Childhood Studies - UH-000553

The entry requirements are stipulated by the University and SEPD. Current information is available on the University of Huddersfield website.
Prospective students who meet the conditions of their offer will be offered a place and enrolled on the programme. A DBS check is undertaken towards the end of the Foundation year, and in preparation for the Intermediate level of the programme - which includes an employability module. Where a DBS check gives rise to concerns about a student’s ability to undertake direct work with children or young people, an alternative programme of study (Non-Placement Route) may be offered. Where a DBS check gives rise to concerns about a student’s ability to study in the School of Education and Professional Development or at the University of Huddersfield, the relevant regulations and procedures will be followed.
Applicants who meet the standard entry requirements will not normally be interviewed. Candidates whose predicted grades do not reach the UCAS tariff entry requirement may be admitted following an interview, including mature students with relevant experience in the children and young people’s workforce. Candidates will have the opportunity to attend open days and applicant visit days, and will be able to meet academic staff, familiarise themselves with the University, and ask questions about the course.
The University’s normal entry criteria apply to all international students.  English language competence is required.  General entry criteria for this course is aligned with the International English Language Test System (IELTS) at a level stipulated by the University.  
Students who have successfully completed an alternate Foundation level UGF course within SEPD, may be considered for direct transfer to Intermediate level of the programme.

Role of External Examiners
External Examiners are appointed by School Boards and approved by University Teaching and Learning Committee. They monitor and comment on:
<ul>
<li>the quality of student work</li>
<li>the appropriateness of approaches to teaching, learning and assessment as indicated by student performance</li>
<li>the relevance and currency of the curriculum and the adequacy of learning resources</li>
<li>the strengths and weaknesses of cohorts of students</li>
<li>the quality of assessment procedures</li>
<li>the conduct of examination boards</li>
</ul>

UH-000553 - Childhood Studies

Foundation Core

Foundation Level

Honours Optional

Honours Core

Honours Level

Intermediate Core

Intermediate Compulsory

Intermediate Optional

Intermediate Level

Structure

Certificate of Higher Education

Diploma of Higher Education

Systematically reflect on the implications of systems of values and ethics for self and others.

Demonstrates a high level of literacy and communication skills at varied levels and with different audiences.

Develop research questions related to childhood, devise a project to investigate these questions and evaluate the results.

Synthesise theoretical perspectives and evidence to support a reasoned argument.

Act as a critically reflective practitioner within professional requirements including multi-disciplinary and inter-agency working.

Apply critical understanding of the theoretical and pedagogical basis for assessing and responding to the needs of children and young people.

Works effectively as a member of a team, taking the lead where appropriate.

Identify the social and political contexts of professional practice with children.

Apply critical understanding of research methodology to the collection, analysis and presentation of data.

Develops enhanced self-awareness leading to an understanding of personal strengths, weaknesses and preferred learning and working styles.

Understand the elements of curriculum and curriculum development in informal and formal settings for children and young people.

Systematically analyse educational concepts, theories and policies.

Assess the importance of, and influences on, agencies working with children and young people.

Develops the ability to critically use relevant empirical and theoretical data in addressing tasks and formulating possible actions.

Understand the individual and social processes underpinning learning and development in children and young people.

Understand the historical basis and development of childhood studies.

Identifies strengths and weaknesses in arguments and opinions and articulates sustained, relevant and coherent responses, both verbally and in writing.

Develops confidence, a sense of autonomy and the ability to work independently and on own initiative.	

Understand a range of theoretical perspectives and pedagogies from different disciplines on the development and learning of children and young people.

Integrate theoretical perspectives from contributing disciplines.

Interprets and present relevant numerical information as part of data analysis.

Critically understand key issues and implications of policy-making in relation to ‘places and spaces’ of childhood: with emphasis on life chances, rights, diversity, equity and inclusion in work with children and families.

Develops an in-depth awareness of own performance, as an individual and as a professional, when working independently or with others in teams and in groups.	

Respond appropriately to critical understanding of children and young people’s health, welfare and safety needs.

Develops confidence and competence in the use of ICT.

Critically appraise the value of theory and research.	

Understands and accurately uses the University referencing system and is able to construct an accurate bibliography.

Develop critical arguments for improvements to practice with children and young people.

Communicates and develops a sustained line of argument both verbally and in writing.

Mechanisms for review and evaluation:
<ul>
<li>Module evaluation by students</li>
<li>Course evaluation by students</li>
<li>Module Leader’s reports</li>
<li>Moderation events</li>
<li>Annual course evaluation prepared by the Course Leader, considered by the Course Committee, and then by the Annual Evaluation Committee.</li>
<li>School Board</li>
<li>Annual staff appraisals</li>
<li>Peer observation of teaching</li>
<li>External Examiners’ reports</li>
<li>External Examiners’ report and responses from the course team are reported in the Course Annual Evaluation Report.</li>
<li>School Teaching and Learning Committee.</li>
<li>School Accreditation and Validation Panel approves amendments to the course, structure and module specifications</li>
<li>Subject review/revalidation</li>
</ul>
Committees with responsibility for monitoring and evaluating quality and standards:
<ul>
<li>Student Panel</li>
<li>Course Committee</li>
<li>School Board</li>
<li>School Teaching and learning Committee</li>
<li>University Teaching and Learning Committee</li>
<li>Course Assessment Board</li>
<li>School Accreditation and Validation Panel</li>
<li>Annual Evaluation Committee</li>
</ul>
Mechanisms for gaining student feedback on the quality of teaching and their learning experience:
Feedback is obtained from students through course evaluation at the end of each academic year. Student Panels provide another opportunity for student feedback. They are held twice during the academic year, and report to the Course Committee.
Staff Development:
<ul>
<li>Annual Staff Appraisals</li>
<li>Peer observation of teaching</li>
<li>Staff encouraged to attain appropriate higher degrees</li>
<li>Updating professional and IT)computing developments</li>
<li>All staff have attained HE Academy membership</li>
</ul>
Tutors are research and scholarly activity – A Childhood Studies Research Group meets quarterly and is responsible for publication activity and for ensuring research-informed teaching.

UEP0000004

The programme is validated by the University, during a process which includes external representation.
Within the School of Education and Professional Development, teacher training courses are inspected by Ofsted; and courses in Youth and Community are subject to endorsement and accreditation by the National Youth Agency. In 2012 Ofsted rated all aspects of the provision as outstanding.
The provision of the School of Education and Professional Development was reviewed by the Quality Assurance Agency in 2001. The School received an excellent grading of 22 out of 24.
The University possesses the Investors in People Quality Kitemark.
Please note:  This specification provides a concise summary of the main features of the Programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided.  More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each module can be found in the study module guides and course handbook.  The accuracy of the information contained in this document is reviewed by the University and may be checked by the Quality Assurance Agency for Higher Education.

The principal features of the support for students are as follows:
<ul>
<li>The course begins with the Flying Start induction programme; including an overview of the course and tutor team and the University’s VLE and Library Services, and an introduction to Personal Academic Tutors (PATs), student services and iPoint in Student Central.</li>
<li>Students are allocated a PAT who offers pastoral support, academic counselling and guidance, maintains an overview of academic progress, and any problems which may lead to a claim for extenuating circumstances, coordinates the preparation of references, and refer the student to other university support as appropriate.</li>
<li>Students will be signposted to a Course Handbook and Module Handbooks, containing information on university facilities, course organisation, module content, access to support and guidance, assessment regulations, and advice on the presentation and submission of assignments.</li>
<li>Reasonable adjustments are made to course assessment processes to enable students with Personal Learning Support Plans (Disability Services) to have equality of opportunity.</li>
<li>Throughout the course students will have access to support and guidance from both module tutors and PATs.</li>
<li>The Academic Skills Tutor within the School of Education and Professional Development will be available to provide academic support including; dyslexic students; support for mature students who are returning to study; tutorials for all students covering generic academic skills and academic writing skills workshops.</li>
<li>Throughout the course students will be able to access advice on the University Referencing framework from module tutors.</li>
<li>Students will have access to the provision of the Directorate of Student Services, which includes the Careers and Employability Service, the Chaplaincy, the Faith Centre, Counselling Service, and Disability Support Service.</li>
<li>All the modules incorporate formative assessment enabling students to receive interim feedforward on their work prior to the formal submission.</li>
<li>Module tutors provide academic advice and support to students on issues relating to the modules which they teach.</li>
</ul>
Professionalism, Enterprise and Employability.
PATs support students through key transitions: into university, then on to Intermediate and Honours levels, and postgraduate status – with students ready, skilled and confident to undertake further study or employment. Programmes of seminars and workshops supported by the Childhood Studies tutor team, aim to scaffold students and to build ‘soft skills’ sought by employers and postgraduate admissions tutors including effective communication, empathy, research and resource skills, and team working. As part of the PAT system students have five touchpoints each year that focus on personal and professional development. The employability modules focus on students’ practice and their professional development. The five touchpoints will be either on a one-to-one or small group basis. The course complies with disability legislation arising from the Equality Act 2010, the Disability Discrimination Act 2005, the Special Educational Needs and Disability Act 2001, the Special Educational Needs and Disability Regulations 2014, and the Children and Families Act 2014.
Embedding Learning
The course focuses on teaching and learning which addresses individual progression needs. We aim to positively engage learners who may previously have had little confidence in their ability to learn or have had limited opportunity to link their learning to future potential study and employment opportunities. An embedding strategy involves developing students’ application of skills within a practical context, so transferable and employability skills are explicitly linked to current learning.

Childhood Studies

Term 2

Term 1

Year 2

Year 1

Year 3

BA (Hons) Childhood Studies FT Sept Start

<ul>
<li>Reception and Student Support Office offers support for students in relation to timetable, and access to academics and signposts to other sources of support throughout the University.</li>
</ul>
 
<ul>
<li>Progress Tutors have a coaching role supporting first year students and those on one-year courses to settle in and make progress during the first year. Details of Progress Tutors and their role is given in the Progression Resources area in Brightspace.</li>
</ul>
 
<ul>
<li>Academic Skills Tutors provide guidance on all aspects of academic study. This includes referencing and critical writing. Students can find details of the academic skills tutors in the information section of each module on Brightspace. We also recommend that students engage with the resources on the Academic Skills Module via Brightspace throughout the academic year.</li>
</ul>
 
<ul>
<li>The International Support team offer dedicated support to international students to ensure international students have an enjoyable and enriching learning experience. There are also modules on Brightspace particularly to support international students (‘International Learning Development’ module, and ‘All Things International’ module) dedicated to providing academic support. Contact information for the team who support international students is found in these modules.</li>
</ul>