Programme Handbook
BA (Hons) Early Years Education
Full Time Programme
2016-2017
Disability Support ServicesStatement
SpLD (Specific Learning Difficulties) Support Team
Inclusion Team (Disability or Health Condition)
Ourapproachisfriendlyyetprofessionalandyoucandiscussyourindividual learningrequirementsincompleteconfidence.Itisimportant tocontact usas earlyas possible.
SpLD Support Team: Basedinthe UniversityLibrary, 1st floor
You can contact us in relation to:
- SpLD assessments(Dyslexia, Dyspraxia)
- Specialist SpLD support
- Using assistive technology
- Applying forDisabled Students’Allowances(DSA)
- Visual stress / Meares-Irlen
The Inclusion Team: Based intheStudentInformation Centre(SIC), groundfloor
If you have specific requirements due to a physical or sensory impairment, mental health/anxiety issues, health condition, an autistic spectrum condition, or needs emerge when you are studying here, we can advise you on:
- ‘Reasonable adjustments’ to learning, teaching, assessment and exam modifications
- Accessible facilities and equipment
- Support on placements
- 1- 2 -1 Academic and other forms of support
- Applying for Disabled Students’ Allowances (DSA)
SpLD Support Team
Inperson: UniversityLibrary, Ormskirk, 1stfloor
Tel:01695 584372
E-mail:
The Inclusion Team
Inperson: SIC,Ormskirk, ground floor
Tel:01695 584190
E-mail:
Equality and Diversity – Policy Summary
Edge Hill University’s vision is to ‘provide an environment where everyone feels able to participate, contribute, enjoy and influence their experience; and where inclusive practices underpin everything we do. Respect for, and celebration of, individual diversity will shape institutional strategy, direction and behaviour.’
The University seeks to identify and eradicate any practice which discriminates on the basis of race, disability, sex, gender re-assignment, age , sexual orientation, marriage and civil partnership, pregnancy and maternity, religion, belief or none, or socio-economic background.
The University recognises that equality and diversity embraces all aspects of employment and service delivery including curriculum; teaching; learning and assessment; research issues; and extra-curricular activities.
The University makes it a condition of service and admission that staff and students adhere to the Equality and Diversity Policy. Any breaches of this are dealt with under the Staff or Student Disciplinary Procedures, as appropriate.
The University makes every effort to ensure that traders, contractors, institutions, organisations or individuals who interact with Edge Hill University are aware of the policy. Discovery by the University of any inequitable policy or practice by them may result in Edge Hill University breaking links and ceasing to do business with them.
Edge Hill University widely distributes this policy summary and accompanying Equality and Diversity Policy throughout the University.
Making Contact
Students are encouraged to make any concerns known. The first point of contactfor this is the Student Services Information Desk in the Student Information Centre on the Ormskirk campus (01695 584554, or student ). The Student Information Officer will refer you on to an individual member of staff as appropriate.
A full copy of the Equality and Diversity Policy can be obtained from the Student Services Information Desk or from Edge Hill University’s web site
ContentsDisability Support Services Statement / 2
Equality and Diversity / 3
Welcome / 5
Introduction / 6
Roles and Responsibilities/Staff Contact Details / 7
Overview of Programme / 9
Student Voice / 11
Edge Hill Students’ Union / 15
Quality Assurance and Quality Enhancement / 16
Teaching, Learning and Assessment / 17
EHU ITT Professional Practices/Placement Information / 18
Lines of Communication / 20
Useful Contact Information for Students / 21
The Role of the Personal Tutor / 22
Employability, including References / 23
Timetables and Assessment Schedules (XX Grids) / 24
Code of Conduct / 28
Attendance Expectations / 32
Academic and Professional Review Meetings (APRM) / 33
Exceptional Mitigating Circumstances (EMC) / 35
Student Project Proforma/Ethical Consideration / 36
Assignment Extension Policy / 39
On Programme Self Declaration Procedure / 40
Safeguarding – Management of a Cause for Concern / 41
Teaching Standards / 46
Welcome
Welcome to the Programme
The Early Years Team welcomes you back to the BA (Hons) Early Years Education Programme and wishes you well with as you continue with your studies.
The programme is an exciting and innovative grounding in early years education designed to provide you with a high quality education and training experience and prepare you for work in the challenging and rewarding UK early years sector.
The experienced early years teaching and partnership team will endeavour to provide a learning experience that will challenge you, whilst providing a rich combination of work-based and classroom-based opportunities to learn and develop to your full potential in this field. The course requires a great deal of commitment from you the student, and in turn will provide both personal enrichment and assist your future professional and vocational development.
We aim to make your studies lively and interesting by providing high quality teaching, guidance and support. In return, we expect that you will actively engage with your own learning and participate with other programme members in paired and group activities. We recognise your commitment and value your feedback on how the programme is designed and delivered and your comments will make a valuable contribution towards shaping and refining the course still further.
Kindest Regards,
Early Years Team
Introduction
This handbook is designed to provide you with a range of essential information relating to the background, content and overall structure of the programme. It should also answer any of the questions you may have about academic study. Module handbooks provide greater detail of each module. This handbook will show you what is expected throughout the course and support you in managing your time effectively.Please note however that some content may change and evolve as the course progresses. Your tutor will inform you where this is the case and updates will be made available via Learning Edge.
Delivery of the programme
The delivery of this programme will consist of face-to-face taught sessions supplemented by on-line activities, student-based activity, personal reflection and provision-based training (placements).
All of the modules will combine face-to-face delivery with some online learning or individual tutorials.
Work-experience placements are a compulsory part of the programme and will be undertaken on 2 days of the week as agreed with the Placement Development Co-ordinator. Those students in year two will undertake placement on Tuesdays & Wednesdays, and year three students will undertake placements on Wednesdays & Thursdays. Working hours will be agreed with each placement provider, but will typically be between 9am and 5pm each day. Each placement day must last for a minimum of 7 hours. (See separate Placement Handbook for more detail and schedule of attendance)
Independent Study and Directed Learning:
There is an expectation commensurate with the academic level of this degree programme that students will undertake a significant amount of study outside the classroom. Tutors will remind you of this during module inductions. Taught sessions will be supplemented by required reading, online activities, assignment work and the completion of a Personal Development Portfolio alongside a number of placement related tasks. Students will also be required to work together in study groups on occasions to complete seminar activities, which may include short presentations.
Roles and Responsibilities/Contact Details
Leadership of your Programme
Louise Masterson / Programme Leader / / 01695 575171 ext 6317Year Leaders
Jacqui Basquill
/ Course Leader / / 01695 587337Administrative Staff
Angela Atheron / Early Years Professional Support Team Leader / / 01695 584730Management of the [Early/Primary/Secondary/Further Education and Training] Area
Karen Boardman / Head of Early Years / / 01695 650766Dr Tim Lucas / Assistant Head of Early Years / / 01695 584727
Liana Beattie / Assistant Head of Early Years / / 01695 650961
You will be supported in a great many ways during the year. The following people will work with you closely during your time on the Programme:
Personal Tutors 2016-2017Louise Masterson
Jacqui Basquill
Rob Randall
Judith Farrell
Susan Mullin
Denise Bennett
Anya Starczewska
GulsahCussack
The Personal Tutor as identified above is the named person who will work with you throughout the year to support your academic and setting-based progress.
Module Leaders
Module Code / Module Title / Module LeaderEYT2000 / Personal and Professional Development / Jackie Williams
EYT2001 / Specific Areas of Learning
(Mathematics and Literacy) / Jackie Sumner
EYT2002 / Working Collaboratively / Julie Sealy
EYT2003 / Transitions / Julie Sealy
EYT2004 / Introduction to Early Years Research / Jacqui Basquill
EYT3000 / Personal and Professional Development and Employability / Jacqui Basquill
EYT3001 / Specific Areas of Learning (Understanding the World, Expressive Arts and Design) / Jacqui Basquill
EYT3002 / Leadership in the Early Years / Julie Sealy
EYT3003 / Exploring the National Curriculum / Julie Sealy
EYT3004 / Early Years Research / Jacqui Basquill
Overview of the Programme
Level 5 / EYT2000Personal and Professional Development
30 Credits / EYT2001
Specific Areas of Learning (Mathematics and Literacy)
30 Credits / EYT2002
Working Collaboratively
20 Credits / EYT2003
Transitions
20 Credits / EYT2004
Introduction to Early Years Research
20 Credits
Level 6 / EYT3000
Personal and Professional Development and Employability
30 Credits / EYT3001
Specific Areas of Learning (Understanding the World, Expressive Arts and Design)
30 Credits / EYT3002
Leadership in the Early Years
20 Credits / EYT3003
Exploring the National Curriculum
20 Credits / EYT1004
Early Years Research
20 Credits
Aims of the Programme
The aims of the BA (Hons) Early Years Education are to enable students:
- to develop a theoretical framework, which will underpin their professional practice
- to show systematic knowledge and understanding of current legislation, frameworks and initiatives, in order to meet the needs of children, families and communities
- to reflect on and evaluate existing practice in relation to the Teacher's Standards (Early Years) in order to initiate and lead quality improvement
.
It is a programme of professionalism, creativity and a commitment to effective, dynamic practice and teaching in working with young children which also aims to develop:
- knowledge and understanding of early childhood development
- problem solving, thinking skills and appropriate research methodology.
- an understanding of the importance of the key factors that impact upon children's learning and development
- progression and transition from the Early Years Foundation Stage to Key Stage 1 and Key Stage 2
- experience of working in early years settings supporting children's learning and development through leading practice
The BA (Hons) Early Years Education is a full time programme where students will develop as independent learners capable of critically evaluating their learning and setting appropriate targets for their own future development.
The programme will develop knowledge, skills and understanding to support a possible future career within the children's workforce in early years settings. This degree will prepare students' knowledge and understanding well beyond that required of the Teacher's Standards (Early Years).
The programme will seek to be as attractive and as accessible as possible to applicants with a wide variety of qualifications and interests. In order to meet the varying learning needs of students embarking upon the programme, the modules will be pivotal in developing academic and key transferable skills. A planned, progressive programme of study skills support, which complements the support available from the University, will be embedded within this programme. In addition, students will receive structured support from personal tutors who will be able to guide and support students in relation to their individual needs.
The programme is designed to encourage students to become ‘lifelong learners'. Students will be encouraged and supported in developing personal study targets from the point of application onwards, and will be encouraged to progress to independent research at the end of their programme. Progress will be mapped through regular reviews of their Personal Development Portfolio. Opportunities will also exist for students to pursue aspects of personal study through the professional practice and research modules. Assessment methods will also allow students a degree of choice of the topics researched, through negotiated selection of areas of focus for assessment research.
Students’ Voices
“All students should have the opportunity to be involved in quality enhancement and assurance processes…….. In considering approaches it is important that higher education providers create a culture and environment where students are encouraged to take up the opportunities on offer.”
Chapter B5, QAA Quality Code
Our aim within the Faculty of Education is to go beyond mere consultation, or representation of students in decision-making, and to try and create a genuine partnership with each and every student. We believe that where a genuine partnership exists, students not only identify enhancement opportunities but also offer ways to take forward those enhancements. Our principle means of developing this partnership is to create an environment in which all parties feel valued; and to create a wide range of opportunities for any student to engage in dialogue, which leads to educational enhancement and assurance of quality.
The following list sets out some of the main ways in which every student can have a voice within their programme:
- Evaluation; including The National Student Survey
- Staff-Student Consultative Forums (SSCFs)
- Focus Groups
- Boards and Committees
- Course Representation
- Curriculum Development
- Personal Tutor discussions
The purpose of gathering students’ feedback is twofold. Firstly, it allows best practice to be recognised, celebrated and built upon; and secondly, it allows areas for improvement to be identified and acted upon.
In the past year students have fed back many positive things relating to BA (Hons) Early Years Education; and, in addition, have raised the following points:
- Students commented that teaching and learning across the programme was stimulating. They also commented that there was a lot of enthusiasm and passion in teaching practices by the course team.
- Students felt that they were supported well by their academic tutors
- Students reported high levels of satisfaction with their assignment feedback, confirming that this was received within agreed timescales. They felt that they received good constructive comments and that their Tutor was very approachable and helpful. They feel that they have a good student/tutor bond with all their tutors and know that they can contact them if they have any issues
Based on all of the helpful feedback received the programme team has undertaken the following enhancements
- Purchase of high quality Early Years resources identified by students as being useful whilst studying on the programme.
- Visits to China Town (Liverpool).
- Visit to Outstanding Early Years Setting.
- Visit to Merseyside Maritime Museum.
In 2016-17 the following enhancements are also planned
- Forest School Experience.
- Paediatric First Aid training.
- Careers Guidance
- Expert Speakers for example from the Faculty of Health and Social Care.
- Further purchases of Early Years resources and equipment to enhance the programme.
The table overleaf sets out the ways in which the student voice will be captured during the coming academic year.
1
Student Voice Overview
September / October / November / December / January / February / March / April / May / June / July / Aug.Potential Students / Feedback questionnaire after each open event/recruitment event
Feedback questionnaire after each interview, including questions about the rigour of the selection process
Students / First Week/
Induction Day Survey / Partnership Programmes Board
HoA Focus Group / Faculty Board
SSCF
Student Consultative
Meeting 1 / Mid-year
Evaluation
NSS Survey / SSCF
Student Consultative
Meeting 2
Partnership Programmes Board / ISS Survey
Faculty Board / End of year
Evaluation
Partnership Programmes Board
Faculty Board / Focus
Group
Feedback to students after:
SSCF Meetings, Focus Groups, Mid-year ‘Big Evaluation’ and End of year ‘Big Evaluation’
Information (meeting records and feedback) shared on the VLE, in module handbooks and in teaching sessions with all students.
1
Staff-Student Consultation
The process of Staff-Student Consultation is set out below:
Year GroupAim – To gather feedback at individual course and/or year level within the programme in order to celebrate achievements and successes, and to identify any issues; and provide prompt, on-going feedback. / Programme
Aim – To gather feedback on the programme as a whole in order to celebrate achievements and successes, and to identify any issues; and provide feedback via the production of the Staff-Student Consultative Forum (SSCF) Meeting Summary, within an agreed timescale. / Area
Aim – To gather feedback across the Area in order to celebrate achievements and successes, and to identify any issues; and provide prompt feedback to students via the production of the Staff-Student Consultative Forum Meeting Summary, within an agreed timescale.
-1 / 2 consultative representatives per group to be elected and trained in role
-Programme Leader and SU to train all consultative representatives, and to confirm processes/expectations at the start of the year
-On-going feedback mechanisms to be established via e-mail/Blackboard, as appropriate, and Year Leader/Course Leader to receive on-going feedback
-Year Leader/Course Leader to produce an overview of actions on a termly basis for management team review
-Programme Leader to provide summary report to Programmes Partnership Board, within Programme Leader report
/ -A minimum of two SSCFs per year to be planned
-
-For undergraduate programmes 1-3 students to attend from each year (undergraduate).
-
-For PGCE programmes, a representative from each group to attend
-
-Chaired by Programme Leader
-
-Year Leaders to attend and appropriate partners
-
-Programme Leader to provide summary report to Programmes Partnership Board, within Programme Leader report
/ -Number of focus groups per year to be planned by the Head of Area or Assistant Head of Area
-
-Timing to be planned by the Head of Area or Assistant Head of Area
-
-Chaired by Head of Area or Assistant Head of Area
-
-Minutes of meetings discussed, and actions confirmed, with Area Management Team
-
-Focus to be confirmed but linked to Area priorities and issues raised at previous stages of the process across all programmes
1