FdA Early Years Education and Leadership Programme Handbook by Jacqui Basquill

Programme Handbook

Foundation Degree

Early Years Education and Leadership 2019-2020

Contents

Page no.

Library and Learning Services

SpLD Support Team

Equality and Diversity

Welcome

Introduction

Roles and Responsibilities

Overview of Programme

Module Summaries

Students’ Voice

Staff-Student Consultation Forum

Edge Hill Students’ Union

Quality Assurance and Quality Enhancement

Teaching, Learning and Assessment

What you may need to know about assessment FAQs

Useful Contact Information for Students

Student Support in the Faculty of Education

Employability

Attendance Expectations

Exceptional Mitigating Circumstances

Assignment Extension Policy

Safeguarding – Management of a Cause for Concern

APPENDICES: Assignment Extension Form Link to guidance on Interruption to Study Regulations and Procedures in Respect of Academic Malpractice

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/ 4

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.

Welcome We would like to welcome you to our Early Years Education programmes – Foundation Degree Early Years Education and Leadership for Year 1 students and Foundation Degree Early Years Practice and Leadership for Year 2 students- 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! Karen Boardman, Head of Early Years Education Department

Introduction Overview of the Programme Aims: 

Provide students with a broad and balanced knowledge and understanding of the fundamental principles of working with children from birth to 5 and leading in the Early Years;



Enable students to gain insights into the babies and young children’s learning and development from a range of evolving academic and professional perspectives;



Provide opportunities for students to explore the holistic nature as well as the complexities and the breadth of children’s learning and development from birth to 5;



Enable students to view the Early Years landscape as a site for democracy, sustainability and social justice with young children being active participants in all decisions related to them;



Equip students with an up-to-date knowledge and understanding of the regulatory and legislative frameworks relevant to the Early Years environment;



Expose students to the challenges and intricacies of working in and leading multi-agency and multiprofessional practices within the Early Years provision for children, their families and communities, nationally and internationally;



Draw on a wide range of national and international research evidence to enhance students’ critical engagement with the subject and equip them with the skills of becoming independent researchers and reflective professionals and leaders;



Offer students inspirational and innovative learning, teaching and assessment opportunities to help them engineer their own learning experiences and realise their full potential as educators and leaders;



Develop personal and transferable skills and attributes required from a graduate Early Years practitioner and a leader;



Develop students as independent, critical and reflective learners with a commitment to lifelong learning, including their ability to evaluate their own progress effectively and plan their next steps;

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Enable students to recognise and challenge inequalities in society, and embrace an anti-bias approach, acting as an advocate for babies, young children, families and communities;



Enhance students’ career opportunities via widening students’ perspectives on the variety of career progression opportunities in the sector as well as a further progression to BA Hons top up degrees.

Roles and Responsibilities Leadership of your Programme Dr Karen Boardman

Head of Early Years Education

Karen.Boardman@edgehill.ac.uk

01695 650020

Liana Beattie

Assistant Head of Early Years Education

Liana.Beattie@edgehill.ac.uk

01695 650961

Dr Jacqui Basquill

Pathway Leader

Jacqui.Basquill@edgehill.ac.uk

01695 657337

Louise Masterson

Module Leader

Louise.Masterson@edgehill.ac.uk

01695654383

Ian Currie

Module Leader

Ian.Currie@edgehill.ac.uk

01695587673

Anita Walton

Module Leader

Anita.Walton@edgehill.ac.uk

TBC

Administrative Staff Professional Support Team

earlyyearspartnership@edgehill.ac.uk

01695 584730 01695 584418

Jacqui.Basquill@edgehill.ac.uk

01695 657337

Louise.Masterson@edgehill.ac.uk

TBC

Ian.Currie@edgehill.ac.uk

TBC

Anita.Walton@edgehill.ac.uk

TBC

Personal Tutors Jacqui Basquill Louise Masterson Ian Currie Anita Walton

Module Leaders Module Code

Module Title

Module Leader

FEL1000

Developing Personal, Professional and Academic Skills

Jacqui Basquill

FEL1001

Theoretical Perspectives on Early Years Education

Jacqui Basquill

FEL1002

Children's Well-Being And Personal Social Emotional Development

Jacqui Basquill

FEL1003

Young Children As Communicators

Ian Currie

FEL1004

Working With Families, Communities And Other Professionals

Louise Masterson

FEL 1005

Preparing For Research

Anita Walton

Email Address Jacqui.Basquill@edgehill.ac.uk Jacqui.Basquill@edgehill.ac.uk Jacqui.Basquill@edgehill.ac.uk

Ian.Currie@edgehill.ac.uk Louise.Masterson@edgehill.ac.uk

Anita.Walton@edgehill.ac.uk

Overview of the Programme Structure of the Programme Level 4 FdA Early Years Education and Leadership Modules

Module Code Credit Rating

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

FEL1001

FEL1002

FEL1003

FEL1004

FEL1005

FEL 1000

20 credits

Level 5 FdA Early Years Education and Leadership Modules

Module Code Credit Rating

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

FEL 2001

FEL 2002

FEL 2003

FEL 2004

FEL 2005

FEL 2000

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%. FEL1002 Children’s Wellbeing, Behaviour and Personal Social Emotional 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%. FDE1004: Working with Families, Communities and Other Professionals enables you to develop your knowledge and understanding of working in collaboration with parents and early years 10

practitioners, including multi-disciplinary 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 small-scale 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%. FEL 2004: Contemporary Issues in Early Years Education and 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 childrenâ&#x20AC;&#x2122;s rights, safeguarding and relevant legislation. The module enables you to critically analyse current policies and frameworks. You will explore both 12

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 childrenâ&#x20AC;&#x2122;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 childrenâ&#x20AC;&#x2122;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%.

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

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

October

November

Potential Students

Students

December

January

February

March

April

May

June

July

Aug.

Feedback questionnaire after each open event/recruitment event

First Week/ Induction Survey

Early Years Programmes Board SSCF Student Consultative Meeting 1 HoD/AHOD Focus Groups

Faculty Board SSCF Student Consultativ e Meeting 1

NSS Survey Mid-Year Evaluations

SSCF Student Consultative Meeting 2

Early Years Programmes Board

Faculty Board

HoD/AHOD Focus Groups

Early Years Programmes Board

Faculty Board End-of-year Evaluations

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

Staff-Student Consultation Forum (SSCF) Process – Early Years Education Year Group

Programme

Department

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.

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.

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 Staff-Student Consultative Forum 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

- Number of focus groups per year to be planned by the Head of Department and Assistant Head of Department

- 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)

- 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

- 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

- Chaired by Programme Leader or Pathway Leader

Edge Hill Studentsâ&#x20AC;&#x2122; Union Please follow link below to Student Union webpages where you will find all information relating to the Studentsâ&#x20AC;&#x2122; Union: https://www.edgehillsu.org.uk/groups#club-society

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.

What you may need to know about assessment FAQs What is assessment and what is it for? Assessment measures your learning and allows you and your tutors to monitor your progress. We design assessments, so you can demonstrate what you have learned in terms of skills, knowledge and understanding. As well as receiving marks, feedback from tutors recognises your achievements and gives guidance on how to develop and improve your learning in the future.

How will you be supported? Tutors will explain how each assessment works. You can also find this information in the Programme/Module Handbook, which includes details of the following: 

Learning outcomes – what you are expected to learn



Assessment criteria – the standards your work will be marked against



The schedule and instructions for submitting work



The schedule for receiving feedback for each piece of work.

Your tutors will discuss assessment with you during teaching sessions. They will give you guidance and help you prepare for assessment. This process is known as ‘formative assessment’. Your Personal Tutor is also a source of guidance. Feedback on each assessment will explain how your grade was awarded and how well you met the learning outcomes against the assessment criteria. It will also provide advice on how to develop and improve your learning for the future. We provide feedback in a timely way, within four working weeks of work being submitted.

What do you need to do with Feedback? You are expected to read and consider any feedback carefully. You may also want to discuss it with your tutor/s. We give you feedback so that you can develop and improve your learning for the future and produce your best work possible. If you do not understand your feedback or why you have been given the mark you have, arrange to speak to your tutor who will explain it to you.

How do you know assessment is fair? When we create a programme, learning outcomes and assessment criteria are carefully designed to match the level of your study. These are checked by external experts from another university. Assessment tasks (coursework, exams, presentations etc.) are also checked and approved by an external examiner from another university before they can be used. Marks are based on how well you perform against the learning outcomes and assessment criteria. They are focused solely on the quality of your work and are not a comparison or competition with other students work. A process called assessment moderation makes sure marking/grading is fair and consistent. This involves tutors having their marking/grading checked for fairness and consistency by other tutors, followed by further scrutiny by external examiners. This helps us ensure our standards are appropriate and our feedback is of high quality.

Each programme has an External Examiner, who reviews a sample of scripts across each grade band, the marking comments from tutors and the learning outcomes comments on scripts. The role of the External Examiner is to ensure that marking is fair, consistent and aligns with all other Higher Education Institutions (HEIs).

Who should I be asking questions about my assessments/assignments? You should ask your teaching tutors about your assessments. Each module tutor will introduce the assessment and review the learning outcomes, outlining and what you are expected to do and will also review this information together with you at key points. You can also ask your Personal Tutor for support.

Who will be marking my work? A member of the Early Years Education team will be marking your work â&#x20AC;&#x201C; the team work together to ensure that marking is fair, consistent and supportive. This may or may not be your teaching tutor.

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

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.

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 23

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

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 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, 25

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).

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.

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Focused tutorials built into the Work-based Learning and Action Planning sessions to revisit planning for students’ employability,

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Sessions from the Careers Service followed up by tasks and activities within the programme sessions.

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Personal Tutors’ support with the TNA and action plan for personal professional development when conducting personal tutorials with students.

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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.

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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.

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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. Name; 2. Year/Course; 3. Name of the Work-based Facilitator; 4. Reason for absence (e.g. illness, school closure); 5. Name of the setting; 6. 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.

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.

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

Reporting when on placement Please inform: 1) Designated Safeguarding Officer (DSO) at the setting/school/college before leaving the premises. 2) Senior or Designated Safeguarding Officer in the Faculty of Education (process below).

Reporting when at University Please inform the Senior or Designated Safeguarding Officer in the Faculty of Education (process below)

Leon Fraser: Senior Safeguarding Lead Dawn Hewitson: Designated Safeguarding Officer (DSO) Email: safeguarding@edgehill.ac.uk Landline: 01695 5844314 1. Acknowledge the DSO (setting/school/College) has been informed, 2. Provide an anonymised outline of the incident and your involvement 3. Detail any next steps requested of yourself at the setting/school/college 4. Let us know about any support or guidance you might require after the incident or disclosure.  This might be followed up by via a phone call or face to face meeting. If you need support outside office hours and the report cannot wait until the next time the office is open, please contact: Campus Support – 01695 584227 www.edgehill.ac.uk/studentservices/critical-incidentsupport/ Once the information has been reported this will conclude your involvement and must not be discussed further unless requested by the setting/college /school or Senior Lead Officer (FoE)

APPENDICES Assignment Extension Form Link to guidance on Interruption to Study Regulations and Procedures in Respect of Academic Malpractice

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

Interupting your studies You will find further guidance following this link: 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 timeconstrained 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; 35

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 'self-plagiarism'. 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 36

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.