SL in Early Years and Inclusive Education

Early Childhood Education and Care - UH-000554

All applicants will normally provide evidence that they have passed the appropriate qualifications to undertake the course and should meet the entry requirements stipulated by the University, and SEPD.
<ul>
<li>112 UCAS tariff points from a combination of Level 3 qualifications</li>
<li>BBC at A Level or equivalent</li>
<li>DMM in BTEC Level 3 Extended Diploma, D*D* BTEC National Diploma or CACHE Diploma grade B relevant to working with children</li>
<li>Access to Higher Education Diploma with 45 Level 3 credits at Merit or above</li>
<li>112 UCAS tariff points from International Baccalaureate qualifications.</li>
</ul>
 
They should also:
<ul>
<li>Be in receipt of GCSE English Language at grade 4 or above and GCSE Maths (or equivalent) at grade 4 or above, or grade C or above if awarded under the previous GCSE grading scheme.</li>
<li>Be able to demonstrate appropriate personal qualities and attitudes for working with children and families</li>
<li>Undertake enhanced DBS and health checks as required</li>
<li>Attend interview as required.</li>
</ul>
Consideration will be given to students in possession of up to 240 appropriate CATS points for Accreditation of Prior Learning.
Candidates may be considered for entry without meeting the University's general admissions requirements and must demonstrate during interview that they have sufficient general academic skills to be able to undertake the course, together with relevant experience.

Role of External Examiners
External Examiners are appointed by School Boards and approved by University Teaching and Learning Committee.
The role of the External Examiner is to 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>

Professional Practice 1

DFM1530 - Professional Practice 1

Professional Practice 2

DIM1630 - Professional Practice 2

UH-000554 - Early Childhood Education and Care

Intermediate Core

Intermediate Compulsory

Intermediate Level

Foundation Core

Foundation Compulsory

Foundation Level

Honours Core

Honours Optional

Honours Level

Structure

Diploma of Higher Education

Certificate of Higher Education

Communicate appropriately and effectively to a variety of audiences using a variety of media

Evaluate the impact of the legislative and regulatory framework on ECEC practice

Reflect on and challenge assumptions and values relating to ECEC policy and practice

Interpret information from a variety of sources

Develop skills of reflection and utilise opportunities to enhance own personal and professional development

Identify, analyse and evaluate problems and solutions

Demonstrate equality of opportunity, inclusive and anti-discriminatory practice

Critically reflect on and develop own practice

Evaluate key concepts and theories associated with the education and care of young children

Reflect aspects of professional practice in ECEC

Work effectively with individuals and teams. Develop the ability to work collaboratively to implement and sustain necessary change

Critically evaluate theories and principles related to child development 

Apply knowledge of these assess and meet children’s needs

Apply knowledge and understanding of promoting safeguarding and well-being to ECEC practice

Demonstrate resilience and self-management in learning and professional practice

Applies principles of carrying out primary research in accordance with the British Educational Research Associations’ Ethical Guidelines.

Apply a critical understanding of the ecology of child development to practice

UH-000554

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.
Staffing and Management
The course has the following management roles:
<ul>
<li>Course Leader</li>
<li>Examinations Tutor</li>
<li>Admissions Tutor</li>
<li>Placement Co-ordinator</li>
<li>Module Leaders</li>
<li>Module Tutors</li>
</ul>
In addition to these roles, members of the team take on the role of personal academic tutors (PAT’s).  Each student on the course is allocated a PAT, who offers pastoral support and guidance to the student and refers students on to other student support services in the School and the University as appropriate. The PAT is the reference point for any difficulties which may give rise to a claim for extenuating circumstances in relation to assessed work and liaises with the Course Leader and module tutors over such claims.
The principal committees involved in the management of the course will be the Course Committee, the Course Assessment Board and the Student Panel. The functions and mode of operation of these committees is as indicated in the University Regulations.
The Student Panel will meet twice per academic year.  There will be a rolling record of student comments that is available online through the VLE. A report of issues raised and actions taken will be given at the subsequent Course Committee.
Equality and Diversity
The School of Education and Professional Development operates within the University’s Disability Discrimination and Equal Opportunities policies and a commitment to these policies is stated within the general aims of the school.
Environmental Sustainability
Awareness of the importance of sustainability is a relevant issue for teachers, trainers and administrators. The course operates within, and has a commitment to, the school’s ethos for sustainability.  This is partly achieved through the VLE and attention to minimising printing of handouts.  Sustainability will also be embedded into the evaluation of education practices and policies within the modules.  Ensuring organisational policies are both effective and sustainable will be important criteria for evaluating education practices and policies.
Staff and students will be encouraged to reflect that they should be positive role models regarding issues relevant to sustainability.

<ul>
<li>The course begins with an induction programme, which includes an overview of the course; an introduction to study skills; an introduction to academic writing skills and expectations regarding academic conduct; an explanation of the Personal Development Planning process; an introduction to the VLE and a guide to Computing and Library Services and an introduction to student services.</li>
<li>Students will be allocated a personal academic tutor (PAT) who will offer pastoral support and maintain an overview of academic progress and refer the student to other university support mechanisms</li>
<li>Students will have access to email and tutorial support from the programme lead, module tutors and their PAT. Students have regular personal academic ‘touchpoints’ with their personal academic tutor (PAT) throughout the academic year to further support their personal and professional development. Progress tutors work alongside PAT’s especially supporting year 1 students and their transition to university.</li>
<li>During the induction period students will be made aware of their basic safeguarding and child protection responsibilities and will be made aware of the ‘Fitness to Practice’ regulations with regard to professional placements.</li>
<li>Students will be provided with a Student Handbook, which contains information on university facilities, course organisation, assessment regulations, and advice on the presentation of assignments.</li>
<li>The Academic Skills Tutor within the School will be available to provide academic support in a range of contexts including support for dyslexic students; support for mature students returning to study and tutorials for all students covering generic academic skills and academic writing skills workshops. A wide range of online resources is also available on the VLE.</li>
<li>Students will have access to the provision of the Directorate of Student Services, which includes the Careers Advisory Service, the Chaplaincy, the Faith Centre, Counselling Service, and Disability Support Service.</li>
<li>Module tutors will provide academic advice and support to students on issues relating to the modules which they teach. This includes an element of formative assessment which will provide students with interim feedback on the quality of their work prior to formal submission. Students will have access to email tutorial support from their module tutors</li>
<li>All students will undertake placement in years 1 and 2 as part of Professional Practice 1 and 2 modules; eligible students (whose practice meets ‘expected’ standards in year 2) will have a further opportunity for placement in year 3, to achieve Graduate Practitioner Status</li>
<li>To encourage high quality work-based learning it is expected that students will have access to a work-based mentor, ideally a more experienced senior member of staff. The role of the mentor is to offer support, encouragement and guidance to the student, helping to reinforce the link between theory and practice. Occasionally the mentor will observe the student and offer opportunities for the student to reflect on their practice and when appropriate advise on professional strategies and developments. The mentor is not expected to be involved in module assessment.</li>
<li>Mentors will be provided with a handbook and will be able to contact the programme leader/placement coordinator and the placement team for additional support throughout the course.</li>
<li>Students on placement will be supported through placement visits and tutorial support for portfolio building and reflective evaluation.</li>
<li>Personal Development Plans (PDPs) will provide students with a means of measuring their personal and professional development during their period of study. The professional practice modules will focus on students’ practice and their personal and professional development. Assignments for these modules will form the basis of the PDP for students</li>
</ul>