Early Years Foundation Degree

Course length: 2 years full-time 3 years part-time

Overview

 

The Early Years Foundation Degree is a programme designed for those practitioners, or those who intend to work with, young children in public, private, voluntary and independent childcare and education settings.

It provides access to a higher level qualification and career development for people working as childminders or in group settings such as a nursery, kindergarten, preschool, community crèche environment or children’s centres.

This course is for any practitioner, working with young children in a public, private, third or independent sector setting who has a commitment to the aims of the course. It has been designed for those with relevant experience or working in the sector, as well as for those seeking progression routes into management positions in early years settings.

Who is it for?
  • Any practitioner, working with young children in a public, private, third or independent sector setting who has a commitment to the aims of the course 
  • People with experience, as a childminder or, in a nursery, pre-school setting, community crèche or children’s centre 
  • People seeking progression routes into management positions in early years settings
Special Features

Module content has been informed by major research projects undertaken by Newman with funding support from the European Social Fund. There are opportunities to interact with other students, share experiences and enhance communication skills.

Attendance

Full-time: Taught sessions will be on one day / and one early evening session.  

Part-time: Taught sessions will be on one evening a week between 4.30-9.00pm. 

Full-time and Part-time: In addition to the taught sessions you will need to spend at least two days or 10 hours a week volunteering or working in an appropriate early years setting.    

Assessment

A range of work-based assessment strategies will be used including portfolios, presentations, written reports and essays. There will also be directed study tasks regularly undertaken in your own time.

Progression routes

Even though you may have the skills and experience to progress in your career, you may find that the lack of a formal academic qualification holds you back at some stage. Studying for a foundation degree situates you in higher education and will prepare you for increased responsibilities within your current setting, therefore expanding your employment opportunities in early years.

There is also the opportunity to progress onto the top-up award, converting your Foundation degree to a full BA (Hons) degree, such as the BA (Hons) Early Childhood Education and Care or BA (Hons) Professional Practice. Completion of an Honours degree will support those wishing to pursue a career in teaching, although further study and qualifications are needed.

 


Newman University would like to draw your attention to our Academic Regulations. These regulations are your Terms of Reference and should be considered when making a decision to study with our institution.

Entry requirements

Entry requirements are flexible but normally you will possess a level 3 qualification, such as A levels, a BTEC or NVQ level 3.

A typical offer being, 72 UCAS points (and GCSE English at Grade C or above)

Workplace experience. You will need to have 2 years vocational experience in an appropriate setting. You must have access to an early years on a full or part-time, employed or voluntary basis, with the support of your employer / head teacher.

For further details please contact Admissions.

Applicants will be required to attend and successfully complete an interview as part of the entry requirement.

Applicants will need to obtain Disclosure and Barring Service (DBS) clearance prior to starting this course.  For more information on your DBS application please click here. A Disclosure by Association (DBA) clearance is required, also.  

Fees

Fees per academic year: 2017/18 

Full-time UK/EU Students: £9,250*

Part-time UK/EU Students: £4,500*

* Please note for 2018/19 the University reserves the right to increase fees broadly in line with increases in inflation, or to reflect changes in government funding policies or changes agreed by Parliament.

Finance and Scholarship information

Additional costs:

A Disclosure and Barring Service (DBS) is required for entry into this programme.  The cost of the DBS is currently £55 (including processing fee) with the option of subscribing to the update service which is currently £13 per year.  For more information on your DBS application please click here

You may be entitled to a student loan to cover the cost of tuition fees per annum. Please click here for further details

Full-time course modules


As a full time student, you will study a total of 120 credits each year. Credits are made up of mandatory modules and you may have a list of optional modules to choose from. Not every programme offers optional modules and when an optional module is available it will be clearly marked. All modules are listed below and you may not be required to complete all of these modules. Most modules are 20 credits and dissertations are 40 credits. Please note that not all optional modules run every year. For further information please email admissions@newman.ac.uk.

Year 1 modules


THE INDEPENDENT LEARNER


THE INDEPENDENT LEARNER: details currently unavailable

CHILD DEVELOPMENT: THEORY AND PRACTICE


MODULE TITLE : CHILD DEVELOPMENT: THEORY AND PRACTICE

MODULE CODE : ECF402


MODULE SUMMARY :

This module will develop student’s knowledge and understanding of child development and learning. The module will focus on language, cognition, physical and social and emotional aspects of development. It will provide students with theories of development and learning, and relate these to aspects of learning and teaching. Theorists considered will include, among others; Piaget, Bruner, Skinner, Vygotsky, Bronfenbrenner and Chomsky. It will also explore theories which focus on the impact of biological and maturational processes on human development.

The role of the EY practitioner will be discussed in relation to supporting child development and next steps for child in their setting. We will also consider individual factors that impact on child development and learning such as health, environment, personality and self-esteem.

CONTACT HOURS :

Scheduled : 28.00
Independent : 116.00
Placement :
Total :  144.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Develop an understanding of how children develop from pre- birth to 8

  • Build their understanding of theories of child development and learning

  • Identify stages of child development and relate these to theory

  • Understand how individuals differ and how this affects learning and development

  • Articulate how practitioners can support child development and learning

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

 

  • Demonstrate their knowledge of how children develop from pre-birth to 8

  • Understand how individuals differ and how this affects learning and development

  • Demonstrate their understanding of theories of child development and learning

  • Begin to apply theoretical perspectives to children’s development and learning

  • Begin to respond to stages of child development and relate these to theory.

METHOD OF ASSESSMENT :

Component 1 - 100% Portfolio (2500 Words)

HUMAN RIGHTS AND SOCIAL JUSTICE


MODULE TITLE : HUMAN RIGHTS AND SOCIAL JUSTICE

MODULE CODE : ECF403


MODULE SUMMARY :

Children, parents and educators have the right to good quality in early childhood education services, free from any form of - overt and covert, individual and structural - discrimination due to their race, colour, sex, language, religion, political or other opinion, national, ethnic or social origin, property, disability, birth or other status( Article 2). This module will cover all the above elements because early years are logically and practically a good place to start to foster and strengthen children’s identities and to raise positive awareness of diversities. This module aims to challenge thinking, promoting all children and adults’ right to evolve and to develop in a context where there is equality and respect for diversity. Core element of the module will explore human rights and the UNCRC through key principles like dignity, fairness, equality, respect, power and autonomy. Identity and difference will be explored and examined in the broadest sense, highlighting the basic rights and freedoms that belong to every person in the world. The module will also move beyond essentialist approaches of multiculturalism, which in the past have all too often ignored socio-economic power relations.

CONTACT HOURS :

Scheduled : 28.00
Independent : 116.00
Placement :
Total :  144.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

 

  • Explore principles, theories, concepts of Human Rights and Social Justice
  • Build and articulate an understanding of human rights and societal inequalities
  • Evaluate the relationship between power and inclusion
  • Encourage critical thinking and individual reflection

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

 

  • Understand the underlying theories, concepts, principles and values in terms of Human Rights and Social Justice
  • Describe current issues in inequalities that impact on ECEC
  • Examine prejudice and discrimination in relation to ECEC services
  • Discuss broader issues in relation to social exclusion relevant to ECEC
  • Examine and reflect on own values and practice in relation to equality, rights and diversity issues
  • Demonstrate an understanding of multiple perspectives and evaluate the relationship between Early Childhood Education and Care services and the inequalities gap
  • Show an understanding of a range of perspectives and models of good practice both nationally and internationally
  • Explore research, policy, legislation and practice in terms of Human rights and social justice.

METHOD OF ASSESSMENT :

Component 1 - 100% Reflective Essay (2500 words)

THE EARLY CHILDHOOD CONTEXT


MODULE TITLE : THE EARLY CHILDHOOD CONTEXT

MODULE CODE : ECF404


MODULE SUMMARY :

Since the late 1990’s, Early Childhood has been identified as an area of special interest for successive governments who have identified this period of a child’s life as providing an opportunity to have a significant impact on their progress in education, care and general well-being as well as presenting the opportunity to tackle child poverty, social exclusion and safeguarding issues. In light of this Early Childhood has seen an unprecedented level of social policy reform and developments in the way in which practitioners engage with children. This module will therefore begin to explore the nature of these developments in terms of the underlying philosophies and political ideas which have helped to shape the Early Childhood context in the UK. It will also seek to locate this approach to engaging with children in Early Childhood in a broader international context in order to encourage students to begin to understand and locate their own position in terms of the underlying philosophical and political values. It will begin to locate the significance of public and private values in terms of services for children and families. This module will provide a foundation for future modules where students will be expected to consider their own position in respect of working with children and families in Early Childhood.

CONTACT HOURS :

Scheduled : 28.00
Independent : 116.00
Placement :
Total :  144.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Support students in developing an emerging appreciation of the diversity of philosophical and political ideologies which inform the Early Childhood context.

  • Introduce students to some of the changes in Early Childhood context in the 20th and 21st century.

  • Introduce students to some of the complexities involved in the social policy process and their place in these processes.

  • Support the students to begin to articulate a personally held stance on social policy in Early Childhood.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Locate the connections between Early Childhood policy development, philosophy, political ideology and practice.

  • Recognise the historical context of social policy in the Early Childhood context in England.

  • Identify diverse cultural contexts and their impact on examples of international Early Childhood contexts.

  • Recognise the spectrum of political ideas and the connections between values, political ideas and models of social policy provision.

  • Identify their own personal values and relate these to the Early Childhood context.

  • Begin to develop a range of policy analysis skills.

     

METHOD OF ASSESSMENT :

Component 1 - 50% Group Presentation (10-15 Mins)

Component 2 - 50% Individual Journal Reflection (1000 words)

SUPPORTING TRANSITIONS


MODULE TITLE : SUPPORTING TRANSITIONS

MODULE CODE : ECF405


MODULE SUMMARY :

This module will introduce students to the term ‘transitions’ as outlined in the Common Core of Skills and Knowledge.  This term refers to changes between services e.g. from an early years setting to school or from home to a pre-school setting and also to particular and personal life changes such as family illness or death, family breakdown, fostering and adoption or leaving care. The impact of transition upon the social and emotional development of young children will be explored. The module will aim to explore the way in which young children experience transitions in their daily lives and to suggest ways in which the professional experience of practitioners can make the transition process a positive experience.

CONTACT HOURS :

Scheduled : 28.00
Independent : 116.00
Placement :
Total :  144.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Develop students understanding of the patterns of transition and the transitional process

  • Enable students to consider effective practice in supporting transition

  • Examine the implications of transition for children and families.

     

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Demonstrate understanding of the likely impact of key transitions both between services and life changes

  • Understand how transitions may affect children and families particularly those at risk of exclusion or underachievement

  • Demonstrate understanding of how to support a range of transitions in the Early Years

  • Explain how to manage transition to support child and family

  • Recognise the ways in which practitioners can influence the outcomes of the transition process.

METHOD OF ASSESSMENT :

Component 1 - 30% Leaflet Design (500 Words)

Component 2 - 70% Individual Presentation (10 Mins)

AN INTRODUCTION TO PLAY AND THE EARLY YEARS CURRICULUM


MODULE TITLE : AN INTRODUCTION TO PLAY AND THE EARLY YEARS CURRICULUM

MODULE CODE : ECF406


MODULE SUMMARY :

This module provides an introduction to thinking about play. Play is a contested concept for which there is no one agreed definition. Many theorists are able to discuss what some of the features of play are or are not. In this module we will look to consider what constitutes play and why it is key to early learning. We will investigate what constitutes a play environment both indoors and out as well as considering Forest School. We will provide an introduction to some of the key theorists and look at play within the EYFS. We will also investigate the role of the adult in play.

CONTACT HOURS :

Scheduled : 28.00
Independent : 116.00
Placement :
Total :  144.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Support students to understand what constitutes play.

  • Consider why play is key to early learning.

  • Investigate the properties of learning environments both indoors and out.

  • Introduce significant theorists and play pioneers including: Vygotsky, Piaget, Bruner, Froebel, Montessori and Rousseau.

  • Consider play in the EYFS (DfE 2012/14).

  • Evaluate the role of the adult in play.

  • Assess some of the challenges of play.

  • Enable them to reflect on play opportunities.

  • Support students to consider play opportunities in their setting and how these could be developed.

     

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Demonstrate what they consider constitutes play and some of the challenges to play.

  • Explain why play is key to early learning and the opportunities for play within the EYFS (DfE 2012/14).    

  • Consider what different play environments look like both inside and out.

  • Discuss some of the key theorists and play pioneers demonstrating how their work remains relevant today.

  • Examine the role of the adult in supporting children’s play.

  • Demonstrate how their learning is supporting play opportunities for children in their setting.

METHOD OF ASSESSMENT :

Component 1 - 100% Resource Incl Rationale and Evaluation (2500 Word Equivalent)

Year 2 modules


PLANNING AND ASSESSING DEVELOPMENT


MODULE TITLE : PLANNING AND ASSESSING DEVELOPMENT

MODULE CODE : ECF501


MODULE SUMMARY :

This module will focus on the cycle of planning, assessment and reflective practice. It will consider planning for play and the nature and function of assessing development. It will increase student awareness of the different purposes of planning and assessment, and the range of procedures and contexts in which assessments may be conducted.  The module will explore issues such as ‘fitness for purpose’, content, validity, reliability and manageability in the use of planning and assessment tools and encourage students to engage in approaches designed for the identification, intervention and monitoring of educational development.  Current issues in planning and assessment, relating to statutory requirements for accountability, value added purposes and evaluations are also discussed in the light of the professional use of assessment to promote optimal individual learning.

CONTACT HOURS :

Scheduled : 28.00
Independent : 116.00
Placement : 28.00
Total :  172.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

 

  • Take a critical approach to the nature, purpose and objective behind planning and assessment frameworks

  • Understand the different contexts in which planning and assessment of development can take place in healthcare, education, and social work

  • Critically analyse different methodologies that can be implemented to assess and plan for development

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

 

  • Introduce students to critical approaches to planning and assessment, developing an understanding of differing contexts, and the methodologies used.

  • Critically examine alternative approaches to planning for and assessing development in relation to own practice.

  • Consider the links between planning and assessing development

  • Be aware and have a critical understanding of the needs of learners and parents in respectful and shared practice

  • Be aware and have a critical understanding of children’s cultural, linguistic, class and gender backgrounds and to consider how these are central to an understanding the child’s development and achievement

  • Be aware and have a critical understanding of the tensions in the use of assessment for supporting individual development and for accountability and evaluation purposes

METHOD OF ASSESSMENT :

Component 1 - 100% Evaluative Report (3000 words)

CONSTRUCTS OF CHILDHOOD


MODULE TITLE : CONSTRUCTS OF CHILDHOOD

MODULE CODE : ECF502


MODULE SUMMARY :

Childhood is defined largely through the attitudes, beliefs and values of particular societies at particular times. Using a multi-disciplinary approach, this module will promote an understanding of how childhood has changed or is different and continues to be socially constructed. This leads to a number of contested discourses for example: Romantic, Puritan, and Utilitarian which continue to influence policy and practice in the Early Childhood context. This module will also make reference to students own experiences of childhood and will explore how this, alongside other constructs, are influenced and represented through a variety of means such as media imagery, children’s literature and artefacts from a range of sources. Students will be encouraged to consider the potential implications for their practice in Early Childhood in respect of dominant discourses around childhood.

CONTACT HOURS :

Scheduled : 28.00
Independent : 144.00
Placement :
Total :  172.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

 

  • Explore a range of childhood discourses using a variety of disciplines.

  • Encourage students to understand the social context in which ideas about childhood emerge.

  • Critically explore factors that influence dominant childhood discourses.

  • Discuss how dominant childhood discourses can affect practice.

  • Explore these ideas using children’s literature as a vehicle.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

 

  • Critically reflect on historical and contemporary childhood discourses, drawing on a variety of relevant disciplines.

  • Analyse the influence of social context in terms of discourses of childhood.

  • Appraise the relationship between childhood discourses and the beliefs, attitudes and values of particular societies.

  • Demonstrate the impact of dominant childhood discourses on practice.

METHOD OF ASSESSMENT :

Component 1 - 100% Essay (3000 Words)

INCLUSIVE PRACTICE


MODULE TITLE : INCLUSIVE PRACTICE

MODULE CODE : ECF503


MODULE SUMMARY :

This Level 5 module will build upon the knowledge and workplace experiences of the students in the area of inclusion. It will begin by exploring definitions of the inclusion agenda, and by considering the legislative frameworks, and this will lead to an understanding of the inclusion ‘debate.’ Students will explore models of disability (social and medical), and will consider a range of strategies for supporting children with SEN and other specific needs. They will gain an understanding of how multi-agency working contributes to the support of children and their families. Finally, students will understand the additional needs of a range of culturally and socially diverse groups, e.g. Traveller children, looked-after children, pupils with EAL, white working-class boys, etc.

CONTACT HOURS :

Scheduled : 28.00
Independent : 116.00
Placement : 28.00
Total :  172.00

MODULE CURRICULUM LED OUTCOMES :

This module aims todevelop students’ knowledge and understanding of:

 

  • The principles and purposes informing inclusive practice and develop an ability to make effective use of and critically reflect on professional guidance with reference to legislative and statutory frameworks;

  • The challenge of providing effective learning and teaching provision for babies and young children with diverse needs and the influences of developmental, social, religious, ethnic, cultural and linguistic aspects on learning and teaching;

  • The strategies to address learner diversity by exploring and critically evaluating a range of teaching, learning and effective personalised provision for diverse learners;

  • The implication for early years practitioners working with multi-agency teams, children and families to support learners with special educational needs, EAL, able, and other individual learning needs

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

 

  • Critically reflect on how learners develop and show an awareness of the range of developmental, social, religious, ethnic, cultural and linguistic influences in the progress and well- being of learners;

  • Critically reflect on how children and babies’ needs are supported through organisation and management of learning contexts and use of appropriate teaching strategies and resources;

  • Analyse how to make effective personalised provision for those they support, including those for whom English is an additional language or who have special educational needs or disabilities;

  • Demonstrate knowledge and understanding of the roles of early years practitioners working with multi-agency teams, including those with responsibility for learners with special educational needs and disabilities and other diverse individual learning needs.

METHOD OF ASSESSMENT :

Component 1 - 50% Individual Presentation (10 Mins - 2000 Words Equivalent)

Component 2 - 50% Essay (2000 Words)

SAFEGUARDING CHILDREN AND FAMILIES


MODULE TITLE : SAFEGUARDING CHILDREN AND FAMILIES

MODULE CODE : ECF504


MODULE SUMMARY :

The issue of safeguarding children has come into sharp focus as a result of high profile public inquiries detailing significant failings and as such recent governments have sought to reassure the public that they have the capacity to address these issues. As a consequence policy reforms have broadened the responsibility for safeguarding children in terms of both prevention and protection to incorporate the whole children's workforce with an emphasis on the importance of collaborative working. There have also been on-going debates in respect of the role of state intervention and the privacy of the family. Therefore, this module aims to explore some of the complex issues involved in safeguarding children and the interventions designed to drive this agenda. It will provide students with an exploration of the historical and political context that has served to shape current policy and practice. Specific attention will be given to exploring the social and cultural notions of neglect and abuse, and the impact that abuse can have on the lives of children and their families. Key child abuse inquiries will be examined to analyse common themes and issues in respect of the failure of child protection systems, policies and practices to safeguard children and young people. Students will explore current policy and legislation and its implications for practice for all those working with the children and their families. A clearer understanding will be gained of the different roles and responsibilities of those working in the area of safeguarding children in multi-agency contexts.

CONTACT HOURS :

Scheduled : 28.00
Independent : 116.00
Placement : 28.00
Total :  172.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

 

  • Support students in developing a critical understanding of the different forms of abuse and neglect that some children and young people experience and the impact of abusive relationships.

  • Enable students to appraise the historical and political context in which current policy approaches to safeguarding have developed with a focus on how systems, services and policies have failed to protect children.

  • Enable students to question the current policy approach to safeguarding children in terms of its prevention and/or protection focus in practice and multi-agency working.

  • Support students to explore the impact of the current policy approach on safeguarding children work.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

 

  • Demonstrate a critical understanding of the different forms that abuse can take and the impact on the lives of children and their families.

  • Appraise the way in which policy and practice for safeguarding children, including the role and implications of multi-agency working, has developed.

  • Analyse the content and intentions of key policy and legislation within the area of safeguarding children.

  • Assess the impact on practice of current policy and legislation.

  • Critically analyse key reports and policy documents to explore the current context for safeguarding children.

  • Assess and debate key issues facing practitioners working in this area.

METHOD OF ASSESSMENT :

Component 1 - 100% Essay (3000 words)

INTRODUCTION TO RESEARCH


Introduction to Research


Module Title: Introduction to Research

Module Code: ECF505

Module Summary:
The module provides an over-view of some of the key methodological debates in educational and sociological research and the ways in which these debates influence selection of areas of investigation, research design, data analyses and interpretation. The design of this module is predicated upon the belief that a self-critical stance is a pre-requisite for interpretive research but other traditions will also be considered. This module will allow students to develop skills and knowledge to suggest progression into honours level. Students will develop an understanding of the principles, theory and qualitative and quantitative research methods and study designs.

CATS Value: 20

ECTS Value: 10

Contact Hours:

Scheduled: 28hrs (26 hrs workshops/seminars/lectures; 2hrs tutorials)
Independent: 144 hrs
Directed time: 28 hours
Total Hours: 200hrs

Programmes for which this Module is Mandatory: Foundation Degree in Early Years

Programmes where this Module may be taken as an Option: None

Module Curriculum Led Outcomes:
This module aims to:

• Equip students with knowledge and understanding of a range of research methods commensurate with the multi-disciplinary context of the programme
• Introduce students to some of the major methodological debates, traditions and paradigms in multi-disciplinary research and the ways in which these influence selection of areas of investigation, research design, the research process, data analyses and interpretation
• Enable students to identify research problems and questions of personal and professional educational interest through shared discussion
Learning Opportunities:
Students will, by the end of the module, have the opportunity to:

• Offer definitions for a range of research terminology and understand the processes involved in carrying out an academic research project.
• Explain the relevance of research to the development of policy and practice within their field.
• Identify and critically evaluate the advantages and disadvantages of a variety of research methods.
• Critically evaluate research studies relevant to their field of chosen topic.
• Evaluate potential success and failures of various methodological design.
• Critically examine the ethics in research with babies and young children.
Assessment:
Component 1: 100% Portfolio (3000 words)


FAMILIES AND THE MULTI-AGENCY CONTEXT


MODULE TITLE : FAMILIES AND THE MULTI-AGENCY CONTEXT

MODULE CODE : ECF506


MODULE SUMMARY :

Students will explore a range of services and agencies, the regulations and laws that constrain them, and the issues that arise from the provision of services to children in both statutory and non-statutory settings. This module focuses on the professional practice of those working for agencies in, or related to children and young people’s services, and will explore relevant policy and practice developments. Students will also participate in activities that will enable them to consider their experiences of leadership and management in practice in order to begin to develop their own leadership and management strengths in multi-agency contexts. Students will be required to reflect on the nature and complexities of multi-agency work via a reflective account that draws on their own practice and their developing understanding of models for multi-agency practice.

CONTACT HOURS :

Scheduled : 28.00
Independent : 116.00
Placement : 28.00
Total :  172.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

 

  • Develop students’ knowledge and critical perspectives of key issues relating to multi-agency provision.
  • Enable students to identify situations and circumstances under which children may need access to agencies to promote their welfare and/or minimise risk, as well as understand the challenges of delivering needs-led provision.
  • Explore the need for multi-agency and multi-disciplinary practices.
  • Enable students to understand the implications of recent and current developments in legislation and policy agenda and the variability in the interplay of personal and environmental factors in defining need.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

 

  • Identify and critically reflect upon the range of agencies with a legitimate interest in children and young people’s services, including statutory, non-statutory, voluntary and private sector provision.

  • Demonstrate an understanding of the roles and responsibilities of agency personnel who work with children, young people and families in a multiagency context.

  • Demonstrate knowledge and understanding of the legal and regulatory frameworks affecting agencies and the increasing emphasis on issues of safeguarding children and young people and ending child poverty.

  • Analyse key issues influencing provision in the agency environment.

  • Outline and critique legislation and policy influencing provision.

  • Articulate how agencies work in partnership with relevant stakeholders.

METHOD OF ASSESSMENT :

Component 1 - 100% Reflective Account (3000 Words)

Part-time course modules


As a part time student, the amount of credits you complete each year may vary. Credits are made up of mandatory modules and you may have a list of optional modules to choose from. Not every programme offers optional modules and when an optional module is available it will be clearly marked. All modules are listed below and you may not be required to complete all of these modules. Most modules are 20 credits and dissertations are 40 credits. Please note that not all optional modules run every year. For further information please email admissions@newman.ac.uk.

Year 1 modules


THE INDEPENDENT LEARNER

THE INDEPENDENT LEARNER: details currently unavailable

CHILD DEVELOPMENT: THEORY AND PRACTICE

MODULE TITLE : CHILD DEVELOPMENT: THEORY AND PRACTICE

MODULE CODE : ECF402


MODULE SUMMARY :

This module will develop student’s knowledge and understanding of child development and learning. The module will focus on language, cognition, physical and social and emotional aspects of development. It will provide students with theories of development and learning, and relate these to aspects of learning and teaching. Theorists considered will include, among others; Piaget, Bruner, Skinner, Vygotsky, Bronfenbrenner and Chomsky. It will also explore theories which focus on the impact of biological and maturational processes on human development.

The role of the EY practitioner will be discussed in relation to supporting child development and next steps for child in their setting. We will also consider individual factors that impact on child development and learning such as health, environment, personality and self-esteem.

CONTACT HOURS :

Scheduled : 28.00
Independent : 116.00
Placement :
Total :  144.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Develop an understanding of how children develop from pre- birth to 8

  • Build their understanding of theories of child development and learning

  • Identify stages of child development and relate these to theory

  • Understand how individuals differ and how this affects learning and development

  • Articulate how practitioners can support child development and learning

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

 

  • Demonstrate their knowledge of how children develop from pre-birth to 8

  • Understand how individuals differ and how this affects learning and development

  • Demonstrate their understanding of theories of child development and learning

  • Begin to apply theoretical perspectives to children’s development and learning

  • Begin to respond to stages of child development and relate these to theory.

METHOD OF ASSESSMENT :

Component 1 - 100% Portfolio (2500 Words)

HUMAN RIGHTS AND SOCIAL JUSTICE

MODULE TITLE : HUMAN RIGHTS AND SOCIAL JUSTICE

MODULE CODE : ECF403


MODULE SUMMARY :

Children, parents and educators have the right to good quality in early childhood education services, free from any form of - overt and covert, individual and structural - discrimination due to their race, colour, sex, language, religion, political or other opinion, national, ethnic or social origin, property, disability, birth or other status( Article 2). This module will cover all the above elements because early years are logically and practically a good place to start to foster and strengthen children’s identities and to raise positive awareness of diversities. This module aims to challenge thinking, promoting all children and adults’ right to evolve and to develop in a context where there is equality and respect for diversity. Core element of the module will explore human rights and the UNCRC through key principles like dignity, fairness, equality, respect, power and autonomy. Identity and difference will be explored and examined in the broadest sense, highlighting the basic rights and freedoms that belong to every person in the world. The module will also move beyond essentialist approaches of multiculturalism, which in the past have all too often ignored socio-economic power relations.

CONTACT HOURS :

Scheduled : 28.00
Independent : 116.00
Placement :
Total :  144.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

 

  • Explore principles, theories, concepts of Human Rights and Social Justice
  • Build and articulate an understanding of human rights and societal inequalities
  • Evaluate the relationship between power and inclusion
  • Encourage critical thinking and individual reflection

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

 

  • Understand the underlying theories, concepts, principles and values in terms of Human Rights and Social Justice
  • Describe current issues in inequalities that impact on ECEC
  • Examine prejudice and discrimination in relation to ECEC services
  • Discuss broader issues in relation to social exclusion relevant to ECEC
  • Examine and reflect on own values and practice in relation to equality, rights and diversity issues
  • Demonstrate an understanding of multiple perspectives and evaluate the relationship between Early Childhood Education and Care services and the inequalities gap
  • Show an understanding of a range of perspectives and models of good practice both nationally and internationally
  • Explore research, policy, legislation and practice in terms of Human rights and social justice.

METHOD OF ASSESSMENT :

Component 1 - 100% Reflective Essay (2500 words)

THE EARLY CHILDHOOD CONTEXT

MODULE TITLE : THE EARLY CHILDHOOD CONTEXT

MODULE CODE : ECF404


MODULE SUMMARY :

Since the late 1990’s, Early Childhood has been identified as an area of special interest for successive governments who have identified this period of a child’s life as providing an opportunity to have a significant impact on their progress in education, care and general well-being as well as presenting the opportunity to tackle child poverty, social exclusion and safeguarding issues. In light of this Early Childhood has seen an unprecedented level of social policy reform and developments in the way in which practitioners engage with children. This module will therefore begin to explore the nature of these developments in terms of the underlying philosophies and political ideas which have helped to shape the Early Childhood context in the UK. It will also seek to locate this approach to engaging with children in Early Childhood in a broader international context in order to encourage students to begin to understand and locate their own position in terms of the underlying philosophical and political values. It will begin to locate the significance of public and private values in terms of services for children and families. This module will provide a foundation for future modules where students will be expected to consider their own position in respect of working with children and families in Early Childhood.

CONTACT HOURS :

Scheduled : 28.00
Independent : 116.00
Placement :
Total :  144.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Support students in developing an emerging appreciation of the diversity of philosophical and political ideologies which inform the Early Childhood context.

  • Introduce students to some of the changes in Early Childhood context in the 20th and 21st century.

  • Introduce students to some of the complexities involved in the social policy process and their place in these processes.

  • Support the students to begin to articulate a personally held stance on social policy in Early Childhood.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Locate the connections between Early Childhood policy development, philosophy, political ideology and practice.

  • Recognise the historical context of social policy in the Early Childhood context in England.

  • Identify diverse cultural contexts and their impact on examples of international Early Childhood contexts.

  • Recognise the spectrum of political ideas and the connections between values, political ideas and models of social policy provision.

  • Identify their own personal values and relate these to the Early Childhood context.

  • Begin to develop a range of policy analysis skills.

     

METHOD OF ASSESSMENT :

Component 1 - 50% Group Presentation (10-15 Mins)

Component 2 - 50% Individual Journal Reflection (1000 words)

Year 2 modules


SUPPORTING TRANSITIONS

MODULE TITLE : SUPPORTING TRANSITIONS

MODULE CODE : ECF405


MODULE SUMMARY :

This module will introduce students to the term ‘transitions’ as outlined in the Common Core of Skills and Knowledge.  This term refers to changes between services e.g. from an early years setting to school or from home to a pre-school setting and also to particular and personal life changes such as family illness or death, family breakdown, fostering and adoption or leaving care. The impact of transition upon the social and emotional development of young children will be explored. The module will aim to explore the way in which young children experience transitions in their daily lives and to suggest ways in which the professional experience of practitioners can make the transition process a positive experience.

CONTACT HOURS :

Scheduled : 28.00
Independent : 116.00
Placement :
Total :  144.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Develop students understanding of the patterns of transition and the transitional process

  • Enable students to consider effective practice in supporting transition

  • Examine the implications of transition for children and families.

     

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Demonstrate understanding of the likely impact of key transitions both between services and life changes

  • Understand how transitions may affect children and families particularly those at risk of exclusion or underachievement

  • Demonstrate understanding of how to support a range of transitions in the Early Years

  • Explain how to manage transition to support child and family

  • Recognise the ways in which practitioners can influence the outcomes of the transition process.

METHOD OF ASSESSMENT :

Component 1 - 30% Leaflet Design (500 Words)

Component 2 - 70% Individual Presentation (10 Mins)

AN INTRODUCTION TO PLAY AND THE EARLY YEARS CURRICULUM

MODULE TITLE : AN INTRODUCTION TO PLAY AND THE EARLY YEARS CURRICULUM

MODULE CODE : ECF406


MODULE SUMMARY :

This module provides an introduction to thinking about play. Play is a contested concept for which there is no one agreed definition. Many theorists are able to discuss what some of the features of play are or are not. In this module we will look to consider what constitutes play and why it is key to early learning. We will investigate what constitutes a play environment both indoors and out as well as considering Forest School. We will provide an introduction to some of the key theorists and look at play within the EYFS. We will also investigate the role of the adult in play.

CONTACT HOURS :

Scheduled : 28.00
Independent : 116.00
Placement :
Total :  144.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Support students to understand what constitutes play.

  • Consider why play is key to early learning.

  • Investigate the properties of learning environments both indoors and out.

  • Introduce significant theorists and play pioneers including: Vygotsky, Piaget, Bruner, Froebel, Montessori and Rousseau.

  • Consider play in the EYFS (DfE 2012/14).

  • Evaluate the role of the adult in play.

  • Assess some of the challenges of play.

  • Enable them to reflect on play opportunities.

  • Support students to consider play opportunities in their setting and how these could be developed.

     

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Demonstrate what they consider constitutes play and some of the challenges to play.

  • Explain why play is key to early learning and the opportunities for play within the EYFS (DfE 2012/14).    

  • Consider what different play environments look like both inside and out.

  • Discuss some of the key theorists and play pioneers demonstrating how their work remains relevant today.

  • Examine the role of the adult in supporting children’s play.

  • Demonstrate how their learning is supporting play opportunities for children in their setting.

METHOD OF ASSESSMENT :

Component 1 - 100% Resource Incl Rationale and Evaluation (2500 Word Equivalent)

PLANNING AND ASSESSING DEVELOPMENT

Module Code: ECF501
Module Summary:
This module will focus on the cycle of planning, assessment and reflective practice. It will consider planning for play and the nature and function of assessing development. It will increase student awareness of the different purposes of planning and assessment, and the range of procedures and contexts in which assessments may be conducted. The module will explore issues such as ‘fitness for purpose’, content, validity, reliability and manageability in the use of planning and assessment tools and encourage students to engage in approaches designed for the identification, intervention and monitoring of educational development. Current issues in planning and assessment, relating to statutory requirements for accountability, value added purposes and evaluations are also discussed in the light of the professional use of assessment to promote optimal individual learning.
CATS Value: 20
ECTS Value: 10
Contact Hours:
Scheduled: 28hrs (26 hrs workshops/seminars/lectures; 2hrs tutorials) Independent: 116 hrs Directed time: 28 hrs Work based study: 28hrs Total Hours: 200hrs

Programmes for which this Module is Mandatory: Foundation Degree in Early Years
Programmes where this Module may be taken as an Option: None
Module Curriculum Led Outcomes:
This module aims to:
• Take a critical approach to the nature, purpose and objective behind planning and assessment frameworks
• Understand the different contexts in which planning and assessment of development can take place in healthcare, education, and social work
• Critically analyse different methodologies that can be implemented to assess and plan for development

Learning Opportunities:
Students will, by the end of the module, have the opportunity to:
• Introduce students to critical approaches to planning and assessment, developing an understanding of differing contexts, and the methodologies used.
• Critically examine alternative approaches to planning for and assessing development in relation to own practice.
• Consider the links between planning and assessing development
• Be aware and have a critical understanding of the needs of learners and parents in respectful and shared practice
• Be aware and have a critical understanding of children’s cultural, linguistic, class and gender backgrounds and to consider how these are central to an understanding the child’s development and achievement
• Be aware and have a critical understanding of the tensions in the use of assessment for supporting individual development and for accountability and evaluation purposes

Assessment:
Component 1: 100% Evaluative Report (3000 words)

CONSTRUCTS OF CHILDHOOD

Module Code: ECF502
Module Summary:
Childhood is defined largely through the attitudes, beliefs and values of particular societies at particular times. Using a multi-disciplinary approach, this module will promote an understanding of how childhood has changed or is different and continues to be socially constructed. This leads to a number of contested discourses for example: Romantic, Puritan, and Utilitarian which continue to influence policy and practice in the Early Childhood context. This module will also make reference to students own experiences of childhood and will explore how this, alongside other constructs, are influenced and represented through a variety of means such as media imagery, children’s literature and artefacts from a range of sources. Students will be encouraged to consider the potential implications for their practice in Early Childhood in respect of dominant discourses around childhood.

CATS Value: 20
ECTS Value: 10
Contact Hours:
Scheduled: 28hrs (26 hrs workshops/seminars/lectures; 2hrs tutorials) Independent: 144 hrs Directed time: 28 hours Total Hours: 200hrs

Programmes for which this Module is Mandatory: Foundation Degree Early Years
Programmes where this Module may be taken as an Option: None
Module Curriculum Led Outcomes:
This module aims to:
• Explore a range of childhood discourses using a variety of disciplines.
• Encourage students to understand the social context in which ideas about childhood emerge.
• Critically explore factors that influence dominant childhood discourses.
• Discuss how dominant childhood discourses can affect practice.
• Explore these ideas using children’s literature as a vehicle.

Learning Opportunities:
Students will, by the end of the module, have the opportunity to:
• Critically reflect on historical and contemporary childhood discourses, drawing on a variety of relevant disciplines.
• Analyse the influence of social context in terms of discourses of childhood.
• Appraise the relationship between childhood discourses and the beliefs, attitudes and values of particular societies.
• Demonstrate the impact of dominant childhood discourses on practice.

Assessment:
Component 1: 100% Essay (3000 words)

Year 3 modules


INCLUSIVE PRACTICE

Module Code: ECF503
Module Summary:
This Level 5 module will build upon the knowledge and workplace experiences of the students in the area of inclusion. It will begin by exploring definitions of the inclusion agenda, and by considering the legislative frameworks, and this will lead to an understanding of the inclusion ‘debate.’ Students will explore models of disability (social and medical), and will consider a range of strategies for supporting children with SEN and other specific needs. They will gain an understanding of how multi-agency working contributes to the support of children and their families. Finally, students will understand the additional needs of a range of culturally and socially diverse groups, e.g. Traveller children, looked-after children, pupils with EAL, white working-class boys, etc.
CATS Value: 20
ECTS Value: 10
Contact Hours:
Scheduled: 28hrs (26 hrs workshops/seminars/lectures; 2hrs tutorials) Independent: 116 hrs Directed time: 28 hrs Work based study: 28hrs Total Hours: 200hrs


Programmes for which this Module is Mandatory: Foundation Degree in Early Years
Programmes where this Module may be taken as an Option: None
Module Curriculum Led Outcomes:
This module aims to develop students’ knowledge and understanding of:
• The principles and purposes informing inclusive practice and develop an ability to make effective use of and critically reflect on professional guidance with reference to legislative and statutory frameworks;
• The challenge of providing effective learning and teaching provision for babies and young children with diverse needs and the influences of developmental, social, religious, ethnic, cultural and linguistic aspects on learning and teaching;
• The strategies to address learner diversity by exploring and critically evaluating a range of teaching, learning and effective personalised provision for diverse learners;
• The implication for early years practitioners working with multi-agency teams, children and families to support learners with special educational needs, EAL, able, and other individual learning needs



Learning Opportunities:
Students will, by the end of the module, have the opportunity to:
• Critically reflect on how learners develop and show an awareness of the range of developmental, social, religious, ethnic, cultural and linguistic influences in the progress and well-being of learners;
• Critically reflect on how children and babies’ needs are supported through organisation and management of learning contexts and use of appropriate teaching strategies and resources;
• Analyse how to make effective personalised provision for those they support, including those for whom English is an additional language or who have special educational needs or disabilities;
• Demonstrate knowledge and understanding of the roles of early years practitioners working with multi-agency teams, including those with responsibility for learners with special educational needs and disabilities and other diverse individual learning needs.

Assessment:
Component 2: 50% Essay on an aspect of the module (2000 words)

SAFEGUARDING CHILDREN AND FAMILIES

Module Code: ECF504
Module Summary:
The issue of safeguarding children has come into sharp focus as a result of high profile public inquiries detailing significant failings and as such recent governments have sought to reassure the public that they have the capacity to address these issues. As a consequence policy reforms have broadened the responsibility for safeguarding children in terms of both prevention and protection to incorporate the whole children's workforce with an emphasis on the importance of collaborative working. There have also been on-going debates in respect of the role of state intervention and the privacy of the family. Therefore, this module aims to explore some of the complex issues involved in safeguarding children and the interventions designed to drive this agenda. It will provide students with an exploration of the historical and political context that has served to shape current policy and practice. Specific attention will be given to exploring the social and cultural notions of neglect and abuse, and the impact that abuse can have on the lives of children and their families. Key child abuse inquiries will be examined to analyse common themes and issues in respect of the failure of child protection systems, policies and practices to safeguard children and young people. Students will explore current policy and legislation and its implications for practice for all those working with the children and their families. A clearer understanding will be gained of the different roles and responsibilities of those working in the area of safeguarding children in multi-agency contexts.

CATS Value: 20
ECTS Value: 10
Contact Hours:
Scheduled: 28hrs (26 hrs workshops/seminars/lectures; 2hrs tutorials) Independent: 116 hrs Directed time: 28 hrs Work based study: 28hrs Total Hours: 200hrs

Programmes for which this Module is Mandatory: Foundation Degree in Early Years
Programmes where this Module may be taken as an Option: None
Module Curriculum Led Outcomes:
This module aims to:
• Support students in developing a critical understanding of the different forms of abuse and neglect that some children and young people experience and the impact of abusive relationships.
• Enable students to appraise the historical and political context in which current policy approaches to safeguarding have developed with a focus on how systems, services and policies have failed to protect children.
• Enable students to question the current policy approach to safeguarding children in terms of its prevention and/or protection focus in practice and multi-agency working.
• Support students to explore the impact of the current policy approach on safeguarding children work.


Learning Opportunities:
Students will, by the end of the module, have the opportunity to:
• Demonstrate a critical understanding of the different forms that abuse can take and the impact on the lives of children and their families.
• Appraise the way in which policy and practice for safeguarding children, including the role and implications of multi-agency working, has developed.
• Analyse the content and intentions of key policy and legislation within the area of safeguarding children.
• Assess the impact on practice of current policy and legislation.
• Critically analyse key reports and policy documents to explore the current context for safeguarding children.
• Assess and debate key issues facing practitioners working in this area.

Assessment: Component 1: 100% Essay (3000 words)

INTRODUCTION TO RESEARCH

Module Code: ECF505
Module Summary:
The module provides an over-view of some of the key methodological debates in educational and sociological research and the ways in which these debates influence selection of areas of investigation, research design, data analyses and interpretation. The design of this module is predicated upon the belief that a self-critical stance is a pre-requisite for interpretive research but other traditions will also be considered. This module will allow students to develop skills and knowledge to suggest progression into honours level. Students will develop an understanding of the principles, theory and qualitative and quantitative research methods and study designs.

CATS Value: 20
ECTS Value: 10

Contact Hours:
Scheduled: 28hrs (26 hrs workshops/seminars/lectures; 2hrs tutorials) Independent: 144 hrs Directed time: 28 hours Total Hours: 200hrs

Programmes for which this Module is Mandatory: Foundation Degree in Early Years
Programmes where this Module may be taken as an Option: None
Module Curriculum Led Outcomes:
This module aims to:
• Equip students with knowledge and understanding of a range of research methods commensurate with the multi-disciplinary context of the programme
• Introduce students to some of the major methodological debates, traditions and paradigms in multi-disciplinary research and the ways in which these influence selection of areas of investigation, research design, the research process, data analyses and interpretation
• Enable students to identify research problems and questions of personal and professional educational interest through shared discussion


Learning Opportunities:
Students will, by the end of the module, have the opportunity to:
• Offer definitions for a range of research terminology and understand the processes involved in carrying out an academic research project.
• Explain the relevance of research to the development of policy and practice within their field.
• Identify and critically evaluate the advantages and disadvantages of a variety of research methods.
• Critically evaluate research studies relevant to their field of chosen topic.
• Evaluate potential success and failures of various methodological design.
• Critically examine the ethics in research with babies and young children.

Assessment:
Component 1: 100% Portfolio (3000 words)

FAMILIES AND THE MULTI-AGENCY CONTEXT

Module Code: ECF506
Module Summary:
Students will explore a range of services and agencies, the regulations and laws that constrain them, and the issues that arise from the provision of services to children in both statutory and non-statutory settings. This module focuses on the professional practice of those working for agencies in, or related to children and young people’s services, and will explore relevant policy and practice developments. Students will also participate in activities that will enable them to consider their experiences of leadership and management in practice in order to begin to develop their own leadership and management strengths in multi-agency contexts. Students will be required to reflect on the nature and complexities of multi-agency work via a reflective account that draws on their own practice and their developing understanding of models for multi-agency practice.
CATS Value: 20
ECTS Value: 10
Contact Hours:
Scheduled: 28hrs (26 hrs workshops/seminars/lectures; 2hrs tutorials) Independent: 116 hrs Directed time: 28 hrs Work based study: 28hrs Total Hours: 200hrs

Programmes for which this Module is Mandatory: Foundation Degree in Early Years
Programmes where this Module may be taken as an Option: None
Module Curriculum Led Outcomes:
This module aims to:
• Develop students’ knowledge and critical perspectives of key issues relating to multi-agency provision.
• Enable students to identify situations and circumstances under which children may need access to agencies to promote their welfare and/or minimise risk, as well as understand the challenges of delivering needs-led provision.
• Explore the need for multi-agency and multi-disciplinary practices.
• Enable students to understand the implications of recent and current developments in legislation and policy agenda and the variability in the interplay of personal and environmental factors in defining need.


Learning Opportunities:
Students will, by the end of the module, have the opportunity to:
• Identify and critically reflect upon the range of agencies with a legitimate interest in children and young people’s services, including statutory, non-statutory, voluntary and private sector provision.
• Demonstrate an understanding of the roles and responsibilities of agency personnel who work with children, young people and families in a multiagency context.
• Demonstrate knowledge and understanding of the legal and regulatory frameworks affecting agencies and the increasing emphasis on issues of safeguarding children and young people and ending child poverty.
• Analyse key issues influencing provision in the agency environment.
• Outline and critique legislation and policy influencing provision.
• Articulate how agencies work in partnership with relevant stakeholders.

Assessment:
Component 1: 100% Reflective Account (3000 words)

Course code


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Applications for the full-time route are made via UCAS
UCAS course code: X311 (Newman N36)

Applications for the part-time route are made direct to Newman University. (FD/EYBHAM)

For all enquiries relating to admissions or entry requirements, email us at admissions@newman.ac.uk

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