Foundation Degree Early Years Practice and Leadership by Jacqui Basquill

Programme Handbook

Foundation Degree Early Years Practice and Leadership

2018-2019

Library and Learning Services Library and Learning Services are responsible for the management of libraries and information resources, IT user support, learning technology and media services, academic skills development (UniSkills) and dyslexia support. The University Library housed in Catalyst gives access to books, eResources and PCs, and is open 24/7 during the academic year. There are extensive social learning areas and study spaces along with resources, equipment and support. UniSkills – ehu.ac.uk/uniskills UniSkills is a package of workshops, hands-on support and online resources created to help you develop a range of essential academic skills and to enable you to produce high quality University assignments. These resources include support for; assignment planning, academic writing, presentations, finding books and eResources, referencing, dissertations, learning support apps and digital footprint. UniSkills Workshops - ehu.ac.uk/workshops UniSkills workshops are a series of small group sessions, focussing on a particular set of academic skills or techniques. Workshops are run regularly throughout the academic year on a wide range of topics including academic writing, exam preparation, Harvard referencing and presentation skills. The workshops are advertised via the UniSkills webpages and look out for a UniSkills Workshop Timetable handout for each semester. Students can self-book online up to two weeks in advance of a workshop - please visit ehu.ac.uk/workshops for full details of the current workshops available. My Library - www.edgehill.ac.uk/services/learning-edge The ‘My Library’ tab (accessed via Learning Edge) provides quick links to all of your digital learning resources. This includes the library catalogue, Discover More full text online journals, booking a study room or finding a PC, UniSkills online toolkits, booking a UniSkills workshop or 1-to-1 appointment and subject specific resources. Subject Resources – ehu.ac.uk./subjectresources The Subject Resources pages provide a link to your subject specific resources including useful websites and recommended research, journals, databases and newspapers. Help & Support - students can access Library and Learning Services help and support physically and virtually via: • Catalyst Helpdesk, ground floor of Catalyst (Ormskirk campus) • Learning Services webpages ehu.ac.uk/ls • Ask Us online enquiry service ehu.ac.uk/askus

SpLD Support Team The SpLD Support Team based in Catalyst support learners with Specific Learning Difficulties (SpLD) including Dyslexia, Dyspraxia, Dyscalculia and ADHD. The team offer advice and guidance including: • • •

Informal assessments - explores if you have any indicators of SpLD Diagnostic assessments Advice and guidance on applying for Disabled Students Allowance (DSA)

The team of specialist study skills advisors are able to provide one to one support to enable students to develop strategies to help them with their studies. If you have any concerns or would like further information about SpLD please visit our website at. Here, you will find detailed information about the informal and diagnostic assessments and a helpful Dyslexia checklist. Alternatively please call into Catalyst for a confidential chat. Contact the team for advice or guidance: In person: Catalyst Helpdesk Email: spld@edgehill.ac.uk Tel: 01695 657526 ehu.ac.uk/spld Inclusion Team Based in Catalyst, the team provide information, advice and guidance to students who may need additional support with their studies. If you have a physical or sensory impairment, mental health diagnosis, long-term medical condition, Autism or Asperger’s Syndrome, we can advise on: • • • • • •

Disclosure and confidentiality The support available from the team and other services What is meant by “reasonable adjustments” and how you might benefit from them Information related to exam modifications Guidance about alternative forms of assessment Advice about eligibility for Disabled Students’ Allowance (DSA)

The approach is friendly yet professional and you can discuss your requirements in complete confidence, our contact details are below. In person: Catalyst Helpdesk Email: inclusionteam@edgehill.ac.uk Tel: 01695 657568 edgehill.ac.uk/studentservices/inclusive/

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 contact for this is the Student Services Information Desk in the Student Information Centre on the Ormskirk campus (01695 584554, or student services@edgehill.ac.uk). 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 www.edgehill.ac.uk.

Contents

Page no.

Library and Learning Services

Disability Support Services Statement

Equality and Diversity

Welcome

Introduction

Roles and Responsibilities

Module Leaders

Overview of Programme

Students’ Voice

EHU Students’ Union

Quality Assurance and Quality Enhancement

Teaching, Learning and Assessment

Work-based Learning

Lines of Communication

Useful Contact Information for Students

The Role of the Personal Tutor

Employability

Attendance Expectations

Student Support in the Faculty of Education

Exceptional Mitigating Circumstances (EMC)

Assignment Extension Policy

Student Project Proforma

Safeguarding – Management of a Cause for Concern

APPENDICES: Assignment Extension Form Interrupted Students (Link to documentation): Regulations and Procedures in Respect of Academic Malpractice

Welcome We would like to welcome you to our Early Years Education programme – Foundation Degree Early Years Practice and Leadership - at the Faculty of Education.

Edge Hill University has been at the forefront of teacher education for over 125 years, and today it enjoys the enviable position of being one of the country’s most significant providers of education and research for the children’s workforce with a reputation for the highest quality provision, partnership working and delivery.

The Early Years Education Department at the Faculty of Education provides a solid foundation and environment for real impact on the quality of early years education and development for those preparing for employment or currently working in the children’s workforce.

Our Early Years Education team is driven by a commitment to exceptional practice and research, high levels of achievement and providing opportunities for all, and sees its partnership with students as crucial in achieving this ambitious vision.

We strive to provide an outstanding student experience as well as support you in your future employment opportunities or further professional development, tailoring our programmes of study to match the demands of the employers.

We very much look forward to working with you and wish you every success in your studies!

Dr. Karen Boardman, Head of Early Years Education Department

Introduction Overview of the Programme Aims: •

Provide a suitable programme for students to attain the skills and knowledge of an early years graduate practitioner.

•

Develop personal and transferable skills required from an early years graduate at an early years setting, including teamwork, problem solving, application of number, ICT and communication skills.

•

Provide the detailed and specific knowledge and understanding required for those who work as practitioners in a range of early years settings.

•

Develop the professional and practical skills and knowledge to match the requirements of the Early Years Framework.

•

Develop students' as independent and reflective learners with a commitment to lifelong learning.

•

Develop students’ ability to understand the significance of and apply the principles of evidence-based early years practice and leadership.

•

Equip students with an up-to-date knowledge and understanding of the regulatory and legislative framework.

•

Ensure that students can demonstrate in their theoretical work and their practice appropriate early years values in relation to equality of opportunities, inclusion, diversity and safeguarding.

•

Develop students’ reflective skills, including their ability to evaluate their own practice and work effectively within a developing multi-disciplinary early years context

Roles and Responsibilities Leadership of your Programme Dr. Karen Boardman Liana Beattie

Jacqui Basquill

Head of Early Years Education Assistant Head of Early Years Education

FdA Early Years Practice and Leadership Pathway Leader

Karen.Boardman@edgehill.ac.uk Liana.Beattie@edgehill.ac.uk

01695 650961

Jacqui.Basquill@edgehill.ac.uk

01695 657337

Louise Masterson

Module Leader

Louise.Masterson@edgehill.ac.u k

01695654383

Ian Currie

Module Leader

Ian.Currie@edgehill.ac.uk

01695587673

Anita Walton

Module Leader

Anita.Walton@edgehill.ac.uk

TBC

Susan Mullin

Module Tutor

Susan.Mullin@edgehill.ac.uk

TBC

Dr. Annabel Yale

Assistant Programme Leader

yalea@edgehill.ac.uk

Administrative Staff Professional Support Team

earlyyearspartnership@edgehill.ac.uk

01695 584730 01695 584418

Jacqui Basquill

Jacqui.Basquill@edgehill.ac.uk

01695 657337

Louise Masterson

Louise.Masterson@edgehill.ac.uk

TBC

Ian Currie

Ian.Currie@edgehill.ac.uk

TBC

Anita Walton

Anita.Walton@edgehill.ac.uk

TBC

Personal Tutors

Module Leaders Module Code FDE1000 FDE1001

Module Title Personal and Professional Development in a Work-Based Context Meeting the Diverse Needs of the Whole Child

FDE1002

Exploring the Early Years Curriculum

FDE1003

Working with families, Communities and Other Practitioners

FDE1004

Researching early years leadership and practice

FDP/L 2000

FDP/L2101 FDP2002 FDP2003

FDL2102 FDL2103

Developing Personal and Professional Effectiveness in Early Years Practice/Leadership Managing Children`s Diverse Needs in Early Years Settings Meeting the requirements of the Early Years Curriculum Building and Managing Early Years Partnerships Leading and Managing Quality Services for Children, Families and the Community Transformational Leadership in Early Years Settings

Module Leader

Email Address

Jacqui Basquill

Jacqui.Basquill@edgehill.ac.uk

Jacqui Basquill

Jacqui.Basquill@edgehill.ac.uk

Louise Masterson

Louise.Masterson@edgehill.ac.uk

Louise Masterson

Louise.Masterson@edgehill.ac.uk

Louise Masterson

Louise.Masterson@edgehill.ac.uk

Anita Walton

Anita.Walton@edgehill.ac.uk

Ian Currie Ian.Currie@edgehill.ac.uk Ian Currie Ian.Currie@edgehill.ac.uk Ian Currie Ian.Currie@edgehill.ac.uk Jacqui Basquill Jacqui Basquill

Jacqui.Basquill@edgehill.ac.uk

Overview of the Programme Structure of the Programme Common Level 4 Programme for Practice and Leadership Pathways Modules

Module Code Credit Rating

Meeting the diverse needs of the whole child

Exploring the early years curriculum

Working with families, communities and other practitioners

Researching early years leadership and practice

Personal and professional development in the work based context

FDE1001

FDE1002

FDE1003

FDE1004

FDE1000

30 credits

20 credits

10 credits

30 credits

Level 5 Early Years Leadership Pathway (part-time students only) Modules

Module Code Credit Rating

Managing childrenâ&#x20AC;&#x2122;s diverse needs in Early Years Settings. Working with children to enhance the quality of provision to meet specific needs

Leading and Managing Quality services for children, families and the community

Transformational leadership in Early Years Settings: leading multi professional teams and multi- disciplinary teamwork

Reflective tasks on work based learning for early years leaders

FDL2101

FDL2102

FDL2103

FDL2000

30 credits

Level 5 Early Years Practice Pathways (full-time and part time students) Modules

Managing Children's Diverse needs in early years settings Working with children to enhance the quality of provision to meet specific needs

Meeting the requirements of the early years curriculum

Building and managing early years partnerships

Reflective tasks on work based learning for early years leaders

Module Code Credit Rating

FDP 2101

FDP2002

FDP2003

FDP2000

30 credits

Modules Summary Level 4 Modules (Year 1):

FDE1000 Personal and Professional Development in a Work-based Context (30 credits) Is a setting-based module that runs for the whole year and is undertaken in your setting/workplace. It involves a self-review of your knowledge and skills against national standards, target setting and the creation of action plans based on the reflections on your personal professional practice.

FDE1001 Meeting the Diverse Needs of the Whole Child (30 credits) Provides a foundation for all subsequent modules studied in year 1. It develops your knowledge of the diverse needs of children in different historical, social and cultural contexts and the role of the practitioner in the promotion of children’s learning.

FDE1002 Exploring Early Years Curriculum (30credits) Is designed to equip you with the essential knowledge and understanding of the principles and the content of the early years curriculum with a focus on a child-centred approach. The module will help you to identify key elements of early years education and link those to their practical experiences. The module will also give you an opportunity to reflect on your own practice and formulate principles in relation to the fundamental dimensions of quality early years provision.

FDE1003 Working with Families, Communities and Other Practitioners (20 credits) Examines how early years practitioners meet the needs of families and communities within the early years context. There will be a consideration of historical, social and cultural perspectives on the development of the notions of ‘childhood’, ‘family’ and ‘community’. The module includes an investigation into the range of family and community structures and the opportunities for children’s learning and development provided within these structures. The module will also introduce you to the theoretical and practical aspects of team working within the early years settings and, in particular, the impact of working in multi-professional teams on young children and their families.

FDE1004 Researching Early Years Leadership and Practice (10 credits) Provides a background knowledge and understanding of the key elements of educational research, including methodology, research methods and ethics. The purpose of this introductory module is to prepare you for a small scale research investigation in Year 2.

Module Summary Level 5 (Year 2) Practice Pathway

FDP2000 Developing Personal and Professional Effectiveness in Early Years Practice (30 credits) Provides structured and supported opportunities for you to investigate an issue or an initiative, centred around early years policy and practice. You will be asked to examine and discuss a particular issue or initiative impacting on early years development and learning. The management of this issue or initiative will be analysed in relation to two contrasting settings, one of which will be your own.

FDP2101 Working with Children to Enhance the Quality of Provision to Meet Specific Needs (30 credits) Furthers your understanding of the ways in which you can develop your practice to ensure quality provision in your setting. You will consider the principles underpinning quality management and practice and look at developing effective strategies for monitoring and evaluating your work with children, families and the community.

FDP2002 Meeting the Requirements of the Early Years Curriculum (30 credits) Will develop your understanding of the holistic nature of development and learning in the young child, together with the role of practitioners within the process of providing high quality care and education for children aged 0-5. The module requires you to critically evaluate key aspects of the Early Years Foundation Stage, focusing on theoretical and practical approaches to planning, provision for learning, and assessment for 0-5 year old children. Issues of transitions within the context of the Early Years Foundation Stage will be critically examined.

FDP2003 Building and Managing Early Years Partnerships (30 credits) Develops your knowledge and understanding of the key theoretical models of leadership and management and management of early years teams. The module will focus on the application of basic 'team' theory to early years settings, allowing you to consider your current practice. It enables you to engage in critical discussions of a range of early years partnerships within the current and developing early years context.

Level 5 Modules (Year 2) Leadership Pathway

FDL2000 Developing Personal and Professional Effectiveness in Early Years Leadership (30 credits) Provides structured and supported opportunities for you to investigate an issue or an initiative, centred around early years leadership policy and practice. The management of this issue or initiative will be analysed in relation to two contrasting settings, one of which will be your own. The focus of the study will be supported by information and data gathered from the relevant module work-based staged tasks. FDL2101 Managing Childrenâ&#x20AC;&#x2122;s Diverse Needs in Early Years Settings (30 credits) Will further your understanding of the ways in which you can develop your practice to ensure quality provision in your setting. You will consider the principles underpinning quality management and practice and look at developing effective strategies for monitoring and evaluating your work with children, families and the community.

FDL2102 Leading and Managing Quality Services for Children, Families and the Community (30 credits) Will develop your critical knowledge and understanding of leading and managing quality services in the context of an early years setting. You will develop an understanding of the need to do this within a context of working with children, families and the community to provide both care and education.

FDL2103 Transformational Leadership in Early Years Settings (30 credits) Will help you develop your knowledge and understanding of the current transformational nature of leadership and a continuous management of change within the early years context. Comparisons will be made with more traditional approaches to managing early years settings with a focus on the need to lead and manage the changes required to meet government targets for integrated early years services.

Students’ Voice “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 views and opinions of all students are valued and the following list sets out the opportunities students have to provide feedback and to have a voice within their programme: o o o o o o o

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. The table overleaf sets out the ways in which the student voice will be captured during the coming academic year.

Early Years Education Department - Student Voice Overview1 September

Potential Students

Students

October

November

December

January

February

March

April

SSCF Student Consultative Meeting 2

HoD/AHOD Focus Groups

Early Years Programmes Board

Faculty Board

May

June

July

Aug.

Feedback questionnaire after each open event/recruitment event

First Week/ Induction Survey

Early Years Programmes Board

Faculty Board

SSCF Student Consultative Meeting 1

NSS Survey Mid-Year Evaluations

Early Years Programmes Board

Faculty Board End-of-year Evaluations

HoD/AHOD Focus Groups

Feedback to students after SSCF Meetings, Focus Groups: Information (meeting records and feedback) shared on the VLE, in module handbooks and in teaching sessions with all students.

Please note that the schedule is subject to change 15

Staff-Student Consultation Forum (SSCF) Process – Early Years Education Year Group Aim – to gather feedback at individual 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.

1 consultative representatives per group to be elected and trained in role

A minimum of two SSCFs per year per programme to be planned

SU to train all consultative representatives, and to confirm processes/expectations at the start of the year

For undergraduate programmes elected student representatives to attend from each year (undergraduate).

On-going feedback mechanisms to be established via e-mail/Blackboard, as appropriate, and /Programme Course/Pathway Leader to receive on-going feedback

Programme/Course/Pathway Leader to produce an overview of issues on a termly basis for management team review Programme Leader to provide summary report to the Programmes Board (minutes of SSCF meetings to be included as Item C on the agenda for the Board)

Department Aim – to gather feedback across the Department in order to celebrate achievements and successes, and to identify any issues; and provide prompt feedback to Students via the production of the StaffStudent Consultative Forum Meeting Summary, within an agreed timescale. - Number of focus groups per year to be planned by the Head of Department and Assistant Head of Department -

For postgraduate flexible programmes, feedback is obtained at a distance and a collated summary is discussed and agreed with the programme representatives by the Programme Leader

Chaired by Programme Leader or Pathway Leader

Timing to be planned by the Head of Department and Assistant Head of Department Chaired by Head of Department or Assistant Head of Department Minutes of meetings discussed, and actions confirmed with Department Management Team Focus to be confirmed but linked to Department priorities and issues raised at previous stages of the process across all programmes

Edge Hill Students’ Union

Everything we do at Edge Hill Students’ Union is shaped by students, and we’re here to represent ALL students at Edge Hill University, including YOU! We’re here to ensure ALL student voices are heard, valued and acted upon. Our vision is to create the best student experience we can for as many Edge Hill students as possible. How do we do this? • We’re here to ensure you enjoy the highest quality academic experience by supporting you, challenging the University, and changing the things you need to make your life better. • We support and encourage you to develop your interests and shape your future, by creating great events including skills sessions, workshops, masterclasses, and social events including craft afternoons, society and sports tasters, trips and nightlife. • We want to inspire you to develop new ideas, be creative, and campaign for change – if there is something you are passionate about, we can help you to create a campaign to promote it to others, and help you to achieve great things! We are here to make sure that all decisions the university makes are in the best interest of students. Every year edge hill students elect a team of sabbatical officers and students reps to be the student voice. YOUR 2018/19 SABBATICAL OFFICERS ARE: • • • •

SU President – Joe Bradford Vice-President Academic Representation – Luke Myer Vice-President Activities – Dan Bocharnikov Vice-President Welfare – Molly Houghton

Alongside our Policy department, they sit on academic and faculty boards to voice student opinions and concerns. 17

The officer team are supported by a team of full and part time staff, as well as Part-Time Officers and Reps who are elected to represent LGBQ+ students, BME students, Mature/Part Time students, Post Graduate students, Women, Students at our Manchester campus, International students and Trans & Non-Binary students. Your Officers carry out research to find out what is really important to Edge Hill Students, and seek to change things for the better by running campaigns (Remember that time Edge Hill turned into a giant rainbow? That was us!), highlighting issues, and lobbying the University. We also recruit and train Course Reps each year - these students are a point of contact for you to talk to about any concerns, issues, or changes needed on your course. Over the past year, our Course Reps have managed to achieve real impact for other students with changes including microphones for lecturers, moving of deadlines to better-suit placement students, and asking lecturers to release lecture material prior to lectures so students can prepare.

WE OFFER FREE, INDEPENDENT, CONFIDENTIAL ADVICE Our hugely popular Advice Centre is also on campus to offer you support and guidance in key areas such as academic issues, welfare benefits, housing, money and debt... last year we saw over 600 students! We’re always here for a cuppa and a chat if you’re feeling stressed, worried or lonely, so PLEASE get in touch with us if you need help. We offer both face to face and phone appointments to help make the service accessible for all students on and off-campus, and it’s really easy to book an appointment at edgehillsu.org.uk/advice.

WE LOOK AFTER SOCIETIES Joining a society is one of the best ways to get involved in student life at university, meet like-minded people and most importantly, have fun! We currently have around 70 active societies with more being created all the time – you can even start your own, and our team can help you to run it, recruit members and sort out the money stuff too.

EVENTS??! YEP, WE DO THAT TOO! EHSU prides itself on creating fantastic student events, with a jam-packed Welcome Week schedule and a better-than-ever ‘Give it a Go’ calendar for 2018/19, with craft afternoons, trips, masterclasses, workshops, socialising and more. We hold special events for mature and commuting students too, to help you find friends and settle. We also organise the epic Grad Ball, and run the SU Bar and VENUE, with events on nearly every night on campus.

WE’RE THE ON-CAMPUS SELLERS OF HOODIES, NUS EXTRA CARDS AND EVERYTHING IN BETWEEN! The SU Bar also serves a fabulous food menu, and our SU Shop has a great range of vegan, veggie and halal choices. We are the official Edge Hill merch sellers on campus, and even have a hugely popular online shop when walking to the SU building is just too much effort! We’re also licensed sellers of TOTUM (NUS Extra) cards – a must for students to get amazing local, national and international discounts and deals. AND we brought a SUBWAY™ to campus (you can thank us later).

IT’S SO MUCH BETTER WHEN WE’RE TOGETHER… We want you to want to be involved in everything we do, so follow us on Social Media (don’t forget to like, share, tag and comment!) and get in touch with your thoughts, feelings, views, and ideas. You can also register to receive our weekly newsletter by creating an account on our website, and you can also order your official merchandise here too!

Quality Assurance and Quality Enhancement Degreeâ&#x20AC;?awarding bodies are responsible for the quality of their educational programmes and the standard of the awards to which they lead; the external examination system within UK higher education is one of the principal means for assuring both. Within the Faculty of Education we work with External Examiners and External Consultants, according to the needs of the Area; both of these roles are taken by experts in their subject, or field of work. The External Examiner is a colleague from another Higher Education Institution, and the External Consultant is a colleague from a setting, school or college. External colleagues are independent experts who have no significant prior association with the programme team. Our externals are valued partners at Edge Hill University and the work they undertake allows programme teams to be assured of the quality of the programmes delivered and, at the same time, supports programme teams in identifying enhancement opportunities in order to continue to improve programmes. All external examiners will review samples of assessments in order to judge the accuracy and fairness of marking being undertaken; they might meet with a group of students at the university to discuss all aspects of their studies. At the end of the year externals attend the relevant assessment boards in order to verify the marks and awards and confirm that the process is fair and rigorous. At the end of the examination process external colleagues write a report which outlines their findings, observations and judgements. This is a significant document which allows programme teams to celebrate strengths and identify areas to develop. The reports are located in the relevant area of the VLE for you to read along with the programme teamâ&#x20AC;&#x2122;s response to the report. The External Examiner for Foundation Degree is: Mandy Donaldson Vice Principal and Head of Academic Services and Registrar Norland College. It is not appropriate for students to contact external examiners individually.

Teaching, Learning and Assessment The Faculty of Education’s approach to teaching, learning and assessment is built around a concept of a learning entitlement for all students that includes: •

programmes that provide academic and professional challenge and which are underpinned and informed by research

•

explicit engagement that addresses learners’ academic and professional needs and develops their relevant skills and knowledge

•

a focus on learner centred approaches to teaching, learning and assessment

•

provision of a wide range of pedagogies designed to role model excellent practice and to promote effective learning opportunities

•

the effective integration of new and emerging technologies designed to enhance the learning potential of sessions, modules and programmes

•

assessment opportunities (formative and summative) that are equitable, consistent, transparent, time appropriate and closely aligned with aims and learning outcomes

•

comprehensive and effective feedback procedures that clearly articulate targets for progression and improvement

•

opportunities to develop teaching, learning and assessment techniques within a range of settings as appropriate to the programme of study.

Work-based Learning Whilst on Work-based Learning experience, a studentâ&#x20AC;&#x2122;s first point of contact with the University will be their designated Edge Hill University Personal Tutor. This tutor will contact the student in advance of the Work-based Learning placement and provide their contact details. In the event that the student is unable to contact their tutor on an urgent matter, they must contact their Programme Leader. Early Years Education programmes at Edge Hill University are predicated on the principle that you will receive the highest quality student experience to enable you to access a range of opportunities ensuring you are highly employable. As you study on the programme you will be placed in a range of settings which could include schools and alternative educational settings, which will provide you with depth and breadth of experience. We expect that you will approach each placement with a flexible and conscientious attitude, acting with integrity and commitment. You will be expected to organise your time and commitments, so that you can arrive at your WBL setting in good time each morning. This may well involve a substantially earlier start to your day than when you attend the University. We have excellent partnership relationships with an extended network of schools and settings in many areas of the country. Academic and support colleagues will assure the quality of the experience you receive. As an Edge Hill University student you will have a role to play in the process too. You will be asked to complete a WBL Student Information Form to inform us of your circumstances. We will take note of these, if appropriate, when allocating you to a placement, which meets your developmental needs. You will also have the opportunity to identify any setting that you have undertaken some volunteer experience in for us to look at and consider whether it can offer the appropriate work-based learning and education you require. Students are allowed to undertake WBL placements once they have been successfully cleared through the enhanced DBS disclosure process. You will be expected to complete each WBL placement on specified dates and to make your own way to it, unless otherwise indicated. Detailed information about the process of allocation of your WBL placements as well as WBL requirements and procedures is provided in your WBL Module Handbooks.

Travel and Accommodation Policy If costly travel is incurred by a Work-based Learning placement, then support towards your expenses may be claimed for, that is for any distances over and above that which equates to your normal journey from home to the university. Claim forms are available from the Faculty of Education Information Desk. The entire travel policy document can be found on the VLE.

Lines of Communication: Who do I ask if I have a query or a concern? If you have a query relating to procedures, timetables or locations, have you first checked all the necessary documentation for your year group, including booklets and notices on Learning Edge? Have you checked with your members of your peer group?

If you have a personal concern or an academic query (e.g. in relation to your academic writing)

If you have a concern or query in relation to your Work-based Learning

Please make contact with your Personal Tutor initially via email to arrange a time to meet. Your personal tutor will usually be able to resolve your issues or direct you to the most appropriate point of contact.

If your Work-based Learning has not yet started please contact your personal tutor If your Work-based Learning has started then please contact your work-based Facilitator and/or your Personal Tutor

If you have a query relating to a particular module (including the content, tasks or assignment)

Please contact the individual module tutor who teaches you for that module in the first instance.

Your module tutor will usually be able to resolve your issues, however, if necessary they may be referred to the Module Leader.

If necessary your personal tutor or module leader will refer your queries or concerns on to your Pathway Leader. NB: Due to data protection we cannot discuss your query with anyone other than you.

Certain matters may be referred by the Pathway Leader to the Assistant Head of Department. NB: You should not make contact with the Dean of Education or the Head of Department.

For wider support outside the faculty please access support from Student Services or Learning Services. Student Services for Accommodation/ Counselling/ Health/ Careers/ Finance /Inclusion/ Childcare/ Faith Support/ Social Support Open: 8:30am-5.00pm Monday to Friday Tel –- 01695 650800 https://www.edgehill.ac.uk/studentservices/student-information-desk/ Leaning Services for Library/ IT help / Media Facilities /SpLD support https://www.edgehill.ac.uk/ls/about/

Tel – 01695 650800

Email, live chat or text message – http://askus.edgehill.ac.uk

Useful Contact Information for Students Catalyst https://www.edgehill.ac.uk/location/catalyst/ 24/7 opening for 2018/19 is due to start early in September 2018. The Catalyst Helpdesk offers frontline support for Learning Services, Students Services and Careers. Student Services Student Services have moved to their new home in Catalyst (Counselling and GP Services will continue to operate out of Milton House). You can visit the Catalyst Helpdesk with any queries, or get in touch with us. Website: http://www.edgehill.ac.uk/studentservices Email: studentservices@edgehill.ac.uk Tel: 01695 650800 Careers Service Website: http://www.edgehill.ac.uk/careers/ Tel: 01695 584866 (out of hours answer machine available) Email: General Enquiries: careers@edgehill.ac.uk Address: Careers Office - Student Information Centre (ground floor), Edge Hill University, St Helens Road, Ormskirk, L39 4QP Learning Services (including support services) Website: http://www.edgehill.ac.uk/ls/ Email: enquiries lsdesk@edgehill.ac.uk Email/Text/24/7 Live chat: Visit http://askus.edgehill.ac.uk/ Tel: 01695 650800 from 8.00am to 9.00pm Monday to Friday and 11.00am to 6.00pm at weekends Finance Email: finance@edgehill.ac.uk Tel: 01695 657252 The Money Advice Team are based in Catalyst. They offer advice on all money-related matters including student funding, budgeting and the Student Support Fund. Email: CatalystEnquiries@edgehill.ac.uk Telephone: 01695 657250

Academic Registry Academic registry is based in the Student Information Centre https://www.edgehill.ac.uk/registry/student-information/ Assessment & Examinations Email: assessmentteam@edgehill.ac.uk Tel: 01695 584432 Academic Records Team Email: AR-Academic-Records@edgehill.ac.uk Tel: 01695 654389 (Faculty of Education) Enrolment Team Email: enrolment@edgehill.ac.uk Tel: 01695 657600 Fees, Scholarships and Bursaries Email: TuitionFees@edgehill.ac.uk Tel: 01695 657359 Accommodation Email: accommodation@edgehill.ac.uk. Tel: 01695 584200 Counselling (including mental health or emotional matters) https://www.edgehill.ac.uk/studentservices/counselling/ Email: counselling@edgehill.ac.uk Tel: 01695 650988

The Role of the Personal Tutor What is a Personal Tutor? The Personal Tutor is at the centre of your goal setting process, linking together all aspects of a programme to ensure that each student is supported throughout their studies at the Edge Hill University, in order to achieve highly. The Personal Tutor, will ‘own’ the progress and development of each student they work with, being responsive and readily accessible when issues arise. They will meet with or contact their tutees at regular intervals throughout the year to see how each of you is progressing with your studies and other relevant course activities. This is a personalised role for each student dependent upon their prior experiences, achievement and individual needs. What does a Personal Tutor do? The role of the Personal Tutor will vary depending upon the nature of the programme a student is on. All Personal Tutors will receive training before they undertake the role and will receive staff development in this area as required. Their focus will include: • • • • •

Undertaking tutorial meetings with tutees; Tracking and monitoring of your progress, and intervening when required; Being available to offer advice and guidance on any aspect of your studies; Guiding you in relation to personal professional development; Visiting students on their WBL placements.

What should a student do? • • • •

You should engage fully in all Personal Tutor meetings or discussions as required; You should ensure that copies of relevant information are made available for Personal Tutors at planned meetings, as requested; You should ensure that your Personal Tutor has all current contact information; You should ensure that all relevant files and/or portfolios are maintained and up to date, as a Personal Tutor may wish to see these at any point.

It is to be emphasised that working with a Personal Tutor is a two way process and students are expected to prepare for Personal Tutor meetings in an appropriate way.

Employability The Early Years Education Department has developed a bespoke employability programme for all full-time students that was embedded within the three years of their degree in order to secure employment or progression to further study. Following consultation with the students and staff, the programme’s key features include: • • • • • • •

CV building, Personal Statement writing and completing samples of job applications. Focused tutorials built into the Work-based Learning and Action Planning sessions to revisit planning for students’ employability, Sessions from the Careers Service followed up by tasks and activities within the programme sessions. Personal Tutors’ support with the TNA and action plan for personal professional development when conducting personal tutorials with students. Guest speakers from different employment or settings. These form part of a teaching session and, normally, last for one day each, with supporting activities and tasks and independent learning. Personal tutors working with students throughout the year on building their employability profile through personal tutorials and other events. Personal Tutors also support students’ personal professional development via action planning and target setting. Enhancement is provided through enrichment activities which are offered to students through events throughout the year.

In addition to their course of study, all students are encouraged to undertake ‘enhancement activities’ during their time on programme. Such activities help to develop a broad social perspective and consolidate professional skills and knowledge by presenting students with a variety of challenges and opportunities. Many students thus undertake volunteering roles working with children, young people and the wider community. Students also supplement their studies by undertaking short courses, visits to other schools and settings and by holiday employment, as for example, summer camp representatives, coaches, playworkers and creche workers.

Attendance Expectations We cannot emphasise too strongly the importance of attending your timetabled classes on a regular basis. This will ensure that you engage fully with the learning experience and maintain contact with your tutors and fellow students. It will also ensure that you receive essential information about your module and programme, including details of assignments and other assessed work. Failure to attend timetabled classes will severely reduce your chances of success, limit your ability to achieve a degree result that fairly reflects your ability, and can quickly lead to outright failure of a module or even your entire degree programme. For all undergraduate students, attendance at all timetabled learning activities associated with programmes and modules is compulsory. 1. All Departments in the Faculty operate an attendance monitoring system. It is your responsibility to ensure that your attendance is recorded at each timetabled session. 2. If you are unable to attend timetabled learning activities, it is your responsibility to contact your tutor and explain the circumstances. 3. If you are absent due to illness, you should notify your tutor or your department office. If your absence exceeds 5 consecutive days, you must provide a medical certificate. 4. You must obtain prior permission from the Pathway Leader for planned absences of two or more days during term time. 5. If you are having difficulties attending classes because of personal, financial or academic problems, you should contact your Personal Tutor who will refer you to other sources of advice and support within the Faculty and University. Any instances of persistent and unauthorised non-attendance and/or of non-submission of coursework will be followed up and may result in de-registration from the University. On the first day of any absence it is the studentâ&#x20AC;&#x2122;s responsibility to notify the relevant administrator and their Personal Tutor if they are due to visit, before 9.30am on the first day of absence. The following information will be required: 1. 2. 3. 4. 5. 6.

Name; Year/Course; Name of the Work-based Facilitator; Reason for absence (e.g. illness, school closure); Name of the setting; Proposed return date to the setting or Edge Hill University. The Faculty of Education is required to record all absences. 7. You must notify the relevant administrator of your return date, if unknown at the time of notification or if different to the above. It is essential that you behave in a professional manner at all times; all students must follow the procedures in this policy.

Student Support in the Faculty of Education The Faculty of Education at Edge Hill University is committed to providing students with high quality, effective and appropriate guidance and support during their studies to contribute to their effective transition into higher education and excellent student experience. Personal Tutor Support Students may have different requirements in terms of support but can all expect Departments to provide a baseline of pro-active continuous pastoral and academic support from programme start to graduation. This support includes being allocated a personal tutor (PT) within the first 2 weeks of term and having timely interventions designed in anticipation of studentâ&#x20AC;&#x2122;s potential needs, throughout their time at Edge Hill University. Students are responsible for their own participation with the learning and teaching on their programmes of study and for engaging with the support which is offered. Support includes any tutorial sessions and interventions designed to guide and support students, whether pastoral or academic. This means students must attend, prepare for and contribute to all PT meetings. It also means students must let their PT know in advance if they are unable to attend. It is important that all students keep in touch with their PT, so that PTs are aware of their tutees progress through the programme. Students should provide their PTs with relevant information when asking for help so that PTs can identify the most appropriate support. As a minimum students can expect four PT sessions per academic year at key milestones in their learning journey. These sessions might be face to face, by phone or email as agreed between the student and their PT. There will also be opportunity for group tutorials if there are common areas for discussion It is very important that students act on the advice and guidance provided by their PT, including accessing other support they recommend which may be provided by Student Services, Learning Services, Academic Registry or other services at Edge Hill University. Further Support For most issues or challenges which students may face, the PT is able to help, advise and guide. Any issue which poses an extreme or serious risk to the student concerned or to the wider university community may be referred for further support via a Departmental Progress Meeting (DPM). Students will be informed in advance if such a meeting is required and the reasons for the need for further support, advice or guidance. The DPM meeting may include relevant members of staff from Learning Services, Students Services or Academic Registry as appropriate to the issue. At the DPM meeting, after the issue has been identified, the focus of the meeting will be to agree SMART objectives which will help the student resolve the issue and/or get back on track and progress with their studies. Objectives should be time limited, and a follow up review of objectives meeting (DPRM) will be scheduled for normally no longer than 2 weeksâ&#x20AC;&#x2122; time. The student will receive a copy of these mutually agreed objectives. The student can be accompanied by a member of the Edge Hill community, in many cases this will be a member of the Students Union Advice Team. In the unlikely event that the student has made no significant progress towards the agreed objectives, revised SMART objectives will be set. If such supportive intervention fails to help the 29

student get back on track, or if a concern is raised either about an individual studentâ&#x20AC;&#x2122;s fitness to study on any FOE programme, or behaviours which may render the student unfit to be admitted to the teaching profession (FOE teacher training programmes only), the student may be referred to Faculty Progress Meetings (FPM) for additional support, which may result in a recommendation of referral to the disciplinary, fitness to study or fitness to practise procedures.

Please note that programme staff (academic and administrative support) can be accessed for support during normal office hours. Please note that that emails and phone calls will be responded to within 2 working days. For more urgent issues please follow the appropriate lines of communication (page 23).

Exceptional Mitigating Circumstances (EMC) The Faculty follows the University guideline on Exceptional Mitigating Circumstances. The guidelines can be found on the Academic Registry wiki https://go.edgehill.ac.uk/pages/viewpage.action?pageId=9339014 If you have questions about the content please discuss with the Pathway Leader who will advise you on the best course of action.

Assignment Extension Policy Students who experience difficulties that may adversely affect their ability to submit work for assessment by the published hand-in date are advised to contact their Module Leader as soon as possible. Students are encouraged to attempt to submit their work by the published hand-in date but in some cases this is not possible and in these circumstances, it is reasonable to grant an extension. The maximum extension period is two weeks. An extension has to be approved by an approved member of the programme team. A form is provided for this process and must be signed before the extension is granted.

Student Project Proforma Section A: Personal Details Name: Course: Title of Project: Supervisor(s):

Section B: To establish whether your project requires approval from the Faculty Research Ethics Committee (FREC) Yes 1. 2.

3. 4.

Will your project involve collecting and analysing data rather than solely consisting of a literature review? Will your data be anything other than the material routinely produced and collected as part of your teaching or Work-based Learning (e.g., lesson plans or evaluations)? Will your data be anything other than documentary data (e.g., policy documents, schemes of work, awarding body specifications)? Will your data be anything other than publically available secondary data that is in the public realm (data already collected for another purpose) such as national archives or DfE performance tables? Will you collect new data from or with persons (e.g., interview or questionnaire) purely for purpose of completing this project?

If you have answered yes to all of these questions your project will require approval from the Faculty Research Ethics Committee. You must not begin data collection until you receive approval and this form has been signed off by an FREC representative. Failure to comply with this procedure is considered by the university as academic malpractice that will result in failing the module associated with this project and may also result in you being withdrawn from your course.

Section C: To be completed only if your project requires FREC approval Before designing your project you will need to become familiar with the standards expected to be followed in educational research by reading the British Educational Research Association Ethical Guidelines for Conducting Educational Research. If the participants in your study involve persons under the age of 18 years you may also find it helpful to read the Ethical Guidance for Undertaking Research with Children and Young People. These documents can be found on the Faculty of Education Research wiki: https://go.edgehill.ac.uk/wiki/display/educationresearch/FoE+Research+Ethics

Project Details What are the research question(s) for your project?

Who are the intended participants?

How will you access these participants?

What is the proposed design of your study?

What is the proposed method of data collection?

Ethics Checklist 1. 2. 3. 4. 5. 6.

Yes

Participants can freely provide consent to participate Participants understand what the project is about Participants are informed that they can withdraw from the study during or after data collection I confirm that participants are not deceived or caused any distress by their participation. I have attached a participant information sheet that explains what the aims of the study and what participation will involve. I have attached a consent sheet that allows participants to provide written consent, informs participants that they can withdraw from the study during or after data collection up to a specified time (e.g. two weeks) and explains how the researcher can be contacted if they wish to withdraw participation retrospectively. I have read the British Educational Research Association Ethical Guidelines for Conducting Educational Research

If you have answered no to any of these questions your project may require an additional level of scrutiny by the FREC. Please contact the FREC Secretary (Julie Kirby kirbyjul@edgehill.ac.uk) Section D: Supervisor/ FREC Approval Student to confirm all details are correct Signature of student:

Date:

Supervisor(s) Please tick one of the following options: Does the project require FREC approval Signature of supervisor(s):

Yes ď&#x201A;Ł

No ď&#x201A;Ł Date:

FREC Representative Signature:

Date:

This form must be attached to the student project that is submitted and a copy sent to the FREC secretary.

Faculty of Education Process for reporting safeguarding concerns related to children, young people and vulnerable adults It is the responsibility of everyone to safeguard and protect children (under 16), young people (16-18) and adults (18 onwards) and those at risk of radicalisation. (Working together to Safeguard Children 2015) Recognising Safeguarding issues/concerns through: ➢ direct observation ➢ disclosure from a child or vulnerable adult ➢ observation by a third party Responding when information has been disclosed to you: directly: ➢ Stay calm ➢ Listen carefully and don’t interrupt ➢ Don’t interview them or press them for details ➢ Ask questions only for clarification ➢ Reassure them ➢ Clarify that any information you receive must be passed on. If non- recent abuse is disclosed (abuse from the past or information about alleged victims’ perpetrators) this should be acknowledged but not discussed any further, then communicated to the DSO. Reporting incidents or disclosed information requires an immediate and professional response. If there is immediate danger to an individual, your priority is to call 999.

2018-2019

Coursework Extension Approval Form This form must be completed by all students requiring an extension to the published submission date for coursework, well in advance of the submission date. If an extension is approved, the Module Leader/Teaching tutor must sign the form and return it to the student. The Module Leader/Teaching tutor should inform the Programme Leader via e-mail about the reason for extension and the new submission date. Students must attach a copy of the form to the relevant piece of coursework when submitted. Note to tutors: If an extension is granted then students should not be advised to complete an Exceptional Mitigating Circumstances form as well.

Student Details Name: ID Number: Course: Year: Date: Module Details Module Title: Module Number: Coursework Title: Submission date: The reason for this request has been discussed with Module Leader/Teaching tutor: YES/NO Student Signature: Date: Decision Extension is/ is not approved until (new submission date): Delete as appropriate

Interrupted Students (Link to documentation): Please follow link below for information and guidance if you are considering interrupting your studies. https://www.edgehill.ac.uk/registry/interruption-taking-time-out/

Regulations and Procedures in Respect of Academic Malpractice Malpractice may be broadly defined as an attempt to gain an advantage over other students by the use of unfair and/or unacceptable methods. Students who are found guilty of academic malpractice can face heavy penalties which can have a devastating effect on your academic career. With this in mind, it’s important that you have a good understanding of what constitutes malpractice, so you can take steps to ensure you don’t unwittingly fall foul of the rules. An extract from the Academic Regulations, Appendix 13 2.2 Types of Malpractice: 2.2.1 Cheating is an infringement of the rules governing conduct in examinations or other time-constrained assessment. Cheating includes the following:i) communicating with or copying from any other student during an examination, except in so far as the rubric may specifically permit e.g. in-group assessments; ii) communicating during an examination with any person other than a properly authorised invigilator or another authorised member of staff; iii) introducing any written or printed material into an examination room, unless expressly permitted by the regulations for the module or course assessment; iv) introducing any electronically stored information into an examination room unless expressly permitted by the regulators for the module or course assessment; v) gaining access to any unauthorised material relating to an examination during or before the specified time; vi) providing or helping to provide in any other way false evidence of knowledge or understanding in examinations. 2.2.2 Plagiarism is broadly described as an attempt to pass off work as one’s own which is not one’s own. It includes the representation of work, written or otherwise, of any other person, including another student, or any institution, as the candidate’s own. It may take the form of: i) verbatim copying or insertion of another person’s work (published or unpublished and including material freely available in electronic form) without appropriate acknowledgement; ii) the close paraphrasing of another person’s work by simply changing a few words or altering the order of presentation, without appropriate acknowledgement; iii) unacknowledged quotation of phrases from another person’s work; iv) the deliberate and detailed presentation of another person’s concept as one’s own; v) submitting the same piece of work twice for more than one coursework assessment unless authorised by the module leader. Such activity will be regarded as an offence of 'selfplagiarism'. 2.2.3 Collusion may include instances where a student:-

i) knowingly submits as entirely his/her own work that was undertaken in collaboration with another person without official approval; ii) collaborates with another student in the completion of work which he/she knows is intended to be submitted as the other student’s own unaided work; For a full version of Regulations and Procedures in Respect of Academic Malpractice please refer to the Appendix 13 of the Academic Regulations. iii) knowingly permits another student to copy all or part of his/her own work and to submit it as that student’s own unaided work. 2.2.4 Falsifying data or material includes; i) falsifying the data or material presented in reports or any other assessment. ii) falsely purporting to have undertaken experimental or experiential work or to have obtained such data by unfair means. iii) the fabrication of references or a bibliography. 2.2.5 Impersonation is the assumption by one person of the identity of another person with intent to deceive. 2.2.6 Ethical issues in contravention of the University’s “Memorandum of advice to Faculties and Departments’’. Ethical Approval for Undergraduate and Postgraduate Submissions may be subject to referral to a malpractice panel for issues such as: i) evasion of ethical responsibilities ii) failure to gain ethical approval and misconduct caused by careless and irresponsible research practice. More information on Ethical Approval can be viewed at http://www.edgehill.ac.uk/research/research-ethics-governance/ethics-documents/ 2.2.7 Other forms of dishonest academic practice not falling within the above definitions may also amount to malpractice. The University does not hold an exhaustive list although examples include: i) Attempting to obtain special consideration by offering or receiving inducements or favours; ii) Providing false information when submitting an Exceptional Mitigating Circumstances claim, Repeat Year application, Academic Appeal or any similar application for dispensation; iii) Ensuring the non-availability of books or journal articles in the University Library by removing the relevant article or chapter from the material, or by deliberately misshelving them so that other students cannot find them.