BA (Hons) Early Years Education

30 Mar 2022 - 31 Aug 2028

Course Leader Philippa Watkins
Course Team Amanda Thomas, Emily Powell, Rachel Stamp
Awarding Body University of South Wales
Teaching Institutions University of South Wales
Modes of Study Full Time

Document Version

Version 1
Valid From 30 Mar 2022
Valid To 31 Aug 2028

QAA Benchmarks

QAA (2018) The revised UK Quality Code for Higher EducationThe revised UK Quality Code for Higher Education provides ‘clear expectations and core practices that all providers of UK higher education are required to meet’ (QAA, 2019, p. 1). These principles ensure provision is high quality, offering students experiences that support engagement, achievement and are in keeping with the integrity of awards and the quality of provision as set out in the UK Quality Code for Higher Education (QAA, 2018).To ensure both the expectations for standards set out and the core practices set out in expectations for quality are maintained, all aspects of the degree have been mapped against them. The degree will be run in line with other degrees within the School of Education, Early Years and Social work, maintaining the same high standards and remaining consistent with relevant national qualification frameworks. The quality of teaching and consistent support for effective learning will ensure that those entering onto the course will have opportunities to achieve the highest standards.This course will meet the requirement to have an appropriately qualified and skilled staff able to deliver high quality academic experience. It will be delivered by highly qualified staff with considerable experience in the field of Early Years education provision. All members of staff have been published in various journals and have authored books on various aspects of early years education. They have also spoken at numerous national and international conferences.Early Childhood Studies (QAA, 2019)In line with the aim of studies in this field, this degree aims to provide a research base for knowledge and understanding around early childhood care and provision while developing students’ academic understanding of the area. As such, it has been mapped against benchmark standards set out in the QAA Subject Benchmark Statement: Early Childhood Studies (2019).4 Subject Knowledge and UnderstandingThe scope of the Top Up degree takes on board the multidisciplinary, interdisciplinary and global nature of this area of study. Across the whole, different areas of knowledge – for example psychology and sociology – are drawn upon to extend students’ prior knowledge and encourage its development in what is a progressive area of study. Clear links are made between global and national policy, a wide range of theory and experience in practice to ensure a holistic view. This is further developed through research, which enables student to examine, identify and seek to respond to a chosen area of experience in the early years.5 SkillsThe Top Up degree enables students to develop and extend graduate skills that are both subject specific - in terms of examining, identifying and evaluating the complex experiences of early childhood - and generic skills that include collaboration, effective communication, critical thinking, creativity, independence, and reflexivity.6 Teaching, Learning and AssessmentAlongside comprehensive input in terms of lectures, seminars, tutorials and study support, students are expected to engage in directed learning and significant independent learning. Taught sessions will encourage students to make critical and experience-based links between theory, experience and, where appropriate, practice. To enable this, a wide variety of pedagogies will be used, including planning for provision, critical approaches to learning opportunities and collaborative activities. These will be supported through ongoing formative assessment and a variety of summative assessments which are clearly connected to learning objectives.7 Benchmark StandardsAll provision, including assessments, will provide a measure of evidence of the Benchmark standards (appropriate to the module) that identify what knowledge or skills graduates are expected to demonstrate.

Educational Aim

The BA (Hons) Early Years Education (Top Up) offers students a professionally focused challenge-based education encompassing the main disciplines, theories and skills required for work in the early years. The course also focuses on supporting students to develop the skills, criticality and creativity and is driven by the USW Graduate Attributes Framework and the requirements of key professional bodies.

The main aims of the course are:

* To provide academic insights and understandings of children aged 0-7 from a range of international perspectives as well as the philosophies and beliefs that underpin these perspectives

* To develop understanding of the development and learning needs of young children from 0-7 years.

* To develop students’ ability to apply theory into practice and consider its implications through offering appropriate work placement opportunities in a range of early years contexts

* To enable students to evaluate and develop appropriate pedagogical approaches to work across a range of Early years contexts

* To develop intellectual skills including critical reasoning, analysis and creativity.

* To enable students to understand and undertake their own personal development including self-reflection.

* To prepare early years students for graduate employment through the development of skills and attributes, including leadership, communication, reflective practice and problem solving.

Learning Outcomes

A1 Demonstrate multi-disciplinary knowledge and understanding of global approaches to early childhood from a multidisciplinary approach
A2 Evidence systematic knowledge and critical understanding of areas of interest contributing to early years across core subject-specific areas and how they interrelate
A3 Demonstrate critical understanding of conceptual underpinnings of early childhood studies as a subject area, its historical origins, development and limitations.
A4 Analyse and constructively critique theories, practice and research in the area of child development.
B1 Critically examine the role of evidence and ethics in research and make critical judgements on arguments relating to the subject area.
B2 Demonstrate critical insight and confidence in leading and working collaboratively with others.
B3 Demonstrate well-developed listening skills, listening carefully to others and reflecting critically and insightfully upon one’s own and others’ skills and views.
B4 Undertake self-study, take charge of own learning and use reflection to evaluate personal strengths and weaknesses for the purposes of future learning. This will be measurable through Personal Academic Coaching sessions and engagement with specific online learning activities.
C1 Reflect on the nature of professional practice in Early Years and identify areas for development.
C2 Demonstrate the ability to lead, support and work collaboratively with others in the early childhood context
C3 Demonstrate the appropriate use of ICT as part of the learning process in a range of contexts, both at one's own level and to enhance provision for children
C4 Demonstrate the ability to research aspects of early childhood through critical inquiry, research design, analysis and reporting.

Course Structure

Level 6 Modules

Module Code Module Id Module Title Module Status Credit Value Module Type
ED3D006 MOD013727 Exploring Early Years Pedagogy Running 40 core
ED3S039 MOD012632 Academic English for Early Years Students Running 20 specified
ED3S040 MOD012634 Literacy and Numeracy Development in the Early Years Running 20 specified
ED3S041 MOD012635 Global Childhoods Running 20 specified
ED3S042 MOD012636 Perspectives on Effective Learning Running 20 specified

Teaching and Assessment

Learning and Teaching Methods

The course will utilise a variety of learning and teaching methods, including:* Lectures* Seminars* Tutorials* Project Supervision* Directed Study* Independent Study* Placement* Formative Assessment - scheduled/independent

Employer Engagement

Employer Engagement will be achieved by:


Visiting Speakers
Students will be given the opportunity to attend a variety of guest lecture sessions. Most will be integrated into taught modules and will cover a specific aspect of global Early Years Education. The careers team at USW will support students with advice/sessions for post graduate opportunities.


Volunteering
Volunteering opportunities will be communicated via BlackBoard when received from outside agencies.


Fieldtrips
There will be opportunities for students to learn about outdoor learning and Forest Schools. Students will engage in field trip visits to a local nature reserve where they will take part in outdoor activities suitable for early years children. This will help them to develop their skills and practice.

Work Placements
Students will take part in a two-week placement/observation in a local primary setting. Extensive support will be given in regards of Safeguarding and Health and Safety through lectures, recorded sessions and the support of the Placement Officer.

Work placements/observations will be sourced by the Placement Officer and based on the ability of the students to access the setting. Students will be required to fill in a form identifying their method of transport and area of accommodations. There will be opportunities for further discussion with the Placement Officer regarding appropriate settings.

Students will be required to have a DBS. However for international students certificates of good behaviour (or their equivalent) from their home country are required. These have been accepted by a number of settings for current international students on the Early Years Education and Practice degree. Where one setting might not accept this, experience has shown there are others that will.

Work Based Learning

Students will be asked to apply their experiences in practice to their learning on campus. This will give them the opportunity to reflect on key areas of Early Years provision.

Employer Forums
Students will be invited to participate in careers events provided by the careers team and engage with professionals through online forurms.

Means of Assessment

Students will be assessed synchronously and asynchronously, using a variety of methods, which may include:

* Portfolio

* Presentation

* Essay

* Dissertation

* Classroom test

* Self Reflective Assessment

* Report

Learning Support

The learning support available through the course:


Induction
There will be an intensive induction period where students will be introduced to the course, facilities, and student support mechanisms. The induction is usually face to face to develop a relationship with the students and to engage in practical / teamwork activities. These help students to get to know each other and build relationships.


During induction, the Course Leader will provide an overview of the course and introduce the team and Module Leaders.


The induction will also focus on building a sense of course belonging, and building familiarity with the course team, peers and the support services, and building aspirations. For example:
· Peer engagement will be encouraged with planned activities that will introduce the new students to one another as well as to the existing students and start the integration
· Students will be given the opportunity to identify their aspirations, goals and expectations, which will be revisited with their PACs.

The induction will also be utilised to lay-down and make clear expectations of students, familiarizing them with the pedagogic approach employed by the course, student support services and international students' obligation to comply with UKVI requirements.

Personal Academic Coach

All students will be assigned a personal academic coach. This will be the year tutor for their cohort. Students will have an initial meeting at the start of term and then further meetings towards the end of term 1, after the first assessments and in term 2 to discuss progress in their studies and their placement. In addition, all students are able to request additional meetings if they are concerned about progression issues or placement worries. Students will be supported to engage with student services where this is appropriate.


Learner Analytics

This will be used during PAC sessions to monitor engagement.


Office hours

Students are required to request an appointment to see tutors via email. Staff will publish their availability on their module information on Blackboard. Additionally, there will be a weekly 2-hour digital drop in on a Friday morning, when the course leader will be available online for any students who need it.


Tutorials

All modules have inbuilt tutorial sessions at different points of the module schedule to support students with preparation for assessments. Sometimes these can be whole group, small group, or individual tutorials. Every student has access to individual tutorials with the module tutor.


Tutorials may take place online, or on campus in a range of learning spaces depending on the nature of the discussion.
Seminars All modules have seminars as part of the taught sessions. Some modules will have more than others depending in the nature of the content and the practical elements of the module. Some session will take place in classrooms, open learning spaces or practical areas.

Formative Assessment

All modules will contain formative assessment, at appropriate points in the module delivery, through a mixture of online and in taught sessions. Such assessment can take a variety of forms depending on the module. Examples will include self-reflection, peer feedback and the opportunity to submit a sample/ draft of coursework to receive feedback before the summative submission date. This may be provided verbally or in note form.


Progress meetings

During personal academic coaching meetings at the start of the second term a student’s progression will be discussed. This includes how the student is faring in general and compared to their expectations set during induction week. During this meeting any additional help/support that can be put in place will be identified and discussed. This will be followed up in the meeting at the start of the following academic year.


Research Supervision

Every student is allocated at research supervisor at level 6 in order to facilitate the student’s dissertation journey. The module lead for the research module reviews all student protocols and identifies themes that would best fit with different team members’ expertise. Every student receives supervision online and face to face totalling 6 hours at undergraduate level. This is in addition to the research lectures provided in the taught element of the module. Students are provided with a framework for each section of their research with timelines to work towards to obtain formative feedback at each stage.


Online Resources

Online resources, accessible via the VLE, support all modules. This includes all lecture material, including recordings of lectures, links to reading / videos, set tasks, use of digital tools for collaborative tasks, and discussion forums.
For each module there will be additional online support for students in the form of short instructional videos and some self-test opportunities.


Advice Zone

The team works closely with the advice zone and has a good relationship with the team at Newport. Students will be made aware of the advice zone in induction and clear support will be given about why, where and how to access it.


Disability

The Early Years Team has always worked very closely with the DDS team at Newport. We ensure that students are able to access their services if a concern arises. Student DDS reports are stored securely, and requirements are duly noted and then support put in place for the student.


IT/Library The Early Years Team works very closely with the library team and have a good relationship with the team at Newport. Students are supported in using the library to its full potential and the subject librarian will provide a library induction to the students on how to locate suitable texts and a range of materials that will support their studies. The library induction increases in complexity each year as the level and demands of study increases.


The course leader also works closely with the subject librarian to review texts and materials for the library within the subject area.

There is an annual review, and each course team member is able to request new texts / editions that would update and increase the sources available to the students. The Course Leader coordinates this and works with the librarian to ensure the provision is current and useful.

We also liaise with IT at the Newport campus as needed and support is provided if there are any issues with technology in teaching spaces.

Course Exit Points

Award Criteria Final
Bachelor of Arts (with Honours) 360 credits of which at least 100 must be at Level 6 or above, 120 at Level 5 or above, 120 at Level 4 or above and no more than 20 at Level 3. Final

Progression Route

The following progression routes are available:Further studies at level 7 to achieve additional practicing qualifications.If the award is a progression route for other courses, please specify which and where they are delivered:Course LocationPGCE Primary Initial Teacher Education with QTS - Newport CampusMA SEN/ ALN - Newport CampusMA Education (Leadership and Management) Newport CampusMA Education (Innovation in Learning and Teaching) - Newport CampusMSc Play Therapy - Newport Campus

Entry Requirements

Admission to the course is typically through the following qualifications:

International Entry Requirements:
This Top Up is aimed primarily at international students. Country specific pages are available on the University web site. However, students will be expected to have completed 240 credits (or equivalent) in an appropriate field of study.

English Requirements:
In general, international applicants will need to have achieved an overall IELTS grade of 6.0 with a minimum score of 5.5 in each component. However students who have previously studied through the medium of English will also be considered.

Home Students
240 credits completed on an appropriate undergraduate course or equivalent level 5 qualification.

Inclusive Curriculum Statement

The University of South Wales operates a policy of inclusive learning, teaching and assessment to ensure that all students have an equal opportunity to fulfil their educational potential. Course teams will have considered ways of designing out any potentially disadvantageous element of courses during the course design process. However some specific needs may remain, details about how to apply to have your needs assessed can be found at: http://unilife.southwales.ac.uk/pages/3040-disability-and-dyslexia-service/

Addendum for Delivery at a Partner Institution

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Methods Of Quality Standards

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Quality Of Standards Indicators

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