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Plymouth University

Academic Partnerships

CORNWALL COLLEGE (Saltash)

Programme Quality HandbookFdA Early Childhood Studies

Academic Year 2019-2020

1 | P a g eFdA Early Childhood Studies (2019-2020)

If you require any part of this Handbook in larger print, or an alternative format, please contact:

HE Operations Tel: (01209 617757)

E-mail: ([email protected])

Please note:

All the information in this Handbook is correct at the time of printing.

The Cornwall College Group is proud of its teaching and research and it undertakes all reasonable steps to provide educational services in the manner set out in this Handbook and in any documents referred to within it. It does not, however, guarantee the provision of such services. Should industrial action or circumstances beyond the control of the College interfere with its ability to provide educational services, the University undertakes to use all reasonable steps to minimise the resultant disruption to those services.


Welcome and Introduction to FdA Early Childhood StudiesWelcome to the Foundation Degree in Early Childhood Studies.

Thank you for choosing to complete your foundation degree with Cornwall College. This course is particularly relevant for students already working within the early years sector. However, students with limited experience can also benefit from the carefully written modules to develop their academic learning and practical experience to achieve their career goal. As practical experience is a requirement of the course, we work closely with employers and students alike. We also work closely with the University of Plymouth to ensure the course is delivered to the highest possible standard.

This programme has been designed to equip you with the skills and knowledge base required to work in your chosen specialism or other graduate opportunities. It is also a platform from which you can undertake additional vocational and academic qualifications.

Programme TeamProgramme Manager and Lecturer

Tracy Gearon, BA (HONs) QTS, MA Education

Professional practice includes: Primary school teacher, Pre-school Chair, Further Education Lecturer and Manager, Higher Education Lecturer in Early Years and Programme Manager.

Delivering the following modules:Creative ways for a healthy lifestyleNew Learning TechnologiesIndependent StudyNumeracy and LiteracyPlacement for Practitioner OptionsSocial Science and Social PolicySpecial Needs

Personal Tutor for students studying at level 4 and 5.


Lecturer

Laetitia Mayne

Professional practice includes:Professional practice in early years.

Delivering the following modules:Introduction to Research

Lecturer

Maggie Ginger

Professional practice includes:Professional practice in early years.

Delivering the following modules:Safeguarding ChildrenMulti-Agency Collaboration

CORPORATE HE ASSISTANT REGISTRAR: Lucy Johnson. What does the Corporate HE Assistant Registrar (CHEAR) do? The CHEAR is your point of contact in HE Operations for all administrative paperwork to do with the programme. She can be contacted on: Telephone: 01209 617757 or Ext 3757.

Email: [email protected]


mailto:[email protected]

PROGRAMME SPECIFICATION

Programme Title: FdA Early Childhood Studies

University of Plymouth Programme Code: FT (6573) PT (6574)

Partner Faculty: Academic Partnerships, University of Plymouth

Partner Delivering Institution: Cornwall College

Start Date: September 2019

First Award Date: FT (July 2021) PT (July 2022)

Date of Approval: 2nd May 2019

Date(s) of Revision(s) to this Document: 15 Jan 19/24 Jan 19/5 March 19/June 19


1. Contents1. Contents........................................................................................................................................2

2. Programme Details........................................................................................................................3

3. Distinctive Features of the programme and the Student Experience............................................3

4. Programme Structure....................................................................................................................6

5. Programme Aims...........................................................................................................................8

6. Programme Intended Learning Outcomes.....................................................................................9

7. Progression criteria for final and intermediate awards...............................................................11

8. Non Standard Regulations – N/A.................................................................................................11

9. Transitional Arrangement............................................................................................................11

10. Admissions Criteria, including APCL, APEL and DAS arrangements.........................................12

11. Appendix 1 – Programme Specification Mapping (UG)............................................................13

12. Appendix 2 – Work Based Learning Mapping (WBL)................................................................14


2. Programme Details

Awarding Institution: University of PlymouthPartner/Teaching Institution: Cornwall College, SaltashAccrediting Body (date of reaccreditation and a summary of any conditions/regulations):Language of Study: English Mode of Study: Full and Part TimeFinal Award Title: FdA Early Childhood StudiesIntermediate Award Title: N/AUCAS Code: XL35HECoS Code: 100457 / 100463 / 100653Relevant QAA Benchmark Groups: QAA Subject Benchmark Statement: Early

Childhood Studies, (2014) QAA Subject Benchmark Statement: Education Studies (2015)National College for Teaching and Leadership: Early Years Educator (Level 3): Qualifications Criteria (2013)Foundation Degree Characteristics StatementFHEQ

Date of Programme Approval: 2 May 2019

3. Distinctive Features of the programme and the Student Experience

Consideration in this section will be given to the programme structure, the programme contents,

sector needs and student experience.

DISTINCTIVE FEATURES EXPLANATION

One day per week The programme will run on one day per week, which is highly

attractive to many students. These students are often mature, have

families or dependents and have financial commitments and where

the programme is structured in this way particularly suits such

students who have a variety of financial and personal responsibilities.

Small cohorts The programme is suitable for students whose preference is to learn

within a small cohort.

Additional academic and

emotional support from

Small cohorts are particularly attractive to potential students who

have been out of education for some years, for those perhaps who



approachable and

flexible staff

would like additional academic and emotional support during their

learning journey or perhaps for potential students who have limited

educational experience. This support is in conjunction with work and

support offered by the Higher Education Senior Tutor who can

support students emotionally, again working closely with the module

leader, personal tutor or programme manager.

Delivered by a team of

professionally

experienced and

qualified teachers and

practitioners

All staff have a variety of experience and professional interests within

the early years sector.

Programme modules

reflect sector needs

This is addressed by providing a broad selection of modules

appropriate to the diverse and changing nature of early years

practice. Further, this programme provides a comprehensive, varied

and sector specific range of modules, covering: the ability to self-

reflect, the theory of reflective practice, what is professionalism,

sociological and psychological theories, information and

communication technology, effective use of the outdoor

environment, emotional development, resilience, child protection,

supporting educational needs, legislation and value and ethics within

care and education.

Developing specific

transferable and

employability skills.

The programme most specifically reflects the early years sector in

terms of what is expected of professional practice. There is a

designated module to develop employability and transferable skills.

Further to this, students are required to meet sector standards,

through the completion of 100 hours of placement practice

experience, therefore demonstrating industry standards.

High percentage of

modules ensure the

application of theory to

practice.

A high percentage of the modules covered require the student to

reflect upon or develop their practice. There is a consistent focus on

the application of theory on practice throughout the two years of

study.

Variety of assessment

methods that ensure the

Methods of assessment for this programme include essays, reports,

literature reviews, reflective logs, tests, portfolios and project work,



development of higher

level academic skills

and these assessment types require students to develop effective

skills of critical and analytical thinking, synthesising information,

problem-solving, independent, team-working and collaborative

learning and effective communication and associated with effective

transferable skills.

Visits and professional

speakers

Students have opportunities to develop their professional skills by

visiting a variety of early years settings, visiting Areas of Outstanding

Beauty or Scientific Interest as part of their practical and professional

development. Students have the opportunity of listening to guest

speakers including speech therapist, dental practitioners, Marine and

Conservation practitioners and managers and proprietors of a variety

of early years settings.

Extra-curricular activities Students have opportunities to develop more than sector specific

skills by taking part in extra-curricular activities, including

opportunities to develop team skills when engaging in outdoor

pursuits, including kayaking or taking part in international visits and

projects. This can be achieved by the programme manager liaising

with outside agencies as previously when students visited Sweden.

Further students are made aware of other community projects,

including international projects, for example Kenyan sustainability

projects run by Cornwall College.


4. Programme StructureCollege Cornwall College, Saltash Programme Title FdA Early Childhood StudiesAcademic Year 2019-2020 Mode of Attendance

Course DurationFull Time 2 Years

Plymouth Programme Code 6573 Total Credits 240

FdA Early Childhood Studies For: Full Time (Programme Code 6573)

F/T Route Year When in Year? (I.e. Autumn, Spring etc.) Core or Optional Credits Module

FHEQ - Level 4 (120 credits) Year 1FT TERM1 CORE 20 CORC1013 PERSONAL AND EMPLOYABILITY SKILLS DEVELOPMENTFT TERM1 CORE 20 CORS1002 DEVELOPMENTAL PERSPECTIVESFT TERM2 CORE 20 CORS1003 VALUES AND ETHICSFT TERM2 CORE 20 CORS1004 AN INTRODUCTION TO SOCIOLOGYFT TERM3 CORE 20 CORS1000 SAFEGUARDING CHILDRENFT TERM3 CORE 20 CORS1001 MULTI-AGENCY COLLABORATION

FHEQ - Level 5 (120 credits) Year 2FT TERM1 CORE 20 CORS2006 AN INTRODUCTION TO RESEARCHFT TERM1 CORE 20 CORS2007 PLACEMENT FOR PRACTITIONERFT TERM2 CORE 20 CORS2008 NUMERACY AND LITERACYFT TERM2 CORE 20 CORS2000 CREATIVE WAYS FOR A HEALTHY LIFESTYLEFT TERM3 CORE 20 CORS2001 LEARNING TECHNOLOGIESFT TERM3 CORE 20 CORS2002 SUPPORTING EDUCATIONAL NEEDS


College Cornwall College, Saltash Programme Title FdA Early Childhood StudiesAcademic Year 2019-2020 Mode of Attendance

Course DurationPart Time (Indicative)3 Years

Plymouth Programme Code 6574 Total Credits 240

FdA Early Childhood Studies For: Part Time (Indicative) (Programme Code 6574)

F/T Route Year When in Year? (I.e. Autumn, Spring etc.) Core or Optional Credits Module

FHEQ - Level 4 (80 credits) Year 1PT TERM 1 CORE 20 CORC1013 PERSONAL AND EMPLOYABILITY SKILLS DEVELOPMENT PT TERM 1 CORE 20 CORS1002 DEVELOPMENTAL PERSPECTIVES PT TERM 2 CORE 20 CORS1003 VALUES AND ETHICS PT TERM 2 CORE 20 CORS1004 AN INTRODUCTION TO SOCIOLOGY

FHEQ - Level 4 & 5 (80 credits) Year 2PT TERM 1 CORE 20 CORS1000 SAFEGUARDING CHILDRENPT TERM 1 CORE 20 CORS1001 MULTI-AGENCY COLLABORATION PT TERM 2 CORE 20 CORS2006 AN INTRODUCTION TO RESEARCH (LEVEL 5)PT TERM 2 CORE 20 CORS2007 PLACEMENT FOR PRACTITIONER (LEVEL 5)

FHEQ - Level 5 (80 credits) Year 3PT TERM 2 CORE 20 CORS2008 NUMERACY AND LITERACYPT TERM 2 CORE 20 CORS2000 CREATIVE WAYS FOR A HEALTHY LIFESTYLEPT TERM 3 CORE 20 CORS2001 LEARNING TECHNOLOGIESPT TERM 3 CORE 20 CORS2002 SUPPORTING EDUCATIONAL NEEDS


5. Programme Aims

The programme is designed to meet the needs of the early years sector, and as a consequence providing a context for a wider children’s workforce. The programme permits opportunities for learners to exercise a degree of autonomy where they are able to develop their own interests and at the same time meet the needs of a continuing changing sector, including the development of ‘soft’ skills.

By the end of this programme the students will be able to:

A1: Demonstrate a developed knowledge, understanding and skills base associated with the early years sector, ensuring they are able to achieve high quality rewards and that the programme will not discriminate against their varied academic and vocational backgrounds but instead support their individual needs.

A2: Show analytical and evaluative skills both academically and practically regarding the early years sector and the wider workforce.

A3: Prove an innovative approach to interpreting academic information relevant for the early years sector and the wider workforce, and further developing their skills of applying theory to practice.

A4: Demonstrate a capacity for critical, reflective and logical thinking and an ability to make and defend judgements academically and in terms of professional practice.

A5: Critically evaluate and refer to key external factors which influence early years practice and be able to identify how constraints in one area may impact on decisions made in another.

A6: Function effectively and efficiently as a team member and contribute to an organisation using a wide range of professional, interpersonal and transferable and employability skills.

A7: Identify how to progress onto other higher programmes of study set out by a clear understanding of progression opportunities, underpinned by skills of reflection and resilience, and therefore develop the propensity to engage in life-long learning.


6. Programme Intended Learning Outcomes

6.1 Programme Intended Learning Outcomes (ILO)

Knowledge and Understanding

On successful completion graduates will have developed:

1. An understanding of babies and young children and childhood, nationally and globally, from psychological, sociological, health, welfare, educational, cultural philosophical, legal, historical, political and economic perspectives.

2. A knowledge and understanding of pedagogical approaches for working with babies and young children, families and communities.

3. An awareness of issues in relation to rights, diversity, equity and inclusion in relation to working with babies and young children, families and communities.

4. Skills to evaluate competing positions in relation to the construction of babies and young children and childhood by different subjects, societal agents and time, place and culture.

6.2 Cognitive and intellectual skills


1. Skills to demonstrate a critical understanding of the links between ethics, economics, politics, culture and ideology in the lives of babies and young children and their families and their communities.

2. Skills to explore, examine and evaluate the significance of the cultural, historical and contemporary features of various policies, institutions and agencies in regard to babies and young children and childhood.

3. Skills that define learning in terms of questions to be answered and to approach problem solving in a systematic way, therefore becoming more independent, resilient, responsible and pragmatic and develop as an autonomous learner.

4. Skills of engagement in research and enquiry and the ability to reflect on the ideas and constructs of the self and others; underpinned by effective access, retrieval, organisation from a range of sources of information, including primary sources, and be able to critically evaluate their relevance.

6.3 Key and transferable skills

On successful completion graduates will have developed the ability to:

1. Present a range of theoretical positions and offer and justify a point of view.2. Use the communication skills necessary to converse, debate, negotiate, persuade and

challenge the ideas of others.3. Have insight and confidence in leading and working collaboratively with others.4. Be aware of contextual and interpersonal factors in groups and teams.


6.4 Employment related skills


1. Skills to listen carefully to others and reflect upon one's own and others' skills and views.2. Insight and confidence in leading and working collaboratively with others, also are sensitive

to contextual and interpersonal factors, taking account of the complexity of factors that shape behaviour and social interaction and form the basis of problems and interpersonal conflict.

3. Skills to use ICT appropriately as part of the learning process in a range of contexts, both at one's own level and to enhance provision for children.

4. Skills that can demonstrate a critical understanding of the interrelationships between political, economic, cultural and ideological contexts in the lives of children and their families and communities, taking into account inequalities in society, and embrace an anti-bias approach.

6.5 Practical Skills

On successful completion graduates will have developed

1. An understanding of how to implement, review and assess planning for early years children, meeting and promoting children's learning appropriate to their age and stage of development, their health, well-being, protection and safety and the conditions that enable them to flourish.

2. Skills of observation and analysis in relation to aspects of the lives of babies and young children.

3. Skills to be able to communicate information to others in appropriate forms, including having a sense of audience, e.g. other staff, inter-professional teams and parents/carers.

4. An understanding of multi-professional, inter-professional, multi-agency and inter-agency working as a means of meeting the needs of babies and young children, families and communities.


7. Progression criteria for final and intermediate awardsApproved “progression route(s)” are those where successful achievement in this programme enables direct alignment to join a stage of another programme. This is an approach employed primarily for Foundation Degree students to “top-up” to complete a Bachelor degree, but may be employed for other award types.

This is in part an automated admissions criterion and therefore progression may be impacted on by availability of a position on the progression award; however progression opportunity, if not available in the first year of application, is guaranteed within 3 years.

Progression arrangements with institutions other than the University of Plymouth carry an increased element of risk. It is necessary for the delivering partner institution to obtain formal agreement from that institution to guarantee progression for existing students on the programme. For progression to the University of Plymouth, should there be the need to withdraw the progression route programme(s) then either this will be delayed to provide progression or appropriate solutions will be found. This arrangement is guaranteed for existing students that complete their programme of study with no suspensions or repeat years and who wish to progress immediately to the University.

Upon successful completion of the FdA Early Childhood Studies graduates will be able to progress to the following:

UNIVERSITY OF PLYMOUTH: BA (Hons) Early Childhood Studies (Level 6) full or part-time option.

UNIVERSITY OF PLYMOUTH: FLECS (Flexible Learning in Early Childhood Studies) (Level 6) blended learning.

CORNWALL COLLEGE: BA (Hons) Education and Curriculum Studies (Level 6) CORNWALL COLLEGE: BA (Hons) Children, Schools and Families (Level 6)

The contribution of marks from prior levels of study to the progression award is governed by University regulations.

8. Non Standard Regulations – N/A

9. Transitional Arrangement

All students commencing Level 4 in September 2019 will do so on the newly approved version of the programme. Students progressing to Level 5 September 2019 will also transfer to the newly approved version of the programme.


10. Admissions Criteria, including APCL, APEL and DAS arrangements

Entry Criteria (Qualifications) DetailsFunctional Skills

GCSE (or equivalent)

L2 Literacy and L2 Numeracy

Minimum of Grade C/grade 4 in Maths, English Language and Science (if science based programme)

A/AS Levels 48 UCAS tariff points to include at least 32 points from A2 level in relevant subjects

BTEC National Diploma/Extended Diploma/L3 Diploma

BTEC 90 Credit Diploma/Subsidiary Diploma*

48 UCAS tariff points – in a relevant subject

As above in a relevant subject and considered only with combination of other relevant level 3 qualifications

Access to HE Diploma Successful completion of Access to HE Diploma with at least 45 credits at level 3 in a relevant subject

International Baccalaureate 24 pointsScottish/Irish 48 UCAS tariff points to include at least 32

points from Scottish Advanced Highers/Irish Highers

Other Level 3 qualifications Will be taken into consideration and dependent upon subject area and number of units studied

Mature Applicants (over 21) Mature applicants with relevant experience but without the stated entry qualifications will be considered individually at interview

Accreditation of Prior Learning APL will be considered as per University of Plymouth Regulations and on an individual basis

Independent Safeguarding Agency (ISA)/Disclosure and Barring Service (DBS) clearance required

This will be required depending upon where a student opts to undertake their work placement. This will need to be sought out by the student.

Capability statement Disabilities – the course welcomes applications from students with disabilities and is committed to its inclusive policy. In order to be more student-centred, the college requests that all applications be considered individually and in consultation with the programme manager. Candidates with any concerns about this should discuss these issues at interview and enquire about college support systems. The college will undertake to make all reasonable adjustments to facilitate students with disabilities.


11. Appendix 1 – Programme Specification Mapping (UG)

Core Modules Programme Intended Learning Outcomes contributed to (for more information see Section 6) CompensationY/N

Assessment Element(s) and weightings [use UNISTATs definition]E1- examE2 – clinical examT1- testC1- courseworkA1 – generic assessmentP1 - practical

Knowledge & understanding (6.1)

Cognitive & intellectual skills (6.2)

Key & transferable skills (6.3)

Employment related skills (6.4)

Practical skills (6.5)

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

Level 4

CORC1013 N CW 100%

CORS1002 Y CW 100%

CORS1003 Y C1 70% P1 30%

CORS1004 Y CW 100%

CORS1000 Y C1 70% P1 30%

CORS1001 Y CW 100%

Level 5

CORS2006 Y CW 100%

CORS2007 N CW 100% P1 Pass/Fail

CORS2008 Y CW 100%

CORS2000 Y CW 100%

CORS2001 Y CW 100%

CORS2002 Y C1 70% P1 30%

Confirmed Award LOs


12. Appendix 2 – Work Based Learning Mapping (WBL)

FHEQ level: 4

WBL/WRL Activity: Logistics Programme

Aim

Programme Intended Learning Outcome

Range of Assessments

Related Core Module(s)

Students to prepare a learning/play based activity where they can work in small groups within an early years setting.

In placement

A1 / A6 (C1)Reflective personal and academic essay drawing on the work of Gibbs (1998) and others.

PERSONAL AND EMPLOYABILITY SKILLS DEVELOPMENT

Students to consider the potential problems that may be associated with transition experiences when working in practice with early years children. Students my use a personal case study if they wish to.

In placement

A2 6.1 (1,2)6.2 (1)6.3 (1,2)6.5 (1,2)

(C1)Reflective and analytical writing based on the understanding of the implications of children going through transitions. Students are encouraged to draw on their work/experiences within the setting, using such as the basis for discussion, reflection and proposed ways forward.

DEVELOPMENTAL PERSPECTIVES

Students to consider the potential problems that may be associated with the practical application of ethical code associated

In placement

A4 / A5 6.1 (1,2,3)6.2 (1,2,4)6.3 (1,2)6.5 (4)

(C1)Critical reflective writing based on the understanding of ethical codes of practice and their own professional practice within the sector.

VALUES AND ETHICS


FHEQ level: 4


Aim




with the sector and their own value system. Students encouraged to use a personal case study experienced or known to them through working in practice.Students to consider their role as part of a professional team to ensure good practice when working with and safeguarding children when working in their placement.

In placement

A4 / A6 6.1 (1,2,3,4)6.2 (2)6.3 (1,3,4)6.4 (1,2,4)6.5 (3,4)

(C1)Evaluative piece of writing considering the roles and responsibilities of early years practitioners when working as part of a multi-agency team focusing on safeguarding, to ensure best practice. Students to reflect on their own practice experiences as well as relating to legislative content.

(P1)NOTE: A reflective account of the historical, political and development context of safeguarding, which does not whole relate to WBL/WRL activity.

SAFEGUARDING CHILDREN

Students to consider their role as part of

In placement

A5 6.1 (1,3)6.2 (2)6.3 (1,3,4)

(C1)Evaluative piece of writing considering

MULTI-AGENCY COLLABORATION


FHEQ level: 4


Aim




a professional team to ensure good practice when working in their placement.

6.4 (1,2,4)6.5 (3,4)

the roles and responsibilities of early years practitioners when working as part of a multi-agency team to ensure best practice. Students to reflect on their own practice experiences as well as relating to legislative content.

FHEQ level: 5


Aim

Programme Intended Learning Outcomes



Students to reflect on the notion of professionalism, following their experience within the work place. Students also collate evidence, e.g. policies, children’s work, their planning etc. This evidence will be mapped against the Early Year’s Educator’s (EYE) criteria.

In placement

A1, A2 6.1 (1,2)6.3 (3,4)6.4 (2,4)6.5 (3,4)

Students produce a reflective and academic essay focusing on professionalism. Students produce an evidenced based portfolio cross referencing to the EYE criteria.Students complete a minimum of 100 hours placement experience.

PLACEMENT FOR PRACTITIONER

Students to prepare two learning/play

In placement

A3 6.1 (1,2)6.2 (3,4)6.3 (1)

Students produce a reflective and academic essay

NUMERACY AND LITERACY


based activities: one numeracy and one literacy appropriate for a children in an early years setting

6.5 (1,2) focusing on the learning experienced by early years children regarding the numeracy and literacy activities. Students also reflect on their own pedagogy and consider the activities’ appropriateness in terms of meeting the learning outcomes set out in the Early Years Foundation Stage Curriculum (EYFS).


Appendix – Module Records


LEVEL 4


SECTION A: DEFINITIVE MODULE RECORD . Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.

MODULE CODE: CORC1013 MODULE TITLE: Personal and Employability Skills Development

CREDITS: 20 FHEQ Level: 4 HECOS CODE: 100459

PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: No

SHORT MODULE DESCRIPTOR: (Max 425 characters)This module is designed to equip students with the necessary knowledge and skills to develop themselves in terms of their personal and employability skills.

ELEMENTS OF ASSESSMENT: [Use HESA KIS definitions]WRITTEN EXAMINATION COURSEWORK PRACTICAL

E1 (Examination) C1 (Coursework) 100% P1 (Practical)

E2 (Clinical Examination)

A1 (Generic Assessment)

T1 (Test)

SUBJECT ASSESSMENT PANEL Group to which module should be linked: PESD

Professional body minimum pass mark requirement: N/A

MODULE AIMS:• Develop conceptual and practical skills in personal development planning for study at degree

level and readiness for employability.• Equip learners with baseline personal resources for study and employment such as integrity,

personal responsibility, reliability and self-motivation.• Develop learners’ skills in team working, decision-making, problem solving and

communication.• Stimulate learners’ creativity and encourage a focus on enterprising and challenging tasks and

activity.

ASSESSED LEARNING OUTCOMES: (Additional guidance below)At the end of the module the learner will be expected to be able to:1. Evaluate and benchmark own study and analysis skills, capabilities and developmental needs.2. Demonstrate understanding of concepts relating to personal, employability skills and work

related skills.3. Reflect upon how these concepts relate to personal and professional practice.4. Effectively manage and self-direct personal and professional learning and development.

DATE OF APPROVAL: 09 Feb 2010 FACULTY/OFFICE: Academic Partnerships

DATE OF IMPLEMENTATION: 01 Sep 2010 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year

Additional notes (For office use only):


SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.

ACADEMIC YEAR: 2019-2020 NATIONAL COST CENTRE: 135

MODULE LEADER: Brender Willmott OTHER MODULE STAFF: Relevant Site Leaders

SUMMARY of MODULE CONTENT:• Personal development planning - personal audit, professional development, career

management skills.• Intra and interpersonal skills - influencing, negotiating, conflict resolution, risk taking,

problem-solving, decision making, teamwork, initiative, self-esteem, leadership, innovation, creativity and enterprise.

• Successful communication - interview skills, CVs and letters of application, self-presentation, presentation of information.

• Understanding the business context - organizational culture, business strategy, sustainability, cultural diversity, corporate social responsibility, financial literacy.

• Project management - project planning, monitoring, evaluation, reporting.• Work related learning – work placements, visits to alternative work place/s, guest speakers.

SUMMARY OF TEACHING AND LEARNING: [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 20 Core material

Group Seminars 20Workshop sessions where students are given group activities to apply learning to develop graduate employability and interview skills.

Work Based Learning 30 As part of this module, students will undertake 30 hours of work based learning.

Guided Independent Study 130Students are expected to put in time outside of taught sessions and their own personal development and career planning.

Total 200 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc.)

Category Element Component Name

Component Weighting

Comments include links to learning objectives

Coursework C12500 Word Reflection (with appropriate academic references)

100%

Overall total 100%

Reflection using concepts of personal, employability and work related skills (AL01, ALO2 ,ALO3 and AL04)

Present your strengths & skills with clear actions to overcome any weaknesses. (AL01, AL03, AL04)

Updated by: Brender Willmott/Heidi Channell

Date:19/05/17

Approved by: HE Operations

Date:11/06/19


UNIVERSITY OF PLYMOUTH MODULE RECORD (approved by UTLQC June 2017)

SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty/AP Quality Procedures for approval and issue of new module code.

MODULE CODE: CORS1002 MODULE TITLE: DEVELOPMENTAL PERSPECTIVES

CREDITS: 20 FHEQ LEVEL: 4 HECoS Code: 100457

PRE-REQUISITES: NONE CO-REQUISITES: NONE COMPENSATABLE: Y

SHORT MODULE DESCRIPTOR:

This module will be used as the basis for exploring the major theoretical explanations which have shaped modern social psychology and then evaluating their usefulness in promoting understanding of the processes and consequences of development.

ELEMENTS OF ASSESSMENT [Use HESA UNISTATs definitions] – see Definitions of Elements and Components of Assessment



A1 (Generic assessment)

T1 (Test)

SUBJECT ASSESSMENT PANEL to which module should be linked: FdA Early Childhood Studies


MODULE AIMS:

This module aims to encourage students to draw on their own personal and professional (occupational) experiences to understand the influences that contribute to our developing into unique beings with our own set of characteristics and behaviours. These personal conceptualisations will be used as the basis for exploring the major theoretical explanations which have shaped modern social psychology, and for evaluating their usefulness in promoting the students’ understanding of the processes and consequences of development. It will also allow for recognition of how person’s community influences individual development.


https://www.plymouth.ac.uk/uploads/production/document/path/1/1956/Definitions_of_Elements_and_Components_of_Assessment.pdf


ASSESSED LEARNING OUTCOMES: (Additional guidance below; please refer to the Programme Specification for relevant award/ programme Learning Outcomes.)

At the end of the module the learner will be expected to be able to:

Assessed Module Learning Outcomes Award/ Programme Learning Outcomes contributed to

1. Demonstrate an understanding of how genetic predispositions and environmental experiences and influences interact to determine an individual’s development.

2. Identify the main contributions of different theoretical perspectives to explain personality and life-development.

3. Explain how individuals adjust to change and transition throughout life.

4. Describe the effect early experiences on the development of social relationships, self-concept and gender identity.

5. Evaluate the effect of social influences on developing or modifying behaviour.

KNOWLEDGE AND UNDERSTANDING: 6.1

1,2

COGNITIVE AND INTELLECTUAL SKILLS: 6.2

1

KEY AND TRANSFERABLE SKILLS: 6.3

1,2

PRACTICAL SKILLS: 6.5

1,2

DATE OF APPROVAL: May 2019 FACULTY/OFFICE: Academic Partnerships

DATE OF IMPLEMENTATION: Sept 2019 SCHOOL/PARTNER: Cornwall College

DATE(S) OF APPROVED CHANGE: TERM/SEMESTER: AUTUMN TERM

Notes:


S ECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the UNISTATs return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.

ACADEMIC YEAR: 2019-2020 NATIONAL COST CENTRE: 132MODULE LEADER: TRACY GEARON OTHER MODULE STAFF: LRC STAFFSummary of Module Content:

Development of personality: introduction to developmental psychology and theories of self-biological, psycho-analytical, behaviourist, humanist, cognitive, evolutionary and ethnological approaches.

Life-long development: Maslow, Erickson, Levinson Developmental influences: Genetic inheritance, family and social experience. Consequences: Personality, self-concept, gender identity, social relationships. Adaptation: changes to physical or social situations, stress and coping, separation and

bereavement, stress and coping with retirement and ageing. Social influences: confirming influences on attitudes and behaviour, role and media, family

and peer pressure, attribution, effects of labelling, stereotyping and prejudice, crown psychology and social constructions approaches.

Methods of investigation: understanding of cross-sectional and longitudinal research methods, and the advantages and disadvantages of participant observation.

SUMMARY OF TEACHING AND LEARNING: [Use HESA UNISTATs definitions]

Scheduled Activities Hours Comments/Additional Information (briefly explain activities, including formative assessment opportunities)

Lecture 30Core Material: individual activities, group tasks, seminars, to undertake a placement observation, and support for formative assessment.

Tutorial 10 One to One tutorials are held at the end of every session.

Guided Independent Study

160 Students are expected to put in time outside of taught session



SUMMATIVE ASSESSMENT

Element Category Component Name Component Weighting

Coursework

Create a poster to demonstrate an understanding of how genetic predispositions and environmental experiences and influences interact to determine an individual’s development (equivalent to 1,000 words)(Meeting: LO1). (Weighting: 30%)

An evaluative essay considering effective practice underpinned by theoretical models of child development to support an early years child during an example of transition (2,000 words)(Meeting: LO2, 3, 4, 5). (weighting: 70%)

100%

100%

REFERRAL ASSESSMENT


Coursework

An evaluative essay considering effective practice underpinned by theoretical models of child development and to demonstrate an understanding of how genetic predispositions and environmental experiences and influences interact to determine an individual’s development to support an early years. (3,000 words)(Meeting: LO1, 2, 3, 4, 5).

100%

To be completed when presented for Minor Change approval and/or annually updatedUpdated by: Tracy Gearon Date: June 19

Approved by: HE Operations Date: June 19




MODULE CODE: CORS1003 MODULE TITLE: VALUES AND ETHICS

CREDITS: 20 FHEQ LEVEL: 4 HECOS CODE:100456



This module aims to focus on the values underpinning good professional practice within the educational sector and the influence of personal values on practice. Students will have the opportunity to explore ethical principles in relation to their work and relate these to the dilemmas they face in their workplace. The module will enable students to examine a range of practice guidelines and to examine the relationship between personal, professional and agency values.


E1 (Examination) C1 (Coursework) 70% P1 (Practical) 30%



T1 (Test)



MODULE AIMS:

To introduce the knowledge, skills and understanding of values and ethics appropriate for a professional understanding and application within the early years education sector.







1. Identify the values underpinning education in different education settings and their contribution to the quality of education practices.

2. Evaluate the practical application of values and principles in an education setting.

3. Explain ethical principles related to education practice and recognise how these may be applied in decision-making.

4. Identify and evaluate appropriate codes of practice, ethical codes, occupational standards, quality standards and guidelines.

5. Demonstrate awareness of their own value system, recognise influences upon this and reflect upon and apply own ethical framework in practice.


1,2,3


1,2,4


1,2


4


DATE OF IMPLEMENTATION: Sept 2019 SCHOOL/PARTNER: Cornwall College


Notes:



ACADEMIC YEAR: 2019-2020 NATIONAL COST CENTRE: 135MODULE LEADER: TRACY GEARON OTHER MODULE STAFF: LRCSummary of Module Content:

Principal values in child care practice: respect, acceptance, recognition of individual identity and needs; autonomy, self-determination, choice, advocacy, independence, informing, user involvement in decision-making and care planning, partnership and shared care; anti-discriminatory practice; confidentiality; the empowerment of individuals, groups and organisations within the community

Ethical principles related to early years practice: value of persons, autonomy, rights and obligations, duties, justice, inequality, utility, beneficence, non-maleficence, parentalism /duty to protect, confidentiality and ethical record-keeping

Ethical dilemmas and ethical decision-making: conflicts of rights/choice, individual and others, majority and minority, parent and child, carer and service user, limits of autonomy and self-determination e.g. capacity to consent, autonomy and best interests/protection; confidentiality, information and truth-telling; limits to choose, individual choice in group care, agency constraints, resource constraints, service rationing

Values in practice: values in occupational standards; codes of practice; mission statements; professional ethical codes; government guidelines/reports; quality standards; local & national agency policies; philosophies of education

Incorporating values into practice: awareness of own value system and influences upon this application of values in practice, ethical framework for own practice and decision-making, reflection on issues and dilemmas in own work setting.



Lectures 27 Core Material: individual activities, group tasks, seminars and support for formative assessment.


Demonstration 3 A session involving the demonstration of a practical technique or skill – presentation skills.

Guided independent study

160 Student directed study

Students are expected to put in time outside of taught session

Total 200 (NB: 1 credit = 10 hours of learning; 10 credits = 100 hours, etc.)



Element Category

Component Name Component Weighting

Practical

Create a presentation to identify the values underpinning education in different education settings and their contribution to the quality of education practices (equivalent to 1,000 words)(Meeting: LO1). (Weighting 30%)

100%

CourseworkAn essay evaluating professional ethical practices and own value system within the early years education and care sector by application of such to a relevant case study (2,000 words)(Meeting: LO2, 3, 4, 5). (weighting 70%)

100%

REFERRAL ASSESSMENT

Element Category


Coursework

Case study: review the case study and evaluate professional ethical practices and own value system within the early years education and care sector.(2,000 words)(Meeting: LO2, 3, 4, 5). (weighting 70%)

100%

Practical

Create a presentation to review the historical changes to values underpinning education of time. (equivalent to 1,000 words)(Meeting: LO1). (Weighting 30%)

Note: presentation to be given in person or e-presentation recorded and sent to programme manager for assessment.

100%






MODULE CODE: CORS1004 MODULE TITLE: AN INTRODUCTION TO SOCIOLOGY

CREDITS: 20 FHEQ LEVEL: 4 HECoS Code: 100456



This module provides students with the opportunity to understand factors which promote or inhibit the development of the individual persona within a social context and introduces students to some of the major sociological and ideological theories. It will help students to develop their awareness of social influences that impact upon early years provision.

ELEMENTS OF ASSESSMENT: [Use HESA UNISTATs definitions] – see Definitions of Elements and Components of Assessment




T1 (Test)



MODULE AIMS:

To set current sociological and ideological theories within a social context and examine major competing sociological theories.







1. Demonstrate an understanding of the varying meanings attached to the concept of community.

2. Explain and analyse sociological perspectives and concepts.

3. Identify and explain the context in which current early years provision has evolved.

4. Identify the contributions made by leading sociological authors.


1,3,4


1,2,3,4


1

EMPLOYMENT RELATED SKILLS: 6.4

4

DATE OF APPROVAL: MAY 2019 FACULTY/OFFICE: Academic Partnerships

DATE OF IMPLEMENTATION: SEPT 2019 SCHOOL/PARTNER: Cornwall College





The nature of social influence. Historical origins and cultural significance. Sociological theories, including Functionalism, Marxism, Feminism and Interactionism. Social and political influences on the provision of early years provision. Early Years and policy initiatives. Exploration of the concept of community, association, institution and society. What are the key changes to the notion of ‘family’ as a characteristic of community,

and link this to education and society. Develop an awareness of sociological ideas and concepts surrounding the family.



Lecture 30Core Material: individual activities, group tasks, seminars and support for formative assessment.



160Guided independent study might include preparation for scheduled sessions, follow-up work, wider reading or practice, completion of set tasks and revision.




Element Category


Coursework

A poster demonstrating an understanding of the varying meanings attached to the concept of community, with consideration to family and education (1,000 words).(Meeting: LO1). (Weighting 30%)

An essay identifying and analysing the context in which current early years provision has evolved, referring to major sociological perspectives and concepts (2,000 words). (Meeting: LO2, 3, 4). (weighting 70%)

100%

REFERRAL ASSESSMENT

Element Category


Coursework

Identify the context in which current early years provision has evolved and demonstrating an understanding of the varying meanings attached to the concept of community, with consideration to family and education (3,000 words).(Meeting: all learning outcomes)

100%






MODULE CODE: CORS1000 MODULE TITLE: SAFEGUARDING CHILDREN

CREDITS: 20 FHEQ LEVEL: 4 HECoS CODE: 100457



The module contains an overview of the role of the practitioner in implementing safeguarding policies and procedures. It analytically explores legislation and policies which safeguard children. Personal skills that contribute to the safeguarding process and ways of working with parents and carers are explored and discussed.





T1 (Test)



MODULE AIMS:

To set current child protection services in a historical, political and developmental context.

To identify and examine the different types of abuse and how to support children and their families.

To analyse the role of the multi-agency team and procedures governed by legislation.







1. Demonstrate knowledge of historical political and developmental context of safeguarding.

2. Understand the roles, responsibilities, skills and processes that underpin good practice when working with and safeguarding children in a range of differing contexts.

3. Analyse and apply the statutory requirements of safeguarding.

4. Analyse and reflect on the purpose of relevant assessment frameworks and any other policies and legislation relevant in child protection.

KNOWLEDGE AND UNDERSTANDING: 6.11,2,3,4


KEY AND TRANSFERABLE SKILLS: 6.31,3,4

EMPLOYMENT RELATED SKILLS: 6.41,2,4

PRACTICAL SKILLS: 6.53,4


DATE OF IMPLEMENTATION: September 2019 SCHOOL/PARTNER: Cornwall College

DATE(S) OF APPROVED CHANGE: TERM/SEMESTER: SPRING TERM

Notes:



ACADEMIC YEAR: 2019 - 2020 NATIONAL COST CENTRE: 132MODULE LEADER: Tracey Gearon OTHER MODULE STAFF: Summary of Module Content:

Types of abuse or harm to a child in our current society. Recognising the signs of abuse. The processes and procedures of the referral process. Recordkeeping, communication and procedures. Multi-agency and multi-disciplinary team. Statutory requirements and their application. SUMMARY OF TEACHING AND LEARNING: [Use HESA UNISTATs definitions]


Lecture 30 Core Material: individual activities, group tasks, seminars and support for formative assessment. Where possible, guest lecture: Safeguarding.



160 Guided independent study might include preparation for scheduled sessions, follow-up work, wider reading or practice, completion of set tasks and revision.




Element Category


Practical

Create a poster and present findings demonstrating knowledge of the historical, political and developmental context of safeguarding in early years practice (equivalent to 1,000 words)(Meeting: LO1). (Weighting 30%). 100%

Coursework

Use own placement experience to evaluate the roles and responsibilities of early years practitioners in implementing safeguarding policies and procedures when working as part of an effective multi-agency team (2,000 words)(Meeting: LO2, 3, 4). (weighting 70%)

100%

REFERRAL ASSESSMENT

Element Category


Coursework

An evaluative essay considering the roles and responsibilities of early years practitioners in implementing safeguarding policies and procedures when working as part of an effective multi-agency team by application of such to a relevant case study (2,000 words)(Meeting: LO2, 3, 4). (weighting 70%)

100%

Practical

Create a presentation to demonstrate knowledge of the historical, political and developmental context of safeguarding in early years practice (equivalent to 1,000 words)(Meeting: LO1). (Weighting 30%).


100%


Approved by: HE Ops Date: June 19




MODULE CODE: CORS1001 MODULE TITLE: MULTI-AGENCY COLLABORATION




This module is designed to provide students with the necessary knowledge and skills to work effectively as part of a multi-agency team in their professional careers. It develops a critical approach to the evaluation of the barriers to multi-agency collaboration, and to strategies for developing effective multi-agency practice.





T1 (Test)



MODULE AIMS:

To analyse and explore the characteristics of multi-agency collaborative working both in principle and in practice.

To analyse and evaluate the skills needed to work effectively as part of a multi-agency team. To examine contexts, barriers and enabling factors for multi-agency collaboration.




ASSESSED LEARNING OUTCOMES: (Additional guidance below; please refer to the Programme Specification for relevant award/ programme Learning Outcomes.



1. Explore and analyse the key features, principles and issues of multi-agency practice.

2. Analyse and evaluate the skills and strategies employed within different facets of integrated multi agency working.

3. Analyse instances of multi-agency practice, especially examining the barriers and facilitating methods and strategies which influence practice.


1,3


2


1,3,4


1,2,4


3,4

DATE OF APPROVAL: MAY 2019 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: SEPT 2019 SCHOOL/PARTNER: Cornwall College

DATE(S) OF APPROVED CHANGE: TERM/SEMESTER: SPRING TERM




Principles and practices of multi-agency team approaches Recruitment, selection and working practices of multi-agency teams Skills, theories and practices of team working Problem solving within a multi-agency environment The development and deliverance of integrated multi agency working; including co-

production i.e. including the voice of parents and children. Barriers and enabling factors within multi agency work throughout the children’s sector



Lecture 30 Core Material: individual activities, group tasks, seminars and support for formative assessment.



160 Guided independent study might include preparation for scheduled sessions, follow-up work, wider reading or practice, completion of set tasks and revision.




Element Category


Coursework

Create an information pack for newly appointed early years practitioners which explores and analyses the key features, principles and issues of multi-agency practice (equivalent to 1,000 words). (Meeting: LO1). (Weighting 40%)

An essay evaluating how early years practitioners analyse instances of multi-agency practice, especially examining the barriers by application of such to a relevant case study (2,000 words)(Meeting: LO2, 3). (weighting 60%)

100%

REFERRAL ASSESSMENT

Element Category


Coursework

Write a report that explores and analyses the key features, principles and issues of multi-agency practice (equivalent to 3,000 words).(Meeting: all LOS).

100%




LEVEL 5




MODULE CODE: CORS2006 MODULE TITLE: AN INTRODUCTION TO RESEARCH




This module offers an opportunity for a student to investigate and write a research proposal and literature review on an agreed contemporary early years issue identified from within early years practice.





T1 (Test)



MODULE AIMS:

To give an opportunity for students to develop skills relating to researching and writing an effective research proposal, ethics protocol and literature review, reinforcing the link between theory and practice. Students will develop the necessary research skills in preparation for future independent studies/projects.





1. Identify an area of current, professional interest, worthy of analysis and investigation.

2. Effectively conduct secondary research within an area of professional interest.

3. Analyse and review ethical considerations in order to be able to construct a sound research proposal.

4. Analyse and critically evaluate relevant literature appropriate to the early years practice.


1,2,3


1,3,4


1,2


3


2

DATE OF APPROVAL: MAY 2019 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: SEPT 2019 SCHOOL/PARTNER: Cornwall College


Notes:



ACADEMIC YEAR: 2019-2020 NATIONAL COST CENTRE: 131MODULE LEADER: TRACY GEARON OTHER MODULE STAFF:

http://www.plymouth.ac.uk/staff/rboden LRCSummary of Module Content:

This module provides students with an opportunity to investigate an area of personal/or professional interest, with tutorial support.

Students are given tutorials and advice on appropriate reading and study skills; asked to submit regular versions of “work in progress” and additional tutorials build on skills, knowledge and understanding that students have developed through their writing in previous modules.

Students will be introduced to research/steps in research, skills required to write an effective research proposal, ethics protocol and literature review.

Consideration will also be given to the steps required to complete a full research project.

SUMMARY OF TEACHING AND LEARNING [Use HESA UNISTATs definitions]




160Guided independent study might include preparation for scheduled sessions, follow-up work, wider reading or practice, completion of set tasks and revision.






Coursework

To research and write a research proposal and ethics protocol which relates to a contemporary early years issue identified from within early years practice (1,500 words). (Weighting 40%)(Meeting: LO1, 2, 3).

To research and write an effective literature review which relates to a contemporary early years issue identified from within early years practice (2,000 words). (Weighting 60%).(Meeting: LO4).

100%

REFERRAL ASSESSMENT


Coursework

Select a different topic to original assignment and research and write an effective research proposal and ethics protocol which relates to a contemporary early years issue identified from within early years practice (1,500 words). (Weighting 40%) (Meeting: LO1, 2, 3).

To research and write an effective literature review which relates to a contemporary early years issue identified from within early years practice (2,000 words). (Weighting 60%) (Meeting: LO4).

100%






MODULE CODE: CORS2007 MODULE TITLE: PLACEMENT FOR PRACTITIONER


PRE-REQUISITES: NONE CO-REQUISITES: NONE COMPENSATABLE: N


This module is intended to provide students with the opportunity to maximise professional learning opportunities which accrue from work-place experience in a setting working (paid or unpaid) with children (0-5) or with children and their families.


E1 (Examination) C1 (Coursework) 100% P1 (Practical) P/F



T1 (Test)



MODULE AIMS:

This modules aims to:

To provide students with the opportunity to support children’s learning in practice;

To provide students the opportunity to develop their graduate employability skills;

To develop students understanding of meeting a set of professional standards and the benefits and limitations of training professionals;

To develop students understanding of the concept professional and how an ECEC (Early Childhood Education and Care) practitioner becomes a professional







1. Reflect on your practice of supporting children’s learning during placement;

2. Demonstrate your understanding what the employing organisation does and how it seeks to achieve its goals, together with an awareness of statutory (e.g. health and safety, safe guarding) regulations

3. Evaluate the instrumental approaches of training the ECEC workforce;

4. Demonstrate an awareness of the professionalization of ECEC sector;

5. Demonstrate your graduate employability skills; demonstrate accurate and appropriate use of the conventions of written English, including Harvard referencing


1,2


3,4


2,4


3,4


DATE OF IMPLEMENTATION:

Sept 2019 SCHOOL/PARTNER: Cornwall College

DATE(S) OF APPROVED CHANGE:

TERM/SEMESTER: AUTUMN TERM

Notes:



ACADEMIC YEAR: 2020-2021 NATIONAL COST CENTRE: 131MODULE LEADER: TRACY GEARON OTHER MODULE STAFF: LRC

Summary of Module Content:

Preparation for placement and details of assessment process. Critical exploration of the Early Years Educator standards comparing these

standards to the expectations and outcomes of the FdA ECS. Identify the limitations of an instrumental approach to professionalisation and the

care of children. Students in placement will receive a visit from tutor for assessment purposes.



Placement 100Students will be expected to undertake 100 hours or more within their placement, this will feed into the making of their portfolio.



Guided Independent Study 60

Guided independent study might include preparation for scheduled sessions, follow-up work, wider reading or practice, completion of set tasks and revision.

Total 200(NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc.)



Element Category


Coursework

Essay - Critically discuss the professional standards and the process of meeting standards. (2000 words) (Weighting 50%). (Meeting: LO4).

Portfolio – this will be produced based on their placement hours and evidence collected that sets out the meeting the Level 3 Early Years Education standards. (Weighting 50%) (Meeting: LO1, 2, 3, 5).

100%

Practical

Placement (100 hours or more of placement.) This can be made up from hours accrued from level 4.

(Meeting: all LOs).

Pass or fail

REFERRAL ASSESSMENTElement Category


Coursework

Essay – to evaluate ideas, knowledge and concepts derived from the academic curriculum to critique instrumental approaches to professionalization self-assessment of practice against in the early years, meeting the required standards. (2000 words) (Weighting 50%). (Meeting: LO4).

Portfolio, improve on areas of underachievement in original submission, utilising feedback provided. (Weighting 50%) (Meeting: LO1, 2, 3, 5).

100%

Practical

Placement (100 hours or more of placement). This can be made up from hours accrued from level 4. Should students be missing required hours, alternative placement arrangements must be made in order to fulfil the placement requirement, e.g. placement in a nursery open during the summer holidays, if 100 placement hours not met during the normal school academic year. (Meeting: all LOs).

Pass or fail






MODULE CODE: CORS2008 MODULE TITLE: NUMERACY AND LITERACY

CREDITS: 20 FHEQ LEVEL: 5 HECoS CODE:100471



This module considers aspects and issues that are currently viewed as central to the development of Numeracy and Literacy. Early years practitioners and parents are involved in supporting the development of skills, knowledge and understanding of Numeracy and Literacy, it is essential that students are confident and aware of current initiatives in this field. (0-8years).





T1 (Test)



MODULE AIMS:

This module aims to explore aspects and issues viewed as central to the early understanding and development of Numeracy and Literacy skills. References to foundation and national curriculum will be made throughout to enable students to develop their own knowledge of The Early Years Foundation frameworks to inform their practice.







1. Recognise and illustrate the importance of providing a clear framework for the development of Numeracy and Literacy skills.

2. Demonstrate a critical understanding of the relevant curricula framework/guidelines.

3. Analyse and evaluate methods of supporting Numeracy and Literacy development using a range of activities which are challenging and engaging.

4. Critically analysis the importance of their contribution as early years practitioners and parents in sharing the development of Numeracy and Literacy skills in children.

5. Research, present and critically evaluate original resources for Numeracy and Literacy activities suitable for identified age group.


1,2


3,4


1


1,2

DATE OF APPROVAL: MAY 2019 FACULTY/OFFICE: Academic Partnerships

DATE OF IMPLEMENTATION: SEPT 2019 SCHOOL/PARTNER: Cornwall College


Notes:




The content of the syllabus will be drawn from current guidelines, including The Early Years Foundation Stage Framework and national curriculum documents.

Numeracy: Develop understanding of use of number. Matching, sorting, and counting. Application of number, calculations, solving problems, using a calculator, maths language. Develop understanding of use of shape, space and measures. Practical activities, estimate, measure, compare, use maths language related to shape, space and measure, data presentation.

Literacy: Helping children to develop their reading skills. Develop confidence, fluency and understanding using graphic, phonic, grammatical and contextual reading strategies. Encouraging children to develop their writing skills. Letter formation, punctuation, grammar and spelling. Supporting children in developing their speaking and listening. Develop and extend vocabulary and structural command of language, attentive listening and taking turns to speak.

The importance of shared responsibilities with parents and early years professionals for the development and collaborative enhancement of numeracy and literacy skills.



Lecture 30 Core Material: individual activities, group tasks, seminars and support for formative assessment.


Guided independent Study

160

Guided independent study might include preparation for scheduled sessions, follow-up work, wider reading or practice, completion of set tasks and revision. Plan and implement literacy and numeracy activities within own placement.




Element Category


Coursework

Evaluative essay, explaining the importance of providing a clear framework for the development Numeracy and Literacy skills within the early years sector (1,000 words).(Meeting: LO1). (Weighting 30%)

Portfolio analysing and evaluating methods of supporting Numeracy and Literacy using a range of challenging activities, within the context of the relevant curriculum guidance and also giving consideration to the role of practitioners and parents (2,500 words). (Meeting: LO2, 3, 4, 5). (Weighting 70%)

100%

REFERRAL ASSESSMENT

Element Category


Coursework

Evaluative essay, reviewing the importance of providing a clear framework for the development Numeracy and Literacy skills within your placement. (1,000 words).(Meeting: LO1). (Weighting 30%)

Improve on the original submission of the portfolio by referring to feedback given to analysing and evaluating methods of supporting Numeracy and Literacy using a range of challenging activities, within the context of the relevant curriculum guidance and also giving consideration to the role of practitioners and parents (2,500 words). Should students not have completed the relevant range of activities during the academic year and are not in a position to do so in their current placement then alternative placement arrangements must be made in order to fulfil this requirement, e.g. placement in a nursery open during the summer. (Meeting: LO2, 3, 4, 5). (Weighting 70%)

100%






MODULE CODE: CORS2000 MODULE TITLE: CREATIVE WAYS FOR A HEALTHY LIFESTYLE




This module considers the contribution of government guidance and relevant national agencies in developing the health and fitness of children. It will consider how physical activity, a healthy diet and creative use of the learning environment can contribute to developing a positive mind-set and a lifelong active lifestyle.





T1 (Test)



MODULE AIMS:

To examine the contribution of government guidance and relevant national agencies in developing the health and fitness of children.

To identify how physical activity, creative use of the learning environment and a healthy diet can contribute to developing a positive mind-set and an active lifestyle, which may affect future attitudes towards fitness and health.

Consideration will also be given to the mental health of children, considering how early experiences may affect future attitudes to resilience, health and wellbeing.

To describe the theories of risk and manage risk effectively within current legislation as a way of developing children’s self-esteem, self-efficacy and confidence.

ASSESSED LEARNING OUTCOMES: (Additional guidance below; please refer to the




Programme Specification for relevant award/ programme Learning Outcomes.)



1. Critically analyse current health promotion initiatives and guidance for children and families.

2. Create and evaluate a small project/set of activities with a group of children, to promote a healthy lifestyle, which may affect future attitudes towards fitness and health.

3. Describe theoretical models of risk and demonstrate how to manage and include elements of risk within educational activities.

4. Identify and evaluate the impact that developing physical fitness, a balanced diet, a healthy lifestyle and a positive and resilient mind-set could have on the holistic development of children.


1,2


1,4


1,2


DATE OF IMPLEMENTATION: September 2019 SCHOOL/PARTNER: Cornwall College




ACADEMIC YEAR: 2020-2021 NATIONAL COST CENTRE: 105MODULE LEADER: TRACEY GEARON OTHER MODULE STAFF: Summary of Module Content:

Government and relevant national agencies initiatives and guidance on early years health promotion.

Physical activity, the outdoor environment and diet and its impact on developing a healthy mind-set. The importance of regular physical activity and how it can impact on all areas of early years development.

Enabling Environment – part of the early years curriculum. Ideal nutrition in the early years. Theoretical models of risk. Risk management and control in play and during physical indoor and outdoor

activities. Creative ways to promote good nutrition and physical activities for early years children

and how to embed opportunities into the day to day provision of early years education.

How adult concepts, attitudes and prejudices of a healthy lifestyle can impact on decision making.

Comparative analysis with international provisions, e.g. Forest School, Reggio Emilia. Holistic understanding of promoting a healthy lifestyle. Working with other professional to promote a healthy lifestyle. Awareness of child mental health, statistical understanding, what contributes to ill

health and what are the current campaigns to combat child mental health. An understanding of the importance of sleep and how the lack of sleep can impact on

children’s mental health. Contributions to experiencing poor sleep could be related to a poor daily routine, or little control of when and when not to use electronic devices.

An understanding of what resilience is and how to develop resilience strategies with children.




Lecture 30 Core Material: individual activities, group tasks, seminars, support for formative assessment.



160 Guided independent study might include preparation for scheduled sessions, follow-up work, wider reading or practice, completion of set tasks and revision. Plan and implement own activities or small project in own placement.





Coursework

An essay critically analysing current health promotion initiatives and guidance for children and families (1,000 words).(Meeting: LO1) (Weighting 30%)

A reflective and analytical account of a small project/set of activity developing creative ways for a healthy lifestyle, e.g. diet, exercise and wellbeing, presented as a portfolio (2,500 words).(Meeting: LO2, 3, 4). (Weighting 70%).

100%

REFERRAL ASSESSMENT


Coursework

A critical review of current health promotion initiatives and guidance for children and families (1,000 words).(Meeting: LO1) 30%

Improve on the original submission of the portfolio/set of activities by referring to feedback. Should students not have completed the relevant project/set of activities during the academic year and are not in a position to do so in their current placement then alternative placement arrangements must be made in order to fulfil this requirement, e.g. placement in a nursery open during the summer. (Meeting: LO2, 3, 4, 5). (Weighting 70%)

(2,500 words).(Meeting: LO2, 3, 4). 70%

100%

To be completed when presented for Minor Change approval and/or annually updatedUpdated by: T Gearon Date: June 19





MODULE CODE: CORS2001 MODULE TITLE: LEARNING TECHNOLOGIES




This module offers a wide ranging set of experiences, along with the development of a relevant knowledge base, in the educational use of ICT. It will promote the investigation of the role of ICT in teaching and learning in ways that will meet the needs of the individual children, using a variety of available resources.





T1 (Test)



MODULE AIMS:

To introduce the knowledge, skills and values needed to support the effective learning of early years children in pre-schools, nurseries and primary schools through the safe and creative use of new learning technologies.







1. Demonstrate a critical understanding of recent research into educational uses of ICT, and critically analysing pedagogical approaches.

2. Identify and analysis the educational uses of digital technologies.

3. Explore the potential uses of ICT as an approach to inclusion and differentiation, and for supporting learners across the ability range.

4. Understand and critically review approaches to ensuring the safety of learners on-line.

5. Create and evaluate an ICT-based learning solution that promotes quality learning outcomes for children in schools or related learning setting.


1,2,4


1,2,4


1


3


1,2

DATE OF APPROVAL: MAY 2019 FACULTY/OFFICE: ACADEMIC PARTNERSHIPS

DATE OF IMPLEMENTATION: SEPT 2019 SCHOOL/PARTNER: CORNWALL COLLEGE

DATE(S) OF APPROVED CHANGE: SEMESTER: SPRING TERM




Digital media, children’s culture and learning in the home. Approaches to learning, effective pedagogy. The user and internet safety of on-line users. Understanding of different pedagogical approaches and a critical understanding of the

outcomes. Innovation and collaborative learning spaces. Web based learning platforms for example from Web Based 2.0 – current ‘smart’

platforms. Mobile Learning, Virtual and Multi-user Learning Environments. Interactive whiteboards and other classroom equipment and applications.



Lecture 30 Core Material: individual activities, group tasks, seminars, support for formative assessment.



160 Guided independent study might include preparation for scheduled sessions, follow-up work, wider reading or practice, completion of set tasks and revision. Plan and implement own ICT-based learning solutions in own placement.




Element Category


Coursework

Create a training or information pack for a chosen audience, e.g. practitioners or parents/carers, and set out how ICT can be included effectively as part of the early years curriculum, including the ICT-based learning solution you created, that promotes quality learning outcomes for children in schools or related learning setting. (Weighting 100%).

(3,500 words).

(Meeting: all learning outcomes).

100%

REFERRAL ASSESSMENT

Element Category


Coursework

Improve on the original submission of the training or information pack for a chosen audience by referring to feedback. As part of this training pack includes an original ICT-based learning solution created by the student, then students who have not completed the relevant work during the academic year and are not in a position to do so in their current placement then alternative placement arrangements must be made in order to fulfil this requirement, e.g. placement in a nursery open during the summer. (Weighting 100%)(3,500 words).

(Meeting: all learning outcomes).

100%






MODULE CODE: CORS2002 MODULE TITLE: SUPPORTING EDUCATIONAL NEEDS




This module enables students to deepen their understanding of children with special educational needs and how to support them. It explores issues of disability and special educational needs, definitions and terms and considers the differing models of disability. It highlights the importance of the need for practitioners to work sensitively with parents and collaborate effectively with other professionals. Issues of access and inclusion will be explored in the light of government legislation.





T1 (Test)



MODULE AIMS:

This model aims to provide the candidate with a critical understanding of the needs of children with special educational needs and how to support them. It also considers how these needs may be articulated and met. It will introduce students to methods of intervention, and existing service provision will be investigated and evaluated.







1. Explain and analyse societal attitudes to disability and special needs and how these have changed over time.

2. Demonstrate an in depth knowledge of the social and emotional needs of children with diverse special educational needs.

3. Identify, explain and evaluate the effectiveness of the legislation underpinning the provision of services for children with special educational needs.

4. Identify and critically evaluate provision for children with special educational needs.

5. Identify and critically evaluate ways of working and supporting children with special educational needs by understanding the roles and responsibilities of parents and other professionals and the importance of collaborative working.


1,3,4


1


1,3,4


1,2,4


1,3,4


DATE OF IMPLEMENTATION: 01 Sep 2019 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: SPRING TERM

Notes:



ACADEMIC YEAR: 2020-2021 NATIONAL COST CENTRE: 131MODULE LEADER: JULIE COLLINS OTHER MODULE STAFF: LRC

Summary of Module Content:

Introduction to disability and Special educational needs: terms, social construction of disability, definitions and models of disability, Special Educational needs continuum, analysis of societal attitudes to disability with reference to prejudice and discrimination, the media and the family.

Issues: promoting equality of opportunity, diversity and respect for individual difference. Values in education provision. Institutionalised discrimination and exclusion, human rights issues.

Legal and policy implication: Examine legislation in relation to special educational needs and disability in an historical context and explore the effectiveness of current policies and practices in increasing access and inclusion

Additional needs: exploration of the range of ‘disability’ and ‘special educational needs’, definitions and assessment.

Exploring the social and emotional needs of children with special educational needs.



Lecture 30

Core Material: individual activities, group tasks, seminars, support for formative assessment. Where possible guest visits/speakers from those working with servicer users, including parents and children with supported needs.


Guided Independent Study 160

Guided independent study might include preparation for scheduled sessions, follow-up work, wider reading or practice, completion of set tasks and revision.



SUMMATIVE ASSESSMENTElement Category


Practical

Create a presentation to explain and analyse societal attitudes to disability and special needs and how these have change over time (equivalent to 1,000 words).(Meeting: LO1). (Weighting 30%).

100%

Coursework

An essay providing an effective account of how to support educational needs within an early years setting by application of such to a relevant to own placement setting (2,500 words).(Meeting: LO2, 3, 4, 5). (weighting 70%).

100%

REFERRAL ASSESSMENTElement Category


Coursework

An essay providing an effective account of how to support educational needs within an early years setting by application of such to a relevant case study (2,500 words).(Meeting: LO2, 3, 4, 5). (Weighting 70%).

100%

Practical

Provide an alternative presentation to that originally submitting, demonstrating an analysis societal attitudes to disability and special needs and how these have change over time (equivalent to 1,000 words).(Meeting: LO1). (Weighting 30%).


100%




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