A joint award of the University of East Anglia and the University of Essex
Subject to revalidation in April 2010
The information contained within this programme specification is correct as at December 2011
For guidance see the UCAS web site at www.ucas.com or contact Admissions on
01473 338348 or e-mail admissions@ucs.ac.uk.
Course Summary
The BA Early Learning is an intensive one year work-based higher education qualification for experienced early years practitioners employed in the early years sector who have successfully completed a Foundation Degree in Children’s Care learning and Development education or a similar undergraduate course
.
The programme focuses on developing student’s knowledge and understanding of the principles and values that underpin the learning and development of young children primarily from birth to 12 years, and to critically apply these values and principles in order to develop their professional practice. To gain entry to the programme students are required to have previously completed a level 5 undergraduate programme which includes work based learning in a relevant setting, and are able to continue working in relevant early years employment whilst studying. Students will also require the support of their employer and a mentor to successfully complete the course of study
The course is designed to offer students the opportunity to progress to teacher training or further postgraduate study. Students can also choose to work towards Early Years Professional Status either alongside the BA/BA (Hons) Early Learning, or after completion of the degree.
The programme has an established reputation and is supported by local employers and by the Local Education Authority. In order to succeed on the programme, students need to be hardworking and committed individuals who wish to improve their knowledge and understanding and their academic skills.
A similar programme is also offered at the Lowestoft Campus and is known as the BA (Hons) Children’s Care Learning and Development.
Entry Requirements
Candidates will normally hold:
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A NQF Level 5 qualification with 240 credits at Level 5, such as Foundation Degree in Early Years, Higher National Diploma in Early Childhood, Dip HE in a relevant subject, with either
a minimum of 40 credits at level 5 of a work based learning component included
or
work experience at a appropriate level and within an appropriate setting for a minimum of 1 year full time.
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Students are required to be in relevant/appropriate employment undertaking relevant work for the duration of the programme to be able to meet learning outcomes. To complete the programme students are required to work 10 hours a week in appropriate settings.
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Mature student are welcome to apply.
Course Aims
BA/BA (Hons) Early Learning programme aims to enable the student to:
1. Develop knowledge and a critical understanding of values and practices that underpins education and children’s learning in the early years.
2. Develop key transferable skills of value in employment, further study and personal development.
3. Develop the capacity to evaluate evidence drawn from practice and to develop critical skills of evaluation and argument to support the practice of practitioners working with children within the early years sector.
4. Develop the ability to reflect on own professional practice and development.
For BA (Hons) Early Learning students undertaking the dissertation module
5. Develop a critical understanding of appropriate research methods and to apply these to research studies related to children.
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 students will be able to demonstrate:
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Detailed knowledge and critical understanding of the values and practice that underpin children’s learning and development including a critical understanding of the how policy initiatives can impact young children and families.
For BA (Hons) Early Learning students undertaking the dissertation module
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Strong knowledge and understanding of a range of appropriate research methods, concepts and ethical issues for use in/critique of research studies in relation to young children.
B. Mental or cognitive skills
By the end of the course you should be able to demonstrate:
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Strong academic skills of critical evaluation and reasoned argument and apply these to the role and practice of working within the early years sector
C. Subject Specific and Practitioner Skills
By the end of the course you should be able to:
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Demonstrate an ability to reflect on own professional practice and develop effective strategies to improve practice.
D. Key Skills
By the end of the course you should be able to demonstrate:
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Competence in a range of key transferable skills including well-developed descriptive and analytical skills in relation to the provision care and learning services for young children
Module Framework
The BA Early Learning programme of 60 credits is specially designed to enable students to receive an award that would enable them to seek entry onto the Graduate Teacher Training Programme, at the earliest opportunity.
The BA Early Learning consists of 2 modules over 12 months:
Level 6 40 credits Early Learning Practice (Mandatory)
Level 6 20 credits Early Intervention - Already validated within ECS (Optional)
or
20 credits Critical Theory and Practice - New Module (Optional)
These programme are offered alongside the well establish BA (Hons) Early Childhood Studies. The programme utilises two level 6 modules from the already validated BA (Hons) Early Childhood Studies.
Teaching, Learning and Assessment
The diverse backgrounds, experience and knowledge that students will bring to the modules will significantly affect the learning opportunities and teaching methodology considered. It is intended that students will discuss and share their work-based experiences and interactive and participative approaches will be utilised from the outset.
The team believes that all modules benefit from the inclusion of a range of teaching and learning styles rather than a restricted approach. In general, the strategies employed are lectures, seminars, small group activities, group discussion, debate, use of case/observation studies, extensive reading and research, self-directed study, mentoring and tutorials, and through the completion of work based portfolios and reflective journals. The critical Theory and Practice Module will utilise E learning methods, which will enable students to complete on-line studies augmented by group and individual tutorials.
Personal Tutorials, academic tutorials and mentor support, are central to the programme, providing opportunities for clarification and explanation open ended discussion, and developing enthusiasm and commitment. Tutorials are also used to support students interpersonal skills, graduate key skills and career progression.
These methods will encourage the student to become a self-motivated, independent learner capable of directing their own study, whilst maintaining the academic rigour and quality expected of undergraduate study.
Assessment will be carried out within each module and both formative and summative assessment is included. Formative assessment will be utilised to support the acquisition and assimilation of knowledge and understanding and to support the application of practical and professional skills. Tutors will visit the student’s work place at least once during the programme. This visit is designed to support the students professional development in conjunction with the students mentor.
Assignments are intended to develop skills of: time management; project planning; information retrieval; analysis and synthesis; problem solving; solution selection and evaluation; production and presentation of material in a variety of forms; team working; design; and use of resources. They also allow the use of peer assessment and provide a mechanism by which tutors can give feedback as an individual and as a team member. Emphasis is placed upon process as well as product in formative assessments, Summative assessment will be utilised to confirm the achievement of learning outcomes in terms of the acquisition of knowledge and understanding through appropriate assignments, and through the demonstration of professional and practical competence in work-based situations and through the application of knowledge
The nature of the assessment proposed for each module will reflect the level of that module and its academic and work based learning content. Often, assignments will be sufficiently flexible as to allow students to gear them to their own interests and learning styles. This will involve some degree of negotiation between the student and the module tutor.
Timetable
The course structure and timetable is designed to minimise disruption to service providers and schools. It also utilises work based learning opportunities.
Part time students will be required to undertake:
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10 hours/week of work based learning in an appropriate setting
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attend the university for ½ day per week.
For the following modules, students will study alongside the BA (Hons) ECS students:
For the following modules, students will be taught as a distinct group following the principles of work based learning:
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Critical Theory and Practice
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Early Learning Practice
Course Delivery
The course will be delivered in University Campus Suffolk (Ipswich Campus) within the School of Applied Social Sciences
Placements / Work Based Learning / Work Experience
Work-based learning is an essential part of the course.
To fulfil the requirements of the work-based modules students are required to provide written evidence of the employers and work placement mentors. Students are employees within relevant work settings and the following issues will be confirmed:
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Timing and duration of the employment/placement
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Health and safety matters (including insurance whilst on premises etc.)
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Access to information required by assessment assignment
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Confidentiality of information obtained
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Access to employer/staff for research interviews etc.
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Access to technology required
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Role of employer/placement in monitoring the student
If students are unable to access ongoing/current and relevant work based learning opportunities they will be unable to continue on the course until such time as access is resumed.
Work based learning activities will be set against established practice standards, and students are expected to demonstrated effective and reflective practice underpinned by appropriate knowledge and understanding
All students will be required to hold a current CRB 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
All students will be allocated a personal tutor and will be entitled to one 20-minute session each term. Tutorials will be conducted in accordance with the UCS Policies. Academic tutorials will be offered to students for each module and will be built into the module timetable.
Students will also have a work place Mentor who will provide professional support, guidance and advice and be a “critical friend” to the student where appropriate. It is anticipated that Mentor and Student meet weekly, for example ½ hour per week is used for support, guidance and advice. Link College Tutors will liaise with both Student and Mentor as part of the process.
Any student with special learning needs / disabilities will be directed to UCS Student Support Services. The team believes that by linking with and working in conjunction with the Student Support services the student will be better supported throughout the programme.
Opportunities on Completion of the Course
On completion of the course graduates usually progress to positions of further responsibility within the workforce. A number of students successfully apply for teacher training, while others apply for pathways leading to Early Years Professional Status (EYPS) which can be studied either alongside the BA/BA (Hons) Early Learning degree or after graduation. Alternatively students can undertake further postgraduate study.
Alternative format
Should you require this programme specification in an alternative format, please contact us on 01473 338000.
University Campus Suffolk reserves the right to amend the information in this programme specification as and when required.