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Overview of Programme
Overview of the Programme
Structure of the Programme
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Level 4 FdA Early Years Education and Leadership
Modules Theoretical Perspectives on Early Years Education Children's Well-Being And Personal Social Emotional Development Young Children As Communicators Working With Families, Communities And Other Professionals Preparing For Research
Developing Personal, Professional and Academic Skills Module Code FEL1001 FEL1002 FEL1003 FEL1004 FEL1005 FEL 1000 Credit Rating 20 credits 20 credits 20 credits 20 credits 20 credits 20 credits
Level 5 FdA Early Years Education and Leadership
Modules Enabling Environments For Babies And Children Under 3 International Perspectives On The Early Years Pedagogies Leadership In The Early Years Contemporary Issues In Early Years Education And Leadership Developing And Leading Practice In The Early Years Researching Early Years Education And Leadership
Module Code FEL 2001 FEL 2002 FEL 2003 FEL 2004 FEL 2005 FEL 2000 Credit Rating 20 credits 20 credits 20 credits 20 credits 20 credits 20 credits
Modules Summary Level 4 Modules (Year 1):
FEL 1000: Developing Personal, Professional and Academic Skills provides you with an opportunity to develop your reflective and academic skills as an early years practitioner in the workplace. The module offers a relevant context to help you understand how relevant theoretical perspectives are implemented in practice. You will explore key workplace policies and regulations, with a particular focus on safeguarding, as well as evaluating current levels of knowledge and understanding of early years practice, and developing personal professional skills through the process of target setting and action planning. There will also be a focus on study skills, including academic writing, referencing, finding relevant sources of information, time management and resilience. Assessment: Coursework: 50%, Practical(s): 50%.
FEL1001 Theoretical Perspectives on Early Years Education introduces you to the perception of babies and young children as competent and complex learners. The module will equip you with essential knowledge and understanding of the key theories, principles, processes and concepts relating to the education and development of young children, both generally and in specific developmental domains. Assessment: Coursework: 100%.
Development recognises that children’s wellbeing is shaped by both internal and external systems that impact children’s learning throughout their lifespan. The module equips you with the necessary knowledge and understanding of the impact of wellbeing on the learning and development of babies and young children. You will be guided in identifying and explaining factors that can derail and disrupt development and learning in the early years, enabling you to gain skills in examining the physical, psychosocial and cultural theories and practices that underpin babies and children’s wellbeing. You will also explore different Early Years pedagogies in terms of managing children’s behaviour, as well as helping personal, social and emotional development. Assessment: Coursework: 100%.
FEL1003: Young Children As Communicators focuses on the role of language and communication within the Early Years Foundation Stage curriculum and Key Stage 1 and the link between language and learning for babies, toddlers and young children. You will explore key theories about language and language acquisition within an evolutionary context and consider how social and cognitive development supports language development. A key focus will be on strengthening your knowledge of language development to support early reading, as well as supporting children with EAL (English as Additional Language). You will be encouraged to develop and articulate your own strategies to support language development in children from birth to seven, while also considering how both indoor and outdoor environments can be planned to support effective language development. In addition to this, the relationship between language and reading and the role of the child, family and practitioners in language development will be examined within the wider
social environment. Assessment: Coursework: 100%.
Professionals enables you to develop your knowledge and understanding of working in collaboration with parents and early years practitioners, including multidisciplinary teams, in the context of an early years setting. The module will focus on the application of ‘team’ theory to early years settings allowing you to consider current practice from a critical perspective, as well as enhancing your understanding of the key aspects of working in partnership with children’s parents, families and communities. Assessment: Coursework: 100%.
FEL 1005: Preparing for Research helps you to understand and apply some of the key principles of academic research to different areas of the early years context as well as to identify and justify suitability of specific research methods and techniques. The module will also provide you with opportunities to explore a variety of currently published research papers and evaluate the impact of research findings on different aspects of early years practice. The aim is to enable you to identify your own research interests in preparation for undertaking your own research project. Assessment: Coursework: 100%.
Module Summary Level 5 (Year 2)
FEL 2000: Researching Early Years Education and Leadership enables you to demonstrate your knowledge and understanding through engagement with a smallscale research project based on an aspect of early years education or leadership. The module provides deeper theoretical and practical insight into a relevant area of your own particular interests, while also enabling you to build on your research skills. Engaging in research will give you an opportunity to choose your own focus of investigation and use your learning experiences as a vehicle for undertaking this extended project. Investigation of one particular area of interest will also enhance your professional portfolio by enhancing your expertise in a specific aspect of education or leadership. An important additional element of this module will be the completion and submission of an ethical proposal. Assessment: Coursework: 100%.
FEL 2001: Enabling Environments for Babies and Children Under 3 helps you to understand the fundamental principles that underpin early years pedagogy for babies and children under three years old. The module explores a range of concepts from research and practice that are relevant to the learning and development of babies and very young children. You will critically examine and evaluate a number of key approaches to structuring and managing enabling environments within the early years context as well as developing your critical knowledge and understanding of the key aspects of child development for these specific age groups. Assessment: Coursework: 100%.
FEL 2002: International Perspectives On The Early Years Pedagogies enables you to demonstrate your knowledge and understanding of early years pedagogies from an international perspective. The module enables you to critically analyse multiple perspectives on the conceptualisation of an early childhood pedagogy from a global dimension, as well as investigating how international approaches have influenced pedagogy within the English policy context. Focusing on some of the most currently influential international pedagogies including those from Italy, America, New Zealand and Scandinavia, you will consider your own pedagogy of early years and consider what might influence your understanding of how to develop learning environments and teaching strategies that conceptualise children as strong and competent learners. Assessment: Coursework: 100%.
FEL 2003: Leadership in the Early Years is focused on the issues of educational leadership in the early years context. Building your knowledge and understanding of leadership and management, you will investigate the wider issues facing early years professionals in current social and political environment. You will examine the impact of social and political changes on the early years profession and critique the significant questions relating to the aims, values and principles of early years leadership and management both in theory and in practice. The module also introduces you to the theories of change management to enable you to respond to change in a positive and constructive manner. You will develop a theoretical understanding of the change process and how that knowledge can help you explore and design your own models of leading change. Assessment: Coursework: 100%.
Leadership considers some of the very specific challenges that young children might face during their lives in the UK and across the globe, focusing on the issues of children’s rights, safeguarding and relevant legislation. The module enables you to critically analyse current policies and frameworks. You will explore both theory and practice that are influenced by contemporary debates within education and leadership. You will also consider how these contemporary issues impact on how teachers and practitioners begin to develop their pedagogical approaches to the early years curricula. Assessment: Coursework: 100%.
FEL 2005: Developing and Leading Practice in the Early Years enables you to enhance your knowledge and understanding of early years education and leadership. The module investigates further theoretical and practical approaches to the prime and specific areas of learning as well as the key aspects of the Early Years Foundation Stage (EYFS) with a particular emphasis on different areas of learning, managing children’s transitions and principles of quality early years provision. You will critique Early Years curriculum assessment approaches through comparing and contrasting current research sources on different curricula. The module enables you to investigate in detail children’s progression to Key Stage 1 and the requirements of the National Curriculum. The role of early years leaders will be discussed in relation to all aspects of early years practice. Assessment: Coursework: 100%.
The Big Conversation
“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 Evaluation, including The National Student Survey o Staff-Student Consultative Forums (SSCFs) o Focus Groups o Boards and Committees o Course Representation o Curriculum Development o 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
January February March April May June July Aug. September October November December
Potential Students
Feedback questionnaire after each open event/recruitment event
Students
NSS Survey
Mid-Year Evaluations
SSCF Student Consultative Meeting 1
Early Years Programmes Board Faculty Board
HoD/AHOD Focus Groups
Early Years Programmes Board Faculty Board
End-of-year Evaluations First Week/ Induction Survey Early Years Programmes Board
SSCF Student Consultative Meeting 2
HoD/AHOD Focus Groups Faculty Board
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.
1 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.
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.
- 1 consultative representatives per group to be elected and trained in role
- 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 /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) - A minimum of two
SSCFs per year per programme to be planned
- For undergraduate programmes elected student representatives to attend from each year (undergraduate).
- 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
- Number of focus groups per year to be planned by the Head of Department and
Assistant Head of
Department
- 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 yourlife 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 craftafternoons, 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.
Alongside our Policy department, they sit on academic and faculty boards to voice student opinions and concerns. 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 byrunning 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 offcampus, 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 betterthan-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!
