Approved PROGRAMME SPECIFICATION(UNDERGRADUATE) 1 Approved PROGRAMME SPECIFICATION(UNDERGRADUATE) 1. TARGET AWARD 2. Award 3. Title ... COMPULSORY COMPULSORY COMPULSORY COMPULSORY COMPULSORY COMPULSORY COMPULSORY COMPULSORY COMPULSORY COMPULSORY COMPULSORY OPTIONAL OPTIONAL

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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/coursesAll 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 orCompletion 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 DevelopmentProgramme 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 developmentexperience of working in educational settings supporting children and young people's learning and developmentthe 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.

    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...

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