Programme Specification BA (Hons) Children’s Care, Learning and Development
Awarding Institution/Body / Teesside University [TU]
Teaching Institution / Leeds City College
Collaborating Organisations
(include type) / N/A
Delivery Location(s)
[if different from TU] / Technology Campus, Leeds City College
Programme Externally Accredited by (e.g. PSRB) / n/a
Award Title(s) / BA (Hons) Children’s Care, Learning and Development
Lead School / School of Social Sciences and Law
Additional Contributing Schools / n/a
FHEQ Level
[see guidance] / FHEQ Level 6
Bologna Cycle
[see guidance] / First cycle (end of cycle) qualification
JACS Code and JACS Description / L525
Mode of Attendance
[full-time or part-time] / Full time and Part time
Relevant QAA Subject Benchmarking Group(s) / Early Childhood Studies 2007 (ISBN 978 1 84482 776 3) 2007
Relevant Additional External Reference Points
(e.g. National Occupational Standards, PSRB Standards) / National Occupational Standards
QAA Subject benchmarks, Early Childhood Studies
Date of Production/Revision / Feb 2013
Criteria for Admission to the Programme
(if different from standard University criteria) / The award adopts Leeds City College’s admissions policy and criteria.
This course has minimum entry requirements of Foundation Degree in a relevant subject e.g. FdA CCLD, FdAPlaywork or similar, with an average grade of 55%, together with a GCSE at grade C in English.
Students for part time study will need to be working in the sector and full time students will need approx. 12 hours placement on-going throughout their study.
Students wishing to continue into teacher training will need GCSE grade C in Maths and Science also.
In the absence of formal learning qualifications applications are welcomed from persons who can demonstrate relevant work experience, including work in a voluntary capacity. The course structure actively supports claims for Accreditation of Prior Learning (APL) and Accreditation of Prior Experiential Learning (APEL).
International qualifications will be assessed against these criteria. Speakers of other languages will need to possess an IELTS band score of 6.0 (with no-less than 5.5 in any one element) or a recognised English Level 2 qualification.
Students will also be required to complete the Disclosure and Barring Service process. (DBS) prior to commencement on placement.
All applicants will be interviewed to assess their suitability for this programme of study and may be asked to provide evidence to support their application.
Educational Aims of the Programme
The overall aims of the programme are to:
Prepare suitably qualified and knowledgeable graduates with the ability to work towards the changing requirements for Early Years Practitioners in light of the developments within DfE (2013) More Great Childcare.
Offer a robust BA honours programme that is relevant to contemporary childcare and education philosophy and practice that will allow students to be autonomous and progress onto their chosen career.
Produce graduates who have the ability to critically reflect and learn from their practical and workplace experience in a childcare and education context and relate this experience to relevant theory.
Produce graduates who have both subject specific skills and transferable skills (communication, teamwork, project management, reflective and reflexive practice) which are key to being employable within the childcare and education sector.
Learning Outcomes
The programme will enable students to develop the knowledge and skills listed below. On successful completion of the programme, the student will be able to:
Knowledge and Understanding
Level 6
KU1 / Critically appraise theories, concepts and principles relevant to the childcare and education sector.
KU2 / Demonstrate a comprehensive and detailed knowledge of the role of the practitioner in the childcare and education sector.
KU3 / Plan, undertake and evaluate a negotiated, self- managed, major, relevant childcare or education related project.
Cognitive/Intellectual Skills
Level 6
CI1 / Critically appraise new knowledge and understanding to work practices in the childcare and education sector.
CI2 / Demonstrate openness to new concepts and ideas in identifying and defining complex problems relating to childcare and education. Apply appropriate knowledge, tools and methods for their solution.
CI3 / Appraise, evaluate and synthesise information relating to childcare, development and education from a variety of sources and make independent judgements.
Practical/Professional Skills
Level 6
PP1 / Operate ethically within in a range of contexts, in the childcare and education sector, whilst maintaining professional boundaries.
PP2 / Act autonomously with limited supervision or direction within agreed guidelines.
Key Transferable Skills
Level 6
KT1 / Communicate clearly; fluently and effectively with children; their parents or carers and other professionals.
KT2 / Engage effectively in academic discussion and present arguments in a professional manner.
KT3 / Demonstrate critical reflection to enhance professional development and personal effectiveness relevant to your study and professional role.
Key Learning & Teaching Methods
A mixture of lectures, tutorials and seminars will be used. The lecture programme will impart the necessary principles and concepts. The seminars will be a mixture of student and tutor led sessions considering practical examples of the principles and concepts. The tutorials will take the form of individual support and feedback for students by tutors or other students.
Tutor led sessions will be held to provide an opportunity for students to work on examples and case studies in the areas covered by the lectures this will further enhance their independent research and study skills. Students will be able to continue to develop their organisation techniques and time management skills from their level 5 study.
Student-led tutorials will consist of action learning activities, discussion groups and report-back sessions which allow students to develop their research, communication and teamwork skills.
Key Assessment Methods
The assessment process is an essential element of the programme design. Methods are varied to support and enhance the module design and structure. Some modules are linked to allow application of theory to practice to be assessed.
The tasks and assessment criteria are clearly explained to the students in the module handbooks. Tutors explain these outcomes and methods to the students for clarity.
Formative feedback is integral to the teaching, learning and assessment strategy of the course. Students will take part in discussions, seminars and peer review and evaluations on an on-going basis. They are encouraged to share good practice from their work placement opportunities with their peers in group work, discussions and seminar groups.
Assessment methods used within the course are:
  • Case studies
  • Work based projects
  • Essays
  • Reports
  • Presentations
  • Research
  • Critical reflection
  • Dissertation or extended work based project.

Programme Specification – BA (Hons) CCLD – Version 1 – Feb 2013

Programme Modules
Level 6
Code / Title / Credits / Status / Non-Compensatable / Compensatable
Research Methods / 20 / Core / Yes
Purposeful Play in Childhood / 20 / Core / Yes
Family in Context / 20 / Core / Yes
Contemporary Discourse / 20 / Core / Yes
Dissertation / 40 / Core / Yes / No

Programme Specification – BA (Hons) CCLD – Version 1 – Jan 2013

Programme Structure
Overview of structure of the modules across the Academic Year.
Students studying on the BA full time will attend college for 2 days per week. Full time students will also have increased contact time per module and tutorial and study support sessions on their timetable.
Students studying on the BA part time will attend college for 1 day per week and be employed in a relevant workplace throughout their study. Tutorial sessions will be booked on an individual basis.
All modules for full time study are delivered in both semester 1 and semester 2. (Weeks 1-30) The modules build upon each other and the placement experience.
Research Methods
(20 credits)
Weeks 1-30 / Purposeful Play in Childhood
(20 credits)
Weeks 1-30 / The Family in Context
(20 credits)
Weeks 1-30
Contemporary Discourse
(20 credits)
Weeks 1-30 / Dissertation
(40 credits)
Weeks 1-30
For part time study the modules are delivered over 3 semesters
Semesters
1 + 2
Weeks 1-30 / Research Methods
(20 credits) / Purposeful Play in Childhood
(20 credits) / The Family in Context
(20 credits) / Contemporary Discourse
(20 credits)
Semester 3
Year 2 Weeks 1-15 / Dissertation (40 credits)
Support for Students and Their Learning
The award adopts the approach to student learning support as identified in the Scheme programme specification.
  • Tailored induction support begins before students arrive with the admissions team, and is reinforced at the detailed induction programme.
  • A robust communications system functions to give students access to lecturers and management; this includes e-mail, the VLE and notice boards.
  • All necessary information about the programme is provided by means of the student handbook, module handbooks and the VLE.
  • Each student is allocated a tutor for regular tutorials and personal development planning. This is implemented in the first term and continued throughout the course and your dissertation.
  • There is an extensive range of learning resources in the Library, supported by specialist staff who provide bespoke study skills sessions for students.
  • The college offers students free and confidential counselling service and welfare support.
  • Leeds City College provides an extensive range of services for students, including support for those with additional learning needs.

Distinctive Features
  • The teaching team have considerable academic qualifications and experience of working professionally within various areas of the child care and education sector e.g. nursing; midwifery; social work; teaching; management. This will help students to develop the tools required to underpin practice and help ensure employability skills are at the core of the delivery.
  • The programme has been designed with an integrated work based focus. All students are expected to attend a suitable work placement (paid or voluntary) for at least 10 hours a week on an on-going basis throughout their studies. The assessments of the course where practicable have a strong emphasis on linking theory to their own practice and that of others.
  • All students are selected by an application and interview process to ensure suitability and to confirm that they can fulfil the work placement requirement.
  • We have built good relationships and links with employers and work experience placements on the FdA Children’s Care, Learning and Development this has proven to lead to employment opportunities. We envisage that the BA (Hons) CCLD will continue to develop these opportunities for graduate leaders in settings.
  • An emphasis on the balance between academic studies and work placement projects, enable students to succeed within employment with appropriate transferable skills.
  • Formative feedback is integral to the teaching, learning and assessment strategy of the course. Students will take part in discussions, seminars and peer review and evaluations on an on-going basis. They are encouraged to share good practice from their work placement opportunities with their peers in group work, discussions and seminar groups.
  • Some of our lecturers conduct work placement visits for students, this enables them to feedback information from placement supervisors- some of which are current or completed Foundation Degree students. It is also an opportunity to market the course with practitioners and create greater links with employers.
  • Non- traditional learners who are in work and come as part time students will be supported to enable them to achieve well on the programme, apply theory to practice and improve practice within their setting.
  • Each placement setting will have allocated workplace mentors to support students in their practical studies. These mentors attend biannual meetings at college and have a mentor handbook. Mentors do not assess students in the workplace but offer support and guidance and ensure confidentiality is maintained and consent is gained.

Programme Specification – BA (Hons) CCLD – Version 1 – Jan 2013

Map of Outcomes to Modules

Please provide a map for each named pathway or separate award. Insert outcomes key across the top of each column, adding in additional columns where necessary, insert module names in the left of the grid and place an “A” in the box where the programme outcome is assessed.

For Undergraduate programmes please provide a map for each Stage, e.g. Stages 1 and 2 and programme outcomes for Honours degrees, and Stage 1 and programme outcomes for Foundation Degrees.

Level 6 / K1 / K2 / K3 / C1 / C2 / C3 / P1 / P2 / T1 / T2 / T3
Research methods / A / A / A / A / A
Purposeful Play in Childhood / A / A / A / A / A
The Family in Context / A / A / A / A / A
Contemporary Discourse / A / A / A / A / A
Dissertation / A / A / A / A / A / A / A

Programme Specification – BA (Hons) CCLD – Version 1 – Jan 2013