Course Catalogue

Overall aim: To develop knowledge, understanding, intellectual and practical skills appropriate to working in children’s services with early years. Specific Aims: The programme aims to • Provide the appropriate knowledge and understanding required for the care and education of children across children’s services; considering a range of pedagogical approaches. • Provide an appropriate understanding of the regulatory and legislative framework for Early Years, and prepare students to work within this framework; • To enhance multi-professional practices working collaboratively with others in an Early Years context. • Deliver the professional and practical skills and competencies which are required to work in children’s services, demonstrating knowledge of political, economic, cultural and ideological contexts. • Ensure that students can demonstrate within their practice that they have adopted appropriate value and belief systems for Early Years or play or school based settings; these include values relating to anti-discriminatory practice, equality of opportunity and ensuring inclusive practice. • Develop student’s self-awareness and reflection, including the ability to evaluate their effect on other people and in the environment in which they work. • Develop students’ ability to understand and apply the principles of evidence based practice; • Develop students as reflective practitioners, with an understanding of the need for commitment and lifelong learning. • Encourage communication using various techniques • Develop the personal and transferable skills critical to practitioners in children’s services. These skills include communication, application of numbers, IT, team working, problem solving, effective time management, self-reflection and academic writing. • Provide a suitable basis for progression to Honours level, via an appropriate further programme of study. • Develop analytical and evaluative skills and provide the opportunity to engage in academic study of Early Years

Interactive lectures with a range of student centred learning methods, student and tutor led seminars; individual and small group tutorials, student presentations, discussions, debates and case studies. Work based learning will be an integral part of each module where students will use their own and other students’ workplaces as a learning environment. Employers from settings will be invited to contribute to sessions in either the workplace or college sessions. Students will also have the opportunity to utilise online learning and support networks. They will have the opportunity to use their workplace expertise and reflect on this with reference to relevant directed activities and reading; thus they will have the opportunity to improve their practice. For example the first two hours of taught time may relate to a nursery setting, looking at theory in practice and examining a particular theme or issue in context of the workplace. Module leaders will seek to design innovative modes of delivery that will facilitate student access to the curriculum and build their repertoire of study skills in preparation for future Honours level study. Students will have the opportunity to visit other workplaces to widen their experiences and work- based skills, thus increase their knowledge of Early Years settings and enhance their employability in the sector. Students will be expected to engage in a range of appropriate reading throughout the duration of the course to supplement and consolidate what is being taught/learnt, and actively participate in their own learning and that of others. Assessment methods are specified in each module handbook, and may include essays, case studies, seminar presentations (individual or group),reports, projects, resource development, reflective diaries, observation files, personal development portfolios, podcasts, academic poster conferences and small scale research projects. All assessment methods will require assessment of the student’s ability to link theory to practice. Formative and summative feedback strategies will be employed to ensure that all learning outcomes are demonstrated and achieved. Intellectual skills are developed through practical project work, tutorial and coursework. Student centred learning methods, student and tutor led seminars, individual and small group tutorials, student presentations, discussions, debates, case studies, higher order questioning techniques and constructive feedback on assignments will all contribute to the development of the identified intellectual skills. Application of these skills are developed through the above work and via reflection upon students’ own professional practice Students will be encouraged to visit other workplaces to widen their experiences and work- based skills, thus increase their knowledge of early years settings and enhance their employability in the sector. Students are expected to apply the knowledge gained in college to their work setting. Each student has a mentor who will continue to support the student in the development of knowledge skills and values that compose competency, as defined by the National Occupational Standards. Tutors will visit students in the workplace and complete a feedback record sheet in relation to the outlined practice skills. The teaching and learning strategies used to promote these skills include discussion and practice of group work and the development of the students own learning styles. Transferable skills are generally incorporated within assignments as appropriate. Guidance is provided regarding the communication of ideas both verbally and in writing and the promotion of the use of information technology for researching and producing assessable work. The work-based element of the modules allows students to develop these skills within their own working environment and that of other students. Module tutors will provide a range of assessment activities, which include those incorporated into students’ workplace

Students will be based in a range of Early Years’ settings, normally their own workplace. However, students who are not employed will be given the opportunity to participate in work based learning within an Early Years establishment for a recommended 300 hours per level. Support can be provided in finding an appropriate placement once a place on the course has been offered conditionally. Work related learning will be an integral part of each module where students will use their own and other students’ workplaces/placement as a learning environment. They will have the opportunity to use their workplace expertise and reflect on this with reference to relevant directed activities and reading; thus they will have the opportunity to improve their practice. For example, the first two hours of taught time may relate to a nursery setting, looking at theory in practice and examining a particular theme or issue in context of the workplace. Students will be encouraged to visit other workplaces to widen their experiences and work- based skills, thus increase their knowledge of Early Years settings and enhance their employability in the sector. Students are expected to apply the knowledge gained in college to their work setting. Each student has a mentor who will continue to support the student in the development of knowledge skills and values that compose competency.