Senior Lecturer

Childhood in Contemporary Contexts - UH-000588

The entry requirements are stipulated by the University and the School. 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 may be required towards the end of year two to allow students to carry out research for their Major Study where appropriate. Where a DBS check gives rise to concerns about a student’s ability to undertake direct research with children or young people, an alternative research approach will be advised. Where a DBS check gives rise to concerns about a student’s ability to study in the School 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 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 the School, may be considered for direct transfer to Intermediate level of the programme.

Regulations are outlined in the University Regulations for Awards and Student Handbook of Regulations
<a href="http://www2.hud.ac.uk/registry/awards_regulations.php">http://www2.hud.ac.uk/registry/awards_regulations.php</a>
<a href="http://www2.hud.ac.uk/registry/students_handbook.php">http://www2.hud.ac.uk/registry/students_handbook.php</a>




 
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-000588 - Childhood in Contemporary Contexts

Intermediate Compulsory

Intermediate Optional

Intermediate Level

Honours Core

Honours Optional

Honours Level

Structure

Bachelor of Arts

Diploma of Higher Education

Systematically analyse educational concepts, theories and policies.

Understand the historical basis and development of childhood studies.

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.

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.

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

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

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

Synthesise theoretical perspectives and evidence to support a reasoned argument.

Critically appraise the value of theory and research.

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

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

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

Develops confidence and competence in the use of ICT.

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.

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

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

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

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

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

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

Integrate theoretical perspectives from contributing disciplines.

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

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

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

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

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

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:
Annual Staff Appraisals
Peer observation of teaching
Staff encouraged to attain appropriate higher degrees
Updating professional and IT)computing developments
All staff have attained HE Academy membership
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.

UH-000588

The programme is validated by the University, during a process which includes external representation.
Within the School of Education, 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.
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.

<ul>
<li>The course begins with a five day induction programme. This will include an overview of the course and an introduction to the tutor team; an introduction to study skills and academic writing skills; expectations regarding academic integrity and conduct and attendance; an introduction to the University’s VLE; a guide to Computing and Library Services, and an introduction to student services and iPoint in Student Central. It will also include an explanation of the Personal Development Planning process.</li>
<li>At the beginning of the course, students will be allocated a personal tutor who will, offer pastoral support, academic counselling and guidance, maintain an overview of academic progress, maintain an overview of problems which may lead to a claim for extenuating circumstances, coordinate the preparation of references, and refer the student to other university support mechanisms as appropriate.</li>
<li>Students will be provided with 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 personal tutors.</li>
<li>The Academic Skills Tutor within the School of Education and Professional Development will be available to provide academic support in a range of contexts including; support for 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 from module tutors on correct forms of referencing using the University Referencing framework.</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 feedback on the quality of 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>