectual, Language and Physical Development 20 Core EYSE201 ICT 20 Core EYSE102 Child Development B – Personal, Social and Emotional Development 20 Core EYSE202 Working with Parents 20 Core EYSE104 Inclusion and the Individual Child 20 Core EYSE213 Safeguarding and Protecting Children 20 Core EYSE204 Multi-Agency Working and Sharing Information 20 Core EYSE113 Understanding Diversity and Adversity 20 Core EYSE211 Early Years Foundation Stage – Part 1 Planning & Resources 20 Optional* EYSE 111 Personal & Professional Development Planning 20 Core EYSE212 Early Years Foundation Stage – Part 2 Assessment & Evaluation 20 Optional* EYSE 114 Learning Environments 20 Core EYSE207 Working with Babies 0-3 Years Part 1 Holistic Development 20 Optional* EYSE208 Working with Babies 0-3 Years Part 2 Planning Care for Babies 20 Optional* *Elective Route – students select one pair of optional modules in Stage 2. EYSE209 Teaching Assistants Part 1 Supporting Children in Literacy & Numeracy 20 Optional* EYSE210 Teaching Assistants Part 2 Supporting Children’s Scientific Development 20 Optional* Any Exceptions to Regulations NONE
Foundation Degree Intended Learning Outcomes Map Intermediate level 1 Graduate Attributes and Skills 2 3 4 Core Programme Intended Learning Outcomes The FHEQ requirements are given in italics Aim(s) Subject) Benchmark (specific reference) Related Core Modules Cognitive / Intellectual Skills (generic) ability to apply underlying concepts and principles outside the context in which they were first studied Knowledge and critical understanding of the well-established principles of their area of study and of the way in which those principles have developed Ability to apply underlying concepts and principles outside the context in which they were first studied including where appropriate the application of those principles in an employment context Knowledge of the main methods of enquiry in their subject and ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study Ability to critically analyse and synthesise research Understanding of the limits of their knowledge and how this influences analyses and interpretations based on that knowledge 1,2,3 1,2,3 1,2,3 2,3 1,2,3 2,3 SEE QAA SUBJECT BENCHMARK STATEMENTS – EDUCATION STUDIES and FOUNDATION DEGREE BENCHMARK STATEMENTS – Appendix 1 Contribute to the Protection of Children from Abuse Working with Parents ALL LEVEL 2 CORE MODULES Multi-Agency Working and Sharing Information ICT ICT Working with Parents Contribute to the Protection of Children from Abuse Contribute to the Protection of Children from Abuse Multi-Agency Working and Sharing Information ALL LEVEL 2 CORE MODULES Foundation Degree Intended Learning Outcomes Map Intermediate level
Core Programme Intended Learning Outcomes The FHEQ requirements are given in italics Aim(s) Subject) Benchmark (specific reference) Related Core Modules Practical Skills (subject specific) Demonstrate the experience, knowledge and skills that underpin good early years care and education both evidence based and reflective Carry out effectively and efficiently the work roles expected e.g.:- Senior practitioner or supporting a teacher Design, implement, monitor and assess specific activities which support the individual development and learning of children and which meet the statutory and regulatory requirements in consultation with other professionals where necessary Manage sessions with groups of children taking account of their individual needs Demonstrate a thorough understanding of difference and diversity recognising individual needs as well as developing tolerance and understanding of others Manage and evaluate self and critically reflect on own practice in relation to work with children, parents, colleagues within the organisation and those with whom they need to work from outside their own setting Manage and organise their own time, resources, records and information to support decision making 2,3 1,2,3 2,3 2,3 2,3 1,2,3 1,2,3 SEE QAA SUBJECT BENCHMARK STATEMENTS – EDUCATION STUDIES and FOUNDATION DEGREE BENCHMARK STATEMENTS – Appendix 1 Multi-Agency working and sharing information Working with parents All Level 2 Core Modules ICT Working with Parents ICT Working with Parents Working with Parents Multi-Agency working and sharing information Contribute to the Protection of Children from Abuse Working with Parents Multi-Agency working and sharing information Contribute to the Protection of Children from Abuse All Level 2 Core Module Foundation Degree Intended Learning Outcomes Map Level 5 1 Graduate Attributes and Skills 2 3 4
Category Element Component Name Component weighting Comments Include links to learning objectives Coursework C1 Portfolio Presentation & Reflective Account 60% 40% LO1,LO3,LO4 LO2,LO5 Updated by: Rachel McManus Date: July 2017 Approved by: Teresa Gardner Date: August 2015
Category Element Component Name Component Weighting Comments include links to learning objectives Written exam E_ T_ Coursework C1 85% Report LO1, LO2, LO3 Practical P1 15% Practitioners Training Session LO3, LO4 Updated by: Rachel McManus Date: July 2017 Approved by: Teresa Gardner Date: December 2016 Recommended Texts and Sources: Campbell, S., Morley, D and Catchpole, R (2016) Critical Issues in Child and Adolescent Mental Health. Palgrave: London Gaine, C (2010). Equality and diversity in social work practice. Learning Matters: Exeter Goble, C and Brooks, N (2016) Health and Well-being for young people. Palgrave: London Griffin, S (2008). Inclusion, equality and diversity in working with children. Heinemann: Harlow McNamee, S. (2016) The Social Study of Childhood. Palgrave: London Robinson, K and Diaz, C. (2006). Diversity and difference in early childhood education: issues for theory and practice. Open University Press: Maidenhead Thompson, N. (2016). Anti-discriminatory practice: equality, diversity and social justice. Palgrave Macmillan: London Additional Guidance for Learning Outcomes: To ensure that the module is pitched at the right level check your intended learning outcomes against the following nationally agreed standards Framework for Higher Education Qualifications
SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code. MODULE CODE: EYSE211 MODULE TITLE: Early Years Foundation Stage Part 1 Planning and Resources CREDITS: 20 FHEQ LEVEL:5 JACS CODE: PRE-REQUISITES: CO-REQUISITES: COMPENSATABLE: No SHORT MODULE DESCRIPTOR: This route specific module aims to provide learners with an in-depth knowledge of planning and implementing the EYFS in such a way that it maximises each child’s opportunity to achieve the early learning goals for all areas of learning. Learners will be expected to critically evaluate and apply emerging principles and theories relating to children’s development and learning and the role of the adult in supporting children. . ELEMENTS OF ASSESSMENT WRITTEN EXAMINATION COURSEWORK PRACTICE E1 (Formally scheduled) C1 100% P1 E2 (OSCE) C2 P3 T1 (in-class test) A1 SUBJECT ASSESSMENT PANEL Group to which module should be linked: Professional body minimum pass mark requirement: MODULE AIMS: Plan the EYFS all six areas of learning Implement a planned curriculum that will enhance each child’s opportunity to achieve the early learning goals for all six areas of learning ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: Demonstrate in depth knowledge, including the analysis of, the planning, development and implementation of the Curriculum to support all areas of EYFS including an understanding of the regulatory and legislative framework. Demonstrate in depth knowledge of the organisation of activities, materials and resources that will enhance children’s development in all areas of the EYFS and allow them to work collaboratively. Demonstrate detailed knowledge of the inclusion of ICT in the provision of activities to promote all areas of the EYFS. Demonstrate in depth knowledge of methods of working with parents, other adults and professionals to improve development in all areas of EYFS. Demonstrate detailed knowledge of the legislation and regulatory framework including Equal Opportunities, Health and Safety and risk assessment of activities. DATE OF APPROVAL: 16/11/04 Academic Partnerships DATE OF IMPLEMENTATION: 01/09/05 City College Plymouth DATE(S) OF APPROVED CHANGE: TERM: Autumn/Spring/Summer/other (please specify) Additional notes (for office use only):
Category Element Component Name Component weighting Comments Include links to learning objectives Written exam E_ T_ Coursework C_ Professional discussion & Reflective Account Report 50% 50% 100% LO 1-5 LO 1-5 Practice P_ Updated by: Rachel McManus Date: July 2017 Approved by: T Gardner Date: Sept 2016 The recommended texts for the course are: Anning, A. & Edwards, A. (2006) Promoting children’s learning from birth to five, Open University Press, Maidenhead Beckley, P (2011) Learning in early childhood : a whole child approach from birth to 8. Sage, London Cheminais, R (2009) Effective multi-agency partnerships : putting every child matters into practice. Sage, London Page-Smith, A and Craft, A (2011) Developing reflective practice in the early years. Open University Press, Maidenhead Pugh, G. (2013) Contemporary issues in the early years, 6th ed. Sage, London Rodd, J. (2012) Leadership in early childhood, 4th ed. Open University Press, Maidenhead