student course handbook - university centre weston: ucw · registered student at bath spa...

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BA[Hons] Early Years Education

University Centre Weston in partnership with

Bath Spa University

Academic Year: 2016/17

Student Course Handbook

UCAS code: X314

Programme Leader: Mark Wilkins

Course Handbook, University Centre Weston 2016/17

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Contents

1. Introduction ................................................................................. 2 Welcome .............................................................................................................. 2 Purpose of Handbook ............................................................................................. 2

2. Course content ............................................................................. 3 Course Distinctiveness ........................................................................................... 3 Programme team .................................................................................................. 5 Course Structure ................................................................................................... 6 Entry requirements ................................................................................................ 6

3. Course Aims ................................................................................. 7 4. Assessment .................................................................................. 8

Assessment scheme ............................................................................................... 8 Marking criteria ..................................................................................................... 9 Feedback ............................................................................................................. 9 Anonymity ............................................................................................................ 9 Extensions to deadlines ......................................................................................... 10 Examinations and Assessment Periods ............................... Error! Bookmark not defined. Mitigating Circumstances ................................................. Error! Bookmark not defined. Submission of written work .................................................................................... 10 House Style ......................................................................................................... 11 Submission .......................................................................................................... 12 Word Count ......................................................................................................... 13 Ethical practice .................................................................................................... 13 Assessment Offences / Unfair Practice ..................................................................... 14 Appeals ............................................................................................................... 15 Your Degree classification ...................................................................................... 16

5. Learning Environment .................................................................. 17 Learning and Teaching Methods .............................................................................. 17 Work-based Learning ............................................................................................ 17 Learning Resources Available ................................................................................. 19

6. Support Services ......................................................................... 19 HE Student Support .............................................................................................. 21 HE Learning Support Services ................................................................................ 21

7. How Quality is assured ................................................................ 23 Quality monitoring and evaluation .......................................................................... 23 External examiners ............................................................................................... 23 Student Engagement ............................................................................................ 24 External references ............................................................................................... 25

8. Employability .............................................................................. 26 Career Opportunities ............................................................................................. 26 Career Support .............................................................. Error! Bookmark not defined.

9. General course information .......................................................... 28 Staff Profiles ........................................................................................................ 28 Methods of Communication .................................................................................... 28

10. Complaints ................................................................................ 30 Complaints Policy and Procedure ............................................................................ 30


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11. Recommended reading ............................................................... 31 Reading Strategy .................................................................................................. 31

Module Descriptors ............................................................................ 32 12.Appendices ..................................................................................... i

Appendix 1 - Marking Criteria ................................................................................... i Appendix 2. HE Student Policies and Procedures ........................................................ iii


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1. Introduction

Welcome

Welcome to the BA [Hons] Early Years Education degree. This course is offered in partnership between Bath Spa University and University Centre Weston. You are a registered student at Bath Spa University and at UCW, and you have access to services on both sites.

Purpose of Handbook

This handbook gives you essential background information that will be of help in your studies on the BA [Hons] Early Years Education programme. It provides links to the definitive data sources wherever possible. The handbook can be accessed via your Minerva account.

Please note that the electronic version will be kept up to date and you will be notified of any significant changes. If you have taken a hard copy of any information please remember to refer back to the electronic version to ensure that you are working with the most up to date information.

For module information please see the respective Module Handbook.

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2. Course content Major, Joint, Minor or Specialised Specialised Delivered at University Centre Weston Faculty Education Health and Lifestyle Campus Knightstone Campus Final award BA(Hons) Early Years Education Intermediate awards available Not applicable UCAS code X314 Details of professional body accreditation

Not applicable

Relevant QAA Benchmark statements

Education Studies (2014) UK Frameworks for Higher Education Qualifications

Date specification last updated 2016

Course Distinctiveness

Why study for the BA Hons Early Years Education Degree?

The role of professionals in early years was examined by Professor Cathy Nutbrown who indicated in her interim report (2012) that well trained practitioners with reliable qualifications are crucial to quality provision, but there is often insufficient time for students to study the theory underpinning practice. This degree will provide this background to prepare you for a successful contribution to the early years sector.

During the BA (Hons) Early Years Education (Work-based) programme you will build on skills developed during your Foundation degree (or equivalent qualification) such as reflective practice, action research, report-writing, portfolio development and presentation skills.

You will study innovative approaches to how young children engage in learning by:

• investigating how other international countries approach the Early Years curriculum;

• observing children in their own learning environment;


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• gaining advanced research skills and techniques in preparation for a work-based project;

• developing project management skills through carrying out a work-based project relevant to the Early Years sector;

• understanding the principles of leadership and management and looking at effective ways of leading pedagogy;

• developing strategies to promote children’s literacy and numeracy skills in Early Years settings.

The programme has been designed to develop you as an independent and reflective learner able to critically reflect on your own work practice as a means of self-development as an Early Years practitioner. The programme has been developed to enhance your career potential and provides flexible learning opportunities.

Figure 1: Framework for Higher Education Qualifications


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Programme team

The people below are staff who have specific responsibilities for your course.

Name Role Email Tel

Mark Wilkins Curriculum Co-ordinator

[email protected] 01934 411411 ext 1322

Nakissa Campbell

Module Lecturer

[email protected] 01934 411411

Link Tutor

Each programme has an identified link tutor from its validating partner University whose role it is to support the Weston team and students. The link tutor for your programme is:

Name Email Tel

Alyson Lewis [email protected] 01225 875878


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Course Structure

Full time

Level Title Credits Code

6 Education Dissertation 40 ED 6001

6 Pedagogy, Culture and Society 20 ED 6503

6 Symbolic Representation: Young Children Making Meaning

20 ED 6038

6 International Perspectives of Early Childhood

20 ED 6034

6 Leadership and Teamwork in Early Childhood

20 EP 6127

All HE programmes at University Centre Weston are delivered as a collection of modules, which build on each other to form a complete programme of study. Each module carries a credit rating, defining how much study time it takes to complete. Notionally, 1 credit equates to 10 hours study time (so 10 credits = 100 study hours). “Study hours” includes lectures, seminars, tutorials, group work, independent study and research – in fact, any time that contributes to your learning on the module.

Entry requirements

It is a requirement of this course that you work for at least two days or twelve hours per week in an appropriate setting. This will give you the experience to reflect effectively as a professional as well as to gather data for your dissertation. You may be in paid work or a substantial placement, but as it comprises part of your learning experience the setting is subject to inspection and approval by University Centre Weston.

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3. Course Aims

The aims of the BA (Hons) Early Years Education programme are:

1. To provide a stimulating programme which examines and questions the aims, values and outcomes of education in local and global contexts;

2. To explore the social, cultural, historical, political and economic contexts of education;

3. To enable students to interrogate educational processes, societal and organisational structures and their impact on individuals;

4. To equip students to understand the role, range and scope of educational research and enquiry;

5. To enable students to undertake educational research and enquiry;

6. To provide support for all students to maximise their participation, critical engagement and intellectual independence;

7. To develop knowledge & skills that enable progression to a range of employment or postgraduate study in related educational contexts;

8. To transform our students’ understanding of their role in social and educational change through an understanding of global issues and debates.

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4. Assessment

Assessment scheme

Each module has an agreed and clear assessment scheme which will be explained to you at the beginning of the module. This will tell you what kinds of assessment you can expect, when it is scheduled and how much it will contribute to the assessment of your learning in the module overall. Depending on the type of learning content being assessed, you can expect either continuous assessment (coursework) only or a combination of continuous assessment and a written examination. You will enjoy helpful and succinct informal and formal feedback on your progress from tutors. We are able to offer instant, verbal feedback as you propose or report on a project or a practical you have been set, whilst at other times after the submission of coursework, you will receive written feedback on your work as well as a grade which contributes to the formal assessment but importantly enables you to measure your progress. The written feedback we prepare for you indicates where you did well and where you need to improve as each assessment item has a set of published assessment criteria. All feedback is then mapped against these criteria.

BSU Assessment Policy: http://www.bathspa.ac.uk/about-us/quality-and-standards/a-z

Formative and Summative Assessment

These two distinct aspects are embedded and reflected in formative and summative assessment.

Formative assessment focuses on current learning and performance in relation to the assessment requirements, and on approaches to future learning. Its purpose is to develop students to learn more effectively. There is no formal grading at this stage.

Summative assessment deals directly with the allocation of marks, grades and (where applicable) classification based on the extent to which the students have been successful in meeting the learning outcomes. Summative assessment may include a formative element that will enable students to understand their strengths and areas for improvement.

Feedback is critical to informing the student learning experience. It can also place assessment in context to the overall aims of the programme, leading to greater engagement, understanding and improved learning.


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Marking criteria

Set out in the appendix are a set of standard marking criteria. Marking criteria in individual modules will be based on these.

Feedback

Feedback is an essential part of education and training programmes. It helps learners to maximise their potential at the different stages of the learning cycle, it helps to raise awareness of the strengths and areas for improvement. It also helps to identify actions to be taken to improve performance.

Feedback can be seen as:

• Informal (for example in day-to-day encounters between teachers and students or trainees, between peers or between colleagues) or

• Formal (for example written)

On the course you will receive many different types of feedback, these can range from verbal to formally written which you will receive with your assignments.

You will receive feedback within 15 working days of your submission.

Anonymity

Bath Spa University's Modular Scheme continues to accept the principle that anonymous marking of coursework should be adopted wherever possible. Where a module has a particular assessment, which cannot be conducted anonymously (e.g. a seminar presentation or performance) then it would be beneficial if other form(s) of assessment in the module were conducted anonymously. Examinations, which are centrally scheduled and managed by Student Services, are marked anonymously.

It must be noted that it is not possible to maintain anonymity in all cases. Exceptions might include modules where the number of students was small; assignments, which reflected the known enthusiasms of particular students; or where special arrangements had been made for students with special needs. It should also be noted that anonymity might not be possible where a student had discussed a draft assignment with a tutor. It follows from this that a breach of anonymity cannot in itself be grounds for complaint or appeal; it would be necessary to demonstrate that bias had resulted.


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Extensions to deadlines

Staff are not able to extend deadlines for individuals - deadlines are non-negotiable.

The exception to this is where it has been previously agreed that you may have an extension as part of your technical needs assessment.

On occasion there could be a whole group deadline extension as a consequence of a factor beyond the tutor’s control. For example, when the college is shut due to extreme weather.

Assessment Periods

Details of the assessment requirements, including deadlines, will be published in the relevant module handbooks and on Moodle. All assignment feedback will be available 15 working days from hand in date.

Mitigating Circumstances

Mitigating circumstances is the method through which any student can formally tell the University that you are experiencing problems outside of your control that are affecting your studies. Mitigating circumstances are unforeseen, unpreventable circumstances such as an illness affecting you, a serious illness affecting a close family member, unanticipated or unavoidable events or bereavement that significantly disrupts your academic performance.

Bath Spa University has adopted a Fit to Sit/Submit principle which means that if you submit an assessment or sit an exam you are declaring yourself well enough to do so. If you submit an assessment or sit an exam, then you cannot later claim that your performance was affected by mitigating circumstances.

Independent documentary evidence, such as medical certificates or supporting letters from your GP, must be provided in all cases to verify mitigating circumstances.

How to report mitigating circumstances, how cases are considered and what action might be taken should your circumstances be accepted can be found in sections 6.10 to 6.12 of the Undergraduate Modular Scheme: Guide for Students, which can be found at http://bit.ly/1mp9xK6

There is an official form for submitting a mitigating circumstances claim and you can download it from http://bit.ly/1z5FvAK or contact HE Academic Registry (HEART).


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If you have any questions about the mitigating circumstances process please contact Student Services at [email protected] or HEART at [email protected]

Please do make sure you let the University know if you are experiencing any difficulties and if you would like to discuss in confidence any support needs contact Student Support at [email protected]

Submission of written work

House Style

The instructions below set out the house style for written assignments. Other types of assessment may require different formats or styles, for which Module Leaders will provide guidance. Unless you are specifically required to do otherwise, failure to follow these straightforward guidelines will render your work liable to penalty. Please note that there may be different requirements that reflect the conventions and demands of other disciplines.

There are three components to the House Style: Presentation, Referencing and Submission.

Presentation: Arial, 12pt, 1.5 line spacing • Your work must be formatted so that all text is presented in Arial font. • Your work must appear in a font size of 12. • All text (including quotations) must be printed with a line spacing of 1.5 and justified to the left of the page • Your essays should be printed on one side of A4 paper only and should

contain page numbers centered at the bottom of the page. • Number all pages • Include a clearly displayed word count (direct quotes are included within your word count, but references are not) • Add Bath Spa University student number and FE college name on all pages – use the header or footer • Your Reference list should include all and only the texts you have quoted from and made reference to in your writing • You may include Web sites but only choose those that have academic credibility. • Where appropriate full consideration needs to be given to ethical issues as stated in the student handbook. • Include an assessment report form (ARF) at the beginning of your

document – see appendix 12.1 • Annotate any photographs or children’s work you include


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• Ensure that you keep a full copy of all submitted work • When you receive feedback for your assignment you will be expected to

write an action plan – this needs to be handed in on the day on the next assignment

Referencing system

All submitted work should conform to the appropriate reference system for your course and your partner university. You will find the current guidelines for the referencing scheme used by the course on the HE.LP pages of Moodle.

Check whether your assignment requires a bibliography or a reference list. There is a difference. A reference list includes only those sources cited directly in the text whereas a bibliography may include additional sources consulted or used as background reading that are not cited in the work.

Submission

Submission: unstapled, using a clear plastic sleeve

Module Leaders are responsible for informing students of the due dates for each assignment; these are identified in the module handbooks/assignment briefs.

The final submission time is 2.00pm on the due date. If you fail to submit coursework by the specified deadline, it will be marked as a non-submission. All written assignments must be submitted via Turnitin; text is automatically checked for plagiarism. Where the means of assessment make a Turnitin submission impractical, students must refer to the module handbook/assignment brief for specific details.

Assignments will be returned to students within 15 academic working days from submission.

If, on the due date for the assignment, Turnitin is unavailable for any reason, then students must submit the electronic version of their work as soon as notified by University Centre Weston of the new deadline.

Coursework submitted via Turnitin must comprise a single file of no more than 20MB. Turnitin will only accept files in the following formats: Word, Text, Postscript, PDF, HTML and RTF.

Submission of work by fax or email is not permitted.


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Tutors may make copies of any work submitted by students for assessment for purposes including external examination, external moderation and/or external review. No personal data will be made available to any third party outside of the assessment process.

Please ensure:

• That any written work is submitted in a clear plastic sleeve with an opening at the top only (please do not use clip folders or zip pockets)

• That the pages are not stapled or pinned together. Submit your work loose-leaf. Make sure you include page numbers on each page.

• Make sure to also retain at least one digital and complete paper copy of each coursework submission for your reference. Ensure that both are identical before submitting them.

• When you submit work you retain your receipt.

Word Count

The purpose of a word limit is to give students, across the University, a clear indication of the maximum length of a piece of assessed work, the amount of work expected and therefore how much detail they should go into and how they should allocate time to one piece of assessed work in relation to others. It is an academic skill to be able to write within set word limits and word limits are set appropriate to the assessment outcomes.

The word count includes everything in the main body of the text (including headings, tables, citations, quotes, lists etc.). The marker will stop reading once the 10% word limit has been reached resulting in nothing further being taken into account in the allocation of marks.

Use of Appendices

Please note that appendices are not counted as part of the word count. Their sole purpose is to provide supplementary supporting evidence for the assessment. They should be referred to in your assessment but will not form any part of your overall mark.

Ethical practice

Ethical practice is concerned with ensuring that all actions involving children could be considered as doing good. This includes doing no harm, making sure that informed consent is sought, and enabling the voice of the child to be heard.

It is therefore vital that all of your assignments and practice on this course demonstrate good ethical practice. This especially applies to work-based assignments where you will need to consider how your work might impact on others. All


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assignments involving a practical or research element need to be preceded by an ethical approval form that is approved by the module leader, and the gathering of information cannot begin until this form is approved.

Should a submitted assignment be deemed by the marker as showing an element of unethical practice, they will request the assignment be modified before dissemination, in order to remove the potential for harm. In certain assignments where ethics are a part of the requirement, it is possible to fail the assignment on grounds of poor ethical consideration.

You must act according to good ethical practice at all times and ensure that when requested the ethical approval form is completed prior to the work.

For further information on ethics, please see the Bath Spa University Ethical Guidance, appendix iii

Assessment Offences / Unfair Practice

Good academic practices and standards are seen as critical to the maintenance of trust and integrity within the learning environment. Students are expected to apply these standards when producing their own academic work and in particular when referencing/crediting the work of others.

Unacceptable academic practice, particularly in response to assessment, is known as unfair practice.

Unfair practice may take a variety of forms including the following and will be considered as assessment offences:

• Plagiarism • Collusion • Direct cheating: examinations/experiments/field reports/contract cheating • Falsification • Fabrication

Assessment offences including plagiarism, collusion and cheating, are an offence under University regulations and where suspected will be investigated under official procedures.

Even though a large number of assignments are marked every year, all assignments are checked for evidence of plagiarism and/or collusion and action is taken if an assessment offence appears to have been committed. Every year a substantial number of students are identified as submitting coursework as their own


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when they have copied from other students or the internet. Penalties vary depending on the severity of the offence but can be very severe including expulsion from the University.

Appropriate citation or acknowledgement of source documents is essential when presenting written work. It is very important that you quote the books, journals, newspapers, etc., that you used whilst researching your coursework, project or dissertation.

Information and downloadable handouts about referencing at University Centre Weston, BSU and UWE are available on the Moodle VLE HE LibraryPlus pages at: https://moodle.weston.ac.uk/course/view.php?id=136

Please remember that unfamiliarity with referencing standards and/or assessment offence rules will not be considered as a mitigating circumstance if an assessment offence allegation is brought against you. DON’T RISK IT!

You must therefore NOT:

• Use source material (e.g. websites, books, periodicals) without acknowledging the fact in a bibliography OR referencing the text (please see, above, the Library’s guidelines on how to reference).

• Present other people’s work as if it were your own (this includes reproducing lecture notes).

• Collaborate to produce assessed work unless specifically authorised to do so (e.g. a group assignment). You may work together in collecting information and discussing sources, but the final submission must be clearly independent.

• Forget that when producing group assignments you are jointly responsible for that work and any assessment offence penalties may therefore apply to all group members.

For more information please refer to http://www.bathspa.ac.uk/regulations/unfair-practice

Appeals

You are not permitted to appeal against academic judgment properly exercised, but under certain circumstances students can appeal against the decisions of Examining Boards. Please note that you have 10 working days from the publication of your results (on the notice board - not the day you receive them by post) to lodge an appeal. Requests submitted out of time will not be considered.

Detailed information about the grounds for appeal and the procedures to be followed can be found online at: http://www.bathspa.ac.uk/regulations/appeals-procedure


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Your Degree classification

The three level 6 modules that make up your course count for 40 credits and the pass mark for each is 40%. You gain the credits by passing each module overall. You must achieve 120 credits to be awarded an honours degree. Your final degree classification is determined by taking the average of your 3 level 6 module marks. The class of degree follows the established percentage bands: 70% + First class (I) 60-69% Upper Second Class (IIi) 50-59% Lower Second Class (IIii) 40-49% Third Class (III) 39% or below Fail (F) To be precise, all overall percentages are calculated and printed to two decimal places. The exact bands are: 69.50% and above First Class 59.50-69.49% Upper Second Class 49.50-59.49% Lower Second Class 39.50-49.49% Third Class 39.49% and below Fail

Exit requirements

In order to work in the early years sector it is now compulsory to hold GCSE Maths and English Language. Please check that you hold these qualifications, and if not it is strongly recommended that you consider completing them during the course. In addition, any post-graduate course such as PGCE or EYT also require a Science GCSE.

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5. Learning Environment

Learning and Teaching Methods

University Centre Weston has a Learning and Teaching Strategy for Higher Education, which underpins our approach.

We intend that the learning programme should be both stimulating and demanding, and should lead you through progressive stages of development, towards increasingly complex and open-ended tasks, increasingly sophisticated application of intellectual/conceptual and personal (transferable) skills, and increasingly independent study.

A variety of learning methods will be used, which might include:

• Lectures • Seminars • Experiential learning • Reflective learning • Skills practice • Group work and group discussions • Workshops • Fieldwork • Supervised studio/lab-based activity • Case studies • Student presentations • Information and communications technology (ICT) based activities • Visiting speakers/expert practitioners will be used during the programme

University Centre Weston actively encourages the development of technology enhanced learning and you will find staff utilising new teaching methods to enhance your learning experience.

Work-based Learning

The BA (Hons) Early Years Education programme builds upon the work-based learning ethos already established on the Foundation degree in Early Years. You will be expected to use your work experience to inform discussions and reflect upon real-life examples of contemporary issues. In addition, it is very likely that your dissertation will require the gathering of raw data from the setting. Your research themes may be guided by a focus within the work place.


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You will be provided with module handbooks for each module you study on your programme which will give you more detailed information on the assessment of each module, such as when and how to submit your work.

Work-based mentor

During your studies on this programme you will need a mentor. The role of the mentor is to provide advice and support and should be sufficiently senior or qualified to fulfil their role. A manager or senior colleague is ideal.

The responsibilities of the Work-based Mentor are:

• to provide professional support and guidance in Early Years practice to the student. • to establish a regular time to meet with the student to discuss progress. We suggest you

meet every three weeks throughout the programme. Please ensure that you negotiate a clear agenda for the meeting, choose a venue where you will not be disturbed and keep a concise, dated record of your meetings and ensure you both have a copy. Each meeting should be at least 30 minutes in duration;;

• to support the student in keeping up-to-date with professional developments such as local and national initiatives that may impact upon the work of an Early Years practitioner;;

• to help to identify and arrange for appropriate work-based support, including resources and materials especially relating to the needs of the dissertation;;

• to provide advice to the student on career development;;

Dissertation support

You will be allocated a Dissertation Supervisor from the programme team in the first few weeks of the programme and you will work with that supervisor on an individual basis throughout the duration of your work-based project modules. The Dissertation Supervisor’s role is to provide guidance and support for the Research Dissertation, ED6001. Tutorials will be arranged with your Supervisor on your college-based day. The Project Supervisor will mark your dissertation proposal, report, and in addition will approve and sign off the ethical consideration form before you commence research. The dissertation research proposal will need to be approved together with an action plan and signed off by your Supervisor.

Further information on project support and supervision is provided in your module handbook for ED6001 Research Dissertation.


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Learning Resources Available

Library resources

HE LibraryPlus at UCW is based on two sites, Knightstone Campus and University Campus. The two sites provide a wealth of physical resources, and electronic resources which are available for students to access remotely. LibraryPlus at both sites opens at 8.15am each morning, and stays open until 8.00pm four evenings a week at Knightstone, and 5.00pm four evenings at University Campus, giving students the opportunity to use the facilities before and after their taught sessions. All of our electronic resources are available externally 24/7.

HE learners may have access to some of the electronic resources in the collections of the library at Bath Spa University (http://www.bathspa.ac.uk/library). This gives learners access to a wider range of electronic journals, e-books and databases in addition to the e-resources and print resources we provide at Weston via Heritage Online (Library catalogue) and SearchPlus on Moodle. Lecturers request resources throughout the academic year and learners are encouraged to suggest new additions. Our HE Reading Strategy ensures that staff request key resources for each module and that student expectations are managed on the resources available. Each HE programme area has a unique reading list code on Heritage Online to enable a search which lists all items available for that course. Learners are automatically enrolled in Library Plus when enrolled on their course, ensuring that access to resources is immediate.

Learners may borrow up to 8 items including books, laptops, ipads, CDs, DVDs, back copies of journals and other pieces of equipment. The standard loan period is three weeks. Staff can request that items in high demand are limited to short loan (one week). All learners have full access to our 3,000+ eBook collection, eJournal database (EBSCOHost Academic Search) and further specialist eResources including Mintel and Britannica. Library Plus has fixed PCs and Macs which are available on a drop-in basis, plus laptops, Mac Books and iPads for students to carry out independent research. The University Study Room off Library Plus at Knightstone Campus has PCs and space for laptops; a collection of study skills books and guides. It is for the exclusive use of HE learners. Library Plus provides wireless Internet access for learners wishing to use mobile devices. A wide variety of equipment is available for loan, including HD video cameras, Flip cameras, Kindles, iPads and a USB microscope. As with other resources a budget is available for buying additional equipment. A full printing and finishing service is available at both campuses.

HE students are supported by a team of 20 professional staff in Library Plus, with a dedicated HE Librarian and HE Learning Mentors. Look for the HE.LP posters and


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signposting in LibraryPlus and on Moodle for information about finding resources and for 1-2-1 academic support.

All HE learners benefit from our mandatory HE.LP programme. The Higher Education LibraryPlus (HE.LP) course on Moodle has been designed to support HE learners in their use of learning resources at both UCW and their partner HEI. It includes guidance, links and interactive activities and is designed to support our user education programme. The SearchPlus on Moodle provides links to our e-Resources, catalogue, help sheets and subject guides which recommend appropriate e-books and journals for specific courses. Library Plus events and services are promoted to learners through Moodle, the HE termly newsletter Peer Press and via the College’s Facebook and Twitter pages.

HE.LP pages on moodle: https://moodle.weston.ac.uk/course/view.php?id=136

SearchPlus on moodle: https://moodle.weston.ac.uk/mod/page/view.php?id=76571


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6. Support Services

HE Student Support

HE Academic Registry Team (HEART)

HEART are the first port of call for any issues, particularly those relating to student support. There is an open door policy, so please feel free to go along and visit them at any time.

HEART can offer help and advice with a variety of issues, including:

• Pastoral matters • Mental Health specialist support • Student finance • Student accommodation • Disabled Student Allowance (DSA) • Careers • Mitigating/extenuating circumstances • Proof of study and council tax exemption letters

We are available at our Knightstone campus Monday – Friday in room 511 and at University Campus in room A125, feel free to pop in for any advice or even just a chat. You can also email HEART at [email protected]

HE Learning Support Services

If you think you have a specific learning difficulty (SPLD), a long term medical condition, mobility issue or mental health issue such as anxiety and depression, and there is professional evidence of this (for example doctor or psychologists report) you may be eligible for additional support in your degree. This support might be mentoring, study skills support, technological equipment or extra time in exams. It can be invaluable and may help you toward successful completion of your degree. If you are eligible, you are advised to apply for a Disabled Students’ Allowance (DSA).

This support is free and does not need to be re-paid after you complete your course.

If you want to investigate this, please contact HE Learning Support. We are friendly and approachable; we will listen and do what we can.

There are a variety of ways to contact us:


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• In person - we are based with HEART in room 511 at the Knightstone Campus and in room 125a, University campus

• By phone 01934 411 228 • By text 0789 1618057 • By email [email protected]

More information can be found on our website:

http://www.weston.ac.uk/what-can-i-study/university-level-courses/he-student-support/disabled-student-allowance-he

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7. How Quality is assured

Quality monitoring and evaluation

The programme you are studying was approved by Bath Spa University. As part of the approval process it was assured that

• the content of the programme met national benchmark requirements; • the programme met any professional/statutory body requirements; and • the proposal met other internal quality criteria covering a range of issues such

as admissions policy, teaching, learning and assessment strategy and student support mechanisms.

This was done through a process of programme approval which involves consulting academic experts including subject specialists from other institutions and industry.

How we monitor the quality of this programme

The quality of this programme is monitored each year through evaluating:

• external examiner reports (considering quality and standards); • statistical information (considering issues such as the pass rate); and • student feedback including the National Student Survey (NSS).

Drawing on this, and other, information programme teams undertake an annual monitoring process, in accordance with the University's quality policy.

Once every six years an in-depth review of the subject area is undertaken by a panel that includes at least two external subject specialists. The panel considers documents, looks at student work, speaks to current and former students and speaks to staff before drawing its conclusions. The result is a report highlighting good practice and identifying areas where action is needed.

The role of the Programme Committee

This course has a Programme Committee comprising all relevant teaching staff, student representatives and others who make a contribution towards its effective operation (e.g. library/technician staff). The Programme Committee has responsibilities for the quality of the programme and plays a critical role in the University's quality assurance procedures.

External examiners

The standard of this programme is monitored by at least one external examiner. External examiners have two primary responsibilities:


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• To ensure the standard of the programme; and • To ensure fairness and equity.

The external examiner for your programme:

Name (including prefix e.g. Dr.)

Role in institution Name of institution

As part of their role, external examiners complete an annual report for the University commenting on the learning, teaching and assessment standards of the modules and the programme overall. The report will highlight areas of good practice and identify areas for development, as well as provide assurance that your programme is of an equable standard to similar HE provision nationally.

External examiner reports, and the University’s response, are shared with students. They are normally discussed at Staff/Student Liaison Committees and made available online, via Moodle.

Student Engagement

We are committed to providing you with a quality learning experience and we undertake regular reviews to ensure the quality of the programme. Our quality checks follow well-established principles and practices, including regular Staff-Student meetings and student and staff module evaluations.

The following methods for gaining student feedback are used on this programme:

• Module evaluations; • Student representation on Programme Committees (meeting twice each

academic year); • Annual student analysis (‘SWOT’) where student views on strengths and

weaknesses of the programme are fed into the Department’s annual report; • Comments sent to the Course Leader and/or Module Leader and/or your

Personal Tutor. • The National Student Survey

Students are notified of the action taken through:

• In-class reports and discussion; and • Posting of information via Moodle and/or by other appropriate means.


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Module evaluation questionnaires

At the end of each module you will be invited to evaluate the module online. This is completely anonymous. Tick-box grading covers aspects of delivery, support and assessment allowing suggestions and comments to be entered also. Student opinions have been a great help to us in refining the programme to meet your needs and to remedy problems. You have benefited from previous students' likes, dislikes and suggestions.

Student Representative Committees

Staff Student Liaison Committee (SSLC)

Your programme coordinator will arrange a meeting three times a year for you to air your views either in person or through class representatives, depending on the size of your class. Items and issues are fed back to your college teaching team and to our validating University, and action will be taken as appropriate. Your feedback and suggestions are valuable in assisting the development of the programme

Student Forums

HE-wide Student Forums are organised by HEART and held once per term; their role is to provide discussion on the HE student experience at UCW, examine any issues and concerns and share good practice. The forum also provides discussion of resources and facilities, and allows students to make suggestions as appropriate.

Personal tutors

You will be allocated to a personal tutor who will monitor your progress, and meet up for regular chats. This way we can make sure any personal needs are met as far as possible. Regular meetings provide an opportunity to discuss your progress, views and opinions with a member of staff.

External references

The following methods are used for gaining the views of other interested parties:

• Feedback from former students; • Employers; • Discussions with local settings • Meetings with North Somerset early years team

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8. Employability

Career Opportunities

Take an early opportunity to find the Careers Service. The Careers Officers can arrange to talk to you about any aspect of your future plans or even if you are unsure or undecided. You can simply turn up and have a browse. Do not think that a career is something to consider only in your final year. You will discuss aspects of careers and employability throughout your course. In our experience, students who have some idea of what they are going to do at the end of their studies have greater motivation and perform better than those who do not.

As a student of Bath Spa University you are able to access the careers advice provided by them. Details can be found here: https://thehub.bathspa.ac.uk/services/careers/careers-advice

Career Support

All students benefit from tutorials focused on Careers Information, Advice and Guidance (CIAG). This will complement your personal development planning (PDP), which may be completed as a formal part of your programme. This system has been designed to allow you to record a series of transferable achievements such as health and safety training etc., alongside reflection on relevant work experiences. These achievements will complement the portfolio of Work-based Learning (WBL) embedded in the design of your programme which will underpin your effective career development.

You will discuss aspects of careers and employability throughout your programme. In our experience, students who have some idea of what they are going to do at the end of their studies have greater motivation and perform better than those who do not.

Throughout your time with us you will be encouraged to build your portfolio of skills. As you progress with us, the tutorial system incorporates careers advice and progression sessions.

Careers Coaching

We also have a dedicated careers service for degree students. The service provides resources to help you explore your career options, group workshops, and one-to-one careers coaching through drop-in sessions and bookable appointments. The careers advisors are available on Mondays at University Campus and Wednesdays and Thursdays at Knightstone Campus. For more information, email [email protected]


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We have also developed a themed ‘Employability Week’ to help you take steps towards your career goals. During this week, there will be additional 1:1 information, advice and guidance sessions, along with mock interviews with employers and a range of workshops covering topics related to CVs, covering letters and job searching. We will also post tips on our social media throughout the week.

You will also be entitled to access career development services within your university.

Prospects

Prospects is an excellent tool that will help make career planning and job hunting easier. Prospects has two elements; a national graduate vacancy page and also a ‘My Prospects’ feature which can help you explore careers which may suit you. Both are completely free! Please visit their website www.prospects.ac.uk.

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9. General course information

Staff Profiles

Mark Wilkins is the Programme Leader for the Early Years and Early Childhood Studies Foundation degrees and formerly the HE Senior Tutor for University Centre Weston. He is a former primary teacher and deputy head, specialising in science and personal social and health development. He was healthy schools coordinator with a special interest in encouraging cycling, and was also part of a team linked with schools in Uganda to create partnerships. He is researching the professional status of early years practitioners, and is a keen triathlete.

Nakissa Campbell is a HE Lecturer for Early Years and Early Childhood Studies for University Centre Weston. She formerly managed early years’ settings leading on staff ongoing professional development along with safeguarding and special educational needs. Nakissa has a special interest in early brain development and the environment and is keen to support new and existing practitioners in the field to develop their professional practice.

Wendy Slade

Wendy is the HE Librarian for University Centre Weston’s degree level courses. She is educated to Masters Level with an MSc in Information and Library Management from Bristol University (2005). She also holds a teaching qualification and BA (Hons) in Language and Communication from Cardiff University. Wendy has carried out research projects in the field of learning environments, the needs of the learner and study skills delivery. Wendy delivers the HE LibraryPlus ‘HELP’ study skills programme which introduces the key skills and core resources learners require for HE level research.

Methods of Communication

The majority of the material and information you need will be available via the relevant Virtual Learning Environment (VLE) for your programme, which will be Minerva on the Bath Spa University website.

As part of enrolment on your course personal student email accounts will be generated automatically for both University Centre Weston and UWE. You should check these addresses regularly as although some students prefer to use their own personal accounts, the College and validating University will communicate with you via your formal accounts, so it is important that you make use of them and check


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them regularly. Emails sent to your student email accounts are equivalent to letters, memoranda and other forms of communication. For example, information regarding exams, timetables and assessments will sent via these formal email channels.

Please check your University Centre Weston email inbox regularly (at least daily) for new messages or you may miss essential information relating to your studies. Likewise, you should use your Weston student email for communicating with staff of the College.

As part of your programme you may be asked to use social media sites, such as Facebook, Twitter or Pinterest, in a context that reflects current industry practice. As such your engagement with such sites should be of a professional standard at all times.

You should keep the College informed of any change in your postal addresses (home and/or term time). Please inform your Faculty Office of any change to these addresses.

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10. Complaints

Complaints Policy and Procedure

The HE Complaints Policy and Procedure at University Centre Weston is broad and covers any aspect of the student experience. Students should seek advice from HEART [email protected] with regard to if and how you should proceed with a complaint and which procedure is appropriate.

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11. Recommended reading

Reading Strategy

Degree level learners are expected to engage in and explore subjects beyond taught lectures. Reading lists compiled by programme leaders identify the core reading material which is essential, and any recommend further reading required for assignments. Journal titles and websites may also be given. Reading lists are reviewed and updated annually to ensure currency, relevancy and to reflect research developments. LibraryPlus will aim to provide a copy of every text on a reading list. Where eBooks are available, these will be purchased in the first instance to enable multiple, remote access at all times. Databases for eJournals and reports are provided. Guidance on accessing eResources is given to all first year learners through the HE.LP programme. Further support is available within LibraryPlus and on the LibraryPlus Portal on Moodle. Printed copies of books, journals and DVDs are available for loan or reference in the LibraryPlus facilities and can be located through the Library catalogue. Learners are expected to independently use, explore and familiarise themselves with electronic and printed formats. Programme leaders and lecturers will inform learners of any essential resources or texts that they are expected to purchase themselves.

Learners and staff enrolled on university validated courses are entitled to library membership at their partner facilities, however, access to eResources may be restricted by licencing agreements, and individuals must be responsible for finding, collecting and returning physical resources themselves. Guidance on the services, resources and facilities available is given on partner library websites.

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Module Descriptors

Module code ED6001

Module title Education Dissertation

Subject field Education

Pathway(s) Early Years Education

Level * 6

UK credits 40

ECTS credits 20

Core or Compulsory or Optional Core

Acceptable for None

Excluded combinations None

Class contact time: total hours 15

Independent study time: total hours 375

Duration of the module 26 weeks

Main campus location University Campus Weston

Module co-ordinator Mark Wilkins


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Additional costs involved

Brief description and aims of module

The dissertation is an opportunity to carry out a detailed academic study in the field of education. It is a chance to build on the skills you have already acquired through your work in the core modules at levels 4 and 5. You might choose a topic which is related to your career choice, or is a subject which you are very interested in, or is an area which you have already done some work on and which you would like to develop further. The exact format will depend on the type of study you choose to do. It is often a small-scale empirical enquiry, with a critical analysis of background literature, on a selected topic or an in-depth study of literature and published research on a selected topic. You are expected to work independently with the support of a lecture series and associated resources, and with the advice of a dissertation supervisor. You will be expected to research your topic thoroughly and produce a 9000 word dissertation at the end.

Outline syllabus

The dissertation is founded on independent learning and the utilisation of skills acquired at levels 4 and 5. The work is supported by lectures and help from a supervisor. The syllabus includes:

Introduction to the dissertation process:

Choosing a topic

Research design: shaping the study

Ethical considerations

Using electronic sources

Advanced library skills

Critical evaluation of internet sources

Writing a review of literature

Case study research skills

Data analysis

Getting the writing done

Teaching and learning activities

The module is organised with two essential elements: 1. A lecture series providing support to key aspects of conducting educational research (framing study in terms of theory and methodology, engagement with research literature, development of focused research questions, application of


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research methods, data analysis, ethical considerations, writing a dissertation) 2. Support from an assigned supervisor who will provide advice and guidance at each stage of the research process

Teaching and learning is supported by the VLE with podcasts, key readings and lecture resources. Learning from examples of successful Research Proposals and Dissertations are provided including through liaison with the Library services who curate a sample of BSU Education dissertations and are available for assistance with conducting literature reviews.

Intended learning outcomes

By successful completion of the module, students will be able to:

1. Prepare a coherent report of an investigation of an educational issue

2. Develop knowledge and understanding of a defined area at the forefront of current understanding

3. Devise and use systematic enquiry methods to carry out the investigation and give an analysis of the methods in relation to their appropriateness for the investigation

4. Display sustained understanding of and engagement with ethical concerns in educational research

5. Gain a detailed understanding of the chosen topic by analysing data from the investigation.

6. Synthesise and critically evaluate arguments, assumptions and data from a variety of sources

7. Formulate an argument and justify personal viewpoints using a variety of evidence so as to extend current understanding

8. Confidently initiate and manage own learning, making decisions about own work and working to deadlines.

How assessed

All through S1

Assessment and feedback

Formative exercises and tasks:

F1. Research Proposal:

This will be 1000 words plus an ethics form. A research proposal is a clear and concise statement of intent. It specifies what you will do and how you will do it. It should be succinct and give a clear sense of the structure of your research work. You will be provided with an indicative formative grade (A, B, C, D) which will reflect the formative assessment of the feasibility of the proposed research, scoping of research literature, consideration of methodology, methods and ethics, and a proposed timeline for the research.


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Summative assessments:

S1. Submit a 9,000 word dissertation which reports the purpose, process, outcomes and findings of your research.

Weighting%

100%

Learning resources

The key resources for this module are University Library print and electronic resources and Minerva.

Required and additional readings are clearly indicated on Minerva next to each week’s topic and are always available electronically. Lecture slides and podcasts are also available on Minerva.

Essential Reading (Ebook)

Newby, P. (2014) Research methods for education. [electronic resource]. [online]. Harlow, England  ;; New York  : Pearson Education Ltd., [2014].

Other available Ebooks (BSU Online)

Aubrey, C. (2000) Early childhood educational research. [electronic resource]  : issues in methodology and ethics. London  : Routledge Falmer.

Bassey, M. (1999) Case study research in educational settings. [electronic resource]. Doing qualitative research in educational settings. Buckingham  : Open University Press.

Biesta, G., Allan, J. and Edwards, R. (2013) Making a difference in theory. [electronic resource]  : the theory question in education and the education question in theory. Theorizing education. London  : Routledge.

Bray, M., Adamson, B. and Mason, M. (2007) Comparative education research. [electronic resource]  : approaches and methods. CERC studies in comparative education: 19. Hong Kong  : Comparative Education Research Centre, Dordrecht  : Springer.

Brundrett, M. (2013) Education 3-13. [electronic resource]  : 40 years of research on primary, elementary and early years education. Education heritage series. London  : Routledge.

Cohen, L., Manion, L. and Morrison, K. (2007) Research methods in education. [electronic resource].

Creswell, J.W. (2014) Educational research. [electronic resource]  : planning, conducting, and evaluating quantitative and qualitative research. Pearson custom library. Harlow, Essex  : Pearson.

Crossley, M. and Watson, K. (2003) Comparative and international research in education. [electronic resource]  : globalisation, context and differences. London  : New York  : RoutledgeFalmer.

Fenwick, T.J. and Edwards, R. (2012) Researching education through actor-network theory. [electronic resource]. Educational philosophy and theory special issue book series. Chichester  : Wiley-Blackwell.

Hamilton, L. and Corbett-Whittier, C. (2013) Using case study in education research. [electronic resource]. Research methods in education. Los Angeles  : SAGE.


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Hedegaard, M. and Fleer, M. (2008) Studying children. [electronic resource]  : a cultural-historical approach. Maidenhead  : Open University Press.

Hitchcock, D.H. and Hughes, D. (1995) Research and the teacher  : a qualitative introduction to school-based research. [electronic resource]. London  ;; New York  : Routledge.

Jarvis, P. (2012) Research in the early years. [electronic resource]  : a step-by-step guide. Harlow  : Pearson.

McMillan, J.H. and Schumacher, S. (2014) Research in education. [electronic resource]  : evidence-based inquiry. Harlow, Essex  : Pearson.

Newby, P. (2014) Research methods for education. [electronic resource]. Harlow, England  ;; New York  : Pearson Education Ltd.

O’Donoghue, T.A. (2007) Planning your qualitative research project. [electronic resource]  : an introduction to interpretivist research in education. London  ;; New York  : Routledge.

Porter, J. and Lacey, P. (2005) Researching learning difficulties  : a guide for practitioners. [electronic resource]. London  : P.C.P.  ;; Thousand Oaks, CA  : SAGE Publications.

Pring, R. (2005) Philosophy of education  : aims, theory, common sense and research. [electronic resource] London  : Continuum.

Tight, M. (2012) Researching higher education. [electronic resource]. Maidenhead  : Open University Press.

Other Available Books (BSU Library)

Biggs, I. (2009) Art as research  : creative practice and academic authority  : a project-based examination of the politics of art-led research in a doctoral context. Saarbrken  : VDM Verlag Dr. Mler.

Cahnmann-Taylor, M. and Siegesmund, R. (2007) Arts-based research in education  : foundations for practice. Inquiry and pedagogy across diverse contexts series. London  : Routledge.

Carr, W. (1995) For education  : towards critical educational inquiry. Open UP.

Creswell, J.W. (2013) Qualitative inquiry & research design  : choosing among five approaches. Thousand Oaks, Calif.  ;; London  : SAGE.

Denscombe, M. (2014) The good research guide  : for small-scale social research projects. Open UP study skills. Maidenhead  : Open University Press.

Denzin, N. and Lincoln, Y. (2011) The SAGE Handbook of Qualitative Research. 4th edition. Sage Publications Inc.

Denzin, N.K. and Lincoln, Y.S. (2000) Strategies of qualitative inquiry. Thousand Oaks, Calif.  ;; London  : SAGE.


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Hartas, D. (2010) Educational research and inquiry  : qualitative and quantitative approaches. London  : Continuum.

Haydon, G. and Haydon, G. (2006) Values in education. Continuum studies in research in education. London  : Continuum.

Heath, C., Hindmarsh, J. and Luff, P. (2010) Video in qualitative research  : analysing social interaction in everyday life. Introducing qualitative methods. London  : SAGE.

Johnson, B. and Christensen, L.B. (2014) Educational research  : quantitative, qualitative, and mixed approaches. Los Angeles  : SAGE.

MacNaughton, G. (2005) Doing Foucault in early childhood studies  : applying poststructural ideas. Contesting early childhood series. London  : Routledge.

MacNaughton, G., Rolfe, S.A. and Siraj-Blatchford, I. (2010) Doing early childhood research  : international perspectives on theory & practice. Maidenhead  : McGraw-Hill Open University Press.

McNamee, M.J. and Bridges, D. (2002) The ethics of educational research. Oxford  : Blackwell.

Silverman, D. (2011a) Doing qualitative research  : a practical handbook. London  : SAGE.

Silverman, D. (2011b) Qualitative research  : issues of theory, method and practice. Los Angeles, [Calif.]  ;; London  : SAGE.

Strike, K.A. (1989) Liberal justice and the Marxist critique of education  : a study of conflicting research programs. Philosophy of education research library. New York  ;; London  : Routledge.

Journals

British Journal of Educational Studies

http://eds.b.ebscohost.com/eds/detail/detail?sid=ce3ae2ba-b78c-4a06-8ed8-9221d706352c%40sessionmgr111&vid=0&hid=108&bdata=JkF1dGhUeXBlPWlwLHNoaWImc2l0ZT1lZHMtbGl2ZQ%3d%3d#AN=edp664496&db=edspub


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Preparatory work

Students are encouraged to identify a range of problems in educational theory, policy practice or understanding which they would be interested in exploring.

They are asked to reflect on the content of modules they have previously taken which their problems are linked with.

An online questionnaire is completed and on the basis of this, and wherever possible, students are matched with a supervisor who will be able to assist them in the exploration of their identified problems.

Module code ED6503

British Educational Research Journal http://ezproxy.bathspa.ac.uk:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=edspub&AN=edp1808574&site=eds-live

British journal of special education http://ezproxy.bathspa.ac.uk:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=edspub&AN=edp12135&site=eds-live

Education 3-13 http://ezproxy.bathspa.ac.uk:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=edspub&AN=edp182096&site=eds-live

International Journal of Qualitative Methods http://ezproxy.bathspa.ac.uk:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=edspub&AN=edp126117&site=eds-live

Journal for critical education policy studies http://ezproxy.bathspa.ac.uk:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=edspub&AN=edp140929&site=eds-live

Oxford Review of Education http://ezproxy.bathspa.ac.uk:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=edspub&AN=edp54394&site=eds-live

Research in Education http://ezproxy.bathspa.ac.uk:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=edspub&AN=edp60456&site=eds-live


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Module title Pedagogy, Culture and Society



Level 6

UK credits 20

ECTS credits 10

Core or Compulsory or Optional Compulsory for Early Years Award

Acceptable for None







Additional costs involved None



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The aim of this module is to enable you to reflect on and gain a critical understanding of some of the issues that impact contemporary society, and consider how these issues provide the context in which you work. You will need to demonstrate how you can develop a pedagogy that reflects the social landscape and will be given the opportunity to respond to change. Issues may include technological, cultural, environmental and political discourses

Outline syllabus

Drawing upon previous study and work experience within the early years sector, you will develop a reflective and critical understanding of the impact of change within some of the following areas;;

• Digital technology

• Education

• Gender

• Health

• Globalisation

• Diversity and equality

• Policy issues

• Plus others

You will then learn how a reflective pedagogy can respond to change through provision and curricular design, and develop your own attributes as reflective practitioners by critical exploration of contemporary issues.

The learning methods for this module will consist of formal lectures, group seminars and discussions, exploration of media such as the internet, and guest speakers. Also you will be expected to undertake independent study to enhance their understanding of the content of the module.


There will be 13x 3hr sessions in the module. Each seminar will be a balance of tutor input, student centred discussion, group activity and reflection. Discussion which will develop your understanding of themes relevant to the assessments will be an integral part of each session.

Key reading material for each session will support your engagement in discussion of key ideas and theory which will enhance the quality of your learning outcomes.

Prior to formal assignments an assignment guidance session will be included in the schedule, in which students will work together to develop ideas and approaches to the assignment.


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Intended learning outcomes (drawn from the 2015 QAA Benchmark)

By successful completion of the module, you will be able to demonstrate:

1. A critical understanding of issues shaping contemporary society, and how these issues are communicated

2. An in-depth knowledge and understanding of how current issues impact on educational systems

3. The ability to analyse influences on curriculum and pedagogy 4. The ability to critically reflect on your own and others' value systems 5. The ability to use your knowledge and understanding critically to locate and

justify a personal position in relation to the subject 6. The abilty to use new knowledge to influence changes in practice

How assessed

S1/S2 S2 S2 S1/2 S1/S2 S1


Students will be given formative tutor and peer feedback on informal group presentations and discussion feedback, which will encapsulate critical analysis of key concepts as the module progresses. This will support understanding of progress against the stated skills or knowledge outcomes.


F1 Group seminars that enable the student to evidence reading and critical thinking


S1 A poster (equivalent to 1500 words)

S2 An essay (3500 words)

Weighting%

30

70

Learning resources

University Library print, electronic resources and Minerva:

Key texts

Anning, A., Cullen, J. & Fleer, M. (2009) Early Childhood Education: society and culture. London: Sage

Browne, N. (2003) Gender equity in the early years. Maidenhead: Open University Press

Murphy, P., Hall, K. and Soler, J. (2008) Pedagogy and Practice Culture and Identities. London: Sage

Montgomery, H (2013) Local childhoods, global issues. Bristol: Policy Press

Bragg, S. and Kehily, S-J. (2013) Children and young people's cultural worlds. Bristol: Policy Press


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Pugh, G. and Duffy, B. (2013) Contemporary Issues in the Early Years. 6th ed. London: Sage

Rogers, S. (2011) Rethinking Play and Pedagogy in Early Childhood Education. Abingdon: Routledge

Wright, H. (2014) The Child in Society. London: Sage

Journals

Contemporary Issues in Early Childhood

Pedagogy, Culture and Society

Globalisation Societies and Education

Gender and Education

Oxford Review of Education

Race Ethnicity and Education

Education 3-13

Early Years: Journal of International Research & Development

Preparatory work

This module explores contemporary issues, so students can prepare for studies by reading sources such as The Guardian, http://www.spiked-online.com, and following changes in government policy through Early Years Educator and Nursery World Magazines.

Module code ED6117

Module title Leadership and Teamwork in Early Childhood Settings.


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Level 6

UK credits 20

ECTS credits 10


Acceptable for None







Additional costs involved DBS may be required


This module introduces you to the principle and theories of leadership as they apply to early childhood settings. You will explore contested understandings of quality in relation to early childhood provision together competing political and social agendas. You will be introduced to the concept of ethical leadership. This will include themes relating to setting purpose, the construction of the practitioner and the image of the child.


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This module enables you to explore effective ways of leading a pedagogical team with an emphasis on relationship, collaboration and reflection, communication skills, supporting effective communities of practice and developing others.

In this module you will develop an understanding of the setting as embedded in its particular context. You will explore approaches to working with parents/carers, the wider community and the implications of this for leadership of multi-professional teams.

You will have the opportunity to reflect, analyse and share your own experiences and responses to leadership issues. The module will provide you with underpinning knowledge and understanding that will constructively support the way in which you work with others.

Outline syllabus

Main contexts, theories and ideas

Pedagogical leadership of settings Leadership of early childhood settings as an ethical enterprise Principles and theories of leadership as they apply to early childhood leadership Early childhood settings as embedded in communities and the implications for leadership Effective leadership of change and the relevance of setting culture The contested nature of ‘quality’ Developing others Working in partnership with families and a multi-professional team

Learning is facilitated by 3 hour seminars in alternate weeks. Tutor generated course materials will be provided on Minerva and discussed in conjunction with key readings in the sessions.

Visiting speakers will add a further dimension of reflection and analysis of current leadership practice.


There will be 13x 3hr sessions in the module. Each seminar will be a balance of tutor input, student centred discussion, group activity and reflection. Discussion which will develop understanding of themes relevant to the assessments will be an integral part of each session.

Key reading material for each session will support engagement in discussion of key ideas and theory which will enhance the quality of learning outcomes.

There will be opportunities for critical reflection and analysis relating to leadership, teamwork and collaboration and for students to share and discuss their knowledge and understanding and experiences of practice with others on the programme.



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1. A critical understanding of theories and principles of leadership and their relevance and application to Early Years professional practice

2. Knowledge and understanding of leading partnerships which include practitioners, families and a wider group of professionals, in order to meet agreed objectives.

3. A systematic understanding of the spectrum of approaches necessary to establish and sustain a culture of cooperative and collaborative working between colleagues, parents, carers and communities.

4. The ability to devise and sustain arguments relating to a leader’s ability to influence and shape policies and practice and share collective responsibility for implementation of change and development of professional practice.

5. The ability to critically evaluate the ambiguous and contested concept of quality and the implications of this for leaders of early childhood settings

6. Knowledge and understanding of the challenges and tensions involved in leadership of early childhood settings as an ethical enterprise

How assessed

S1, S2 S1, S2 S1, S2 S1 S2 S2





S1. Individual presentation (2,500 word equivalent)

S2. Essay (2,500 words)

Weighting%

50%

50%

Learning resources

Key texts

Aubrey, C. (2011) Leading and Managing in the Early Years (2nd Ed), London, Sage Publications


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Ebbeck and Waniganayake (2003) Early Childhood Professionals: Leading Today and Tomorrow. Elsevier: MacLennan & Petty

Miller, M. & Cable, C. (2011) Professionalization, Leadership and Management in the Early Years. London: Sage

Dahlberg, G. Moss, P. and Pence, A. (2007) Beyond Quality in Early Childhood Education and Care: Languages of Evaluation (2nd Ed), London: Falmer Press.

Pugh, G. (Ed) (2009) Contemporary Issues in the Early Years, London: Paul Chapman Publishing.

Rodd, J. (2013) Leadership in the Early Years. (4th Ed), Maidenhead: Open University Press.

Rose, J. & Rogers, J. (2012) The Role of the Adult in Early Childhood Settings, Milton Keynes, Open University Press

Whalley, M. (2008) Leading Practice in Early Years Settings. Exeter. Learning Matters Ltd

Key web-based and electronic resources

links to resources and reading material posted on Minerva

Specialist resources:

European Early Childhood Education Research Journal International Journal of Early Years Education Early Years: An International Journal of Research and Development Early Childhood Research Quarterly

Preparatory work

Reflect on your own experiences of leaders in a work context. What attributes did they have?

Module code ED6038


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Module title Symbolic Representation: Young Children Making Meaning



Level 6

UK credits 20

ECTS credits 10


Acceptable for None







Additional costs involved DBS may be required


This module explores children making meaning as a social construct as they find ways to make their voices heard. You will explore symbolic representation as a fundamental feature of children’s meaning-


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making endeavours, with a particular focus on literacy development and learning in children from birth to eight. Definitions of literacy will be examined within the context of ideas of cultural capital and the power relationships within society. As part of the module, you will observe children in familiar environments engaging in literacy and problem solving activities. You will use theoretical models of language and literacy, as well as scientific, multimodal and mathematical learning to examine themes, and to reflect on your observations and practical experience.

Links will be made throughout the module between different forms of communication, strategies for making meaning, and the development of the ‘conventional’ written forms in social contexts. You will be supported throughout this module in developing an analytical and critical approach to evaluating resources which promote and encourage children to represent their own ideas and meanings, informed by social, cultural, political and educational perspectives.

Assessment is made up of two elements: assignment 1 is a critical analysis of a research paper, while assignment 2 requires you to carry out a case study. The focus of your study may be a setting, a child or children in a setting, which might be a home environment or an educational setting. If you are carrying out research in an educational setting, you would need to ensure that you have DBS clearance before beginning to gather data. You will be given time in the schedule to carry out field work for the case study, guidance for this will be built into the seminar sessions.

Outline syllabus

You will explore and develop a number of different perspectives in this module, including

Different understandings of literacy, with a particular focus on the child’s voice Political and economic perspectives and socio-cultural contexts Cultural capital and power relationships Multi modal representation and making meaning Affective dimensions of communicating Ways of thinking Curricula, pedagogy and educational approaches for young children Language development and problem solving Children’s rights, identities, equity and agency Observation as a tool to support an understanding of children’s development and

dispositions.


Seminars will be made up of lectures;; workshops;; observational visits to settings;; directed activities;; critical review of observations with peers;; individual support and tutorials;; reading and reflection.

A range of research from peer-reviewed journal articles will be studied for the presentation, the first assessment item early in this module. This will help you to develop the underpinning knowledge and understanding needed for the second assignment, the case study. You will work with a partner for your presentation, and will develop your understanding in a supportive environment with both tutor and peer support.

Guidance on methodology and observations will be given throughout, which will help you to structure your case study for the second assignment.


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1. By successful completion of the module, you will be able to demonstrate:

2. A critical understanding of the theory and practical implications of the concept of symbolic representation, and what this means to children in different socio-cultural contexts and in a rapidly changing multi-media world.

3. Explore and evaluate a variety of strategies to promote early literacy and problem solving in young children in a variety of settings

4. Conceive, plan and implement a case study project that has clear and defined aims and objectives

5. Draw upon a range of theoretical perspectives to support your analysis of how young children develop literacy and make meaning

6. Evaluate the impact of gender, ethnicity and class on children’s experience and learning

7. Engage critically with the wider economic political and socio-cultural contexts of education

How assessed

S1

S1

S2

S2

S2

S2



F1. Group presentations of research papers for assignment 1, with verbal feedback from your tutor and your peers

F2. Presentation of your case study plan to the group and to your tutor


S1. Critical Analysis (1,500 words)

S2. Case Study (3,500 words)

Weighting%

30%

70%

Learning resources

University Library print, electronic resources and Minerva:

Key texts

Curruthers, E. and Worthington, M. (2011) Understanding Children’s Mathematical Graphics: Beginnings in Play. Maidenhead: OUP.


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Dyson, A. H. (2013) Rewriting the Basics: Literacy learning in Children’s Cultures. New York: Teacher’s College Press.

Freire, P. (1996) Pedagogy of the Oppressed. London: Penguin.

Kelly, C. (2010) Hidden Worlds;; Young Children learning Literacy in Multicultural Context. Stoke: Trentham Books.

Kress, G. (1997) Before Writing: Rethinking the Paths to Literacy. London: Routledge

Pahl, K. (1999) Transformations: Meaning Making in Nursery Education. Staffordshire: Trentham Books Ltd.

Key web-based and electronic resources, including books and journals

European Early Childhood Education Research Association Journal

International Journal of Early Years Education

Journal of Early Childhood Literacy

Children’s Mathematics Network - http://www.childrens-mathematics.net/login.htm

National Literacy Trust - http://www.literacytrust.org.uk/

United Kingdom Literacy Association (UKLA) - www.ukla.org

Preparatory work

You may wish to read a key text in preparation for this module:

Kress, G. (1997) Before Writing: Rethinking the Paths to Literacy. London: Routledge

This book is available as an e-book in the BSU library


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Module code ED6034

Module title International Perspectives of Early Childhood



Level 6

UK credits 20

ECTS credits 10


Acceptable for None







Additional costs involved Optional fieldtrip expenses



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This module introduces you to a number of international early childhood pedagogies including Te Whariki, Reggio Emilia, Nordic approaches amongst others, which have influenced practice in early childhood education and care. During the module you will identify and analyse similarities and distinctive qualities and their influences on current early years practice in England.

This module provides you with an opportunity to examine the contested nature of childhood, and scrutinise political influences on Early Childhood policy and practice, including issues of citizenship and democracy in early education. Early Childhood Education globally will be explored from a socio-cultural and cultural-historical perspective with a particular focus on the impact of a dominant western discourse and issues relating to education for sustainable development.

This module will enable you to reflect upon the relationship of culture and pedagogy and the influences upon this relationship. This will result in you applying similar lenses to pedagogy and practice in your own country.

There will also be an opportunity to visit early years settings in Denmark as part of an optional week-long Residential Field Trip.

Outline syllabus

During this module students will explore and analyse the following key concepts and arguments:

• the contested nature of the image of the child in society and the influence of this on the particular pedagogic approach

• Social, historical, political and cultural influences on the image of the child and the relationship between these and the pedagogical approach

• social pedagogy and childrearing practices • The underpinning values of the curricula approach • approaches to learning, teaching and assessing • the desirability and utility of assessment strategies for young children • the role of the adult • the role of play • How the underpinning philosophy is made visible in the practice • The political dimension of early childhood education and care • The impact and implications of a dominant western discourse on developing

pedagogies in the majority world • Issues relating to education for sustainable development and culturally sensitive

pedagogies

Learning is facilitated by 3 hour seminars in alternate weeks. Tutor generated course materials will be provided on Minerva and discussed in conjunction with key readings in the sessions.


There will be 13x 3hr sessions in the module. Each seminar will be a balance of tutor input, student centred discussion, group activity and reflection. Discussion which will develop your understanding of themes relevant to the assessments will be an integral part of each session.


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Key reading material for each session will support your engagement in discussion of key ideas and theory which will enhance the quality of your learning outcomes.




Students will develop knowledge and a systematic understanding of key aspects of international approaches to early childhood education:

1. The role of historical, political, social and cultural influences in shaping educational practices 2. Critical evaluation of theoretical and ideological assumptions underlying different approaches to education 3. Synthesising and critically evaluating arguments, assumptions, abstract concepts from a variety of sources/early years practices 4. Devising and sustaining critical arguments and justifying personal viewpoints using a variety of evidence and drawing on published work 5. The complexity and contested nature of the societal and organisational structures and purposes of early childhood education and care 6. The complexity of the interaction between learning and local and global contexts and the extent to which these impact on education for sustainable development

How assessed

S1, S2

S1, S2

S1, S2

S1, S2

S1, S2

S2





S1. Critical analysis (2,500 words)

S2. Essay (2,500 words)

Weighting

50%

50%

Learning resources

Key texts


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Dahlberg, G., Moss, P and Pence, A. (2007) (2nd edn) Beyond Quality in Early Education and Care. Oxon: Routledge

Dahlberg, G., Moss, P. (2005) Ethics and Politics in Early Childhood Education. Abingdon, Routledge and Falmer

Edwards, D., Gandini, L. and Forman, G. (1998) The Hundred Languages of Children. London: Ablex Publishing corporation.

Einarsdottir, Johanna and Wagner, Judith. T (2006) Nordic Childhoods and Early Education: Philosophy, Research, Policy and Practice in Denmark, Finland, Iceland, Norway and Sweden. Connecticut USA, Information Age Publishing

Georgesson, J. and Payler, J. (2013) International Perspectives on Early Childhood Education and Care. Maidenhead: Open University Press

Gilbert, L., Rose, J., Palmer, S. and Fuller, M. (2013) Active engagement, emotional impact and changes in practice arising from a residential field trip, International Journal of Early Years Education, 20.1, 22-38

Rose, J., Fuller, M., Palmer, S & Gilbert, L (2011) ‘Transformative empowerment: stimulating transformations in practice’, LATHE, 5, 56-72

Siegfriedsen, W. (2012) Understanding the Danish Forest School Approach Abingdon, Fulton

Sommer, D., Samuelsson, I., Hundeide, K. (2010) Child Perspectives and Children’s Perspectives in Theory and Practice, London, Springer

Key web-based and electronic resources –

links to resources and reading material posted on Minerva

Key journals

European Early Childhood Education Research Journal International Journal of Early Years Education Early Years: An International Journal of Research and Development Early Childhood Research Quarterly

Preparatory work

Students who have experience of early childhood pedagogies both here and internationally might reflect on and analyse key aspects of these practices for sharing in the sessions.

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12.Appendices

Appendix 1 - Marking Criteria

This is a sample of the marking criteria; further details are found in the module handbooks.

Marking criteria and feedback for ED6004 Assessment 1 Critical Analysis

Your critical analysis has been assessed against the following criteria:

<40 40-49 50-59 60-69 70-79 80+

Knowledge and understanding of the image of the child in society and the influence of this on one international pedagogy

The role of historical, political, social and cultural influences in shaping specific educational practices

Theoretical and ideological assumptions which underpin the pedagogical approach

Synthesis and critically evaluation of arguments relating to assumptions and abstract concepts


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relevant to one international pedagogy

Evidence of wide and appropriate reading in relation to discussion of key themes

use of academic English/Referencing conventions

Date Comments and guidance for further assignments

Moderator (if applicable) Marker

Mark (%)

A mark of less than 40% indicates that your work may need to be submitted after the end-of-year exam board. Speak to your tutor about this. All marks are provisional until confirmed by an exam board.

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Appendix 2. HE Student Policies and Procedures

The following University Centre Weston Policies and Procedures apply to students:

• Code of Conduct and Disciplinary Policy and Procedure

• HE Complaints Policy and Procedure

• Drug and Alcohol Policy

• Guaranteed Levels of Information

• Guaranteed Tutorial Entitlement Policy and Procedure

• HE Enhancement Strategy

• HE Quality Assurance Policy and Procedure

• Peer Observation of Teaching Policy and Procedure

These can be accessed in the HE Zone on Moodle via the link below:

https://moodle.weston.ac.uk/mod/glossary/view.php?id=93970


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student course handbook - university centre weston: ucw · registered student at bath spa...

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