validated by middlesex university · teaching & learning support is validated by middlesex...
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Validated by
Middlesex University
Student Name:____________________________________
Programme Leader: Katherine Salisbury BSc (Hons) MA
Institutional Link Tutor: Justine Barlow BA (Hons) MA
Middlesex Link Tutor: Nicky Spawls
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This handbook can be found on Cardinal Newman College’s virtual learning environment, Moodle which is accessed through the college website www.cardinalnewman.ac.uk. If you have a disability which makes reading this handbook or navigating our website difficult and would like to receive information in an alternative format please contact the programme leader for the Foundation Degree Kathy Salisbury [email protected] or the Head of Additional Learning Support Stuart Walpole [email protected]. We can supply sections from this publication as: - A word document with enlarged type which can be sent by email, supplied on a CD or memory stick. - A printed copy on non-white paper. - A printed copy with enlarged type. Other formats may be possible and we will do our best to respond promptly. To help us with this please be as specific as you can and include full details of your disability.
The purpose of this handbook is to provide you with information about the Foundation Degree in Teaching & Learning Support at Cardinal Newman College and to direct you to other general information about studying here together with information about Middlesex University who validate this Foundation Degree. The material in this handbook is as accurate as possible at the date of production however you will be informed of any major changes to the information in this handbook in a timely manner. Your comments on any improvements to this handbook are welcome. Please put them in writing (an email will suffice) to [email protected].
The handbook must be read in conjunction with the Middlesex University Regulations available online at www.mdx.ac.uk/regulations and Cardinal Newman College Regulations available online at www.cardinalnewman.ac.uk
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/Introduction to Cardinal Newman College
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Introduction to Middlesex University
Middlesex University Regulations
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Quality Assurance Agency for Higher Education UK Quality Code.
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Welcome to the Department of Health and Social Care
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Contacts and Communication
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Cardinal Newman College Website
Moodle
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The Foundation Degree Year 1
11-14
The Foundation Degree Year 2
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Enhancing the Foundation Degree
16-18
Teaching, Learning and Assessment
19-24
Support
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Programme Specification 26-33
Curriculum Map for Teaching and Learning Support.
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Programme Outcomes
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Grading Criteria Year 1 Level 4
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Year 1 - Level 4 Module Narratives
37-47
Grading Criteria Year 2 Level 5
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Year 2 - Level 5 Module Narratives
49-58
Year Planner
59-60
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We are delighted that you have chosen Cardinal Newman College to further your education, and join the Health, Social Care Department. The college is an Ofsted Grade One - Outstanding non-selective Catholic Sixth Form College in the centre of Preston. The College is an attractive option for students because of its distinctive ethos, its high reputation, the outstanding levels of achievement, the excellent support the College offers students and its provision of high quality courses. The College which achieved grade 1 in all areas of its last Ofsted inspection in 2009 is consistently ranked in the top 1% of Colleges nationally for its level 3 results. The College uses value added measured by ALPs, the Health & Social Care department has been graded Outstanding for the last five years. It is the largest established vocational provision in the College and preparation for student progression is very important and has a three year trend of 100% progression from its level 3 courses into HE, training or related employment. The department has expanded to provide Level 2 courses in local high schools and established a unique enrichment opportunity with Royal Preston Hospital available to any student attending Cardinal Newman College. The department passionately believes in the delivery of high quality teaching, learning and assessment and to promoting a totally student centred focus; the department is totally committed to extending into post-18 education. The College is part of the Caxton Group - an innovative collaboration of outstanding sixth form colleges to deliver higher education courses with shared resources. The lead institution and awarding body is Middlesex University. The lead College is Peter Symonds College, Winchester (Adult and Higher Education). A key part of this Foundation Degree in Teaching & Learning Support is the preparation undertaken to plan for progression after its completion, to Middlesex University or onto Edge Hill University to ‘top-up’ to BA Hons Early Years Practice, BA Hons Teaching & Learning Mentoring Practice alternatively you may choose to remain at Foundation Degree level and focus on developing your professional practice. Your satisfaction on this Foundation Degree is of paramount importance to us so throughout the duration of the course there will be many opportunities for you give us feedback on your experiences. We are committed to responding to all your feedback timely this will be communicated you in a range of ways including via the Moodle are for this Foundation Degree www.cardinalnewman.ac.uk The college website also includes all the relevant regulations and procedures relating to this Foundation Degree and links to Middlesex University with whom it is validated. Should you at any stage throughout your course require any further information, advice or guidance you should contact your module tutor or the Programme Leader Kathy Salisbury [email protected]
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Although you will enrol at and attend Cardinal Newman College, the Foundation Degree in Teaching & Learning Support is validated by Middlesex University, linked to the University's School of Health and Education. Middlesex University in North London aims to be a global University; it recruits widely across the world and works in partnership to deliver outstanding Higher Education in many countries. As a student of both Cardinal Newman College and Middlesex if you successfully complete your Foundation Degree you will receive the Middlesex qualification, Foundation Degree in Teaching & Learning Support. You may attend the Middlesex University graduation ceremony to receive your degree although Cardinal Newman College will also hold its own ceremony. The Foundation Degree in Teaching & Learning Support although delivered at Cardinal Newman College abides by Middlesex University Regulations which are available online at http://www.mdx.ac.uk/regulations. You do not receive a Middlesex ID card however you will receive an ID badge from Cardinal Newman College which will include the Middlesex logo. You will not be a member of the Middlesex University Students’ Union. This is not an exhaustive list please don’t hesitate to contact Kathy Salisbury, Programme Leader if you have questions about your entitlements as a Middlesex student.
You should be familiar in particular with the Appeal Regulations and Procedures (Section G) as Cardinal Newman College and you have to act in accordance with these procedures if you submit an appeal http://www.mdx.ac.uk/aboutus/Strategy/regulations/sectiong.aspx
You should be familiar with the Infringement of Assessment Regulations/Academic Misconduct regulations (section F) as Cardinal Newman College and you have to act in accordance with these procedures in the case of any alleged academic misconduct. These are available for you to view on Moodle and also via Middlesex University website at http://www.mdx.ac.uk/aboutus/Strategy/regulations/sectionf.aspx The following are also important documents which relate to the academic relationship between Cardinal Newman College and Middlesex University.
This is the formal agreement between Middlesex University and Cardinal Newman College on the delivery of the Foundation Degree in Early Years. The Memorandum, among other things, sets out the responsibilities of both Cardinal Newman College and Middlesex University In brief these include:
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If you wish to view this document then please contact Kathy Salisbury, Programme Lead [email protected] Middlesex University and Cardinal Newman College has appointed link tutors whose remit is to maintain and aid communication between the University and the College. Middlesex Link tutor is Nicky Spawls [email protected]. Cardinal Newman College Link Tutor is Justine Barlow, [email protected]. Quality Assurance Agency for Higher Education (QAA) UK Quality Code The QAA is an independent agency appointed by the UK Government to be responsible for upholding the academic quality and standards of all universities and colleges in the UK. The QAA produce the UK Quality Code which outlines the key expectations placed on all UK Higher Education providers. In particular there is a specific chapter on how institutions should manage partnership arrangements, such as the programme you are now enrolled on. This section is chapter B10 ‘Managing higher education provision with others’. The QAA also reviews higher education providers to ensure that it is operating in line with the Quality Code and providing the best academic experiences for students in higher education. Middlesex University and its programmes are subject to periodic audit or review by The QAA and review outcomes and audit reports can be viewed at: www.qaa.ac.uk. You can also learn more about Quality Assurance from watching two short videos designed specifically for students in Higher Education, which are available online at: http://www.qaa.ac.uk/AssuringStandardsAndQuality/what-is-quality
Respective Responsibilities
University College
-Resolution of matters of concern arising from Annual Monitoring process. -MU Link Tutor passes assessment results on to University. -Facilitation of progression to MU for FdA students. -Approval of publicity material, handbook, web site material etc. -Complaints relating to FdA - College procedures being exhausted.
-Day to day responsibility, admissions, enrolment, tuition, learning resources, assessment, production of marketing materials and creating a handbook and updating any changes. -Complaints -Board of Studies -Students with Disabilities -Health & Safety -Compliance with MU Data Protection Policy Equal Opportunities.
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Welcome to Cardinal Newman College to study Higher Education within the department of Health and Social Care. This work based Foundation Degree is designed for students who are working in schools with children in key stages one and two in year 1 through to 6. Successful completion of the programme will provide you with the required level of experience and understanding to undertake further academic studies at BA/BSc Honours level and beyond. This course is especially designed for you to work and study together the skills required for both will be enhanced by the learning experience. We aim to help you achieve the appropriate balance between the academic, the professional and the personal necessary to become well-rounded, competent and ethical professionals. This handbook provides you with information required to ensure you get the best out of your study. Please take time to read through it I hope that you will find it a useful resources throughout your course. Your success and satisfaction is very important and there are many strategies in place to enable us to work together to ensure this Foundation Degree meets your expectations. I am the Foundation Degree Leader and your personal tutor and you can contact me anytime via email [email protected]. At Cardinal Newman College we are fortunate to have many committed staff who are keen to help you all with specialised knowledge and skills your module tutors and myself will guide you to the person who can best support you please just ask. We all wish you well with your studies we look forward to helping you develop and enhance your academic skills and workplace prowess. Kathy Salisbury Programme Leader Foundation Degree Study
The following members of staff are those that have major input into The Foundation Degree in Teaching and Learning Support. Contact details will be also available to view on the VLE and students will be notified of any changes. Emails to teaching staff will be responded to within 3 working days.
Teaching staff Base
Contact
Kathy Salisbury Programme Lead Module tutor
Room: A012 St Augustines Building,
01772 460181 (Ext:2240) [email protected]
Lindsay Bamber Module tutor
Room: A012 St Augustines Building,
01772 460181 (Ext:2240) [email protected]
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Justine Barlow Link Tutor / Module tutor
Room BB13 St Bedes Building, CNC
01772 460181 (Ext:2204) [email protected]
Stuart Walpole Head of ALS
Room BB14 St Bedes Building, CNC
01772 460181 (Ext:2271) [email protected]
Tegan Walsh Module tutor
Room: A012 St Augustines Building, CNC.
01772 460181 (Ext:2240) [email protected]
Hayley Sommerville Module tutor Work based Link Tutor
Room A012 St Augustines Building
01772 460181 (Ext:2240) [email protected]
Katie Dalton Library Manager
CNC Library 01772 460181(ext:2213) [email protected]
Faye Mawdesley Careers Manager
Careers Department 01772 460181 ( ext: ) [email protected]
Technicians Base
Contact
Anthony Dickinson Head of Network Services.
Network Services Cardinal Newman College
Administrative Staff Base
Contact
Anne Holt MIS Manager
MIS Office C. N.C.
Catherine Snape HE Student Services.
Student Services C.N.C
Fiona Davidson Head of Exams
Exams Office C.N.C
All general information about Cardinal Newman College can be found on the college website www.cardinalnewman.ac.uk
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Is accessed through the College website, the Foundation Degree in Teaching and Learning Support has its own VLE area on Moodle, the link is found down the left hand side under course categories, university courses. Here you will find all the information relevant to your course, the modules you are studying, resources you need and all the policies and procedures you need to successfully support you through the course, including useful links to Middlesex University.
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Once enrolled on the Foundation Degree in Teaching and Learning Support you will receive an ID login for the ICT equipment and a College email account will be opened for you. This email address will be the one used by all staff at College to communicate with you; therefore it is important that you log in regularly, at least every three days. You can access your emails from any computer in college or via outside college via the Office 365 link which is down the left hand side of the Moodle page under Main Menu. You need to enter your user name and password and follow the instructions.
You should ensure that we are kept up to date of your contact details to ensure that all important communication reaches you, as the information you provide at enrolment is held on our CEDAR system, maintained in accordance with the Data Protection Act. If you wish to change your contact details please contact Course leader Kathy Salisbury [email protected]
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In the table above you can see the structure of the module delivery for year one of this Foundation Degree.
First Year Modules – Level 4.
Term 1 – September ‘15– February ‘16 (1.30-7.30)
Study Skills for Effective Work Based Learning (20 credits) 1:30pm – 3pm
Tutorial / Careers / Library Activities / Module Tutor 1:1 / Student Services. 3pm – 3:30pm
Supporting National Curriculum Delivery (20 Credits) 3:30pm – 5pm
Teatime 5pm – 5:30pm
The Developing Child (25 credits) 5:30pm – 7pm
Professional Development Plan – Portfolio Tutorial 1:1 7pm – 7:30pm
Term 2 – February ‘16 – June ‘16 (1.30-7.30)
Effective Leadership (20 credits) 1:30pm – 3pm
Tutorial / Careers / Library Activities / Module Tutor 1:1 / Student Services. 3pm – 3:30pm
Supporting National Curriculum Delivery (20 Credits) 3:30pm – 5pm
Teatime 5pm – 5:30pm
Work-based research proposal. (15 credits) 5:30pm – 7pm
Professional Development Plan (PDP) – Portfolio Tutorial 1:1 (appointment only)
7pm – 7:30pm
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It has been especially designed to support the development of your academic skills which will be especially useful if you are returning to education after a break and an introduction to the academic expectations of higher education for those who have more recently studied. Contact time normally consists of the time when you have a teacher or tutor present, the normal contact time for each module is 3 hours per week. For work based modules where there are less formal lectures and seminars the contact time for the whole group will be less but you will have one to one meetings with the member of staff supervising your work based projects. Please see the specific module narratives in this handbook for more specific module details. Classroom delivery of teaching and learning will be highly interrelated to your experiences in the workplace with children in key stages 1 and 2 within the National Curriculum. Assessment will embed classroom learning to workplace learning and much of the evidence generated is planned to enhance your professional practice and the experiences of children in your care. To ensure that teaching and learning remains current it will be enriched by specialist practitioners who will be our guest speakers. For this to successfully take place you will need to become an effective reflective practitioner and the modules are designed to support the development of these skills. You will keep a learning journal, a valuable tool for facilitating your reflections of your formal and informal learning. Reflection on what has been learnt alongside the emotional reactions and asking questions of oneself like “Why do I do this”, “Why do I feel like this?” “Why did this happen?” promotes learning at a deeper level and this is the intended role of the learning journal on your Foundation Degree. All teaching, learning and assessment in year 1 will prepare you for modules at level 5 in year 2 and all information relating to teaching, learning and assessment can be found on Moodle.
Each module that you take will be assigned an academic level which reflects the depth, complexity, amount of pre-requisite knowledge, and the academic skills required. To progress and graduate you will be required to pass modules at different levels. Module level descriptors give further details on how a module is assigned an academic level and can be found online at: http://www.mdx.ac.uk/regulations/moduleleveldescriptors.aspx The academic levels used by the University are given below:
Description FHEQ* Levels Levels
Foundation level 3
Certificate level 4 Year 1 Foundation Degree
Intermediate level 5 Year 2 Foundation Degree
Honours level 6 Top up Year
Masters level 7
Doctoral level 8
Framework for Higher Education Qualifications
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You are allocated to timetabled lectures, seminars and workshops based upon your module requirements. Your timetable will be issued before the start of each term to assist with your planning following this a copy will be available on Moodle. Any changes to your timetable will be notified to you by email. If you have any queries about your timetable please contact Kathy Salisbury Programme Leader [email protected].
Assessment Year 1 All modules will be subject to both formative and summative assessment. Please see the module narratives in this handbook which gives details of assessments for each module. Assessment deadlines will be clearly communicated to you by your module tutor, on the assessment paperwork and on Moodle, assessment deadlines do occasionally change and while every effort has been made to ensure dates are correct at the time of publishing module paperwork you should check your email and Moodle regularly in case unavoidable changes need to be made. For more information about assessment, including how to submit please refer to the relevant sections in this handbook.
The Health and Social Care Department is situated in St Augustines Building within the college campus. The teaching facilities are spacious and very well equipped with interactive whiteboards which have many interactive facilities and two large computer suites. There is a study support facility in the main building where students can book a one to one session with support staff to obtain help and advice.
The Cardinal Newman College library, situated in the main building of the college has extended and flexible opening hours to meet the needs of our HE students. Katie Dalton is head of the library she can be contacted on [email protected] anytime if you have any requests or queries. The library is on two levels with a number of computers and private study areas for use by students. The library hosts an excellent range of published texts relevant to Early Years study and a good range of journals that contain valuable contemporary ideas and developments. You can also access the library facilities via the college website where you will find a multitude of ICT resources including the college’s Ebrary system where books can be accessed on line.
The modules have been especially designed in year 1 of the Foundation Degree to support the development of academic writing skills, this will be especially important if you have not studied for some time. The module, Study Skills for Work Based Learning will introduce to you the different types of text such as essay and report writing and presentations not only will you practice the skills of constructing these but you will also evaluate their usefulness in Early Years practice. In addition the module includes the development of your referencing skills all of which will lay the foundation for all other modules studied during the Foundation Degree. This module is delivered in a group situation with lectures and workshops however there will also be one to one tutorials where you can discuss your progress and any challenges you are experiencing. Stuart Walpole, Head of Additional Learning Support Department will be a key figure in supporting you should you require
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more specific assistance, such as help with literacy or numeracy or dyslexia support. Stuart can be contacted via email [email protected]
Good attendance to study in college and complete practical work in the work place are vital to your success and a critical employment skill. You will be required to show a minimum attendance level of 80% per module and this will be recorded through registration at the start of each taught session. If you fall below this level you will be expected to attend a one to one meeting with your tutor to discuss your less than satisfactory attendance level. Where your attendance fails to meet the minimum required to meet the learning outcomes of the module, as published, you may be excluded from the assessment and be graded X in the module. The X grade is applied if you fail to participate in the learning process of a module for which you are registered. If you receive an X grade you may have the opportunity of taking the whole module again with permission from the Programme Leader.
You are expected to arrive on time for all sessions, if you are more than 10 minutes late please wait outside the class to avoid interruption the learning of others, your will have an opportunity to speak to the tutor at a convenient time to explain. If you know that you will be unavoidably late or unable to attend then we will expect a telephone call into college 01772 460181 to let us know, alternatively an email to your tutor to inform them before the start of the session.
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In the table above you can see the structure of the module delivery for year two of this Foundation Degree. It builds on the skills you have developed through year 1 but continues to require effective skills of reflection and the use of the learning journal. Contact time for modules remains unchanged from year 1 and for more specific module details please see the module narratives in this handbook. During this year classroom delivery of teaching and learning will be more theoretical however still maintaining its relevance to your practice with children in Key Stage 1 and 2. Assessment will
Second Year Modules – Level 5.
Term 1 – September ‘16– February ‘17 (1.30-7.30)
Inclusive Education (20 credits) 1:30pm – 3pm
Tutorial / Careers / Library Activities / Module Tutor 1:1 / Student Services. 3pm – 3:30pm
Work Based Learning Project (40 credits) 3:30pm – 5pm
Teatime 5pm – 5:30pm
Safeguarding, Working with Families and Professionals (20 credits) 5:30pm – 7pm
Professional Development Plan – Portfolio Tutorial 1:1 7pm – 7:30pm
Term 2 – February ‘16 – June ‘16 (1.30-7.30)
Social Pedagogy (20 credits) 1:30pm – 3pm
Tutorial / Careers / Library Activities / Module Tutor 1:1 / Student Services. 3pm – 3:30pm
Work Based Learning Project (40 credits) 3:30pm – 5pm
Teatime 5pm – 5:30pm
Understanding and Managing Human Behaviour (20 credits) 5:30pm – 7pm
Professional Development Plan (PDP) – Portfolio Tutorial 1:1 (appointment only)
7pm – 7:30pm
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embed classroom learning to workplace learning and much of the evidence generated is planned to enhance your professional practice and the experiences of children in your care. All information relating to teaching, learning and assessment can be found on Moodle. It is expected that during year two you will be becoming increasing confident to explore possible top-up opportunities in a partner HE organisation.
As well as talking to your module leaders or programme leaders about any issues, there are also other ways you can feed back and help enhance the quality of your programme.
This is a forum where student representatives and staff meet to discuss the Foundation Degree in Teaching & Learning Support. This includes any issues but also talking about future developments and things that are going well. The board also looks at students’ survey results and the reports from External Examiners. Minutes are made of the discussions and decisions and decisions and you can read these online on our Moodle pages via www.cardinalnewman.ac.uk.
The membership of a board of study includes:
- Student representatives: (see below about the role of student reps) - Kathy Salisbury - Head of Health and Social Care, Foundation Degree lead - Nicky Spawls – Middlesex Link Tutor - Justine Barlow – Cardinal Newman College Link Tutor - Two External Examiners - Other academic staff involved in delivery of the modules - Support staff representatives.
Each year, each Foundation Degree group will elect up to two student representatives, this is an immensely rewarding role and details of how to become a student representative are available on Moodle. Student representatives are elected by the end of teaching week 2 to ensure that the interests of the students on this Foundation Degree are represented. Much of the experience you obtain through being a representative can be linked to personal development and employability a common feature of teaching, learning and assessment of this Foundation Degree. The graduate market is very competitive and prospective employers are looking for people who stand out and can demonstrate, with real examples, skills listed in CVs. As a representative you get to put skills into action, such as communication, leadership, teamwork, problem solving and time management. Details of the role of student representatives and how to apply if you are interested are available on our Moodle, representatives will be selected, either by election or self-nomination. If you are elected as a student representative your role will be to gather the views and opinions of the students you represent, to present these at the meetings you attend and to feed back the results and information to other students following the meeting. As well as attending Boards of Study meetings student representatives are often asked to give their feedback on other issues relevant to students through focus groups or other committee
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meetings which are organised on a more ad-hoc basis. They are also responsible for feeding back the outcomes of any meetings or events they attend and hold a significant role during any QAA inspection. Once elected the student representative’s details will be uploaded onto Moodle so all students are fully aware of who is representing their views. Full training to enable them to fulfil their role effectively will be given to the representative once elected in line with Middlesex University student voice.
We welcome your feedback about the Foundation Degree in Teaching & Learning Support and in addition to regular focus group meetings, module feedback questionnaires and one to one tutorial and personal development sessions, we will bi- annually undertake a student survey. These are important as they help the academic and support staff at Cardinal Newman College to determine what could be improved as well as what is going well, please take time to complete these. All details about our surveys are available on Moodle including outcomes which we will analyse and presented in our annual monitoring report and discussed at the Boards of Study as well as any other relevant meetings such as Cardinal Newman College Governors meetings.
Your satisfaction studying on this Foundation Degree is very important to us however in the event that you feel dis satisfied with any aspect of this course or the college you will have access to Cardinal Newman College complaints and grievance procedures for higher education found on Moodle. All complaints and grievances will be treated seriously and fairly, timely and in a straightforward manner. There will be a consistency of how complaints are treated and all will be initially resolved in an informal way. However if necessary complaints will follow stages laid down in the procedures and if necessary lead to a formal stage. If you have a suggestion or complaint about any aspect please raise it with the person concerned in the first instance. If you aren’t satisfied with the outcome you can progress the issue through the informal then formal procedures step by step up the management structure at Cardinal Newman College. The complaints and grievance procedures of Cardinal Newman College must be followed and then fully exhausted before you follow the Middlesex University ‘Complaints in relation to collaborative partner institutions’ which can be found in the Middlesex University Regulations www.mdx.ac.uk/regulations.
We take your feedback seriously and the feedback you provide through your student reps, through surveys and at boards of study meetings plays an important part in reviewing the Foundation Degree in Teaching & Learning Support throughout and at the end of the academic year.
Cardinal Newman College is committed to supporting you in enhancing your employability and helping you to develop professionalism for use in the Early Years sector. Employers argue they are looking for polished graduates who not only have a good degree but who also have the right skills, attributes and values to support their knowledge, this aim is embedded into our Foundation Degree. The Confederation of British Industry (CBI) defines employability as 'a set of attributes, skills and knowledge that all labour market participants should possess to ensure they have the capability of being effective in the workplace, to the benefit of themselves, their employer and the wider
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economy’. The development of employability skills, for example, team work, self-management, business and customer awareness, communication, literacy and numeracy, are all integral parts of the Early Years programme although this may not always be evident to you as they will not always be presented as such. Completion of Personal Development Plans enables you to reflect on and seek to develop your skills based on the HLTA standards and the National Occupational Standards for Managers. Also presentation skills develop team working and communication skills.
Personal Development Planning (PDP) will provide you with an opportunity to assess the value of the skills and knowledge you are developing and identify your future learning and development needs. It offers a structured way to reflect on what you are good at and what you need to develop further. You will learn to review your own skill levels and what you have learned from different situations and environments, including your studies, part time work, voluntary work and other activities; you will record your reflections and use them to help you think about and plan your future development. You and your tutor will meet for Progress Reviews where you both will discuss your progress on the programme so far, whether there are any areas for development and devise an action plan for the coming term. It provides both you and your tutor with an opportunity to review and reflect upon your learning and see if you require any additional support to help you to achieve. PDP and Progress Reviews are an important part of your personal development and reflects the working environment where employers encourage new graduates to assess their own continuous professional development (CPD) using a portfolio. You can also use your record of PDP as a valuable aid for marketing your skills to employers in recruitment, selection processes or to progress in your current place of work. As a student on this Foundation Degree you will be expected to regularly keep a reflective learning journal which will include a skills audit as you start your course. As well as your regular progress reviews, the learning journal will be your method of recording continual professional development (CPD) and reflection on your learning and development.
Students on this programme will be expected to be working or volunteering in a role relevant to this Foundation Degree, with children in Key Stages 1 and 2 for a minimum of 100 hours throughout the course. Each student will identify a mentor in their setting who has agreed to support them during the foundation degree and the college’s work-based assessor will liaise closely with them to ensure that provision is made for all students to have opportunities to gain the breadth of experiences working with and supporting children in both key stage 1 and 2 throughout year 1 and 2. Our work-based assessor will ensure, that through the work based mentors settings are aware of the value of students developing knowledge and skills of the specific needs of children in Key stage 1 and 2 and an awareness of how the child’s age and stage of development impacts on their role. Work experience is a key requirement of this Foundation Degree and remains the student’s responsibility to organise this which must be done by the end of term 1 at the very latest, failure to do so will jeopardise your continuation on the course. Although you are encouraged to find your own placement if you are not currently employed in the sector we can offer guidance with
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this the Health and Social Care Department has excellent established links with a variety of Childcare providers local to the area all settings with whom we have links are appropriately risk assessed for the use of students. You may, by arrangement with Kathy Salisbury the Programme Leader, carry out your placement in a block rather than weekly.
As the Foundation Degree in Teaching & Learning Support is a work based learning course much learning, teaching and assessment will be generated in the workplace. You will be visited by a college tutor whilst in practice, by arrangement, who will mentor you and carry out some assessments. You will also be assigned a workplace mentor who will have a clear role in supporting you in the workplace and who will work closely with the college placement tutor to ensure your practice meets the requirements of your course. This is someone you can obtain advice and guidance from and exchange ideas, identifying an appropriate work place mentor will be done in collaboration with your work based line manager and your college tutors.
Cardinal Newman College careers department aims to provide you with information, guidance, advice and support to enable you to achieve your goals. The careers area in college has a wealth of information for you to browse through if you would like an appointment to meet with one of the careers team this can be arranged via the Head of Careers Faye Mawdesley [email protected].
In years 1 and 2 the Middlesex University link tutor will give a talk informing you about ‘top up’ courses. At the end of year 2 you will have the opportunity to sit down with your link tutor and programme leader to go through an application form and review your student profile. You will have the option of progressing on to top up courses at Middlesex University on the BA in Educational Studies, BA in Early Childhood Studies or EYITT or BA in Professional Practice. Please note the BA in Professional Practice is work based and so this can be completed via a distance learning approach. You also have the option of joining ‘top up’ courses at local Universities such as Edge Hill.
Learning, teaching and assessment approaches will encourage you to be actively involved in your learning and to co-operate with other students. Teaching staff aim to give prompt feedback on your learning and opportunities to reflect upon and learn from that feedback.
You will be actively involved in a range of learning, teaching and assessment as part of this Foundation Degree in Teaching & Learning Support. Such active approaches aim to put you at the centre of your learning so you are involved and engaged in all aspects of your assessment and learning. This Foundation Degree will require your active participation in learning activities and engagement with your fellow students both individually and collaboratively, working and learning
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with other students as part of a small group. Learning activities may also occur inside and outside the classroom environment. A variety of approaches to teaching and learning will be utilised to reflect the academic level, session content and outcomes. It is recognised that students will bring a diversity of experience, knowledge and cultural values which provides a rich foundation from which to move forward. Consequently the choice and variety of teaching methods used in each module will not only be selected to deliver the module content most effectively, to meet the range of individual student needs but also to best support the development of social, personal and employment skills. Teaching, learning and assessment will take place through a mixture of lectures, seminars, group activities such as discussions, research, presentations as well as completion of individual reflective journals. As this is a work based degree opportunities will be embedded for observation and supervisory guidance by college staff and more frequently workplace mentor whilst in practice. Your learning will also be supported by technology. Increasingly your tutors will be using existing and emerging learning technologies to engage you in e-learning activities. The Foundation Degree in Early Years will be facilitated using a variety of media and online tools such as Ebrary (library resources) and Moodle which will allow you flexible access to a diverse range of online resources, quizzes and learning materials as well as collaborative tools with which you can engage and learn with your peers. We hope that you will embrace all ICT opportunities that will support your success on this Foundation Degree such as taking part in online discussions with your peers. You will receive all the help you need from module tutors and technicians to meet any ICT needs you have. Engaging with e-learning will also help you to develop skills which are essential for your learning and are also highly valued by employers. These include, but not exclusively working flexibly, communication, understanding of IT, team working, creating shared understandings based on quality resources and access to global expertise. As part of your formative assessment you will be expected to participate actively in learning activities and engage with peers both individually and collaboratively, working and learning with other students as part of a small group. Learning activities will occur in both the classroom and the workplace. It is felt that this style of learning nurtures skills particularly relevant to working with people in business settings as it helps to develop a variety of interpersonal and communication skills. The foundation degree programme is designed to introduce you to the requirements of academic writing at level 4 leading you towards critical analysis at level 5. The first modules covered will provide you with skills and knowledge to help you achieve success. Modules will often be launched with a lead lecture followed up by seminar work. Lectures will consist of an oral presentation by the tutor to convey critical information, history, background and theories relating to the subject being covered whereas the seminar will be a group discussion to explore a specific topic raised during the lecture. This will be beneficial for exploration of the subject and consolidation of your knowledge and understanding. As mentioned above your learning will also be enhanced via workshops in which you will work closely with other students to investigate and analyse a specific subject through discussion and activities and also via tutorials in which your tutor can meet with you on a one to one basis or with a small group of students to discuss a specific area of the module.
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Learning will be supplemented throughout with extension learning materials which you will find on Moodle. You will in most modules studied find yourself with students studying the Foundation Degree in Early Years which we believe will enhance and enrich part of your study where you are likely to experience alternative viewpoints and learn from the experience of others in different fields of specialism. It is hoped that this will help you to become both creative and critical thinkers by learning how to ‘think outside of the box’.
Assessment is an integral part of learning; you may hear it referred to as formative and/or summative. Formative assessment is designed to give you feedback on your performance and how it can be improved. You will receive detailed feedback on formative assessment but will not be graded. It is an important part of the learning process and has been shown to contribute to the enhancement of learning and to the raising of standards. Much formative assessment on this Foundation Degree will involve group work and drafts of final assessments (summative) this staged feedback gives you opportunities to practice your knowledge and skills such as presenting your research, discussion of ideas and analysis and develop your confidence in using them in your final piece of work thus this should be more refined.
Summative assessment is designed to measure the extent to which a learner has achieved the intended learning outcomes of a module and therefore a grade will be awarded. Learning outcomes are the specific skills and knowledge that you are expected to demonstrate as a result of studying a module. Summative assessment should assess achievement of all learning outcomes in a secure and accurate manner and on this Foundation Degree in Teaching & Learning Support this will mainly comprise of creation of portfolios of evidence, research proposals, displays, essays, reports and presentations. Assessment may also involve self, peer or group approaches. You may be asked for example to self-assess your own work, indicating where you feel you have clearly demonstrated your understanding and also identify areas where you can see you can make improvements. Assessment may also be a peer process where students individually, or as groups, offer feedback on one another’s work, taking part in this approach to assessment is a valuable tool for developing a range of students personal, social and employment skills, a central focus of Foundation Degrees. In addition to this, group assessments may be utilised, where part of the assessment process requires you to demonstrate your ability to work as part of a group or team and possibly receive a group mark. Please see the module narratives in this handbook for more information about the specific learning arrangements for your modules.
You must submit assessments as hardcopy with the appropriate front sheets fully completed. Failure to do so will result in your assessment being returned to you unmarked. Assessments must
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be submitted to Cardinal Newman College Reception by 5:30pm on the deadline date. In addition you are expected to submit your assessment on Moodle and also use an electronic plagiarism detection tool such as “turn it in” details on how to access, up load assessments and how to use electronic plagiarism tools will be provided during your induction period. A tutor may ask for an electronic copy for convenience or for electronic detection of plagiarism however this does not negate the need to submit a hard copy version as described above. You are advised to read the following procedures and policies in relation to submission of assessments: Academic Misconduct, Concessions and Appeals all of which are available for you to view on Moodle.
If assessments are submitted electronically you will receive an automatic acknowledgment. Assessments arriving either by hand or electronically after 5:30pm on the deadline date will be deemed late and the relevant penalties will apply. Please see the college’s concessions and procedures for further information.
Cardinal Newman College will adhere to the requirements of Middlesex University Regulations for marking, second marking and moderation of student work specifically Section M ‘Code of Assessment Practice.’ The Foundation Degree in Teaching & Learning Support will operate a system of moderation for all assessed work this will include sampling and double marking and include all modules. A minimum of 10% of all coursework will be moderated which will include all coursework that is failed or firsts are second marked. All coursework that is awarded distinctions are moderated. Where a module consists of more than one assessment then the final grade will be reached by multiplying the percentage grade for specific assessment by its weighting and then adding the results for each assessment in that module together to form an aggregate score. If the aggregate score is 40% or above then the module is deemed to have been passed.
Work is returned to the students at the first available opportunity during the programme. This is unlikely to coincide with the time of feedback and so you are advised to make a copy of the assignment prior to submission which you can utilise to make sense of the feedback. If work is not collected after assessment it will be disposed of after a period of 6 months.
Associated with this Foundation Degree at Cardinal Newman College are two External Assessors, whose role is to assure the academic quality of the Foundation Degree in Teaching and Learning Support. They are subject experts who help assure that your Middlesex award is comparable to that at other UK universities by reviewing the programme curriculum, the assessment and the learning resources. External assessors attend assessment boards and write a report at the end of the year which will be uploaded onto Moodle once it is completed. It is inappropriate for you or any other student to make direct contact with our external assessors. The complaints and appeal system exist to allow you to express any concerns you have, including the marks you have been given for your performance. You can read more about the role of external assessors and quality assurance on the QAA website: http://www.qaa.ac.uk/assuringStandardsAndQuality/what-is-quality/pages/default.aspx
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Feedback on your assessment (both formative and summative) provides the opportunity for you to reflect on it and to use this feedback as the basis for learning and to improve your work. Feedback can take many forms and may be informal, for example, it may be given and discussed in the classroom or it may be more formal and delivered in written or audio form from peers or academic staff. Understanding your feedback is very important and to achieve this you are encouraged to discuss feedback with your peers and academic staff. Receiving feedback on your work is an essential and important part of learning, you will receive regular opportunities for formative assessment, the purpose of which is to get detailed feedback on your performance so you get a regular update on how you are developing and guidance on preparation for any summative assessment. Feedback on summative assessment will be offered in a variety of forms and all work will be marked and moderated in line with the Code of Assessment Practice, which can be found in section M of the University Regulations: www.mdx.ac.uk/regulations. You will normally be provided with feedback within 10 working days of the published submission date. Where assessments are handed in at the end of term, feedback will be provided in the first taught session of the following terms module. Feedback on course work submitted as part of the assessment process on this Foundation Degree will be both formative and summative in nature. The mode of feedback will depend on the module studied but will include written comments, verbal feedback such as following a period of mentoring, electronic feedback and observation records. All feedback processes will adhere to Middlesex University Regulations Section M.
At the end of each academic year, your results will be considered and confirmed by an Assessment Board. Once this Board has met, you will be able to view your results and progression status on the Moodle for this Foundation Degree. The Assessment Boards follows Middlesex University Regulations, Section D1C Assessment Boards at Collaborative Institutions.
When you graduate your final qualification certificate will be issued by Middlesex University and as well as details of the qualification it will also include Cardinal Newman College along with the words ‘in collaboration with’. Your certificate will be sent to Cardinal Newman College by Middlesex University within 4 months of the date the qualification is awarded (usually the assessment board date). Once it has arrived it will then be forwarded to you at the address college holds for you. It is therefore very important that you keep college up to date of your address details if they change at any point. Full details of the information which will appear on the certificate are set out in the Middlesex Regulations, section E13.5: http://www.mdx.ac.uk/regulations
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All students are issued with a Diploma Supplements verified by Middlesex University which will state Cardinal Newman College as the institution where you have studied. Your Diploma Supplement will include the modules you have taken, grades achieved and will state your qualification achieved with the classification and title but additionally it contains information on the nature, level, context, content and status of the studies undertaken and successfully completed. Diploma Supplements are intended to help external parties such as current or future employers or other Higher Education providers understand more about your programme in addition to your grades.
If for any reason you need to alter the date and time of the submission of a piece of coursework this must be done in writing to Programme Leader Kathy Salisbury at least 48 hours before the original submission date and time. You will receive a receipt to acknowledge your request, following this, if granted, an altered date and time for submission will be set. Further details of the process to follow in the event of a deferral can be found on Moodle
In the event of an Extenuating Circumstance such as bereavement or emergency situation you must contact the Programme Leader Kathy Salisbury as soon as is possible to notify your work cannot be submitted by the original submission date and time. You will receive a receipt to acknowledge your request, following this, if granted, an altered date and time for submission will be set. Further details of the process to follow in the event of extenuating circumstance can be found on Moodle.
Although no one anticipates failing a module, it is important that you are aware of what happens if you do. Normally you would be entitled to one re-assessment opportunity if you don’t pass and there is no financial cost associated with this second attempt. You should contact Kathy Salisbury Programme Lead if you have any queries about re-assessment.
Please page 4 of this handbook referring to The Infringement of Assessment Regulation/Academic Misconduct regulations (section F). The college and all our Foundation Degree students must act in accordance with these procedures in the case of any alleged academic misconduct. These are available for you to view on Cardinal Newman College Moodle and also via Middlesex University website http://www.mdx.ac.uk/aboutus/Strategy/regulations/sectionf.aspx The college has a comprehensive set of regulations to address academic misconduct. A copy of the full version is available on our VLE and you should make yourself familiar with the college’s definitions of actions constituting academic misconduct. The College will take action against any student who contravenes these regulations whether inadvertently or through negligence or deliberate intent and who, by so doing, could gain unfair advantage over other students. The rules apply to all Higher Education students at Cardinal Newman College and covers any academic misconduct which could result in a student gaining unfair advantage over other students in any form of assessment including written examinations, assessed coursework (in whatever form the coursework might take) and oral practical assessments.
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SAlthough you are expected to be as independent as possible and to take responsibility for your own academic and personal learning and development, there is still a lot of help available to support you throughout your Foundation Degree.
Your tutors will direct your studies and ensure that you know what work you need to cover in specific modules. We urge you to seek advice from academic staff either during office hours or by phone please see the Contacts and Communication section of this handbook. For more specific learning difficulties or disabilities you can either contact Stuart Walpole who is Head of Additional Learning Support, [email protected] or contact the Programme Leader Kathy Salisbury who will refer you to directly to Stuart and his team. Any specific requirements that you require to ensure your success on this course will be provided with discretion. The additional learning support team offer many other supportive services such as proof reading student work, specific support with numeracy and literacy skills, guidance with referencing skills and general learner organisation. Moodle is a valuable tool to provide support to students in all areas of this Foundation Degree such as power point presentations used in teaching and learning will be uploaded to Moodle so you will have the opportunity to read back through this information outside the classroom. The college also has many support staff who have specialist knowledge and skills in many areas of student life that can create barriers to learning please contact the Programme leader Kathy Salisbury who will refer you to the most appropriate support to meet your needs.
As stated at the front of this handbook the link tutor at Cardinal Newman College for this Foundation Degree is Justine Barlow [email protected] and the link tutor at Middlesex is Nicky Spawls [email protected]. Both tutors are jointly responsible for ensuring the programme is delivered according to the arrangements agreed at approval. Both link tutors attend the Board of Study meetings where they hear the views of students enrolled on this Foundation Degree, however you can contact either if you have a query or suggestion.
At Cardinal Newman College we take your progress, comfort and specific individual needs very seriously and have in place a range of support systems. Stuart Walpole, Head of Additional Learning Support liaises with teaching and support staff and students to ensure the student’s whole needs are met and they reach their full potential. You can speak to Stuart about learning or physical challenges that impact on your learning progress. Student Support Officers who provide support and guidance on a range of external influences on learning progress including financial matters. As a Catholic College we are privileged to have a vibrant chaplaincy which is instrumental in supporting all students this is in addition to all students having a personal tutor with whom you will have regular 1:1 meetings. The college has a number of designated Child Protection Personnel and excellent links with outside agencies. A robust Health and Safety policy which is communicated clearly to all students.
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As you are not attending a Middlesex University campus you are unfortunately not a member of Middlesex University Students’ Union. You are however still entitled to the NUS Extra and International Student Identification Card (ISIC) which will give you discounts on travel, shopping and experiences worldwide. However you also can become a member of the Students’ Union at Cardinal Newman College which is affiliated to the National Union of Students (NUS).
This is a student discount care which can be used at a very large number of retailers, please see the NUS website for more details http://www.nus.org.uk/en/NUS-Extra To apply for an NUS Extra Card you will need to contact Mdx:SU who will confirm that you are a student member of Middlesex University. Please email [email protected] in the first instance.
As a full time student you can apply for an international student identification card which will give you discounts on travel, shopping and experiences worldwide. You can apply for an ISIC card with your NUS Extra Card for and additional £2.99 (March 2013) http://www.nus.org.uk/en/nus-extra/upgrade-and-save-even-more/
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The Academic Calendar for 2016-2017 will be issued by Easter 2016.
Term 1 Date
Enrolment:
Wednesday: 2.9.15
Reading week Wednesday: 28.10.15
Holiday Wednesday:3.12.15 & 30.12.15
Term 2
Return
Wednesday : 6.1.16
Board of Studies January 2016.
Reading week Wednesday : 17.2.16
Holiday Wed 13th & 20th April 2016
Reading week Wed 2nd June 2016
Last teaching week. Wednesday 6.6.16
Board of studies June 2016
Awards Board July 2016
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1. Programme title: Foundation Degree Teaching and Learning Support.
2. Awarding institution : Middlesex University
3. Teaching institution : Cardinal Newman College
4. Details of accreditation by professional/statutory/regulatory body
5. Final qualification: Foundation Degree in Teaching and Learning Support.
6. Year of validation : 2015
7. Language of study: English
8. Mode of study: Full Time 33 weeks duration
9. Criteria for admission to the programme If you are interested in applying for this course following receiving information, advice and guidance from one of our marketing events you must complete an application form available from Kathy Salisbury [email protected] Once your application form has been received by Cardinal Newman College Admissions Department and you are eligible to apply you will be invited to an interview at Cardinal Newman College. If your interview is successful you will be notified by letter you will then be expected to complete / have completed a DBS application. It is expected that you would have at least a level 3 qualification or similar or 2 A’ Levels, equivalent to 160 UCAS points. Applicants with non-traditional qualifications may also be accepted providing they can show appropriate levels of relevant ability and experience. They would need to make a claim for accreditation of prior learning following Middlesex University Guidance. - Students should be working or volunteering within Key Stage 1 and 2 for a minimum of 100 hours throughout the course, assistance will be given to find work placements if required. College’s work based assessor will liaise with each students’ work-based mentor to ensure that all students are supported to gain experiences working with children of different ages and stages of development within both key stages. It is important that students have the opportunity to gain experiences of the holistic growth and development of children with varying abilities and take part in planning for and delivering age appropriate activities and routines to meet the diverse needs of children during Key Stage 1 and 2.
10. Aims of the programme
The programme aims to: 1. Enable you to develop your professional career working in Early Years at a recognised level of independence and responsibility through dedicated teaching, learning and assessment that facilitates the development of student’s academic, personal, social and employability skills valued by employers.
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2. Provide an alternative route towards higher education for people with varying qualifications and levels of experience but all of whom have a passion for early years practice. This could include vocational experience but not necessarily the academic criteria required for an honours degree programme; 3. Embed into all students, through high quality teaching, learning and assessment the skills and motivation to seek out to develop your knowledge and skills of current issues within the Early Years sector as well as practical experience and skills to be able to work within this sector. 4. Root potential progression routes into teaching, learning and assessment to build student awareness and aspiration. 5. Create learning environments and experiences that support and encourages your social, personal and employability skills and maintain high expectations throughout the course.
11. Programme outcomes
A. Knowledge and Understanding: On completion of this programme the successful student will have knowledge and understanding of :
The Common Core skills for the children's workforce presented through teaching and learning then applied by students in a work based context.
The diversity, complexity and changing nature of childcare and education, and its effects on professionals in EY settings enriched through teaching, learning, assessment and reflection processes.
Planning for effective individualised learning, including gifted and talented and EAL learners; supporting special needs, monitoring and assessing learning and behaviour management in EY settings resulting from applying theory to practice and reflection on learning.
Effective teamwork and agencies involved in the support of children in EY settings, evident in reflective journals.
Design, management & implementation of the EY Curriculum, supported by work based mentor and evidenced through assessment.
The social statutory and organisational context of Early Years settings integral to most modules and experienced through professional practice.
Teaching / learning Methods: Students gain knowledge and understanding through:
Lectures introducing theories and factual evidence from which they can apply their practice.
Specialist guest speakers who provide case studies and practical examples.
Seminars which enable students to discuss ideas in greater detail and listen to the ideas/experiences of others.
Group work which provides opportunities to negotiate and collaborate.
Debate where ideas can be critically analysed and applied effectively to practice.
Case studies which reflect the ethos of this work based learning degree.
Assignments to practice the skills that are generated in the classroom and receive feedback on progress,
Reflection on work practice to support the processes of applying theory to practice.
Practical experience to build personal, social and employability skills and a basis from which to apply theory to practice.
Assessment methods Student’s knowledge and understanding is assessed by:
Written assignments
Presentations
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Case Studies
Seminar presentations
B. Cognitive (thinking) skills: On completion of this programme the successful student will be able to:
Identify and consider a range of perspectives on learning theories and apply to childcare and educational practices.
Produce a reasoned argument and be able to express independent view points;
Analyse own learning and practice and recognise areas for development;
Identify required levels of professional subject and skills requirements and prepare action plans in order to meet these requirements;
Identify priorities and potential risk when working with children;
Relate educational and learning theories to the support of teachers and effective learning management.
Teaching / learning Methods: Students gain knowledge and understanding through:
Lectures introducing theories and factual evidence from which they can apply their practice.
Specialist guest speakers who provide case studies and practical examples.
Seminars which enable students to discuss ideas in greater detail and listen to the ideas/experiences of others.
Group work which provides opportunities to negotiate and collaborate.
Debate where ideas can be critically analysed and applied effectively to practice.
Case studies which reflect the ethos of this work based learning degree.
Assignments to practice the skills that are generated in the classroom and receive feedback on progress,
Reflection on work practice to support the processes of applying theory to practice.
Practical experience to build personal, social and employability skills and a basis from which to apply theory to practice.
Assessment methods Student’s knowledge and understanding is assessed by:
Written assignments
Case Studies
Individual and group presentations
C. Practical skills: On completion of the programme the successful student will be able to:
Present ideas coherently in a variety of written and oral forms;
Utilise ICT resources effectively to produce assignments, to research and to develop management skills;
Engage effectively in problem-solving activities in written assignments, independent study and in childcare and educational settings;
Participate and communicate effectively in groups in a variety of learning situations and to
Teaching / learning methods: Students learn practical skills through:
Work practice where students will be supported by work based mentors who will give feedback on their practice.
Work shops where students will get the opportunity to practice developing skills in a simulation situation and receive peer and tutor feedback on performance.
Practical lessons where students will get the opportunity to practice developing skills in a simulation situation and receive
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different audiences;
Apply skills such as observation and interviewing in childcare; and
Relate and apply learning teaching strategies to EY concepts.
peer and tutor feedback on performance.
Observation is a valuable tool for building students confidence especially in areas that have been challenging in the past.
Seminars enable students to develop the ideas presented in the lectures and especially for work based learning apply these ideas to specific incidents in practice.
Assessment methods Student’s practical skills are assessed by:
Written assignments
Individual and group presentations
Reflective accounts of work practice
D. FdA Graduate Skills: On completion of this programme the successful student will be able to:
Recognise own strengths and weaknesses in learning effectiveness through processes of of reflection and personal and professional action planning.
Show increased organisational skills with an Understanding of learning theories and Reflection, culminating in increasing levels of autonomy.
Have sophisticated skills to learn independently in both familiar and unfamiliar situations.
To be an effective communicator with colleagues, families and external agencies.
Work as a team member collaborate, plan and fulfil agreed responsibilities.
Use resources available to interpret and use numbers and data.
Teaching / learning methods: Students learn graduate skills through:
Lectures where vital theories, legislation policies relating to the work place will be presented.
Specialist guest speakers who will embed the required employability skills into lectures and increase aspiration.
Workshops through which students can practice their academic, social, personal and employment skills and receive peer and tutor feedback and guidance.
Seminars provide opportunities for students to listen to the experiences of others picking up ideas that they can apply to their own practice.
Group work is valuable for developing skills of negotiation, analysis, communication and working with others.
Reflection provides rich opportunities to apply theory to practice and critically analyse situation to develop and improve practices.
Feedback from tutors builds confidence and motivation and is vital for progress.
Assessment methods Students graduate skills are assessed through all assessed work.
12. Programme structure (levels, modules, credits and progression requirements) throughout hand book.
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12. 1 Overall structure of the programme
Overall structure of the programme - Foundation Degree in Teaching & Learning Support. The curriculum models for year 1 and 2 of this work based learning degree is contained in this hand book together with all details about teaching, learning and assessment. The programme will take place over two years, teaching, learning and assessment is completed over 33 weeks each year. There is two reading weeks the dates of which are contained in the course calendar. All modules are compulsory and vary in the amount of credit available this is reflected in the weighting of assessment. All parts of each module assessment must be passed to successfully complete the course. Teaching, learning and assessment of each module will include lectures, seminars, group discussions, presentations, group work such as research activities. Guest speakers who are especially selected because of their specialist knowledge and skills will enrich teaching and learning on this programme. Each college day is a Wednesday it will begin at 1.30pm and finish at 7.30pm, with 10 guided learning hours per credit.
COMPULSORY PROGRESSION REQUIREMENTS
Students must take all of the following: FTLS:4:1 FTLS:4:2 FTLS:4:3 FTLS:4:4 FTLS:4:5
Completion and attainment of all learning outcomes.
COMPULSORY PROGRESSION REQUIREMENTS
Students must take all of the following: FTLS:5:1 FTLS:5:2 FTLS:5:3 FTLS:5:6 FTLS:5:7
Completion and attainment of all learning outcomes.
13. Curriculum map
Please see curriculum map in this handbook.
14. Information about assessment regulations
This programme follows Middlesex University Academic Regulations. In addition, the programme requires that in order to progress you need to have met the attendance requirements as outlined in the Module Handbook. Assessment helps both you and the staff to understand the level you are at and demonstrate your ability to progress to a higher level. Within each module multiple assessments will be aggregated to form the overall mark. Support and advice from teaching staff is available to assist in working towards all assessments. All students must submit assessments as hard copy with the appropriate front sheets fully completed. Failure to do so will result in your assessment being returned to you unmarked.
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15. Placement opportunities, requirements and support (if applicable)
Students on this programme will generally be expected to be working in the sector in paid employment or as a volunteer, support will be given to find placements for students as required. Working with children in Key Stage 1 and 2 is an integral part of this Foundation Degree as it supports the integration of theory with practice.
16. Future careers (if applicable)
Those that have successfully achieved a Foundation Degree in Teaching and Learning Support, which is sector endorsed, can progress to achieve Early Years’ Professional Status and will therefore meet the Government target of ensuring each Early Year’s setting has a graduate leader. The nature of foundation degrees mean that they have a strong emphasis on work based learning and so make a graduate recruit attractive to an employer as you will have insight and preparation for the world of work and can apply the necessary skills immediately.
17. Particular support for learning (if applicable)
Cardinal Newman College has many strategies for supporting its students effectively. All module tutors will offer the highest level of support and college has a vibrant additional learning support department with highly motivated staff who have specialist knowledge and skills of student support. The library holds an extensive range of curriculum related resources and the library team are highly skilled in supporting students to access these and use them effectively. Online reference resources and journals are available’ All Cardinal Newman College staff are available via email please see communication section of this handbook. Embedded in the early modules of the course will be a process of induction and ensuring that you are aware of all of the support available in addition to an introduction to the skills required to be successful on a foundation degree.
18. JACS code (or other relevant coding system) JACS code (or other relevant coding system) Learning Aim Reference Number for Teaching & Learning Support 00246400
19. Relevant QAA subject benchmark group(s) Relevant QAA subject benchmark group(s) Quality Assurance Agency (QAA) Quality Code for HE part A, B, C. QAA Subject Benchmarks for Early Childhood Studies and Education Studies.
20. Reference points Middlesex University Learning and Quality Enhancement handbook (LQEH) Quality Assurance Agency (QAA) Quality Code for HE part A, B, C. QAA Subject Benchmarks for Early Childhood Studies and Education Studies. FHEQ Framework.
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21. Other information
Students will be required to complete and be granted a successful DBS and meet the specific requirements of the relevant curriculum at the beginning of each year of the Foundation Degree.
Please note programme specifications provide a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve if s/he takes full advantage of the learning opportunities that are provided. More detailed information about the programme can be found in the rest of your programme handbook and the university regulations.
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This section shows the highest level at which programme outcomes are to be achieved by all graduates, and maps programme learning outcomes against the modules in which they are assessed.
Knowledge and Understanding Practical Skills
A1 The Common Core skills for the children's workforce C1 Present ideas coherently in a variety of written and oral forms
A2 The diversity, complexity and changing nature of education, and its effects on professionals in schools
C2 Utilise ICT resources effectively to produce assignments, to research and to develop management skills
A3 How pupils learn and the National Curriculum C3 Engage effectively in problem-solving activities in written assignments, independent study and in educational settings
A4 Planning for effective individualised learning, including gifted and talented and EAL learners
C4 Participate and communicate effectively in groups in a variety of learning situations and to different audiences
A5 Supporting special needs, monitoring and assessing learning and behaviour management within schools
C5 Apply skills such as observation and interviewing in childcare
A6 Effective teamwork and agencies involved in the support of children in schools
C6 Relate and apply learning teaching strategies to educational concepts
Cognitive Skills Graduate Skills
B1 Identify and consider a range of perspectives on learning theories and apply to educational practices
D1 Recognise own strengths and weaknesses in learning effectiveness and become a reflective learner
B2 Produce a reasoned argument and be able to express independent view points
D2 Organise own learning and display increasing levels of autonomy
B3 Analyse own learning and practice and recognise areas for development
D3 Learn independently in familiar and unfamiliar situations
B4 Identify required levels of professional subject and skills requirements and prepare action plans in order to meet these requirements
D4 Communicate effectively
B5 Identify priorities and potential risk when working with children D5 Work as a team member, collaborate, plan and fulfil agreed responsibilities
B6 Relate educational and learning theories to the support of teachers and effective learning management
D6 Use resources and time effectively, interpret and use numbers and data
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Programme Outcomes
A1 A2 A3 A4 A5 A6 B1 B2 B3 B4 B5 B6 C1 C2 C3 C4 C5 C6 D1 D2 D3 D4 D5 D6
Highest Level Achieved by all Graduates
5 5 5 5 4 5 5 5 5 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5
Module Title Module code A
1
A2
A3
A4
A5
A6
B1
B2
B3
B4
B5
B6
C1
C2
C3
C4
C5
C6
D1
D2
D3
D4
D5
D6
Study Skills for Effective Work-Based Learning
FTLS: 4-1
/ / / / / / / / / / / / / / /
Work-based Research Proposal
FTLS: 4-2 / / / / / / / / / / / / / / / / /
The Developing Child
FTLS: 4-3 / / / / / / / / / / / / / / / / /
Effective Leadership FTLS:4-4
/ / / / / / / / / / / / / / / / / / /
Supporting National Curriculum Delivery.
FTLS: 4-5 / / / / / / / / / / / / / / / / / / / /
Safeguarding, Working with Families and Professionals
FTLS:5-2
/ / / / / / / / / / / / / / / / / /
Inclusive Education
FTLS:5-1 / / / / / / / / / / / / / / / / / / / / / /
Work Based Learning Project
FTLS:5-3 / / / / / / / / / / / / / / / /
Social Pedagogy FTLS:5-4 / / / / / / / / / / / /
Understanding and Managing Human Behaviour
FTLS:5-5
/ / / / / / / / / / / / / / / / /
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Grading Criteria Level 4
Grade FAIL D C B A
Mark 0 - 19 20 - 30 31 - 39 40 - 49 50 - 59 60 - 69 70 - 79 80 - 100
Knowledge & Research
Knowledge is inaccurate or very superficial with no evidence of research.
Knowledge is superficial, with inadequate research.
Some superficial awareness. Some evidence of research.
Some relevant knowledge and research, but limited.
There is broad awareness of issues but with gaps. Research used is based on standard texts only.
Sound knowledge demonstrated, good evidence of research.
Comprehensive and detailed knowledge, with substantial evidence of research.
Extensive, current and detailed knowledge demonstrated with substantial evidence of research.
Views Expressed
Sweeping and unsubstantiated statements and/or personal opinions with no arguments given.
Arguments not developed and/or illogical. Majority of views unsubstantiated.
Some views expressed, but lacking in evidence or structure.
Arguments given but lacking coherence at times. Limited supporting evidence.
Views expressed but lacking in depth and scope. More supporting evidence required.
Own views clearly stated with substantiating evidence. Evidence used to support propositions.
Arguments clearly articulated with a balance of views. Evidence of original thinking. Evidence well selected and relevant.
Sophisticated views expressed, supported by well-chosen and wide-ranging research. Convincing evidence of originality of thought.
Analysis
No attempt at analysis. No conclusions drawn. No linkage to practice.
Piece descriptive and any analysis is of poor standard. No satisfactory conclusions drawn. No linkage to practice.
Piece generally descriptive and lacking in depth. Some valid points made but little analysis. Limited conclusions drawn. Links to practice are inadequate.
Tendency to description. Analysis limited to some sections only e.g. conclusion. Some relevant points made. Some attempt to link to relevant practice.
Some analysis and questioning of assumptions. Awareness of significance of research findings. Links made to current practice.
Analysis is consistent throughout. Understanding shown of relevance of research findings. Good links made to current practice.
Few assumptions made. Awareness of limitations of findings acknowledged. Analysis often probing. Conclusions well thought through.
Analysis consistent, accurate and perceptive. Research findings embedded in text. Conclusions are relevant and thought provoking and link with practice.
Language
Complete absence of academic style e.g. uses of slang etc. no references given.
Language used is confused, simplistic or irrelevant. Referencing inadequate or inappropriate.
Mostly comprehensible, but language is anecdotal rather than academic. References limited.
Generally comprehensible but not academic in style. Some referencing used.
Generally academic in style. References used are relevant.
Clearly, accurately and academically expressed. References well selected and appropriate.
Concise and academic in style. Choice of vocabulary appropriate to subject and level. References well selected and used with care.
Sophisticated language used, references well integrated into text and provide strong support for arguments used. Worthy of publication.
Organisation
No discernible structure, work generally displays lack of care, effort and commitment.
Generally disorganised. No rationale given. No structure to assignment.
Some attempt to select relevant material, but lacking in consistent organisation.
Work is structured. However poor linkage in some places. Some repetition of thoughts and material.
A logical structure to work, although occasional repetition. Some attempt to formulate coherent argument.
Clear logic to structure and arguments well formulated.
Each section relates logically to next. Clear process of thought and analysis development.
Work is presented, argued, analysed and evaluated in a highly coherently manner.
Assessment by Presentation
No preparation apparent. Presentation skills lacking. Resources inadequate No respect for audience.
Little preparation. Few presentation skills displayed. Poor resources. Little attempt to engage audience.
Limited preparation. Poor presentation skills. Limited resources. Some attempt to engage audience.
Some preparation. Limited presentation skills. Some resources. Some attempt to engage audience.
Satisfactory preparation & presentation skills. Some confidence in delivery. Adequate resources. Some engagement.
Generally well prepared and presented with confidence. Interaction with audience. Well prepared and relevant resources.
Well prepared and presented with confidence. Good supporting resources with evidence of research.
Well prepared and presentation is visually and aurally impressive. Excellent resources. Excellent interaction with audience and deals with all questioning with confidence and knowledge.
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Module Title
Study Skills for Effective Work-Based Learning.
Short Code FTLS:4-1 Credit points
20 Module Level
4 Delivery Dates
Term 1 September 2015 – December 2015
Module Leader
Kathy Salisbury Cardinal Newman College 01772 460181 (2240) [email protected]
Aims
This module offers an introduction to the tools needed for personal and academic development in order to achieve at foundation degree level. It seeks to support the development of students understanding of the expectations of study at level 4, and the skills and tools required for effective work based learning.
Learning Outcomes - On completion of this module the successful student will be able to…
LO 1 – To reflect on personal learning and development and to explain theories of learning and the influence of learning styles. LO2 – To show effectiveness of academic, personal and employment skills pivotal to work based learning. LO3 – To evaluate the respective strengths and weaknesses of a range of texts used in their practice.
Syllabus
Teaching and learning will focus on exploring the role of reflective journals in work based learning and constructing personal development plans and how they aid development and progress in the work place and learning environment. Theories of learning such as Blooms Taxonomy will be introduced, and the influence of different learning styles on learning and development students will be encouraged to reflect on the influences on their learning over time highlighting critical incidents in their learning, analysing the impact of these. Students will have the opportunity to develop their skills of note taking, essay planning and construction, report writing, writing a reflective journal, introduction to research skills, planning and time management, critical thinking and constructing arguments in text and proof reading and select examples from practice to evaluate.
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Learning, teaching and assessment strategy
Teaching learning and assessment will involve lead lectures to introduce the theoretical framework
of learning (LO1) which will be then used with students in smaller groups on interactive tasks to
explore learning, the influences on learning, and reflect on their own learning experiences and those
of others. Individually students will construct a Personal Development Plan through reflective
processes and consider ways to evaluate these. (LO2) Specialists in the field of learning will be
utilised through lectures, question and answer sessions and work-shops to support student’s skills of
constructing different types of text, the focus being on experiential learning and there will be
opportunities to apply knowledge and techniques to subject specific structured activities which will
be supported by a range of resources including a range of E-learning resources. (LO3).
Assessment Weighting
LO 1 – A reflective learning journal, 1000 words - (25%) LO2, LO3 - A personal learning and development plan, 2,000 words - (75%)
Learning Materials
A reading list for this unit will be available on line on Moodle via www.cardinalnewman.ac.uk
Bedford, D. & Wilson, E. (2006) Study Skills for Foundation Degrees. London: Fulton Bolton.G. (2014) Reflective Practice: Writing and Professional Development 4th Ed: Sage Cottrell, S. (2005) Critical Thinking Skills: Developing Effective. Analysis and Argument (Palgrave Study Guides). Palgrave Macmillan. Cottrell, S. (2003) The Study Skills Handbook 2nd Edition. Palgrave Macmillan Basingstoke. Greetham, B. (2001) How to Write Better Essays: Palgrave Macmillan. Pears.R. Shields. G. (2013) Cite them Right: The Essential Referencing Guide. Palgrave Macmillan. Van Brink-Budgen, R (2010) Critical Thinking for Students: Learning the Skills of Analysing, Evaluating and Producing Arguments. How To Books Ltd, Oxford.
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Module Title Work based Research Proposal
Short Code FTLS: 4-2 Credit points
15 Module Level
4 Delivery Dates
Term 2 Jan 2016 – June 2016
Module Leader Kathy Salisbury, Cardinal Newman College 01772 460181 (2240) [email protected]
Aims
To develop student knowledge and skills of key features of research and work based learning. To introduce ethical issues that may arise from work-based learning and carrying out research in settings and facilitate student’s analysis of the potential impact of this. To support students to use their developing knowledge and skills to plan a clear work-based study, based on some aspect of their own practice and development needs and in doing so to negotiate a three-way learning agreement which meets the needs of the student, their employer/setting and the Foundation Degree. Through the negotiating process students will develop a sense of cohesion as worker learners and as critical reflective practitioners.
Learning Outcomes On completion of this module the successful student will be able to…
LO1 – To produce a research proposal for a work-based study focusing on an aspect of learning related to the relevant curriculum. L02 – To predict potential ethical issues arising from this particular study. LO3 – To justify the approaches recommended in the research proposal. L04 – To propose the ways in which this study will involve working autonomously yet collaborating with others in order to develop practice
Syllabus
Student’s own work-based learning goals, personal, professional and employability are used as the basis of their exploration of what it means to be a work-based learner; the principles of work-based learning; experiential learning; designing a study programme; evaluation and reflection upon work-based learning goals. Teaching and learning will introduce basic principles of research and research models to utilise in their work based research proposal. Demonstrate the ability to produce a proposal for a coherent programme of work-based study, emerging from their practice, select and justify approaches to the identified programme and to consider any ethical issues arising. Students will demonstrate how the plan will involve working and learning autonomously yet collaborating with others to develop their practice.
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Assessment Weighting
Formative assessment LO1 – A 10 minute presentation - (25%) Summative assessment LO2, LO3, LO4 - A Research Proposal 1500 words - (75%)
Learning Materials
A reading list for this unit will be available on line on Moodle via www.cardinalnewman.ac.uk
Best, B. & Thomas, W. (2012) The Creative Teaching & Learning Resource Book. Bloomsbury Clough, P. & Nutbrown, C. (2007) A Student’s Guide to Methodology, London: Sage Publications Ltd Forsyth, P. (2008) How to Write Reports & Proposals 2nd Edn, London: Kogan Page Ltd Helyer Ruth (2010) The Work-Based Learning Student Handbook (Palgrave Study Skills) Palgrave Macmillan Lowe, M. (2007) Beginning Research. A Guide for Foundation Degree Students. London: Routledge. Machi, L & McEvoy, B. (2009) The Literature Review, London: Sage Ltd Mukherji.P. Albon.D. Research Methods in Early Years 2nd Ed. Sage Raelin, Joseph A (2008) Work based Learning: Bridging Knowledge and Action in the workplace. CA Jossey-Bass Silverman, D. (ed.) (2004) Qualitative Research: Theory, Method and Practice. London: Sage Ltd Walker.R. Solvason.C. (2014) Success with your Early Years Research Project. Sage Ltd.
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Learning, teaching and assessment strategy
Teaching and learning will be interactive involving some lectures to impart the theoretical aspects of this module (LO2, LO3). Individual work such as small scale research projects will facilitate the development of ICT skills, referencing and confidence in seeking out reliable sources. Individual and group presentations enable students to practice employability skills and construct arguments and make predictions using published text (LO3, LO4). Group activities will encourage the development of peer assessment (LO1). Seminars useful to support learning to all LO will empower students to reflect on the different aspects of their practice in order to facilitate an emerging research proposal that is linked with some aspect of learning within the relevant curriculum. Students will identify their work-based learning goals, negotiate with their employers their proposal ideas, then refine and agree these with the module tutor (LO1,2,3,4)
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Aims
This module aims to build upon student’s current knowledge of stages and sequences of child development from 0-7 years old. The module will focus on the theories of child development and how professionals/parents/guardians can enhance the physical, cognitive, cultural, social and emotional growth and development of children. Through personal experience, research and application of learning theories and how they apply in practice, students will be able to share best practice models. It enables learners through theoretical knowledge and understanding to identify positive and negative influences that impact upon holistic development including the importance of play. The module explores how external and internal environments, interactions and relationships that take place in early childhood impact upon an individual’s long life learning. Both contemporary and historical psychological and sociological perspectives of child development will be analysed and discussed to enable the students to start to establish differences and begin to develop critical analysis.
Learning Outcomes - On completion of this module the successful student will be able to…
L01 - Describe theoretical models of child development. L02 - Identify the role of the practitioner and the parent/guardian and discuss how these roles impact on the development of young children. L03 - Explore the internal and external factors that impact on child development and consider the positive and negative effects on the child. L04 - Review the impact of early learning experiences and children’s play on their future developments.
Module Title The Developing Child
Short Code FTLS: 4-3 Credit points
25 Module Level
4 Delivery Dates
Term 1 Sept 2015 – Jan 2016
Module Leader Hayley Sommerville, Cardinal Newman College 01772 460181 (2240) [email protected]
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Syllabus
This module aims to research the historical context of childhood with an exploration of parenting styles and their impact on children’s development. Students will explore theories of child development perspectives of physical, cognitive, social and emotional growth and development of young children and how play impacts on a child’s holistic development. The role of the practitioner and the parent/guardian in supporting young children’s development will be studied and the impact of cultural, religious and environmental aspects on child development. There will be an investigation into the influences upon development within society, the external and internal environments and the interactions and relationships that take place in early childhood and their impact upon an individual’s learning and holistic development. Lifelong learning and the development of these skills will be included.
Learning, teaching and assessment strategy.
Learning and teaching to meet (L01) will be in the form of lectures to impart the theoretical aspects of this module. Group activities in seminars and whole class approach to share work-based experiences of the role of the practitioner (LO2). Students will be required to research and discuss own work-based experiences to explore factors that impact on child development (LO3). Lectures will form the basis for exploring early years experiences to enable students to review the impact of these and reflect on the impact the impact to their practice.
Assessment Weighting
LO1, LO2, LO3, LO4 – An article -2500 words – (100%)
Learning Materials
A reading list for this unit will be available on line on Moodle via www.cardinalnewman.ac.uk
Beckett, C & Taylor, H (2010) Human Growth & Development: 2nd Edition, London, Sage Bee, H. Boyd, D (2013) The Developing Child 13th Ed: Pearson Ed. Gray, C (2012) Learning Theories in Childhood London, Sage Publications. Lindon, J (2010) Understanding Child Development, 2nd Edition: Linking Theory & Practice, Oxon, Hodder Education. Lightfoot, C, Cole, M & Cole, S (2009) The Development of Children: 6th Edition, New York, Palgrave Macmillan. Smidt, S (2013) The Developing Child in the 21st Century: A global perspective on child development Oxon, Routledge.
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Aims
This module aims to develop the students awareness of vital self-management skills required of a work based learner working with children and explore what makes an effective leader. The focus will be on the understanding of and supporting the development of crucial practical skills of leading, supporting and working collaboratively and effectively with others in teams, with parents, carers and other professionals. The module will enable students to develop self-awareness of their leadership qualities and skills, their influence in teams, time management strategies and professional skills required for efficient planning and preparing and communication. Students will reflect on their use of interpersonal skills in practice, evaluating their communication
skills including the skills necessary to persuade and challenge ideas of others. Students will ruminate
the impact of their listening carefully to others and will evaluate their ability to reflect critically and
insightfully upon their own and others skills and views. To deepen student’s understanding of the
impact of self-management for leadership development, theories of leadership will be explored and
students will reflect on how different strategies and approaches impact on their working environment.
Learning Outcomes – On Completion of this module the successful student will be able to:
LO1 – Reflect on their current skills of leadership and self-management identifying strengths and areas for improvement and create an action plan for development. LO2 - Construct a case study from their practice to demonstrate the impact of leadership styles on the working environment. L03 – To evaluate their personal development of leadership knowledge and skills in the work place and study environment for the duration of this module using feedback from study and work place mentors.
Module Title Effective Leadership
Short Code FTLS: 4-4 Credit points
20 Module Level
4 Delivery Dates
Term 2 Jan 2016 – June 2016
Module Leader Justine Barlow Cardinal Newman College 01772 460181 [email protected]
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Assessment Weighting.
Formative assessment LO1, LO2, LO3, LO4 – A case study from current practice 1250 words – (50%) Summative assessment LO2, LO4 – Reflective Journal and action plan 750 words – (25%)
Learning Materials
A reading list for this unit will be available on line on Moodle via www.cardinalnewman.ac.uk
Adair J & Allen M (2003). The Concise Time Management and Personal Development, Thorogood Publishing Ltd London. Beckley, P. (2012) Learning in Early Childhood. London: Sage. Cottrell, S. (2005) Critical Thinking Skills: Developing Effective Analysis and Argument (Palgrave Study Guides). Palgrave Macmillan. Goleman, D. (1999) Working with Emotional Intelligence. London: Bloomsbury. Harris, A. Day, C. Hopkins, D. Hadfield, M. Hargreaves, A. and Chapman, C. (2005) Effective Leadership for School Improvement. London: Routledge Falmer Southworth, G. (2004) Primary School Leadership in Context: Leading Small, Medium and Large Sized Schools. London: RoutledgeFalmer. Miller, L. and Cable, C. (2011) Professionalism, Leadership and Management in the Early Years. London: Sage. Pound, L. (2005) How Children Learn: From Montessori to Vygotsky. London: Step Forward Publishing. Redd, J. (2012) Leadership in Early Childhood. Open University. Routledge C & Carmichael J. (2007) Personal Development and Managerial Skills, London, CIPD Southworth, G. (2004) Primary School Leadership in Context: Leading Small, Medium and Large Sized
Learning, teaching and assessment strategy.
Learning, teaching and assessment is focused on the understanding of and developing the crucial practical skills of leadership in particular team working, time management and efficient planning and preparing and communication. There will be a series of lectures including those from specialist practitioners who can support the skills of application of theory to practice (LO1). To deepen the understanding of the impact of self-management for leadership development, theories of leadership will be explored and students will reflect on their own practice discussing how different strategies and approaches impact on the working environment. This will take place through seminars, group activities, presentations and sharing ideas with peers in particular case studies from own current practices (LO1, LO2, LO3). Syllabus
The focus of this module is to support student’s reflections on their understanding of leadership and how it applies to their practice. The module will cover the concept of time management, planning and organising self, setting aims and objectives, teamwork and theory of teams, establishing ground rules, support and conflict within groups, performance management and motivation, strategic and critical thinking skills, effective communication, creative thinking and problem solving, foundations of decision making, an introduction to Professional and Statutory bodies and the concept of professionalism including the roles and responsibilities of professionals, ethics, privacy, confidentiality, anti-discriminatory practice - Equality Act (2010) and Health and Safety – The Health and Safety at Work Act.
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Schools. London: Routledge Falmer.
Module Title Supporting National Curriculum Delivery
Short Code FTLS: 4-5 Credit points
40 Module Level
4 Delivery Dates
Year 1 Sept 2015 – June 2016
Module Leader Hayley Sommerville Cardinal Newman College 01772 460181 (2240) [email protected]
Aims
This module aims to develop knowledge and understanding of the structure and function of the National Curriculum, and the complex ways in which children learn in through Key stage 1 and 2. Approaches to supporting the learning of children in groups or individually will be considered through processes of reflection, observation and group discussions. Students will explore theories of child development including cognitive, behavioural, psychoanalytical and humanistic. The concept of learning styles and their influence on child learning will be explored together with the relationship between language and learning. Students will maintain a reflective journal to gather evidence from practice which will demonstrate their developing awareness. Students will research the role of play in supporting learning and will provide examples from practice to support their learning. A range of other factors that may influence children learning will be evaluated including group dynamics, the National Curriculum, assessment for learning and support staff within the learning environment. The module will also examine the values placed on difference and the challenges facing practitioners in a diverse society. Students must promote equality of opportunity and anti-discriminatory practice and must ensure that every child is included and not disadvantaged. Legislation, key policies, national and local frameworks will be investigated throughout the module.
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Learning Outcomes - On completion of this module the successful student will be able to…
LO1 -Identify key legislation, policies and development relevant to practice. LO2-Analyse the implications of not adhering to policy and legislation in settings LO3-Discuss how personal practice upholds the concepts of anti-discriminatory and anti-oppressive practices LO4-Review the promotion of equality, diversity and rights in practice and how this encourages positive behaviour LO5-Demonstrate an in depth knowledge and application of the National Curriculum Framework LO6-Identify the role of professionals in establishing and maintaining positive relationships to meet children’s needs LO7-Undertake observation, assessment and record keeping of child progress/development to support children based on their individual needs and learning style preferences. LO8-Apply historical and contemporary theories of play to own practice.
Syllabus
This module will focus on the National Curriculum, in Key Stage 1 and 2 and the practitioner’s role in providing holistic environments for the children. The effective use of observation, assessment and planning will be explored and the impact of this, upon the development of the child, and to inform the development of the learning environment, and the theories of play, relationship building, learning and development both historical and contemporary will be explained. The link between establishing positive relationships and meeting the individual needs of children together with strategies that help forge and maintain relationships with children, families and other professionals will be investigated and upholding anti-discriminatory and anti-oppressive practice in settings/placement.
Learning, teaching and assessment strategy
Teaching, learning and assessment will include lectures that will provide the theoretical basis for this module, E Learning will be implemented to encourage further reading and independent research (LO1, 2) Class discussions and sharing of work-based experiences will enable students to meet the requirements of L03 and 4. Seminars, class activities with group discussions, independent research with presentations and group debates to practice skills of analysis and evaluation. Students will be encouraged to work independently using observations, assessment and reflection of children to demonstrate professional skills and knowledge of child development. (LO5, 6, 7,8) A range of E-learning resources will be used inside and outside the classroom to support learning and understanding and students will use their own reflections on practice and child observation studies from their workplace to contribute to discussion forums and critical analysis workshops (All LO).
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Learning Materials
A reading list for this unit will be available on line on Moodle via www.cardinalnewman.ac.uk
Blatchford, R. (2013) Taking Forward the Primary Curriculum: Applying the 2014 National Curriculum for KS1 and KS2. John Catt Educational Ltd Bold, C. (2011) Supporting Learning and Teaching. Routledge Cortvriend, V. (2008) Advanced Early Years: For Foundation Degrees and Levels 4/5, 2nd edition. Heinemann Doherty, J. (2013) Child Development: Theory and Practice 0-11. Pearson Glazzard, J. (2015) Teaching and Supporting Children with Special Educational Needs and Disabilities in Primary Schools. Learning Matters Graf, M. (2009) The Teaching Assistant's Guide to Understanding and Supporting Learning. Continuum International Publishing Group Ltd Hryniewicz, L. (2012) Teaching Assistants: The Complete Handbook, 2nd Edn. Abingdon: Adamson Jones,P. Walker,G. (2011) Children’s Rights in Practice, London, Sage Pritchard, A. (2009) Ways of Learning, Learning Theories and Learning Styles in the Classroom, Abingdon: Routledge Oliver.B. Pittt, B. (2011) Working with Children, Young People and Families Exeter, Learning Matters Thompson, N. (2003) Promoting Equality, Challenging Discrimination and Oppression, London, Palgrave McMillan Shurville Publishing (2013) The 2014 Primary National Curriculum in England: Key Stage 1&2 Framework. Shurville Publishing LTD Tassoni, P. (2015) Supporting Children with Special Needs: A Penny Tassoni Handbook. Hodder Education Trodd.l. Goodiff,G. (2009) Working with Parents in Early Childhood Settings London, Sage Publications Walton, A. Goddard, G. (2009) Supporting Every Child Exeter, Learning Matters Walton, A (2011) Supporting Every Child. Learning Matters Willan, J. Parker-Rees, R & Savage, J (2007) Early Childhood Studies: Second Edition, Exeter, Learning Matters http://eyfs.org/ http://www.education.gov.uk/
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LEVEL 5: Generic Assessment Criteria
Grade FAIL Pass Pass Merit Distinction Distinction
Percentage 0 - 29 30 - 39 40 - 49 50 - 59 60 - 69 70 - 79 80 - 100
Focus of assignment & achieving learning outcomes
Failed to answer question set and failed to meet learning outcomes.
Failed substantially to address the question and learning outcomes.
Some sense of focus but lacks clear definition. Learning outcomes met superficially.
An appropriate focus that is reasonably well substantiated. Learning outcomes met adequately.
Clear and appropriate focus. Learning outcomes met competently.
A sharply defined focus that is sustained throughout. Learning outcomes fully met.
A sharply defined focus that is sustained throughout. Learning outcomes fully met.
Use of literature
Little or no evidence of reading knowledge demonstrated.
Some evidence of reading. Not well integrated into the body of the work.
Knowledge of literature beyond core text. Literature used accurately and descriptively.
Some knowledge of the extent of the literature. Key authors cited. Reading and research connected to argument.
Literature used to good effect in the work to support argument. Knowledge of theory / research in the field.
Considered use of literature to substantiate views. Knowledge of current research evident.
Carefully selected references, including primary sources interwoven with analysis and own views.
Knowledge & understanding
Inadequate grasp of the main concepts with inaccuracies.
Knowledge is superficial with some inaccuracies and little understanding.
Broad knowledge and some understanding of key theories and concepts.
Sound knowledge and understanding of key theories and concepts.
Detailed knowledge and understanding of the major theories and concepts via a variety of ideas within a variety of contexts.
Comprehensive and detailed knowledge and understanding of the major theories and concepts via a variety of contexts and frameworks.
Comprehensive and detailed knowledge and understanding of the major theories and concepts and able to use it in a creative way.
Analysis, Argument & Reflection
Descriptive. Views are sometimes illogical / contradictory. Generally made with little or no evidence. Conclusions lack relevance.
Descriptive in nature. Opinion rather than argument with scant evidence. Conclusions superficial or unconvincing.
Some issues identified within areas. An emerging awareness of different stances. Evidence used although not always carefully selected. Some valid conclusions.
Key issues identified and considered within given areas. Recognition of stances. Evidence is used to support the argument. Valid conclusions.
Analysis clearly evidence within given areas. Explicit account made of other stances. Logical argument supported by a range of evidence. Sound conclusions.
Analysis is a consistent feature, moving beyond the immediate context. A balanced, cogent argument is formulated with carefully selected evidence. Conclusions are convincing.
A convincing, coherent, well-supported argument with good awareness of the limitations of the study. Significant conclusions. Evidence of originality emerging.
Clarity of expression & academic style
Absence of academic style / conversation. Non-standard English used. Incoherent.
Expression lacks coherence. Language used is simplistic.
Generally coherent. Comprehensible with some lapses of expression. A sense of academic style.
Coherent and well- structured with academic style. Effective use of language.
Succinct expression and confident in style. Good use of academic language.
Reflective and academic style evidence. Language used is sharp, clear and expressive.
Critical use of language demonstrated. Strong academic style evident. Expression is mature and appropriate.
Integration of Theory & Practice
Poor or absent integration of theory to practice. Inability to recognise that theory and practice are related.
Limited integration of theory to practice with some inaccuracies.
Accurate application of theory and practice.
Accurate and adaptive in application of theory to practice.
Integrates theory and practice, acknowledging limitations.
Inter-relates theory and practice and increasingly complex situations.
Inter-related theory with practice applying independent and creative thought in novice situations.
Organisation & Presentation
No clear structure. Careless or confusing presentation. Academic conventions are not observed.
Structure is inconsistent and not always clear. Presentation is not careful enough to support the study. Academic conventions not always observed.
A clearly discernable structure. Presentation is sound and academic conventions are observed.
A clear and fluent structure. Presentation is sound and academic conventions are followed consistently.
Succinctly structured work. Presentation is effective and academic conventions are observed consistently.
Clear, logically structured work. Presentation is effective.
A logical and systematic development. Presentation is effective and emerging personal style.
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Aims This module aims to develop student’s awareness of the principles underpinning inclusive education within their practice and provide students with an overview of current legislation relating to the provision for Special Educational needs provision and inclusion. The module will explore policies and procedures relating to inclusion and implications of theory on practice. Students will reflect upon their own practice and identify areas for personal development in terms of their inclusive knowledge and skills.
Learning Outcomes- On completion of this module the successful student will be able to… LO1 – Ability to explain the concept of inclusive education. LO2 - Evaluate inclusive legislation and the provision for Special Educational Needs, with reference to the Equality Act 2010. LO3 - Analyse the implications for support staff of an inclusive approach in Early Years. LO4 - Critically analyse the role of integrated working within a multi-professional approach including the parent/carer in supporting inclusion. LO5 - Show effective implementation of work based policies and practices relating to inclusion. LO6 – Construct detailed reflections from practice exploring strategies used to overcome specific barriers.
Module Title Inclusive Education
Short Code FTLS: 5-1 Credit points
20 Module Level
5 Delivery Dates
Term 1 Sept 2016 – Jan 2017
Module Leader Hayley Sommerville, Cardinal Newman College, 01772 460181 (Ext:2240) [email protected]
Syllabus This module will include exploring the concept of inclusion, diversity and equality and the theoretical perspectives related to this. Current legislation impacting on practice relating to inclusion will be studied in particular how the requirements for respecting the protected characteristics of the Equality Act (2010) influences student’s own practice and work places. The contemporary principles, policies and procedures of inclusive practice will be studied embracing the skills required for and benefits of team working, a multi-agency approach and parental/carer participation. The module will also focus on identifying and meeting the individual needs of all children, the range of support strategies available for inclusive practice including nurturing gifted and talented children.
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Learning, teaching and assessment strategy Teaching, learning and assessment will facilitate students to gain a deeper awareness of the notion of inclusion in early Years practice and the implications of this approach to their own practice. Formal lectures will take place that present the theory of inclusive education including the historical emergence of this policy. (LO1, 2, 3) Individual student case studies, observations and reflections from their practice will form the basis of seminars, group activities, debates, discussions and peer evaluations (All LO). Students will be encouraged to adopt active learning in these sessions and contribute positively to learning. Guest speakers will include specialist practitioners including health care professionals who will provide further dimensions on conditions integral to inclusion (LO3, 4, 6).
Assessment Weighting Formative assessment LO3, LO4, LO5 & LO6 – A 15 minute presentation – (60%) Summative assessment LO1, LO2 & LO4 – A 2000 word report – (60%)
Learning Materials
A reading list for this unit will be available on line on Moodle via www.cardinalnewman.ac.uk Cline, T. and Frederickson N. (2009) Special Educational Needs and Diversity, 2nd Edn, Maidenhead: McGraw-Hill Education Hodkinson, A. and Vickerman, P. (2009) Key Issues in Special Educational Needs, London: Sage Publications Martin-Denham .S. (2015) Teaching Children and Young People with Special Educational Needs and Disabilities. Sage. MacBlain.S. Long. L. Dunn.J (2015) Dyslexia, Literacy and Inclusion: Sage. Nutbrown. C. P. Clough, Atherton. F (2013) Inclusion in the Early Years, 2nd Ed. Sage Publications Pavey. B. Meeham. M. Davis. (2013) The Dyslexia Friendly Teachers Toolkit. Strategies for Teaching Students 3-18: Sage Publications. Spooner, W. (2011) The SEN Handbook for trainee teacher, NQTs and teaching assistants.
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Aims This module aims to explore the underlying principles of legislative and regulatory frameworks and procedures
relating to the rights of children and families as well as issues relating to confidentiality. The concept of
safeguarding and child protection will be examined and the problematic nature of the phrase ‘at risk’.
Contemporary strategies for protecting children from harm, preventing impairment and ensuring setting
practices are safe, efficient and consistent will be evaluated. Situations that may arise in practice that can be
detrimental to the care of a child will be investigated together with strategies for supporting families. Students
will understand how to provide information about suspected abuse whilst adhering to confidentiality policies
and distinguish between evidence directly observed and information gathered from other reliable sources.
Promoting effective relationships between children, parents and carers and professionals will be studied whilst
valuing diversity – roles, norms and cultural aspects. To examine a range of specialist support agencies and
multi-agency working, reviewing the roles of different professionals within statutory and voluntary services. To
consider the implications of working within a multi-agency team and to know how effective lines of
communication can be made between different professionals and organisations within children’s services.
Syllabus This module with include exploring the concept of safeguarding and the notion of child protection - the rights of the child and the responsibilities of the carer. Students will investigate organisations to support parents and carers and current legislation and procedures relating to the protection and welfare of children. The Common Assessment Framework and strategies for information sharing in line with the requirements of current legislation and procedures and strategies to promote effective partnerships with parents and carers and the implications for multi-agency working including understanding issues related to collaborative working in a multi-agency team.
Learning Outcomes on completion of this module successful students will…. LO1 – Apply the relevant regulatory and legislative framework, including children and families, children’s rights and carer’s responsibilities to your own practice. LO2 – Construct reflective text on key legislation relating it to information sharing in your practice and the sharing procedures adopted in your workplace and how records of children are kept and managed. LO3 – Evaluate the roles of external agencies working within children’s services and the potential problems that may arise when working as part of a multi-agency team;
Foundation Degree in Teaching and Learning
Support. Year 2 Level 5
Module Title Safeguarding, working with Families and Professionals
Short Code FTLS:5-2 Credit points
20 Module Level
5 Delivery Dates
Term 1 Sept 2016 – Jan 2017
Module Leader Tegan Walsh, Cardinal Newman College 01772 460181 (2240) [email protected]
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LO4- Show effectiveness by recommending ways in which children can be supported using the key areas of the Children’s and Families Act 2014. LO5 - Solve theoretical and practical problems that are likely to occur when working with children, parents and other professionals. LO6 – Critically analyse factors that can impact on a parent or carer’s capacity to look after a child and the
strategies and organisations that can support the parent / carer and child.
Assessment Weighting Formative assessment LO1, LO2, LO3, LO4- A role play - (40%) Summative assessment LO5, LO6 & LO7 – A 1500 word essay – (60%)
Learning, teaching and assessment strategy Teaching and learning will utilise lectures to provide students with the necessary theory to successfully complete
this module (LO1, 2, 4) Guest speakers will be integral to teaching, learning and assessment to ensure it is
current and is effective to support students to show effectiveness in their work place when implementing the
Safeguarding policy. Opportunities for an interactive approach to learning will be valuable for students to
develop confidence in the area of safeguarding such as seminars, group reflections and peer discussions. E
Learning will include opportunities for further reading and research activities that support deeper understanding
of the concept of safeguarding including its historical emergence. (LO 1, 3, 4, 5) Reflections, observations and
case studies from professional practice as well as contemporary issues emerging from news items will form a
central part of teaching and learning.
Learning Materials A reading list for this unit will be available on line on Moodle via www.cardinalnewman.ac.uk Edmund, N. & Price, M. (2012) Integrated Working With Children and Young People Supporting Development From Birth to 19. London: Sage Hughes.L. (2009) Good Practice in Safeguarding Children: Working Effectively in Child Protection: Kingsley Lindon. J. (2012) Safeguarding and Child Protection: 0-8 Years, 4th Ed: Linking Theory and Practice. Hodder, Munro. E. (2008) Effective Child Protection 2nd Ed. Sage. Powell.J. Uppal. E. (2102) Safeguarding Babies and Young Children: A Guide for Early Years Professionals. Hodder Reid. J. Burton. S. (2013) Safeguarding and Protecting Children in the Early Years. Hodder.
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Foundation Degree in Teaching & Learning Support.
Year 2 Level 5
Module Title Work Based Learning Project
Short Code FTLS: 5-3 Credit points
40 Module Level
5 Delivery Dates
Term 1 & 2 Sept 2016 - June 2017
Module Leader Kathy Salisbury, Cardinal Newman College 01772 460181 (2240) [email protected]
Aims The rationale, aims and objectives of this module are detailed by students in a ‘Project Proposal’. It follows that this module will be unique in terms of its aims. The primary aim is to undertake a project which will have a useful outcome for a specific work-based activity. All students will be required to maintain a learning journal during the course of their project.
Learning Outcomes On completion of this module the successful student will be able to… LO1 – Construct a plan and justify the need for its implementation of a work based project. L02 – Critically analyse the potential usefulness of the project and justify the approaches recommended. LO3 - Produce a work based learning project rooted in Key Stage 1 and 2 which effectively reflects the use of sources of knowledge and evidence. LO4 - Evaluate information generated and make recommendations for adaptations or alterations to current practices. LO5 – Ability to show effectiveness in self-appraisal of own strengths and the challenges throughout this
project generated from a detailed reflection.
Syllabus This module will focus on supporting students to plan for and write a project proposal and project report; and a programme of supervised activities designed to fulfil the project proposal within the workplace work to meet specific objectives agreed between workplace, college tutor and student.
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Learning, teaching and assessment strategy Teaching and learning will focus on supporting students self-management skills, toward their autonomy as they
are expected to effectively demonstrate they can organise their studies, work independently be self- managing
to reflect the nature of their work based situation, its constraints, the goals to be addressed, and their personal
learning and work styles (all LO). There will be a coherent programme of supervised work activities to support
students with the development of their project. The module tutor will conduct seminars and work-shops where
students can share their ideas, and discuss their progress including reflecting on their learning throughout the
research project. (LO1,2,3,4) 1:1 tutorials will be held so students can demonstrate their progress and receive
specific guidance, and gain ideas for self -appraisal (LO1,2,3,4,5). Tutor visits into the workplace will take place
with liaison between work based mentors and student ((LO1,2,3,4) to support the setting of specific objectives
which are appropriate, ethical, agreed between workplace, college tutor and student, the project will need to be
signed off from employer and tutor.
Assessment Weighting Formative assessment LO1 - A project proposal 1500 words - (20%) Summative assessment LO2, LO3 & LO4 - A written report 2500 words - (60%) LO5 - A Reflective learning log 1000 words - (20%)
Learning Materials A full reading list for this unit will be available on line on Moodle via www.cardinalnewman.ac.uk
Clough, P. & Nutbrown, C. (2007) A Student’s Guide to Methodology, London: Sage Publications Ltd Farelly P. (2009) Early Years Work-based Learning. Learning Matters Ltd Forsyth, P. (2008) How to Write Reports & Proposals 2nd Edn, London: Kogan Page Ltd Helyer Ruth (2010) The Work-Based Learning Student Handbook (Palgrave Study Skills) Palgrave Macmillan Lowe, M. (2007) Beginning Research. A Guide for Foundation Degree Students. London: Routledge. Machi, L & McEvoy, B. (2009) The Literature Review, London: Sage Ltd Mukherji. P and Albon.D (2014) Research Methods in Early Childhood: An Introductory Guide 2nd Ed. Sage Publications. Raelin, Joseph A (2008) Work based Learning: Bridging Knowledge and Action in the workplace. CA Jossey-Bass Sanders, P. & Wilkins, P. (2010) First Steps in Practitioner Research. Ross-on-Wye: PCCS Books Roberts Holmes. G. (2014) Doing your Early Years Research Project: A Step by Step Guide: Sage Publications. Walker.R and Solvason (2014) Success with your Early Years Research Project: Sage Publications.
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Foundation Degree in Teaching & Learning
Support. Year 2 Level 5
Module Title Social Pedagogy
Short Code FTLS:5-4 Credit points
20 Module Level
5 Delivery Dates
Term 2 Jan 2017 - June 2017
Module Leader Lindsay Bamber, Cardinal Newman College 01772 460181 (2240) [email protected]
Aims This module aims to develop an understanding of the concepts and theories of Social Pedagogy and its emergence and development in Europe and to develop knowledge of the Welfare State and Children’s services focusing in particular on recent legislative changes surrounding the care and education of children and young people; To consider social pedagogical approaches to holistic development and learning, particularly with regard to art, craft and design; and to discuss the relevance for social pedagogy and its implications on the education sector.
Learning Outcomes - On completion of this module the successful student will be able to…. LO1 – Apply knowledge of the prominent social pedagogical pioneers and the principle concepts of social pedagogy to your own practice. LO2 - Compare and contrast the role of social pedagogues in different European contexts. LO3 – Reflect upon relevant UK legislation concerning the education, care, health, welfare and advocacy of children and young people evident in your practice. LO4 - Reflect on the holistic approach towards children's experiential learning enshrined in social pedagogical philosophy and relate this with your own experiences in your educational setting. LO5 – Analyse the implications for the formal introduction of social pedagogy into the children’s workforce in
this country with particular reference to the education workforce.
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Syllabus This module will focus on exploring the roots of social pedagogy and its development in Europe and the study of social pedagogy and its concepts and theories. The module will include legislation, participation and rights for children and young people and social pedagogy and its implications for the education sector referring to holistic development and learning. Information to develop the knowledge of the welfare state and integrated children’s services will be delivered.
Learning, teaching and assessment strategy Teaching and learning through lectures will be valuable to ensure that students are guided to gain a complete awareness of the concept of social pedagogy. (LO1, 2, 3) This approach requires student interactions to support their deeper understanding and enable the application of theory to their practice and the implications on learning (LO1, 2, 3, 4, 5) Therefore students will attend seminars, take part in groups activities, reflect on their work based experiences and listen to the ideas of their peers. (LO4, 5) E-Learning will be instrumental in providing opportunities for students to undertake further reading and research and to consider current practices by education workforce (LO5).
Assessment Weighting Formative assessment LO1 & LO2 – A 15 minute presentation – (40%) Summative assessment LO4, LO3 & LO5 – A 2000 word essay: - (60%)
Learning Materials A full reading list for this unit will be available on line on Moodle via www.cardinalnewman.ac.uk Cameron, C. (2011) Social Pedagogy and Working with Children and Young People: Where Care and Education Meet. Jessica Kingsley Publishers: London Georgeson, J. (2013) International Perspectives on Early Childhood Education and Care. Open University Press: Maidenhead Papatheodorou, T. Cross-Cultural Perspectives on Early Childhood. SAGE Publications Ltd: London Stephens, P. (2013) Social Pedagogy: Heart and Head. Bremen: Europäischer Hochschulverlag GmbH & Co. KG Storo, J. (2013) Practical Social Pedagogy: Theories, values and tools for working with children and young people.
Policy Press: Bristol
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Module Title Understanding and Managing Human Behaviour
Short Code FTLS: 5-5 Credit points
20 Module Level
5 Delivery Dates
Term 2 Jan 2017 - June 2017
Module Leader Tegan Walsh, Cardinal Newman College 01772 460181 (2240) [email protected]
Foundation Degree in Teaching & Learning
Support. Year 2 Level 5
Aims The aim of the module is to provide the students with an understanding of the differences between individual children and their families and the way in which this impacts upon individuality and the role of a practitioner. Key concepts of child growth and development will be studied including self-image, personality, personality types and conflicts. Strategies of behaviour management within Key Stage 1 and 2 will be investigated embracing a range of contemporary issues relating to providing care and education. Effective leadership and theories of motivation will be applied to understanding why people do things including the impact of wider policy context and environmental factors which influence behaviour and its management.
Learning Outcomes On completion of this module the successful student will be able to…. LO1 - Evaluate behaviour management policies and apply them to the wider policy context within education. LO2 - Critically analyse developmental differences and environmental influences on the management of children’s behaviour. LO3 - Evaluate the respective strengths and weaknesses of a range of leadership and behaviour management theories relating to working with adults and children in Early Years Practice. LO4 - Critically analyse theories of managing behaviour using case studies from your own practice in relation to working with parents, work colleagues, children and professionals from external agencies. LO5 – To show the ability to conduct a small-scale research (library use, information elicitation and handling);
and effective verbal presentation of ideas.
Syllabus This module will explore supportive strategies appropriate to a child within practice. The individual differences of children will be studied including self-image, personality and personality types and conflict. Concepts of leadership, definition and theories, motivation, definition, types of motivation and application to understanding why people do things and wider policy context and environmental factors which influence behaviour management.
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Learning Materials A full reading list for this unit will be available on line on Moodle via www.cardinalnewman.ac.uk Bush, T & Middlewood, D (2005) Leading and Managing People in Education: Sage Publications Ltd Bush, T (2003) Theories of Educational Leadership and Management: Paul Chapman Publishing Daly, M, Byers, E & Taylor, W (2004) Early Years Management in Practice: Heinemann Education Dowling. M. (2014) Young Children’s Personal, Social and Emotional development 4th Ed. Sage. James, A, Jenks, C & Prout, A (2005) Theorizing Childhood: Blackwell Publishers Ltd: Kay, J (2006) Managing Behaviour in the Early Years: Continuum McDowal Clark. R. (2013) Childhood in Society for the Early Years 2nd Ed. Sage. Mullins. L. (2007) Management and Organisational Behaviour. Prentice Hall Rogers. B and McPherson. E. (2014) Behaviour Management with Young Children: Crucial First Steps with Children 3-7 Years. 2nd Ed. Sage Publications.
Learning, teaching and assessment strategy Although this module has a theoretical basis it is highly dependent on work based experiences and practices.
Some lectures will take place (LO1,3,4) It is vital that teaching, learning and assessment remains current so guest
speakers from practice and external agencies that may be consulted about specific cases will be a vital aspect of
teaching and learning. (LO1, 2, 3, 4) Seminars, group activities, independent and group research activities with
opportunities to feedback and share ideas with peers. Independent research together with the use of students
own reflections from the work place, observations and case studies will be required to investigate how theories
of leadership, motivation and behaviour management apply to leadership within a childcare context. (All LO)
Assessment Weighting Formative assessment LO1, LO4, LO5 - A reflective log 1000 words - (40%) Summative assessment LO1, LO2, LO3 – A 2000 word work based study - (60%)
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Foundation Degree in Teaching & Learning Support Year Planner Year 2015 - 2016
No w/c
Year 1 2015-2016 Key Dates
1 7th September
Study Skills for Effective Work Based Learning
The Developing Child
Supporting National Curriculum Delivery.
Assessment 1 - Essay (20%)
2 14th September
3 21st September
4 28th September
5 5th October
6 12th October
7 19st October
Half Term
8 2nd November
Assessment 1 - A reflective learning journal (25%)
Assessment 2 - Reflection - (20%)
9 9th November
10 16th November
11 23rd h November
12 30th November
13 7th December
14 14th December
Christmas Holidays
15 4th January
Assessment 2 - Personal learning and
development plan (75%)
Assessment 1 - Article - (100%)
16 11th January
17 18th January
18 25th January
Effective Leadership
Assessment 1 Report 25%
19 1st February
20 8th February
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Half Term
21 22nd February
Work-based research proposal
Assessment 1 - Presentation - (25%)
Assessment 3 - Longitudinal study (60%)
22 29th February
23 7th March
24 14th March
25 21th March
26 28th March
27 4th April
Easter Holidays
28 25th April
Assessment 2 Case Study 50%
Assessment 3 Reflective Journal 25%
Assessment 2 -Research Proposal
1500 words - (75%).
29 2nd May
30 9th May
31 16th May
32 23rd May
Half Term
33 6th June
Final Teaching Week
Final Teaching Week
Presentation Final Teaching Week
34 13th June
35 20th June
Assessment Panels
Assessment Panels
Assessment Panels
36 27th June
37 4th July
Summer
Notes
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