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ApprovedStatus PROGRAMME SPECIFICATION(UNDERGRADUATE) 1. TARGET AWARD2. Award 3. TitleBA (Hons) Children & Young People's Learning & Development (Personal Social Health & Citizenship
Education -PSHCE) 4. DATE OF VALIDATION Date of most recent modification (Faculty/ADQU use only) Version Number (ADQU use only)
01-JUN-09
427-FEB-13
5. AWARDING INSTITUTION Edge Hill University 6. TEACHING INSTITUTION
7. ADMINISTRATIVE BASE Faculty of Education 8. PLANNING UNIT Undergraduate Professional Education
9. UNIT OF PERIODIC REVIEW Undergraduate Professional DevelopmentXL25 10. UCAS 11. EHU COURSE CODE BAE000034
12. ENTRY REQUIREMENTS See current online prospectus at
http://www.edgehill.ac.uk/study/courses All entrants to the programme must have equivalent to GCSE grade C in English, and Mathematics and: 220 UCAS points in an appropriate pathway subject area or Completion of fast track course in appropriate pathway subject area for candidates with non traditional qualifications at Level 3 Applications from those who do not have the above requirements may be considered if they can provide evidence of sufficient experience of working with children and/or young people
13a. ALTERNATIVE AWARD(S) Award Title BA
Diploma of Higher EducationCertificate of Higher Education
Children & Young People's Learning & Development (Personal Social Health & Citizenship Education - PSHCE)Children & Young People's Learning & Development (Personal Social Health & Citizenship Education - PSHCE)
14. AVAILABLE MODES OF STUDYMode of Study Course Duration Delivery TypeFull Time 3 Classroom
15c. OTHER ACADEMIC & PROFESSIONAL BENCHMARKS The Undergraduate Professional Development team ensure that
programmes are benchmarked against courses offered in other HEIs, as well as against national standards. This is achieved by members of the
13b SUPPLEMENTARY AWARD OPTIONS Award Programme Title Programme
Code Supplementary Award Option
Course Code
8b. SECONDARY PLANNING UNIT (JOINT AWARDS)
15a. PRIMARY QAA SUBJECT BENCHMARK STATEMENT15b. OTHER QAA SUBJECT BENCHMARK STATEMENT
Faculty of Education acting as External Examiners for other institutions and being part of validation review panels. External Examiners are also required to compare standards with similar programmes in other institutions. One member of the UGPD team is an External Examiner at Newman University College another is an External Examiner at Teeside University, and another is External Examiner at the University of East London. In addition, three members of the UGPD team have been acting as consultants for the Training and Development Agency (TDA) to develop a foundation degree framework for the children's workforce in schools
17. PRIMARY SUBJECT AREA / JACS Code
18. SECONDARY SUBJECT AREA (if applicable) / JACS Code
19. TERTIARY SUBJECT AREA / JACS Code-
L510-Health & welfare
X300-Academic studies in education
20. PROGRAMME AIMS
The BA (Honours) Children and Young People's Learning and Development Programme is a unique and dynamic programme which offers:- °a programme of professionalism, creativity and a commitment to effective and dynamic teaching and learning. °the knowledge and understanding of the chosen specialist pathway; primary stage, Mathematics, Science, PHSCE in addition to the knowledge and skills of children and young people's leraning and development °development of problem solving, thinking skills and appropriate research methodology. °a full time programme where students will develop as independent learners capable of critically evaluating their learning and setting appropriate targets for their own future development. °an understanding of the importance of the Key factors that impact upon children and young people's learning and development °experience of working in educational settings supporting children and young people's learning and development °the ability to confidently apply for posts in schools and other settings within the children's workforce.
21. PROGRAMME LEARNING OUTCOMES
The programme learning outcomes shown here describe the knowledge, understanding and skills that students will have demonstrated on achievement of their intended qualification award. Students who do not complete their full programme ofstudy may qualify for an alternative award and the validated exit awards for this programme are listed at the front of this programme specification. For an Honours degree, exit awards are available at level 4 (Certificate of Higher Education), level 5 (Diploma of Higher Education) and level 6 (Ordinary degree on achievement of 60 level 6 credits). The precise learning outcomes of an Ordinary degree are determined by the modules taken and passed at level 6 and can be identified from the table below.
LEVEL 4 Intellectual Skills
Knowledge and Understanding
Employ a range of specialised skillsAcquiring and refining a range of effective skills involved in supporting children and young people's learning and developmentOperate in a range of varied and specific contextsDevelop a rigorous approach to the acquisition of a broad knowledge base
Aspects of children and young people's learning and development, including factors that affect themIdentifying vulnerability of the child and young person and how this is addressed in professional and educational settingsThe major theories and concepts relating to learning and the cultural constructs which shape the policy and practice of educational provisionAn introduction to the relevant subject specialist requirements for their chosen pathway
CYP1010; CYP1009CYP1001; CYP1000; CYP1009
CYP1002; CYP1000; EYL1101CYP1000; CYP1001; CYP1010; CYP1009
EYL1101; CYP1001
EYL1101; CYP1001; CYP1002
CYP1000; CYP1002
CYP1010; CYP1009
Mapped to Modules
Mapped to Modules
16. Accreditation by Professional, Statutory or Regulatory Bodies (PSRB) Name of PSRB Name of Accreditation / Relationship
LEVEL 5
LEVEL 6
Practical Skills
Transferable Skills
Intellectual Skills
Knowledge and Understanding
Practical Skills
Transferable Skills
Intellectual Skills
Develop and apply their ability to learn in a number of ways and from a variety of sourcesRespond positively to structured feedback during taught sessions and from coursework assignmentsDevelop group working skills through active participation in module activitiesCommunicate effectively in oral and written form
Work as a responsible member of a team in a school setting
The ability to use a range of investigative skillsKnowledge of the nature of subjectsThe ability to justify their own point of viewThe ability to relate subject knowledge to practice
Generate ideas through the analysis of concepts at an abstract level, with a command of specialised skills and the formulation of responses towell defined and abstract problemsRecognising similarities and contrasts in arguments concerning the practice and policy of education, approaches to learning, and equality of opportunityAnalysing representations of important issues in education by reference to appropriate theoryRecognising and evaluating critically the need for supervision and self-evaluation in professional practice and how it may be achievedExercising personal responsibility and decision-making skills in complex employment related circumstances
The Every Child Matters AgendaPlanning, assessment and evaluation of learningBehaviours for learning and consequences for learning and educationFurther development of their relevant subject specialist requirements fortheir chosen pathway
Fully utilise the learning resources and the support services available
Action plan, target set and profile their own personal and professional developmentWork as a creative and responsible member of a team in a work-based setting
Analytical skills and the ability to act upon decisions reached
Knowledge of the nature of subjectsDevelop their skills in independent and collaborative learning
Their personal beliefs and value system
Self appraisal, reflection, action planning and target setting skills
Critically evaluate new concepts and evidence from a range of sources; transfer and apply diagnostic and creative skills and exercise significant judgement in a range of situationsContextualising discussion with regard to contemporary discourse, experience and the workplaceCritically review, consolidate and extend a systematic and coherent bodyof knowledge, utilising specialised skills across an area of studyUsing a range of materials, including those gained from work-based tasks, to illustrate and develop an argument
CYP1000; CYP1001; CYP1002; CYP1010; CYP1009CYP1000; CYP1001; CYP1010; CYP1009
CYP1000; CYP1001; CYP1010; CYP1009
CYP1000; CYP1001; CYP1002; CYP1010; CYP1009CYP1002; CYP1000
CYP1000; CYP1001; CYP1010; CYP1009CYP1010; CYP1009CYP1000; CYP1001; CYP1009; CYP1010CYP1002; CYP1000
CYP2008; CYP2009
CYP2000; FDH2101; TMP2007; CYP2001
CYP2000; FDH2101; TMP2007; CYP2001
CYP2001; CYP2000; FDH2101; TMP2007
CYP2000; CYP2010
CYP2001; CYP2000CYP2000; CYP2001; CYP2008; CYP2009FDH2101; TMP2007; CYP2000; CYP2001CYP2009; CYP2008
CYP2000; CYP2001; FDH2101; TMP2007; CYP2008; CYP2009; CYP2010CYP2000; CYP2001; CYP2010
CYP2000; CYP2001; CYP2010
CYP2000; FDH2101; TMP2007; CYP2001; CYP2010CYP2009; CYP2008CYP2001; FDH2101; TMP2007; CYP2008; CYP2009FDH2101; TMP2007; CYP2001; CYP2008; CYP2009CYP2000; CYP2001; CYP2008; CYP2009; CYP2010
CYP3000; HUG3109; TMP3002; CYP3002
CYP3000; CYP3002; HUG3109; TMP3002
CYP3009; CYP3000
CYP3002; CYP3001; HUG3109; TMP3002; CYP3004
Mapped to Modules
Mapped to Modules
Mapped to Modules
Mapped to Modules
Mapped to Modules
Mapped to Modules
Mapped to Modules
22. PROGRAMME STRUCTURE
23ai. STUDENT 'LEARNING JOURNEY'
Knowledge and Understanding
Practical Skills
Transferable Skills
Research methodsInclusion and support networksSafeguarding Children and Young PeopleFurther development of their relevant subject specialist requirements fortheir chosen pathway
Develop and apply generic research skills appropriate to independent study and enquiryDevelop their collaborative and group working skills through active participation in module activitiesBe able to exploit ICT as a tool for learning, research and presentationImprove their communication skills through selecting and researching topics and making verbal and oral presentations using visual aids, etc.
Developed their ability to conceptualise links between subject and pedagogic applicationsDeveloped their ability to draw on a range of evidence and to utilise/critically examine a variety of theories and perspectivesThe ability to critically review their own and other people's practiceAn analytical, reflective, critical and creative approach to their academic and vocational studies
CYP3001; CYP3002CYP3000; CYP3002; CYP3009HUG3109; TMP3002; CYP3002; CYP3009CYP3009; CYP3000
CYP3002; CYP3001
CYP3001; CYP3000; HUG3109; TMP3002; CYP3009; CYP3004CYP3002; CYP3001CYP3002; CYP3001
CYP3004; CYP3009
CYP3000; CYP3004
CYP3001; CYP3000; HUG3109; TMP3002CYP3001; CYP3000; HUG3109; TMP3002; CYP3009; CYP3004
Mapped to Modules
Mapped to Modules
Mapped to Modules
LEVEL 4
LEVEL 5
LEVEL 6
Module Code
Module Code
Module Code
Module Title
Module Title
Module Title
Credits
Credits
Credits
Module Type
Module Type
Module Type
Pathway (if applicable)
Pathway (if applicable)
Pathway (if applicable)
CYP1000
CYP1001
CYP1002CYP1009
CYP1010EYL1101
CYP2000
CYP2001
CYP2008CYP2009CYP2010
FDH2101TMP2007
CYP3000CYP3001CYP3002CYP3004
CYP3009HUG3109TMP3002
THEORIES OF LEARNING, TEACHING & DEVELOPMENTCHILDREN & YOUNG PEOPLE'S DEVELOPMENT & LEARNING NEEDSWORK BASED LEARNING (SCHOOLS)THE PSYCHOLOGY OF PERSONAL, SOCIAL & HEALTH EDUCATION (PSHE)CONTEMPORARY ISSUES IN CITIZENSHIPEYFS: VISION AND PRINCIPLES
PLANNING ASSESSMENT & EVALUATION OF LEARNINGECM WORKING IN A MULTI-AGENCY ENVIRONMENTSUPPORTING YOUNG PEOPLE IN CRISISCITIZENSHIP, CULTURE AND COMMUNITYPERSONAL ACHIEVEMENT AND CAREER PLANNINGBEHAVIOUR SUPPORT (CHILD)CREATIVE APPROACHES TO THE FOUNDATION SUBJECTS
INCLUSION & SUPPORT NETWORKSPREPARING FOR RESEARCHRESEARCH PROJECTCURRENT INITIATIVES IN SUPPORTING CHILDREN'S DEVELOPMENTCITIZENSHIP, GLOBAL PERSPECTIVESSAFEGUARDING CHILDREN & YOUNG PEOPLEAPPLYING THEORIES TO LEARNING
20
20
2020
2020
20
20
202020
2020
20202020
202020
COMPULSORY
COMPULSORY
COMPULSORYCOMPULSORY
COMPULSORYCOMPULSORY
COMPULSORY
COMPULSORY
COMPULSORYCOMPULSORYCOMPULSORY
OPTIONALOPTIONAL
COMPULSORYCOMPULSORYCOMPULSORYCOMPULSORY
COMPULSORYOPTIONALOPTIONAL
24. TEACHING AND LEARNING AND ASSESSMENT STRATEGIES
25. FORMATIVE ASSESSMENT
Teaching and Learning strategies will include the following features: °Personal and inter-personal development and team-working; °work-based/work-related learning; °personalised learning; °planning and organising; °analysis and critical reflection; °research and study skills; °oral and written presentation; °level descriptors support marking with specific criteria applied appropriately to the level of assessment being undertaken. The strategies outlined above will be complemented by direct links to Edge Hill University central learning support and guidance materials and services. The programme delivery will be supported via VLE, including the programme teachingmaterials, discussion boards and online blogs.
The programme integrates a variety of formative assessment approaches and the provision of high quality and timely feedback focused on enhancing students' next cycle of learning and their performance in further studies. Formative assessment opportunities will be provided through the discussion of assignment briefs and additional assignment guidance sessions. Formative assessment will also take place through tutor feedback on students' informal presentations and module tasks. Tutor oral feedback will be providedduring each session for individual students and groups of students following in-sessions tasks and activities. Students will also receive feedback from their visiting tutor on their ability to link theoretical knowledge gained during each individual module with their practical experiences of working with children.<o:p></o:p>
26. SUMMATIVE ASSESSMENT
b) LEVEL 4 Assessment Code
Assessment Code
Assessment Code
Assessment Code
Assessment Code
Assessment Code
Assessment Type
Assessment Type
Assessment Type
Assessment Type
Assessment Type
Assessment Type
Volume
Volume
Volume
Volume
Volume
Volume
Weighting
Weighting
Weighting
Weighting
Weighting
Weighting
PortfolioPortfolio
PortfolioPortfolio
Written Assessment (incEssay)Portfolio
Written Assessment (incEssay)Written Assessment (incEssay)
Written Assessment (incEssay)Written Assessment (incEssay)Written Assessment (incEssay)
Portfolio
CW1CW2
CW1CW2
CW1
CW2
CW1
CW2
CW1
CW2
CW3
CW1
1,3002500
13002,500 words
800
3000
1,300 words2,500 words
1500
2000
500
3000
0100
0100
20
80
35
65
35
50
15
100
Module Code
Module Code
Module Code
Module Code
Module Code
Module Code
CYP1000
CYP1001
CYP1002
CYP1009
CYP1010
EYL1101
Module Title
Module Title
Module Title
Module Title
Module Title
Module Title
THEORIES OF LEARNING, TEACHING & DEVELOPMENT
CHILDREN & YOUNG PEOPLE'S DEVELOPMENT & LEARNING NEEDS
WORK BASED LEARNING (SCHOOLS)
THE PSYCHOLOGY OF PERSONAL, SOCIAL & HEALTHEDUCATION (PSHE)
CONTEMPORARY ISSUES IN CITIZENSHIP
EYFS: VISION AND PRINCIPLES
Credit Value
Credit Value
Credit Value
Credit Value
Credit Value
Credit Value
20
20
20
20
20
20
b) LEVEL 5 Assessment Code
Assessment Code
Assessment Code
Assessment Code
Assessment Code
Assessment Code
Assessment Code
Assessment Type
Assessment Type
Assessment Type
Assessment Type
Assessment Type
Assessment Type
Assessment Type
Volume
Volume
Volume
Volume
Volume
Volume
Volume
Weighting
Weighting
Weighting
Weighting
Weighting
Weighting
Weighting
Project WorkProject Work
Written Assessment (incEssay)
Written Assessment (incEssay)
Written Assessment (incEssay)Written Assessment (incEssay)
Written Assessment (incEssay)
Written Assessment (incEssay)
Written Assessment (incEssay)
Written Assessment (incEssay)Written Assessment (incEssay)
PortfolioPortfolioPortfolio
CW1CW2
CW1
CW1
CW1
CW2
CW1
CW2
CW3
CW1
CW2
CW1CW2CW3
13002500
3800
4000
2300
1500
1000 words equivalent1000 words equivalent2000 words
2,000
2,000
14001400500
4060
100
100
70
30
20
20
60
50
50
5050
Module Code
Module Code
Module Code
Module Code
Module Code
Module Code
Module Code
CYP2000
CYP2001
CYP2008
CYP2009
CYP2010
FDH2101
TMP2007
Module Title
Module Title
Module Title
Module Title
Module Title
Module Title
Module Title
PLANNING ASSESSMENT & EVALUATION OF LEARNING
ECM WORKING IN A MULTI-AGENCY ENVIRONMENT
SUPPORTING YOUNG PEOPLEIN CRISIS
CITIZENSHIP, CULTURE AND COMMUNITY
PERSONAL ACHIEVEMENT AND CAREER PLANNING
BEHAVIOUR SUPPORT (CHILD)
CREATIVE APPROACHES TO THE FOUNDATION SUBJECTS
Credit Value
Credit Value
Credit Value
Credit Value
Credit Value
Credit Value
Credit Value
20
20
20
20
20
20
20
27. NON-MODULAR TEACHING AND LEARNING ACTIVITIES
c) LEVEL 6 Assessment Type
Assessment Type
Assessment Type
Assessment Type
Assessment Type
Assessment Type
Assessment Type
Assessment Code
Assessment Code
Assessment Code
Assessment Code
Assessment Code
Assessment Code
Assessment Code
Volume
Volume
Volume
Volume
Volume
Volume
Volume
Weighting
Weighting
Weighting
Weighting
Weighting
Weighting
Weighting
Written Assessment (inc Essay)
Portfolio
Project Work
Written Assessment (inc Essay)
Written Assessment (inc Essay)Written Assessment (inc Essay)Practical
Written Assessment (inc Essay)
Written Assessment (inc Essay)
CW1
CW1
CW1
CW1
CW2
CW3
PR1
CW1
CW1
3800
3,500 words
3,800 words
3,800 words
500
2,000 words1,500 words
4,000
3250
100
100
100
100
15
50
35
100
100
Module Code
Module Code
Module Code
Module Code
Module Code
Module Code
Module Code
CYP3000
CYP3001
CYP3002
CYP3004
CYP3009
HUG3109
TMP3002
Module Title
Module Title
Module Title
Module Title
Module Title
Module Title
Module Title
INCLUSION & SUPPORT NETWORKS
PREPARING FOR RESEARCH
RESEARCH PROJECT
CURRENT INITIATIVES IN SUPPORTING CHILDREN'S DEVELOPMENT
CITIZENSHIP, GLOBAL PERSPECTIVES
SAFEGUARDING CHILDREN & YOUNG PEOPLE
APPLYING THEORIES TO LEARNING
Credit Value
Credit Value
Credit Value
Credit Value
Credit Value
Credit Value
Credit Value
20
20
20
20
20
20
20
28. INTENDED MARKET
