Course Summary
The rationale of the Foundation degree in Children's Care, Learning and Development, is to support the Government target to improve the quality of the children's workforce and the care delivered for children in this country. The course therefore wishes to develop highly qualified responsive practitioners for whom reflective practice is a core principle. To enable this reflective practice to be developed it is embedded throughout every module and there is a strong emphasis on work based learning. The children's workforce is constantly changing and developing; as such a flexible workforce who can reflect upon existing bodies of knowledge and yet adapt to emerging ideas is essential. To ensure the flexibility is supported, the heart of the course is based around student centred personalised learning.
A Foundation Degree in Children's Care, Learning and Development is therefore designed to meet the needs of a diverse workforce and as such there are a number of broad based mandatory units but the application of those units and the knowledge contained with in them will be applied to each pathway via assessment methods. The course therefore has a holistic approach to study, module content and even a holistic concept of the child. The pathways delivered in the course are Early years, Care and Education, Teaching assistants, Children's Services and Playwork. The focus however is not to treat these pathways as completely distinct from one another but to focus upon collaborative working with an emphasis on multi agency working, thus creating a workforce who is committed to collaborative working and improving standards of care.
Entry Requirements
Minimum of 18 years of age.
A proven ability at level 3, preferably in a relevant vocational area.
The students must be able to complete 10/20 hours (depending of mode of attendance) in placement either in a paid or voluntary capacity.
It is desirable for students to have considerable experience in the sector.
Course Aims
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To engage in work-based learning to develop skills
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Develop knowledge and a critical understanding of the care, learning and development of children.
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Develop appropriate values and beliefs for working in the Children's workforce.
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Develop awareness of research methods.
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Develop knowledge and a critical understanding of the regulatory and legislative framework for the Children's Workforce.
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Develop key transferable skills.
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Provide opportunities for reflection and development of personal and professional whilst working in one of the following settings:
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Early years
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Care and Education
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Teaching assistants
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Children's Services
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Playwork
Learning Outcomes
These course aims are broken down into sets of related skills, which are known as learning outcomes.
A. Knowledge and Understanding
By the end of the course you should be able to:
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Demonstrate knowledge and a critical understanding of theoretical concepts applicable to Children's Care, Learning and Development.
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Demonstrate an awareness of research methods
B. Mental or Cognitive Skills
By the end of the course you should be able to:
C. Subject Specific and Practical Skills
By the end of the course you should be able to:
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Demonstrate appropriate values and beliefs for working in the Children's workforce.
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Demonstrate knowledge and a critical understanding of the regulatory and legislative framework for the Children's Workforce.
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Demonstrate reflection and development of personal professional knowledge and skills whilst working in one of the following settings:
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Early years
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Care and Education
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Teaching assistants
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Children's Services
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Playwork
Route Specific learning Outcomes
Students working with children Early Years Foundation Stage will be able to:
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Support the care and development of children in partnership with their parents and carers.
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Support the development of children under five years old in accordance with the relevant curriculum framework.
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Support the development of a positive sense of self in children under five years old.
Students working in Early Years, Care and Education will be able to:
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Support children's self esteem and well being.
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Promote children's confidence and achievement.
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Develop children's social development.
Students working as a teaching assistant will be able to:
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Support the literacy and numeracy needs of children.
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Support children's social and emotional skills and development.
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Support the development of children's scientific knowledge, understanding and skills
Students working as a play worker with children from four to eight years will be able to:
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Enable, guide and develop play and social opportunities.
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Engage with, observe and reflect on the play experiences of children in a range of play situations.
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Analyse and evaluate the effectiveness of the play opportunities and environments.
Students working as within children's services with children from birth to eleven years will be able to:
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Support the care and development of children in partnership with their parents and carers, and other relevant services.
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Support children's social and emotional skills and development.
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Support children's self esteem and well being.
Key Skills
Key Skills, also known as graduate key transferable skills or general skills, comprise communication, information technology; problem solving, numeracy, working with others and improving own learning.
By the end of the course you should be able to:
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Achieve Graduate Key Skills in the University Campus Suffolk Graduate Key Skills programme.
Module Framework
Level 1
Children's Development 40 credits,
Safeguarding children 20 credits,
Personal Development 20 credits,
Diversity and Rights 20 credits,
Reflective Practice 20 credits.
Level 2
Research 40 credits,
Collaborative Working 20 credits,
Play and Well being 20 credits,
Route Specific/Professional Practice 40 credits.
Teaching, Learning and Assessment
Teaching will combine formal lectures with student-centred activity. Methods include lectures, group work, discussion/debate, seminar, presentation, case study, workshops and tutorials. Assessment includes a Portfolio of Professional Development which will demonstrate professional and practical competence in the workplace over the programme, plus summative assessment for each module. A range of methods will be used including assignments, reports, case-studies, presentations.
Timetable
The teaching is divided into two semesters
Full-time students will be required to undertake:
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20 hours per week of work-based learning in an appropriate setting
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Attend classes at - UCS Ipswich, UCS Lowestoft College and UCS Great Yarmouth: one afternoon and evening per week. UCS West Suffolk College: daytime for one and a half days
Part-time students will be required to undertake:
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10 hours per week of work-based learning in an appropriate setting
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Attend classes for a evening per week for UCS Ipswich, UCS Lowestoft College and UCS Great Yarmouth College or daytime for UCS West Suffolk College.
Students will be provided with timetables when they join the course.
Course Delivery
The course will be delivered in UCS Ipswich Campus, UCS Lowestoft College Campus, UCS West Suffolk College Campus, and UCS Great Yarmouth College Campus.
Placements/Work-based Learning/Work Experience
Students studying full-time will be expected to accumulate at least 20 hours of work-based learning practice each week for the duration of their study. Part-time students will be expected to accumulate at least 10 hours of work-based learning practice each week for the duration of their study.
As such the role of the employer and mentor will be key to the student's success.
Work-based learning activities will be set against established professional practitioners standards known as the Statement of Requirement (2001) and students are expected to demonstrate effective and reflective practice underpinned by appropriate knowledge and understanding.
Each student requires a mentor to support and guide them with the work-based tasks. This relationship can be one of a 'critical friend' and therefore is open to negotiation between student/mentor to fulfil the needs of both parties. The mentor does not have to be in the setting with the student. The time and commitment should lead to a mutually beneficial relationship based upon respect and trust. The role of the mentor can be seen as one of a facilitator enabling the students to complete tasks as required. Whilst the college supports the student, and if required, the mentor, the relationship is fundamentally a personal one between the student and the mentor and is outside of the college environment.
Due to the work-based learning element of the course students will be required to negotiate appropriate opportunities to complete the programme requirements.
The Programme contains many pathways and the students will be required to apply their learning from the mandatory modules to their individual settings and circumstances. In this sense the course has a personalised learning approach within a mandatory course framework.
All students will be required to hold a current Criminal Records Bureau check and to gain the written permission of their employers in order to demonstrate opportunity and access to work-based learning in an appropriate setting.
Tutorial and Study Support
Tutorial time is integrated into each module and there will be guidance on study skills, personal development. There are counsellors available at UCS sites. Students will have a personal tutor throughout the programme who will monitor their overall welfare and development. Academic tutorial and workplace support will be available for all modules. Time has been allocated in the programme for both a Personal Development Plan (key skills/generic skills) and Peer Group support/learning.
Opportunities on Completion of the Course
UCS Ipswich: BA (Hons) Early Childhood Studies|.
UCS Bury St Edmunds and Lowestoft: BA (Hons) Children's Care, Learning and Development (Progression Year).