Section 1 PROGRAMME SPECIFICATION

Course:
FdA Applied Studies (Learning Support)
FdA Applied Studies (Early Childhood)
FdA Applied Studies (Children and Youth Work)
Type of course:
Work-based degree
Level(corresponding to the FHEQ):
Level 5
JACS Code:
FdA Applied Studies (Learning Support) - X900
FdA Applied Studies (Early Childhood) - LX53
FdA Applied Studies (Children and Youth Work) - L590
Awarding Institution:
Bishop Grosseteste University College Lincoln
Teaching Institution:
North Lindsey College
Subject Benchmark:
Foundation Degree, Education Studies, Early Childhood Studies
Version Nº:1
Approval Date:
Programme Length:
2 years full time
4 years part time
Mode of Study:
Work-based Undergraduate – full-time equivalent /or part-time study
Please note that this specification provides a summary of the main elements of the programme and is accurate as possible. The University College reserves the right to amend the information or modify the programme at any time.

Section 2

Course aims

The programme provides students with the skills, knowledge and insight to enable them to make a contribution to the learning, the development and support of the children , young people and communities with which they work. It presents opportunities for students to develop personally and professionally to meet their future aspirations. Additionally it prepares students for progression and further study at BA(Honours) level.

Programme outcomes

At FdA Level 5 Students will be able to :

  1. Demonstrate knowledge of theories and issues relating to the support and development of children, young people and communities.
  1. Analyse, synthesise and evaluate a range of information and apply it within education and community environments.
  1. Demonstrate key professional skills, practices and values necessary for the support of children, young people and communities.
  1. Demonstrate a range of transferable and employability skills suited to a graduate: developing an analytic and questioning mind; ability to problem solve; good time-management; and effective communicator.
  1. Identify appropriate methods for the support of teaching, learning and assessment in the informal/ formal education system.
  1. Demonstrate detailed knowledge of the societal and organisational structure and purposes of the formal/informal educational system.

Section 3

Subject Benchmarking:

The subject and its possible awards are not designed to meet the requirements of professional or other accreditation. The programme specification features all the characteristics of a good Foundation Degree as detailed in the Foundation Degrees Benchmark Statement. It is flexible, articulates with relevant progression routes and reflects the needs of employers who are involved in the design and review of the programme, as well as working in partnership with the programme team to assist with its delivery by acting as guest lecturers and mentors. The programme blends knowledge, theory and practice, using a range of pedagogic strategies to ensure that the needs of the work-based learners are taken into account.

In addition, the sector specific pathways in the programme draws upon aspects of the Education Studies Benchmark Statement, and Early Childhood Studies Benchmark Statements in that it equips students with a good understanding of subject knowledge and educational values and principles, children and childhood in contemporary society, who can demonstrate the relationship between theory and evidence so that they can cope with varied formal and informal educational and societal contexts.

The programme documentation, will demonstrate how this programme is aligned to the integrated qualifications framework (IQF) and how it will meet the criteria for recognition by the CWDC as a suitable qualification for early years practitioners drawing on the Common Core of Skills and Knowledge for the children and young people’s workforce. The associated progression routes will provide routes for professional qualifications in either pathway eg: EYPS (Early Years Professional Status) and JNC (Joint Negotiating Committee) for youth work.

The recently re-validated programme for learning support has been awarded tda endorsement for the BA(Hons) progression route commencing 2010 and for the FdA in September 2011, both programmes are entered on the IQF.

Section 4

Course Structure:

Level 4
LS/EC /CYW / Level 5
LS/EC/CYW
30 credits / FST 101
Tools for Learning / FSL 201
Supporting the Curriculum
FSC 201
Supporting the Early Years Curriculum
FSY 201
Informal Learning
30 credits / FST 102
Philosophies Policy and Provision / FST 202
Inclusiveness
30 credits / FST 103
The Individual in Society / FSL 203
Assessment and Learning
FSC203
Rights of the Child in Early Years Practice
FSY 203
Rights of Children & Young People in Practice
30 credits / FST 104
Collaborative Practice / FST 204
Action Research

Key: FdA Applied Studies (Learning Support) (Early Childhood) (Children & Youth Work)

FST = Foundation Studies (Core modules – delivered to all students across all pathways)

FSL = Foundation Studies Learning (sector specific pathway for school support)

FSC = Foundation Studies Children (sector specific pathway for early childhood)

FSY = Foundation Studies Youth (sector specific pathway for children & youth work)

Work experience/placement information

All students will be employed or work as volunteers in a setting relevant to their chosen pathway. Work-based learning is fully integrated throughout all modules and students will benefit from the support of work-based mentors. A Key Contact/mentor/line manager/head teacher, within the setting will sign an agreement to confirm they are aware of the amount of work-based learning being undertaken and the need to support the student in this. (Appendix 2 Rationale)

Regulations

The following regulations apply to the award:

Students must achieve 120 credits to progress from one level to the next and achieve 240 credits for the award of Foundation Degree in Applied Studies.

In a small number of cases, students wish to complete the programmes on a more flexible basis, completing the programme up to 4 years for the FdA. Such flexibility is in line with the QAA benchmark expectations for FdA delivery. Undergraduate regulations are available from the Academic Office.

The module FST 101 should be studied first at Level 4 though the other modules can be studied in any order. All credits at Level 4 should be achieved before progressing to Level 5.

Section 5

Learning, teaching and assessment strategy and relationship to relevant knowledge and understanding, intellectual skills and practical/professional (including subject-specific) and transferable skills.

The programme provides opportunities for students to acquire and demonstrate knowledge and understanding, intellectual skills and practical, professional and transferable skills as described below. In addition, the links between the programme outcomes and its teaching, learning and assessment strategies are mapped in tabular form. Opportunities for developing sector specific and generic knowledge, understanding and skills are embedded in the programme through our progressive modular approach. Throughout the programme there are four thematic strands; children’s and young people’s development, curriculum, research and reflective practice. Summative assessment occurs at the end of each module to evaluate learning at a point in time. However, opportunities for formative assessment are also incorporated within modules and during tutorials, to provide learners with feedback on progress and inform development, peer assessment is also used in a formative way.

Level 5

Knowledge and Understanding: Initially in a directed and supported manner, but with increasing autonomy students will be offered a range of tutor and peer-led opportunities to facilitate knowledge transfer and re-creation. In addition to traditional methods of pedagogy (lecturers, seminar etc) the students will be engaging in work-based learning (WBL) and problem-based learning (PBL). Assessment will in all cases, test knowledge as well as skills.

Intellectual Skills: Initially through the use of structured activities in defined areas of study, but with increasing independence, students are enabled to critically engage with the knowledge and issues of the programme. In addition to dialogic classroom and VLE practices, students will achieve the required levels of intellectual skills through the rigors and framework of deliberately varied assessment practices.

Practical/Professional/Transferable Skills: Initially tutor-designed activities support the development of specific skills. Tasks gradually become more complex and open-ended dealing with issues more holistically. Activities and assessment tasks enable academic understanding to be applied using a wide range of skills to vocational situations.

Assessment plan for Level 4 FdA Applied Studies
Level / Credits / Module code / Module title / Assessment 1 / Assessment 2
4 / 30 / FST 101 / Tools for Learning / Oral Assignment (50%) / Written assignment (50%)
4 / 30 / FST 102 / Philosophies, Policy and Provision / Oral Assignment (50%) / Written Assignment (50%)
4 / 30 / FST 103 / Individual in Society / Written Assignment (50%) / Written Assignment (50%)
4 / 30 / FST 104 / Collaborative Practice / Written Assignment (50%) / Examination
(50%)
Assessment plan for Level 5 FdA Applied Studies
5 / 30 / *FSL 201 / Supporting the Curriculum / Written Assignment
(50%) / Mixed-Media Assignment
(50%)
5 / 30 / *FSC 201 / Supporting the early years curriculum / Written Assignment
(50%) / Mixed-Media Assignment
(50%)
5 / 30 / *FSY 201 / Informal Learning / Written Assignment
(50%) / Mixed-Media Assignment
(50%)
5 / 30 / FST 202 / Inclusion / Oral Assignment
(50%) / Examination (50%)
5 / 30 / *FSL 203 / Assessment and Learning / OralAssignment
(50%) / Written Assignment
(50%)
5 / 30 / *FSC 203 / Rights of the Child in Early Years Practice / OralAssignment
(50%) / Written Assignment
(50%)
5 / 30 / *FSY 203 / Rights of the Children and Young People in Practice / OralAssignment
(50%) / Written Assignment
(50%)
5 / 30 / FST 204 / Action research / Written Assignment
(20%) / Written Assignment
(80%)

Key:

* Denotes sector specific pathways

L/E = Learning Support,

C = Early Childhood

Y = Children and Youth work

Module codes ending in ST indicate core modules to be taken by all students.

Full time students will study two modules concurrently per semester and whilst modules can be delivered in any order, except for FST 101 Tools for Learning, which must be taught first, the delivery pattern is anticipated to reflect the following grids:

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Applied Studies Module Overview – Full Time

Full Time
Year 1
Semester 1 / FST 101
Tools for Learning
30 credits / FST 102
Philosophies, Policy and Provision
30 credits
Full Time
Year 1
Semester 2 / FST 103
The Individual in Society
30 Credits / FST 104
Collaborative Practice
30 Credits
Full Time
Year 2
Semester 1 / FSL 201
Supporting the Curriculum
FSC 201
Supporting the Early Years Curriculum
FSY 201
Informal Learning
30 Credits / FST 202
Inclusion
30 Credits
Full Time
Year 1
Semester 2 / FSL 203
Assessment and Learning
FSC 203
Rights of the Child in Early Years Practice
FSY 203
Rights of Children and Young People in Practice
30 Credits / FST 204
Action Research
30 Credits

Applied Studies Module Overview – Part Time

Part Time
Year 1
Semester 1 / FST 101
Tools for Learning
30 credits / Part Time
Year 2
Semester 1 / FST 103
The Individual in Society
30 Credits
Part Time
Year 1
Semester 2 / FST 102
Philosophies, Policy and Provision
30 credits / Part Time
Year 2
Semester 2 / FST 104
Collaborative Practice
30 Credits
Part Time
Year 3
Semester 1 / FSL 201
Supporting the Curriculum
FSC 201
Supporting the Early Years Curriculum
FSY 201
Informal Learning
30 Credits / Part Time
Year 4
Semester 1 / FSL 203
Assessment and Learning
FSC 203
Rights of the Child in Early Years Practice
FSY 203
Rights of Children and Young People in Practice
30 Credits
Part Time
Year 3
Semester 2 / FST 202
Inclusion
30 Credits / Part Time
Year 4
Semester 2 / FST 204
Action Research
30 Credits

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Section 6

Curriculum map, showing where course outcomes are achieved through module delivery and assessment.

Module Code / 1 / 2 / 3 / 4 / 5 / 6
FST 101 /  /  / 
FST 102 /  /  /  / 
FST 103 /  /  /  /  / 
FST 104 /  /  /  /  / 
FSL/FSC/FSY
201 /  /  / 
FST 202 /  /  /  /  / 
FSL/FSC/FSY 203 /  /  /  / 
FST 204 /  /  /  /  /  / 

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