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Coventry University CollegeCoventry University Scarborough Campus

Foundation Certificate in Childhood Development and Learning

Programme Specification

Author : Margaret GoughSeptember 2015 Intake 1.0Date: September 2015

Programme Specification September 2015 intake 1

Foundation Certificate in Childhood Development and Learning

Contents

Contents.........................................................................................................................................................................................2Part 1: Programme Specification for Childhood Development and Learning......................................................................411 Educational Aims of the Programme....................................................................................................................................512 Intended Learning Outcomes*...............................................................................................................................................513 Programme Structure and Requirements, Levels, Modules, Credits and Awards........................................................914 Support for Students and their Learning..........................................................................................................................11115 Criteria for Admission..........................................................................................................................................................13216 Method for Evaluating and Enhancing the Quality and Standards of Teaching and Learning...............................13217 Regulation of Assessment.................................................................................................................................................14318 Indicators of Quality and Standards.................................................................................................................................14319 Additional Information.........................................................................................................................................................14320 Mandatory and Optional Modules...................................................................................................................................... 1422 Capabilities (Skills) Map.......................................................................................................................................................15Part 2: Supporting Information..................................................................................................................................................18


Introduction

The level 3 Foundation certificate in Childhood Development and Learning is offered as part of the Health and Social Care and Early Years curriculum portfolio at Coventry University College and Coventry University Scarborough Campus, which commenced delivery in September 2012.

This course is designed to enable and equip students to become confident, competent and reflective level 3 practitioners in the early year’s field though a carefully constructed programme of study that follows the latest national statutory guidance. This consists of academic and mandatory vocational placement opportunities. The Early Years sector is undergoing radical and rapid change. The 0-5 age range is a growth area and a well-qualified workforce has been identified as a key to raising the quality standards of early year’s provision and quality early years provision is a government priority and now recognised as being crucial in the first five, most formative years of any child’s life, when the foundation for their future development and learning is laid. This recognition demands that the early year’s work force is equipped to meet the holistic needs of young children. Reforms state everyone who works with children and young people must have common core skills and knowledge to help them work better together, communicate better and have a firm basis on which to build their career in children's services. This course includes the necessary skills and knowledge as specified by the National College for Teaching and Learning (NCTL) for any level 3 early years programme. Therefore, this course is designed to prepare knowledgeable graduates with the ability to work towards the changing requirements for Early Years Practitioners in light of the developments within DfE (2013) More Great Childcare.

Students gain an understanding about necessary skills to work in any early years setting and to work effectively in academic settings. They will also develop an understanding of child development and how learning can be supported to promote children’s learning. Additionally, the programme provides opportunity to develop key employability skills valued by employers; skills of team work, independent work, presentation, role play and an ability to articulate effectively in a variety of contexts. Today’s employers in the public, private and voluntary early years sectors seek professionals to raise the standards and quality of early years provision who can function seamlessly in today’s modern and complex children’s’ environments and have a thorough knowledge of the Early Years Foundation Stage (EYFS). Our Early Childhood Studies course have been designed to give you an introduction to early year’s skills and the professional qualifications you’ll need to pursue a hugely rewarding career.

It will support a range of students, including those looking to progress academically and those wishing to support or broaden their work based skills and learning. Students will be able to apply for progression to range of university disciplines, subject to meeting the entry criteria. The programme also provides a guaranteed progression for successful students onto the BA (Hons) in Childhood Development and Learning course at CUC and CUSC.


Part 1: Programme Specification forFoundation Year in Childhood Development and Learning

1 Available Award(s) and Modes of StudyTitle of Award * Mode of attendance* UCAS Code FHEQ LevelFoundation Certificate in Childhood Development and learning F/T 1 Year

P/T 1.5 Years

F = Level 3

2 Awarding Institution/Body

Coventry University

3 Collaboration Coventry Academic Regulatory Framework.

4 Teaching Institution and Location of delivery*

Coventry University College , Armstrong Siddeley Building

Coventry University Scarborough Campus

5 Internal Approval/Review Dates

Date of approval: September 2014

Date for next review:

6 Programme Accredited by*7 Accreditation Date and Duration8 QAA Subject Benchmark Statement(s) and/or other external factors *

The Subject benchmark Statements relevant for this programme is:QAA Early Childhood Studies Benchmark Statements (2007) (ISBN 978 1 84482 7763)QAA Foundation Degree Qualification Benchmark statements (2010)Other considerations:Dfe HM Government (2010) Common Core of Skills and Knowledge for the Children’s WorkforceNational College for Teaching and Learning (2013) Early Years Educator (Level 3) Qualifications CriteriaDfe HM Government (2012) Early Years Foundation Stage CurriculumDfe HM Government (2013) More Great ChildcareDfes HM Government (2005) Children’s Workforce Strategy: Every Child Matters

9 Date of Programme Specification *

February 2015

10 Programme Manager/Course Tutor *

Margaret Gough


http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf

11 Educational Aims of the ProgrammeThe Foundation Certificate in Childhood Development and Learning will provide:

1. A broad ranging level 3 certificate that enables students to become confident in the use of academic skills and core common skills necessary for working in the early years sector.

2. Preparation for effective study in higher education in the field of early childhood studies.3. Knowledge of some theoretical and practical principles of child development and learning4. Skills and knowledge of an inclusive and safe approach to working with children

and families promoting equality and diversity5. Skills in written and verbal communication, the use of information and

communications technology, team working and time management necessary for working in higher education and early years settings

6. Key practical and transferable skills for professional development to enhance learner’s long term employability.

A successful Level 3 learner will be able to demonstrate that they can provide:

1. The first part of the educational preparation for a career in early year’s settings.2. The educational and practical preparation for effective interpersonal communication and

interpersonal skills working with children and families.3. An understanding of the holistic factors that influence children’s development and learning.4. An assessment of role of play and language in promoting children’s healthy development and

learning.5. An appreciation of the importance of importance of valuing diversity through inclusive, anti-

discriminatory practice for effective work in children and families.6. An introduction to the skills and knowledge that are specified on the Early Years Foundation

Stage.7. Study Skills strategies to enhance and understand the requirements of academic study

12 Intended Learning Outcomes*

This programme satisfies the Coventry University’s Code of Practice for Academic and Professional Skills Development.

Section 21 maps the intended learning outcomes as described in the next section to the programmes mandatory modules (as listed in section 20)

The principal teaching, learning and assessment methods normally used on the programme to achieve these learning outcomes are identified in the next section.

12.1 Knowledge and Understanding

On successful completion of the programme a student should be able to demonstrate knowledge and understanding of:

KU1 Academic and underpinning skills for academic study and working in early years settingsThe development of effective and informed practice (Early Year’s Educators qualification criteria – 4)

Students will be introduced to and confidently use a range of academic skills. They will identify and explain the importance of effective communication and inclusive practice when working with a diverse range of children and families.


KU2 Children’s holistic development and growth from 0 – 8 yearsChildren’s support needs and the promotion of children’s early education and development (Early Year’s Educators qualification criteria – 1)

Students will examine holistic aspects of children’s development and growth from 0 – 8 years, physical, intellectual, emotional and social – including identity development. They will develop an awareness of theoretical perspectives that account for development factors that influence healthy growth and development. (Early Year’s Educators qualification criteria – 2)

KU3 Understanding learning in the early years –The ability to plan and provide effective care, teaching and learning that enables children to progress and prepares them for school (Early Year’s Educators qualification criteria – 2)The process to make accurate and productive use of assessment (Early Year’s Educators qualification criteria – 3The Development of effective and informed practice (Early Year’s Educators qualification criteria – 4)

Students will explore learning theories and factors that impact on children’ learning. They will gain an understanding of the Early Years Foundation Stage (EYFS) and national guidance that is used to specify standards and expectation in early year’s settings. The role of play in promoting learning and how language is acquired and the role of literacy and storytelling will also be explored.

KU4 Working in the early years settings –The ability to plan and provide effective care, teaching and learning that enables children to progress and prepares them for school (Early Year’s Educators qualification criteria – 2)Make accurate and productive use of assessment (Early Year’s Educators qualification criteria – 3)Develop effective and informed practice (Early Year’s Educators qualification criteria – 4)Safeguard and promote the health, safety and welfare of children (Early Year’s Educators qualification criteria – 5)Work in partnership with the key person, colleagues, parents and/or carers or other professionals (Early Year’s Educators qualification criteria – 6)

KU5 the principles of academic research skills to apply detailed thinking

KU6 The principles of independent and self-managed learning

Students will develop and awareness of working in early years settings in relation to developing activities effective care and teaching that promotes children’s learning and ability to progress. They will examine the importance of monitoring and assessment to inform practice. The role of a range of professionals and collaboration that is needed to promote safety and healthy child development

The principal teaching, learning and assessment methods normally used to enable outcomes to be achieved and demonstrated are identified below.

Teaching and Learning Assessment

KU1 – 6

Lectures, seminars, tutorials, self-directed learning, tutor directed activities, peer learning, textbooks, group work, case studies, moodle workshops and project work.

Individual and group coursework, which is vocationally relevant

12.2 Cognitive (thinking) Skills*On successful completion of the programme a student should be able to understand and apply:CS1 numeracy and quantitative skills including data analysis, interpretation and extrapolation. Application of early year’s data to effective use.


CS2 problem solving, effective problem solving and decision-making using appropriate skills, including identifying, formulating and early years/childhood development and learning based problems. The ability to create, evaluate and assess a range of options together with the capacity to apply ideas and knowledge to a range of situationsCS3 effective performance, within a team environment, including leadership, team building, influencing and project management skillsCS4 decision making skills, thinking through a decision and the implementation of solutions to address an early years or childhood related problem.CS5 appropriate underpinning theory and conceptual approaches for early years/childhood professionals, from a range of disciplinesCS6 the skills of self-reflection and criticality including self-awareness, openness and sensitivity to diversity in terms of people, cultures, business and management issues


Teaching and Learning AssessmentCS1 – CS6



12.3 Practical Skills*On successful completion of the programme a student should be able to:PS1 Communicate in verbal and nonverbal forms relevant to an organisational setting, such as writing reports and care plans. Students will develop and understand the fundamental importance of good communication and interpersonal skills to enable them to work effectively to promote and children’s wellbeingPS2 Use different techniques and apply practical solutions to solve problems

PS3 Demonstrate practical skills in health and children’s development, including health awareness, social understanding and communication with a diverse client group.

PS4 Utilise information technology software and hardware correctly to perform routine tasksPS5 Manage time effectively to meet deadlines and targetsPS6 Work effectively under direction or as part of a team


Teaching and Learning AssessmentPS1 – PS7



12.4 Transferable Skills *On successful completion of the programme a student should be able to:TS1 Solve problems relating to childhood development and learning using judgement, techniques


and as part of a group

TS2 Demonstrate a range of employability skills that are transferable within a business context, such as communication skills, interpersonal skills, team working and being able to plan work effectively

TS3 recommend a range of practical solutions to support a range of early year’s situations.TS4 Use childhood development and learning to handle data, and assist with communication of findings.TS5 Use information technology confidently and effectively for a range uses, such as moodle, research, Microsoft word, excelTS6 Work in a group as a participant who contributes effectively to the group’s tasks

These transferable/key skills will be generally incorporated within modules and related to relevant assessments as appropriate. Self-directed learning forms an element of all modules and the necessity to work within tight deadlines is an essential requirement across the curriculum. The ability to communicate orally and in writing will be developed across the range of modules.

The wide range of assessment techniques will ensure that students are given every opportunity to demonstrate their skills in these areas.


13 Programme Structure and Requirements, Levels, Modules, Credits and AwardsModules within the programme, their status (whether mandatory or options), the levels at which they are studied, their credit value and pre/co requisites are identified below.

Programme StructurePatterns and modes of attendanceThe Foundation Certificate in Childhood Development and Learning can be undertaken in various modes and patterns of delivery.

Full Time mode is designed for students who wish to study 120 credits (4 modules) in one academic year, PT is anything less than this.

The Childhood Development and Learning award is offered in a range of delivery options. Students at CUC can attend in the week or on two evenings or all day on a Saturday. Students at CUSC can attend Monday-Friday 9am – 6pm in the week or on day release. Weekday attendance is normally a four hour period either of a morning between 9am-1pm or in the afternoon between 2pm-6pm. The four hour length of teaching sessions allows for teaching to be presented in various ways including team teaching, group discussions, individual presentations, research and presentation, interactive teaching and guest lecturers. The aim of each lecture is to have a balance between students learning academic practical and professional skills.

The course is taught in 6-week blocks and can be offered (subjects to numbers) 6 times each calendar year.

4 blocks will lead to a Level 3 Certificate in Childhood Development and Learning (120 credits at level 3)

Each one of the learning blocks (modules) is worth 30 credits; these will require the equivalent of 300 study hours. The modules run over a six week period and are taught consecutively, with assessments at the end of each block. If students wish to attend every day, they will receive 18 hours of teaching per week with two hour tutorials, totalling 120 hours. The remaining 180 hours will be self-guided.

Alternatively, CUC students can choose to study two evenings each week or on a Saturday (9am – 6pm). This involves 8 hours face to face teaching with 12 hours per week on-line. The teaching timetable will include online tutorials at times to suit the student cohort. Students will have the chance to talk to their tutor individually, or with the whole group in online discussion forums.


Innovative featuresThe flexible delivery model allowing students to access this level of academic and professional development whilst maintaining outside commitments is another example of innovation that will result in increased student numbers.

By including vocationally relevant forms of assessment in the academic strategy, CUC and CUSC are once again seeking to enhance graduate employability by developing workplace skills and competences.

Progression and AwardsThe programme has one level of awards available to students:

Level 3 Certificate in Childhood Development and learning

Programme Specification September 2015 intake

Module Code

Module Title Credit Value

Pre-requisite

Status Prof. Qualification

Z05HSC Academic and Underpinning Skills for early years study 30 None M

Z06HSC Development from Conception to 7 years 30 None M

Z07HSC Understanding learning in the early years

30 None M

Z08HSC Promoting Children’s Healthy Development

30 None M

10

14 Support for Students and their Learning

Students will be provided with a in a structured induction programme, which will incorporate the following elements:

Registration Experience of the teaching model Tour of facilities Director’/Provost welcome Academic introduction to their specific course Meeting key delivery staff Discussion on assessment and progression Programme administration and management Finances – including payment options and Student Finance England advice Educational Technologies, including a demonstration of the Virtual Learning Environment Student support Clubs and Societies Student representatives; how to become a student rep Social time to aid cohort bonding

Reasonable adjustments will be made to the teaching, learning, assessment and support of the course(s) to maximise accessibility to students with disabilities.

For blended learning students an initial welcome email with details on how to access course material will be provided and access to Moodle will be monitored. The initial welcome and induction is run to ensure students can access, understand and use the VLE site. This will involve a face to face induction which will also enable them to meet other students. If this is not possible an online induction will be provided, with follow up emails, phone and /or video calls as necessary.

During teaching blocks students will also have e-direct support as follows:

Direct feedback to students. This is a major part of the teaching process and will take forms such as feedback on assignments, comments and moderation to groups and individuals in discussion forums, or input into messaging discussions

running of set ‘clinics’ or ‘office hours’ for students to discuss any issues for broadcast messages a newsfeed will be used students will also be able to e-mail tutorial staff

Incorporated in all CUC and CUSC programs are weekly, 2 hour, small group tutorials. These typically have between 5 and 7 students in each group and are used to support both subject specific and generic learning.

Given the nature of this Programme, students will be able to access technology to support their learning, as well as the technology required for the course, including online learning.

Students will be able to access further information and support via:

student and course handbooks and module guides for each module online support via the programme and module webs a course tutor to act as a point of contact computing and library resources on campus peer support the relevant Programme Area Leader Student welfare services provided by staff with expertise in supporting diverse student needs.


Students will also be expected to complete a mandatory placement over 6 weeks (1 block) during their studies.

If as student is enrolled on a full time (FT) route, this will take place in block 4. Students will study module 1, module 2, module 3, complete a 6 week placement and then module 4.

If a CUC student is enrolled on a part time (PT) route (HNC/HND/BA) attending 2 evenings a week or on a Saturday (day release for CUSC students) they will take a placement between modules 3 and 4. For students in full time paid employment outside of an Early Years environment CUC and CUSC will provide flexibility in the scheduling of the placement.

The 6 week placements will be non-credit bearing but is aligned with the Early Years Educator Status (EYES) legislation stating the minimum requirements needed in order to work with children from 0 – 5 (being that a large proportion of the assessment criteria must be in a portfolio of evidence from work experience).

Placement plans

CUC and CUSC will only use Registered and approved childcare providers (nurseries, pre-schools, primary schools (up to age 7) and usually within 25 mile radius

Each provider will be contacted by the academic placement co-ordinator to create a list of available placements for CUC and CUSC students

All students will be DBS checked upon application – a successful application will be a condition of enrolling on the course

The academic placement co-ordinator will organise site visits and health and safety checks Two visits will be organised for the beginning of week 2 and the end of week 5 to review

progress and monitor development of the portfolio – the visiting academic will be A1/A2 qualified

The completed portfolio will be marked as a pass or fail with detailed feedback on the content

If placements cannot be found in the usual locality (25 mile radius), student will be expected to travel further afield with subsidised travel payments in order to complete the required hours.

If students are unable to successfully complete the placement during the year of study, students are unable to successfully complete their course. The placement must be repeated at the end of the academic year following completion of their academic modules.

All student support mechanisms will be compliant with Coventry University College’s and Coventry University Scarborough Campus policies on Equality and Diversity.


15 Criteria for AdmissionCoventry University College and Coventry University Scarborough Campus will work with the Admissions Services within Coventry University to ensure that all full-time and part-time applications are managed according to the nationally agreed framework and appropriate standards.

Coventry University College and Coventry University Scarborough Campus will typically require:100 UCAS tariff points for a Foundation Year course

Candidates will be expected to have passed maths and English language GCSE with minimum grade C, and hold a minimum of 5 GCSE’s in total (level 2 alternatives such as functional skills are not accepted).

Candidates will also need to successfully complete a Disclosure and Barring Service (DBS) check (previously known as CRB checks).

Candidates must also be aware that a mandatory placement forms part of this course. All accepted student must ensure they make sufficient time to complete a 6 week placement (120 hours minimum).

Non-native English speakers will normally require an IELTS score of 6.0 or TOEFL score of 550/213

Coventry University College and Coventry University Scarborough Campus will also review applicants with non-standard entry requirements including those with professional work experience.

Accreditation for prior learning is in accordance with Coventry University College’s Academic and Coventry University Scarborough Campus’s Academic Regulations.

16 Method for Evaluating and Enhancing the Quality and Standards of Teaching and LearningThe Programme has been developed by the Coventry University College team and will be managed by the Coventry University College’s Academic Committee.

The Joint Assessment Boards (JAB) for the Combined Engineering awards is responsible for considering the progress of all students and making awards in accordance with the University and programme-specific regulations.

The assurance of the quality of modules is the responsibility of the Academic Committee.

External Examiners report at the end of each module and annually on the overall programme and their views are considered as part of the quality monitoring process.

Student views are also sought through module and programme evaluation questionnaires.

All programmes are subject to a major review involving subject experts external to the University and College normally on a five or six year cycle. At these reviews the views of current and former students, and partners from private, public and the third sectors are sought where appropriate.


17 Regulation of AssessmentCoventry University College’s and Coventry University Scarborough Campus’s policies requires the internal moderation of all assessments.

External Examiners are appointed for all named University awards. The role of the External Examiner at module level is to ensure that academic standards are in line with national norms for the subject. External Examiners undertake the moderation of examination papers and assessment tasks, and view representative samples of work for the modules for which they have responsibility. At programme level, External Examiners help to ensure fairness in the consideration of student progression and awards. They have the right to comment on all aspects of the assessment system and participate as full members of the assessment boards.

The Pass mark for all modules is 40%. This overall module mark may comprise more than one component (e.g. coursework and exam). The individual module descriptors give the precise pass criteria and the weighting of the component marks that contribute to the overall module mark.

On Undergraduate programmes, the Honours classification boundaries for First Class, Upper Second Class, Lower Second Class and Third Class are 70%, 60%, 50% and 40% respectively.

18 Indicators of Quality and Standards

The following are key indicators of quality and standards:

The programme has been designed in accordance with the National College for Teaching and Learning (2013) Early Years Educator (Level 3) Qualifications Criteria and guided by relevant national guidance on early years

In addition: The Programme Area Leader will be responsible for the on-going production of teaching and

learning materials and tools for assessment, in compliance with the specification and regulations.

The report of QAA’s Institutional Audit undertaken in November 2008 confirmed that

Confidence can be placed in the soundness of the institutions current and likely future management of the academic standards of its awards

Confidence can be placed in the soundness of the institutions current and likely future management of the quality of the learning opportunities

External Examiner reports and their comments will be used to evaluate and monitor the course development.

19 Additional InformationKey sources of information about the course and student support can be found in

Student Handbook

Module Guides

Module Descriptors

Moodle

Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities that are


provided.More detailed information on the learning outcomes, content, and teaching, learning and assessment methods of each module can be found in the student module guide(s) and the course handbook.The accuracy of the information contained in this document is reviewed by the University and may be verified by the Quality Assurance Agency for Higher Education.

20 Mandatory Modules

All Modules are mandatory

Z05HSC Academic and Underpinning Skills for early years study

Z06HSC Development from Conception to 7 years

Z07HSC Understanding learning in the early years

Z08HSC Promoting Children’s Healthy Development

Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities that are provided.

More detailed information on the learning outcomes, content, and teaching, learning and assessment methods of each module can be found in the student module guide(s) and the course handbook.The accuracy of the information contained in this document is reviewed by the University and may be verified by the Quality Assurance Agency for Higher Education.


21 Curriculum Map

Intended Learning Outcomes

Knowledge and Understanding

Cognitive (Thinking) Skills Practical Skills Transferable Skills

Module codes

KU1 KU2 KU3 KU4 KU5 KU6 CS1 CS2 CS3 CS4 CS5 CS6 PS1 PS2 PS3 PS4 PS5 PS6 TS1 TS2 TS3 TS4 TS5

Z05HSC X X X X X X X X X X X X X X X X X X X X X

Z06HSC X X X X X X X X X X X X X X X X X X X

Z07HSC X X X X X X X X X X X X X X X X X X X X X X

Z08HSC X X X X X X X X X X X X X X X X X X X X


22 Capabilities (Skills) Map

Module codes Learning to Learn

Working with others

Problem Solving and Innovation

Numeracy IT and Online Learning

Communication Career Management

Information Management

Personal Development

Planning

Z05HSC TPA TP TPA TP TPA TPA TPA TPA TPA

Z06HSC TPA TPA TPA P TP TP TP TPA TP

Z07HSC TPA TP TPA TPA TP TPA TP TPA TP

Z08HSC TPA TP TPA TP TP TP TP TPA TP

Key: T=Taught, P=Practiced, A=AssessedThe Code of Practice for Academic and Professional Skills Development requires that each of the capabilities be demonstrated at least once during the programme.

Capability Outlines (from the Code of Practice for Academic and Skills Development)Learning to Learn – Students should be ready to accept responsibility for their own independent learning. They should also be able to reflect on their learning and appraise their capabilities and achievements. Students should also be able to identify their individual needs for effective learning.

Working with Others – Students should be able to work effectively as part of a group, and respect the dignity, rights and needs of others.

Problem Solving and Innovation – Students should be able to use problem-solving skills in a variety of practical situations. They should be able to demonstrate creativity, flexibility, perception, decisiveness, confidence and an awareness of values.

Numeracy – Students should be able to interpret, analyse and present numerical data.

IT and Online Learning – Students should be able to use computer-based systems for learning, communicating, collaborating with peers and tutors, and working with data.

Communication – Students should be able to communicate effectively in appropriate forms in a wide variety of situations.


Career Management – Students should appreciate the values, culture, structure and process of work organisations relevant to their area of study. Students should also appropriately match their experience and academic achievements to employer expectations.

Information Management – Students should be able to carry out research relevant to their field of study by retrieving and using information drawn from a variety of resources.

Personal Development Planning – Students should be able to demonstrate self-awareness, set personal goals and record achievement.


Mapping against the Early Years Educator (Level 3) Qualifications Criteria – July 2013

Intended Learning Outcomes1. Support and promote children’s early education development

Module codes

1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 1.10

Z05HSC X X XZ06HSC X X X X X X X XZ07HSC X X X X X X XZ08HSC X X X X X XPlacement X X X X X X X

2. Plan and provide effective care, teaching and learning that enables children to progress and prepare them for school

Module codes

2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 2.11

Z05HSC X XZ06HSC X X X X X X XZ07HSC X X X X X X X XZ08HSCPlacement X X X X X X X X X X X

3. Make accurate and productive use of assessmentModule codes

3.1 3.2 3.3 3.4 3.5

Z05HSCZ06HSC XZ07HSC X X X XZ08HSCPlacement X X X X


4. Develop effective and informed practiceModule codes

4.1 4.2 4.3

Z05HSC X X XZ06HSC XZ07HSC XZ08HSC XPlacement X

5. Safeguard and promote the health, safety and welfare of childrenModule codes

5.1 5.2 5.3 5.4 5.5 5.6 5.7 5.8 5.9

Z05HSCZ06HSC X XZ07HSC XZ08HSC X X X X X X X X XPlacement X X X X X X X X

6. Work in partnership with the key person, colleagues, parents and/or carers or other professionals

Module codes 6.1 6.2 6.3

Z05HSCZ06HSC X XZ07HSC X X XZ08HSC X XPlacement X X X


Part 2: Supporting Information forFoundation Certificate in Childhood Development and Learning

1 Relationship to the Framework for Higher Education Qualifications, Subject Benchmark statements and Professional/Statutory Body requirements

The intended learning outcomes for the Programme have been designed to ensure it meets the knowledge and skills of the National College for Teaching and Learning (2013) Early Years Educator (Level 3) Qualifications Criteria. In the design process close attention contemporary governmental national guidelines and legislation

Dfe HM Government (2010) Common Core of Skills and Knowledge for the Children’s Workforce

Dfe HM Government (2012) Early Years Foundation Stage Curriculum Dfe HM Government (2013) More Great Childcare Dfes HM Government (2005) Children’s Workforce Strategy: Every Child Matters

2 Teaching and Learning Strategy

Coventry University College and Coventry University Scarborough Campus is committed to producing high quality teaching and learning and therefore has introduced a highly responsive approach to the delivery and education. The sites provide both academic and professional qualifications to meet the learning aspirations of a wide range of people from the community it serves. It is essential therefore that its courses are current and relevant and it provides a variety of teaching and assessment strategies to meet the learning needs and styles of its students.

All of the undergraduate provision of the Coventry University College and Coventry University Scarborough Campus follows a similar pattern of delivery. Each award is delivered over four 30 credit modules. Each module is assessed so that individual modules can be credited, this allows students to see progress and have such progress formally recognised. Since each module is delivered in a block of study, the course teams are able to utilise a range of teaching and learning strategies thereby responding to the individual learning needs represented in the student body. Further flexibility is introduced through the use of high quality learning technologies which provide study opportunities that mirror the class based delivery. Full time students, therefore, can pre-read, revise and supplement their learning through use of the College’s Virtual Learning Environment. Students following a blended learning pathway will have both face to face teaching and on-line study. This will be further enhanced through on-line learning tutorials which will remedy any deficit in understanding and support student success.

High quality teaching and learning is a core principle for the institutions. Clear expectations on the teaching and tutorial staff will be mediated through an intensive induction programme, a clear articulation of the standards of delivery of teaching and learning expected and regular review of teaching performance through student evaluation, continuous professional development and a regime of observed teaching. Combined, this approach will lead to the formation of a community of practice for academic staff, where experimentation and innovation is encouraged. Students will be encouraged to engage with their local communities through volunteering and use their experiences to strengthen their knowledge and understanding. The college is developing resources to facilitate work-based client care situations.

The intensity of the delivery pattern will allow students to make rapid progress through to successful achievement. High levels of contact time for full time students through face to face teaching in small groups along with tutorial sessions in groups of only five students enable student progress to be monitored and additional support provided as necessary. Attendance is mandatory and will be closely monitored to ensure students do not fall behind or worse still drop out. Blended students following a mixed diet of face to face and on-line learning will also be monitored closely. On-line tutorial support will be provided to ensure engagement.

3 Assessment Strategy


Assessment at CUC and CUSC has been designed not only to assess students’ achievement in meeting the learning outcomes, but to also prepare students for the work place, and support the professional development of students already in work. This is through keeping informed and up to date on current research to ensure programmes reflect current academic and business thinking, taking a multi-cultural approach to the programme as the world in which students will work becomes even more connected, and using digital skills through the courses to ensure students are well equipped to enter work.

This programme will support students through these three main areas through teaching, in their discussions and workshops and through their assessments. This programme by its very nature will pull on these three aspects within its modules.

Students will receive support from their academic and support staff, who will be able to support students in their knowledge and also their transferable skills, which is highly important within this programme. For example communication, problem solving and group working.

Each module will be assessed, with students receiving high quality feedback to their work and their overall progress.

Formative Assessment is also a vital component of the student experience at CUC and CUSC. It may take a variety of forms which can be led by the student themselves, their peers of the academic and support staff. For example, students will use video to support peer observation of role play situations for a variety of client groups.

4 Programme/Course Management

The Programme will be managed by the relevant CUC and CUSC Programme Area Leader who will oversee the effective delivery and assessment of the programme and manage and ensure compliance with the annual quality monitoring and enhancement process.

Programme Area Leaders will be responsible for the following:

- leadership and co-ordination of the module team- ensuring the module material is prepared and accessible to staff and students- preparation of module guides- allocation of students to tutorial groups- record keeping and monitoring of student progress- assessment and re-assessment

5 Entry Requirements and Selection Procedures

Coventry University College and Coventry University Scarborough Campus will work with the Admissions Services within Coventry University to ensure that all full-time and part-time applications are managed according to the nationally agreed framework and appropriate standards.

The minimum entry requirements to these programmes are that candidates should normally possess one of the following:

100 UCAS tariff points for a Foundation Year course

Candidates will be expected to have passed maths and English language GCSE with minimum grade C and have a minimum of 5 GCSE’s in total; no level 2 equivalents are accepted.

Candidates will also be expected to successfully pass a DBS check.

Non-native English speakers will normally require an IELTS score of 6.0 or TOEFL score of 550/213

CUC and CUSC will also review applicants with nonstandard entry requirements including those with professional work experience.


Accreditation for prior learning is in accordance with Coventry University College’s and Coventry University Scarborough Campus Academic Regulations.

All courses shall normally provide for entry at various levels with the maximum valid credit being given for appropriate prior knowledge and skills and previous learning, subject to the general requirements. However, for each award there is a minimum requirement for which neither general nor specific credit shall be given. Credit shall not be given for more than two-thirds of an overall programme.

Two categories of credit are recognized:

a) General Credit

This is a system of credit-rating whereby judgments can be expressed as credit points at various levels related to the standards of different academic awards, providing a broad indication of the appropriate amount of credit that might be allowed on the basis of the qualifications and other learning experiences.

b)Specific Credit

This is the credit given to an individual person in the context of a particular module or course; it may be equal to or less than the general credit to which it relates.

In recognising the education, training and experience gained in employment and in other Institutions of learning for the purposes of academic credit towards awards the following shall apply:

general credit shall be assigned in terms of a number of credit points at one or more levels

any student who has been awarded general credit shall be required to apply to convert that to the specific credit available for the course concerned.

Although admissions tutors shall seek to accredit prior learning, credit will not be given for more than two thirds of any programme.

A student who, whilst enrolled on a course at CUC or CUSC, is required or permitted to take other supporting modules not directly contributing to that course (e.g. as part of an induction or research programme) may not use those modules towards a concurrent or retrospective eligibility for another award. This does not preclude the student from using these modules subsequently for accreditation of prior learning (APL) as part of an application to another course.

6 Compliance with the University’s Academic Regulations and current legislation

Coventry University College’s and Coventry University Scarborough Campus Academic Regulations have been developed by Coventry University’s Colleges’ Head of Registry and Admissions and Coventry University’s Registrar and Secretary and approved Academic Board.
