Senior Lecturer

Early Childhood and Education Top Up - UH-000790

All entrants are normally required to hold an intermediate level qualification (gained by examination) or equivalent. Broadly such qualifications can include:
Higher National Diploma (or equivalent);
An initial teaching qualification from a recognised teacher education institution;
Successful completion of a Higher Education qualification with 120 European Credit Transfer System (ECTS) credits (or equivalent)
Preference is for an appropriate subject such as education or early childhood. However, the basic criterion will be a person's ability to benefit from the programme, so consideration will be given to holders of alternative recognised degrees or diplomas. 
 
English language competence is required.  General entry criteria for this course are International English Language Test System (IELTS) 6.00 (must be at least a level 6 in writing) or Test of English as a Foreign Language (TOEFL) 87.  The University’s normal entry criteria apply to all international students.  <a href="http://www.hud.ac.uk/international/apply/">http://www.hud.ac.uk/international/apply/</a>
 
Details of country-specific entry requirements are available on the home country page of the university’s website. http://www.hud.ac.uk/international/enquirer/whereareyoufrom/(applicant’s home country)
Students who do not meet that requirement can enrol on a pre-sessional English programme of between 4-48 weeks, depending on their level of English.  Guidance is available on:
<a href="http://www.hud.ac.uk/international/enquirer/pre-sessionalenglishprogramme/">http://www.hud.ac.uk/international/enquirer/pre-sessionalenglishprogramme/</a>
 
APEL
All entrants are normally required to hold an equivalent intermediate level qualification (gained by examination). Broadly such qualifications can include:
 
Higher National Certificate or Diploma (or equivalent);
 
An initial teaching qualification from a recognised teacher education institution;
 
Successful completion of a Higher Education qualification with 120 European Credit Transfer System (ECTS) credits (or equivalent).
 
All admissions will be in accordance with University procedures and policy.

Role of External Examiners
 
External Examiners are appointed by School Boards and approved by University Teaching and Learning Committee. An External Examiner is currently in place and is appointed to monitor academic achievements across the course.
 
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>

UH-000790 - Early Childhood and Education Top Up

Honours Core

Honours Optional

Honours Level

Structure

Understand key principles in the organisation and management of education, including safeguarding and child protection issues, procedures and legislation

Understands and accurately uses the University referencing system and can construct an accurate bibliography

Apply knowledge and understanding of theory to problem solving

Communicate effectively with a variety of audiences using speech, writing and technology 

Understand essential stages in identifying, designing, delivering and evaluating education within different contexts

Initiate, design, conduct and report on an early childhood research project under appropriate supervision

Make relevant and coherent responses, both verbally and written

Critically analyse information from a variety of sources, identifying strengths and weaknesses in arguments and opinions

Will know and understand the main learning theories and concepts related to motivation and learning styles within a range of education contexts

Understand key concepts and theories associated with a range of educational practices/contexts, including moral, sociological, psychological and philosophical underpinnings and issues of social justice 

Apply theory to practice in a range of educational contexts

Critical analysis of primary and secondary data relevant to own research

Plan and carry out a relevant investigative project 

Develop critical arguments for analysing improvements to a range of educational contexts and practices

Understand theories and factors influencing a range of educational contexts. Use this knowledge to theoretically analyse different educational contexts

Justify the choice of research methods and their application to a specific research problem

Formulate recommendations for overcoming a specific problem investigated by empirical research, including desk based research.

Analyse complex issues related to political, economic, social, cultural and intercultural educational contexts

Understand key approaches, strategies and methodologies for conducting research, in line with ethical practice

Understand the complex interactions between education and its contexts and relationships with other subjects and professions

Interprets and presents relevant numerical information as part of data analysis

Demonstrate effective skills for the design, delivery and evaluation of early childhood education within a specific context

Synthesis of relevant data for a specific problem

Systematically analyse relevant theories and their application to different education contexts 

Knows and understands essential stages in child development. Use this knowledge to analyse the needs of young children in a range of early childhood education contexts.

Understand the importance of ethical practices, including awareness of issues in relation to rights, diversity, equity and inclusion in a range of education contexts

Work effectively as an individual and as part of a team, develop inter-personal and team work skills

Accommodates new ideas and the provision of well-argued conclusions relating to issues such as the impact of globalisation on a range of education systems, social justice, sustainable development and social inclusion

Evaluate the effect of contemporary issues within a range of educational contexts

Justify reliability, validity and ethical considerations in a planned research project

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 module evaluations, and 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 are required to attain appropriate higher degrees</li>
<li>Updating professional and (IT) computing developments</li>
<li>All staff must attain HE Academy membership</li>
<li>Research and scholarly activity</li>
</ul>

UH-000790

The BA (Hons) Early Childhood and Education provides an undergraduate route to international students for those interested in early childhood education and those intending to join related professions. It is of use to those students who want to pursue a career in early childhood related businesses.  Contacts in the university's overseas offices, for example in China, suggest that there is interest in this course, particularly with its focus on early childhood education. It will develop relevant knowledge and transferable skills related to early childhood education, specifically aimed at supporting those students wishing to work within a range of early childhood education contexts, including schools, businesses and the voluntary sector. Understanding early childhood education is vitally important nationally and internationally. The degree will enhance student’s qualifications and employability in a range of early childhood educational contexts.

The course complies with disability legislation arising from the Equality Act 2010 and the Special Educational Needs and Disability Code of Practice 2015
The principal features of the support for students are as follows:
<ul>
<li>International students will start their time at the university with a ‘Welcome Week’ organised by the International Office <a href="https://www.hud.ac.uk/international/">https://www.hud.ac.uk/international/</a>. Students will be introduced to the town of Huddersfield, the university campus and facilities, and have opportunities to meet other students and share sports, leisure and social events.</li>
<li>The courses will begin with a week-long induction programme. This will include: 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 University’s VLE and a guide to Computing and Library services; and an introduction to the student services gateway.</li>
<li>The University of Huddersfield International Office provides year round support and guidance for students from over 130 countries, covering a wide range of issues, including immigration, enrolment, and finance and generally supporting transitions to life in the UK and University. The international office also supports a wide number of student societies and overseas events and festivals accessible to all students <a href="https://www.hud.ac.uk/international/">https://www.hud.ac.uk/international/</a></li>
<li>International students will be further supported by the School’s International Student Barometer Action Plan, which provides a comprehensive overview of the support available to international students within the School.</li>
<li>Students will be allocated a Personal Academic Tutor who will maintain an overview of academic progress and refer the student to other university support mechanisms as appropriate. International students will be given support to assist their adjustment to living in a new environment, including support from the international office. Students will have access to the provision of the Directorate of Student Services, which includes the Careers and Employability Service and Well Being and Disability Services.  In addition, there is a Faith Centre.</li>
<li>Attention will be paid to any specific academic needs of international students in order to assist their transition to UK academic assessment methods and requirements. This support and guidance will be provided by module tutors and the Academic Skills Tutor in the School in order to assist students to develop any new study skills that may be needed.</li>
<li>Students will be provided with a Student Handbook which contains inter alia information on university facilities, course organisation, assessment regulations, and advice on the presentation of assignments.</li>
<li>Students will have access to email and tutorial support from both Module Tutors and Personal Academic Tutors.</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 who are returning to study; support for international students adjusting to UK academic requirements; tutorials for all students covering generic academic skills; and academic writing skills workshops.</li>
<li>The School has targeted international Academic Skills Tutor support available to provide academic support to international students.</li>
<li>Throughout the programme students will be able to access advice from a range support available on correct forms of referencing using the University agreed system of referencing</li>
<li>All modules incorporate formative assessment enabling students to receive interim feedback on the quality of their work prior to formal submission.</li>
</ul>