TCEC1107 Curriculum, Curriculum Planning and Age Phase Transition 20 Core 1 & 2 TCEC1108 Special Educational Needs and Disability 20 Core 2 YEAR 2 (Level 5) Module Code Module Title No. of Credits Core / Optional Term/ TCEC2083 Education and Society 20 Core 1 TCEC2084 Alternative Learning Environments 20 Core 2 TCEC2085 Curriculum: English and Mathematics 20 Core 1 TCEC2086 Curriculum: Science and Technology 20 Core 2 TCEC2087 Critical Professional Practice (compulsory practice) 20 Core 1 & 2 TCEC2088 Educational Research 20 Core 1 & 2 Total number of credits at Level 4 = 120 Total number of credits at Level 5 = 120 A Foundation Degree therefore totals 120 Level 4 credits and 120 Level 5 credits. INDICATIVE PART TIME ROUTE YEAR 1 (Level 4) Module Code Module Title No. of Credits Core / Optional Term/ TCEC1104 Professionalism and Interpersonal Relationships 20 Core 1 TCEC1105 Theories of Childhood Education 20 Core 1 TCEC1107 Curriculum, Curriculum Planning and Age Phase Transition 20 Core 1 & 2 TCEC1108 Special Educational Needs and Disability 20 Core 2
information, and to propose solutions to problems arising from that analysis -Effectively communicate information, arguments and analysis in a variety of forms to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively; Students will also have; Learning and Teaching Strategy/Method By the end of the programme the student will be able to: The qualities and transferable skills necessary for employment requiring the exercise of some personal responsibility Designated tasks Lectures and tutorials Learning and knowledge transfer from vocational practice in educational settings NB: Benchmark References Foundation degree characteristics statement Subject benchmark statement: Education Studies Assessment Presentations and reflective reports Competence in a range of Early Childhood Education related skills Distinctive Features of the Foundation Degree Examples of distinctive features There are exceptional distinctive progression opportunities from the FdA Childhood Education degree, in Cornwall, the south west and rest of the country. Students are encouraged to gain a comprehensive range of practical learning experiences, through vocational practice, from a wide range of educational settings whilst undertaking the FdA. The practical elements of the curriculum modules provide a classroom focus. The analytical, research and group skills which are developed throughout the programme are highly valued by employers.
Learning Outcomes Maps for FdA Childhood Education at HE Levels 4 and 5 Level 4: FHEQ Descriptors Subject Benchmark(s) Programme Aims Programme Outcomes Core Modules linked to outcomes Students will have demonstrated: KNOWLEDGE and UNDERSTANDING Knowledge of the underlying concepts and principles associated with their areas of study; Ability to evaluate and interpret these within the context of that area of study; Ability to present, evaluate and interpret qualitative and quantitative data; 5.1: Making effective use of educational processes, and the cultural, political and historical contexts within which they are embedded. Engage in critical reflection and debate with a number of different perspectives. Evaluating aims, values, means and ends, and the validity of the education issues in question. 5.2: Displaying a use of contemporary research and other relevant educational literature. Awareness of relevant concepts, theories and interdisciplinary approaches from across a range of appropriate subjects. 5.3: Demonstrate the ability to understand theoretical knowledge and research evidence about: A1, 2,3, 5 A1, 2,3,5,6 A 5,6 PILO 1 PILO 2 PILO 1 PILO 2 PILO 1, 2,7 TCEC1103, TCEC2083 TCEC1104, TCEC2084 TCEC1105, TCEC2085 TCEC1106, TCEC2086 TCEC1107, TCEC2087 TCEC1108, TCEC2088 TCEC1103, TCEC2083 TCEC1104, TCEC2084 TCEC1105, TCEC2085 TCEC1106, TCEC2086 TCEC1107, TCEC2087 TCEC1108, TCEC2088 TCEC1103, TCEC1105, TCEC1108, TCEC 2084, TCEC2088
Level 5: FHEQ Descriptors Subject Benchmark(s) Programme Aims Programme Outcomes Core Modules linked to outcomes Students will have demonstrated: KNOWLEDGE and UNDERSTANDING Knowledge and critical understanding of the principles of their area of study and 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; 5.1: Making effective use of educational processes, and the cultural, political and historical contexts within which they are embedded. Engage in critical reflection and debate with a number of different perspectives. Evaluating aims, values, means and ends, and the validity of the education issues in question. 5.2: Displaying a use of contemporary research and other relevant educational literature. Awareness of relevant concepts, theories and interdisciplinary approaches from across a range of appropriate subjects. A1, 2, 3, 4, 6 A1, 2, 3, 6 PILO 1 PILO 2 PILO 1 PILO 2 TCEC1103, TCEC2083 TCEC1104, TCEC2084 TCEC1105, TCEC2085 TCEC1106, TCEC2086 TCEC1103, TCEC2083 TCEC1104, TCEC2084 TCEC1105, TCEC2085 TCEC1106, TCEC2086
Cognitive and Intellectual Skills Knowledge of the main methods of enquiry in the subject relevant to the named award, and ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study; 5.3: Demonstrate the ability to understand theoretical knowledge and research evidence about: i) The processes of learning, including some of the key paradigms and their impact on educational practices. ii) The effects of cultural, societal, political, historical, technological and economic contexts on learning, including education policies, moral, religious and philosophical underpinnings, and issues of social justice. iii) Formal and informal contexts for learning. Including some understanding of their own education system and other education systems, and the values underpinning their organisation. iv) A range of research perspectives and methodologies applied to education. v) The complex interactions between education and its contexts, and relationships with other subjects and professions. A1, 2, 3, 5 PILO 3 PILO 4 PILO 7 TCEC1103, TCEC2083 TCEC1104, TCEC2084 TCEC1105, TCEC2085 TCEC1106, TCEC2086
ii) Accommodate new principles and new knowledge. iii) Apply key principles across educational systems. Students will be able to: Subject Specific and Practical Skills Use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis; Effectively communicate information, arguments and analysis in a variety of forms to specialist and non-specialist audiences, 5.6 i) Reflect on their own value systems, development and practices. ii) Question concepts and theories encountered in their studies. iii) Interrogate the assumptions underpinning theory and research. 5.7 i) Construct and communicate oral and written arguments. ii) Make effective use of technology. iii) Interpret and present relevant numerical information. A1, 3, 4, 6 A4, 5 PILO 1 PILO 3 PILO 4 PILO 2 PILO 4 PILO 5 PILO 7 TCEC2083 TCEC2084 TCE2087 TCEC1105, TCEC2085 TCEC1106, TCEC2086 TCEC1103, TCEC2083 TCEC1104, TCEC2084 TCEC1105, TCEC2085 TCEC1106, TCEC2086
The module will recognise and evaluate the impact on educators, as their role changes, to enable then to embrace the mental health and wellbeing of children, within primary education. The module will examine the government’s agenda on healthy eating and exercise, the importance of nutrition and physical activity and its proposed inclusion within the curriculum and school ethos. Students will examine and evaluate current and past legislation, in order to analyse their impact on improving children’s health and mental wellbeing. The module requires students to analyse factors that may influence children’s learning including societal factors, such as poverty, family dynamics, peer pressure, technology and stress. SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions} Scheduled Activities Hours Comments/Additional Information Lecture 45 Tutorial 5 Guided Independent Study 150 Total 200 (NB: 1 credit = 10 hours of learning; 10 credits = 100 hours, etc.) Category Element Name Include links to learning objectives Coursework C1 Report Essay 50% 50% =100% ALO 1 & 2 – Examining impacts of poverty and deprivation and relevant legislation ALO 3 – Critically evaluate how societal factors impact on Children’s wellbeing Updated by: Diane Forrester Date: 01/03/2017 Approved by: Diane Forrester Date: 09/2017 Recommended Texts: Alexander, R. (2010) Children, their World, their Education: Final Report and recommendations from the Cambridge Primary Review. London: Routledge. Eaude, T. (2011). Thinking through Pedagogy for Primary and Early Years. Exeter: Learning Matters Ltd. Glazzard, J. Chadwick, D. Webster, A. & Percival, J. (2010) Assessment for learning in the Early Years Foundation Stage. London: Sage.