BA Education (Childhood and Youth) Programme Specification from the Faculty of Education Version: 2013/4.1

Last updated: July 2012

Programme Specification BA Education (Childhood and Youth) Single Honours Please note: This single honours degree is made up of two cognate subjects, Education and Childhood and Youth, As such there is a detailed specification within this document for each subject.

Basic programme description for the BA Education (Childhood and Youth)

1. Programme title

BA Education (Childhood and Youth)

2. Study mode(s) and max. period of registration

Full time: 3 years minimum; 6 years maximum Part time: 6 years minimum: 10 years maximum

3. Awarding body

Liverpool Hope University

4. Teaching location(s)

Hope Park and any other location deemed suitable Network Colleges

5. Final award(s), including any interim awards

BA (Hons) Education (Childhood and Youth), 360 credits, Diploma HE BA Education (Childhood and Youth), 240 credits, Certificate He BA Education (Childhood and Youth), 120 credits

6. NQF level(s)

Certificate (level 4) Intermediate (level 5) Higher (level 6)

7. Sponsoring Faculty

Education

8. Department

Education

9. Date of initial validation

7th June 2011

10. Date of last Programme / Pathway Review (if applicable)

N/A

11. Date of first intake

Sept 2011

12. Frequency of Intake

Annually in September

13. Additional Costs to Students (£estimate)

Books- £200 (approx)

14. Name of Programme Co-ordinator

Dr Kath Orlandi

15. Professional Statutory or Regulatory Body (PSRB)(s) (if applicable) with date/outcome of last PSRB approval

N/A

Childhood and Youth Subject

1 Subject Aims The aims are to: -

a. Enable the students to develop a critical understanding of the multidisciplinary conceptual debates around childhood and youth (8 -19 years, with opportunities to include 0-8 years) within a social, cultural and historical context

b. Promote a national and global understanding of children and childhood

and encourage students to reflect on varying perspectives

c. Encourage students to explore the issues, challenges and constraints of childhood and youth theory, policy and practice.

d. Equip students with the skills, knowledge and understanding to link

research and academic study of childhood and youth issues with multidisciplinary practice.

e. Promote students’ critical awareness of issues in relation to rights,

diversity, equality and inclusion in relation to working with children and families

f. Support and develop students’ research skills and understanding of

participatory approaches in the area of Childhood and Youth

2 Programme Learning Outcomes Students on the pathway will: -

1. Demonstrate a secure knowledge in the subject area of Childhood and Youth and be familiar with the writings of key thinkers and researchers in this area.

2. Develop a critical understanding of the theoretical and conceptual underpinnings

of Childhood and Youth studies. .

3. Have knowledge of national and global issues in Childhood and Youth and be able to reflect on a range of international perspectives in relation to children’s geographies.

4. Be able to explore the issues, challenges and constraints of theory, policy and

practice in relation to Childhood and Youth

5. Develop the skills, knowledge and understanding to apply research and the academic study of Childhood and Youth to multidisciplinary practice.

6. Be able to undertake meaningful, ethical and relevant research in the area of

Childhood and Youth

A student successfully completing Level C of the Childhood and Youth component of the Degree will:

1. Recognise and understand that concepts of ‘childhood’ and ‘youth’ are culturally, socially and historically determined.

2. Demonstrate an understanding of the process of socialisation in particular, the

significant influence of family, peers, media, and technology on the development of self-identity and self-esteem in children and young people.

3. Demonstrate an understanding of the complexity of youth transitions that take

place during the period of adolescence

4. Demonstrate an awareness of the role of research in the production and revision of theories and the value of evidence.

5. Identify and draw on relevant primary and secondary sources, including theoretical and research based evidence to extend their knowledge and understanding of childhood and youth.

A student successfully completing Level I of the Childhood and Youth component of the Degree will:

1. Make use of a range of key theoretical perspectives which have been used to understand childhood and youth in order to develop a theoretical understanding of different models of mentoring and strategies for working with children and young people

2. Critically analyse these models and methods in order to begin to evaluate the

relative merits of different approaches

3. Be conversant with different research methodologies, ethical issues and the appropriateness of various methods of data collection when conducting research with children and young people

4. Demonstrate the ability to apply their knowledge and understanding of children’s

lived experiences in national and international contexts in order to examine the impact on the nature of childhood

A student successfully completing Level H of the Childhood and Youth component of the Degree will:

1. Demonstrate criticality and enquiry in relation to childhood and youth particularly in relation to transitions and social change for children and young people

2. Be able to ethically and effectively apply research skills and knowledge to a real

context by designing, conducting and reporting on research relating to childhood

and youth

3. Have an understanding of the complex organisation and operation of multi-professional teams working with young people and their families and communities

4. Demonstrate comprehensive knowledge and critical awareness of the

challenges of ensuring young people’s effective participation in decision-making in their own lives and wider society in line with legislation and policy in the UK

3 Development of other Key Generic and Subject-Specific Skills Subject specific skills: In general, a BA Education (Childhood and Youth) graduate will be expected to:

Apply multiple perspectives to childhood and youth issues, recognising that the field of Childhood and Youth Studies involves a range of research methods, theories, evidence and applications

Integrate ideas and findings across the multiple perspectives in Childhood and Youth and recognise distinctive Childhood and Youth approaches to relevant issues

Demonstrate the ability to evaluate competing positions in relation to the construction of childhood and youth by different subject disciplines, societal agents and time, place and culture

Demonstrate a critical understanding of the links between ethics, politics, culture and ideology in the lives of children and their families

Have the opportunity to carry out empirical research involving a variety of methods of data collection relating to childhood and youth

Be able to formulate research questions and carry out an independent research study.

Key generic skills In general, a BA Education (Childhood and Youth) graduates will:

Present information to others in appropriate forms

Approach problem solving in a systematic way

Listen carefully to others and to reflect upon thir own and others' skills and views

Effectively make use of a range of sources of information, including journal material

Have the communication skills necessary to converse, debate, negotiate, persuade and challenge the ideas of others

Be aware of contextual and interpersonal factors in groups and teams

Have insight and confidence in leading and working collaboratively with others

Communicate effectively for different purposes and audiences

Use ICT appropriately as part of the learning process in a range of contexts, including regular use of e-books and on-line journals

Be capable of undertaking self-directed study and learning activities

Recognise the need to assess their own skills and to harness them for future learning.

Demonstrate the ability to act as an advocate for learners (children and adults) and families

Develop inter-personal skills and the ability to be an effective team member and leader

Become co-dependent thinkers and learners

4 Teaching /Learning and Assessment Methods The subject is based on the principle of developing independent, critical thinking students who will be insightful advocates of children and young people. The programme is designed to:

Help students understand how to use learning resources, human and material (including technology), and how to engage others in reciprocal learning relationships

Assist students to assume increasing responsibility for defining their own learning programme and evaluating their progress

Encourage students to be self-aware and to organise new learning and problem solving in a way that connects with present knowledge

Encourage students to self-assess their learning progress, development and achievement

Encourage students to define learning in terms of questions to be answered and problems to be solved.

The teaching strategies and learning experiences therefore reflect an increasing proportion of individualised and self-directed learning approaches. Students will be encouraged as they progress to take personal responsibility for achieving the learning outcomes through their own efforts. They will be expected to engage in collaborative learning activities with knowledgeable tutors and pursue individual inquiry. Independent study using reflection, analysis, enquiry, synthesis and evaluation are essential elements in learning.

Teaching & Learning Students are encouraged to take a critical stance to the theories, findings and approaches of Childhood and Youth; this typically involves a change from initially supported and guided study to more independent and enquiry-based learning. Throughout, there is an emphasis on active learning and the acquisition of both generic and subject-specific skills and abilities, through a variety of learning and teaching strategies. There are many different forms of teaching and learning, including workshops, lectures, seminars, VLE such as ‘Moodle’, individual tutorials, guided reading, independent study, email discussion groups, action learning sets, debates, distance learning, individual project supervision, inquiry based learning, opportunities to reflect on personal and different perspectives etc. These categories are not mutually exclusive. As well as developing familiarity with literature and published research, the use of audio-visual media is integrated throughout the programme.

Assessment The programme incorporates a variety of assessment methods and strategies that reflect the stated aims and overall learning outcomes for the programme as a whole, as well as those specifically written for any particular course. The range and breadth of assessment is designed to enable students to demonstrate progression towards a variety of specific and general skills and qualities expected of a graduate, and also an increasing degree of independence and autonomy in their studies. The variety of assessment methods are clearly related to the learning outcomes. Assessment methods may include; essays, reports, exams, case studies, reflective diaries, rationales, analytical pieces of writing, problem-solving investigation. In addition, critical analysis of case studies, presentations in groups and individually and planning learning opportunities for young children are incorporated. The first year of study incorporates a variety of strategies to support students in developing the skills required for the different types of assessment. Assessment criteria are explicit and contain clear expectations that develop progressively. The purpose of assessment is to enable students to demonstrate that they have fulfilled the objectives of the programme and achieved the standard required for the award. In the second and third years of study assessment builds of the work done to develop more independent learners

5. Provisional Curriculum diagram for BA Education (Childhood and Youth)

Term: 1,2 & 3

Level C 60 credits

CHILD, FAMILY & SOCIETY

Term: 1,2 & 3

Level I: Disciplines 30 credits each

Two of:

MENTORING CHILDREN & YOUNG PEOPLE

LEARNING IN EARLY CHILDHOOD

CHILDREN’S GEOGRAPHIES

Term: 1,2 & 3

Level H: Disciplines 30 credits each

Core Element

CONTEMPORARY ISSUES FOR CHILDREN AND YOUNG PEOPLE

One of the following two

THE CHILD IN SOCIETY

WORKING TOGETHER TO SUPPORT CHILDREN YOUNG PEOPLE AND THEIR FAMILIES

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Entrance Requirements Liverpool Hope University stated requirements apply. Currently 260 points are required. Students with non-traditional qualifications will also be considered. Full information is provided for all prospective students at http://www.hope.ac.uk/apl/welcome/html

7 Special Features A vibrant, challenging and thought provoking course led by research active tutors of national and international repute. The team have a particular commitment to social justice, children’s rights and participation particularly in ensuring the child’s voice is heard. Students’ lived experiences are used to stimulate critical thinking and reflection. Students are provided with opportunities to undertake research and international experiences.

8 Relationship with Subject Benchmark Statement There are no QAA subject Benchmark statements for Childhood and Youth. However reference has been made to those for Early Childhood Studies.

Specification last modified on: 26/06/2012

Modified by: Nikhil Gomes

Education Subject

1 Subject Aims The aims are to:-

a) Study key disciplines, which have been used to explore and explain a range of educational processes and issues in different settings and contexts with an international dimension.

b) Become familiar with key educational philosophers, psychologists, sociologists,

historians and other influential thinkers throughout time.

c) Instil in students the values underpinning the Faculty and the University which honour scholarship, education and service and are driven by a notion that education can be used to improve society.

d) Develop students who have a love for learning in themselves and others and as

such develop their potential to be future educators.

e) Provide students with a broad and balanced knowledge and understanding of the principal features of education in a wide range of contexts, both formal and non-formal and how to research these.

f) Encourage students to explore the fundamental questions concerning the aims and

values of education and its relationship to societies in the UK and overseas

g) Be mindful of phenomenon of the global citizen and its implications for education

h) Provide opportunities for students to appreciate the challenging nature of

educational theory, policy and practice.

i) Encourage students to engage in an examination of educational processes in a wide variety of contexts.

j) Develop in students the ability to construct and sustain a reasoned argument about

educational issues in a clear, lucid and coherent manner.

k) Promote a range of qualities in students including intellectual independence and critical thinking.

2 Programme/Pathway Learning Outcomes A student successfully completing Level C of the Education component of the Degree will:

1. Demonstrate knowledge and understanding of key theoretical approaches to the study of education.

2. Develop an awareness of the importance of global citizenship in relationship

education.

3. Show an awareness of the role of research in the production and revision of theories and the value of evidence.

4. Reflect on their own educational experiences, value systems and those of

the wider educational context.

5. Begin to analyse and apply a range of theoretical concepts and policies to developing an understanding of the practice of education.

6. Identify and draw on relevant primary and secondary sources, including

theoretical and research based evidence to extend their knowledge and understanding of education.

7. Demonstrate individually and/or cooperatively a range of problem-solving

and reasoning skills, ethical awareness, synthesis, communication and presentation of information relevant to the four constituent disciplines.

A student successfully completing Level I of the Education component of the Degree will:

1. Demonstrate a growing maturity as an educator, active researcher and as member of a community of learners through the effective utilisation of skills and knowledge and experiences acquired both prior to and during their first year of study that they bring to the learning process.

2. Develop further their research skills and ethical thinking and an

understanding of how to apply them.

3. Develop an increasing understanding of the importance of global citizenship in relationship to education.

4. Demonstrate critical thinking applied to two of the four constituent disciplines

of Education.

5. Make use of a range of key theoretical perspectives which have been used to explain education, particularly in relationship to two of the four constituent disciplines of Education.

6. Be able to apply a range of educational theories to a variety of educational

contexts including examples from overseas, particularly in relationship to two of the four constituent disciplines of Education.

7. Be able examine ideas and issues about the purposes, processes and

practices of learning and teaching in the UK and other countries, particularly

in relationship to two of the four constituent disciplines of Education.

8. Demonstrate further their growing academic competence and practices as a leaner which are appropriate for a student at this stage of higher education.

A student successfully completing Level H of the Education component of the Degree will:

1. Be confident educators, critical advocates* and members of a community of learners, effectively utilising the skills and knowledge and experiences acquired both prior to and during their first and second years of study they and their peers bring to the learning process.

2. Be able to ethically and effectively apply research skills and knowledge to a

real context.

3. Embody the key principles of global citizenship in their analysis of education in all its forms.

4. Demonstrate deep critical thinking to one of the four constituent disciplines

of Education.

5. Creatively apply a range of educational theories to a variety of educational contexts in the UK and overseas from one or more of the four constituent disciplines.

6. Critically apply theories and issues from one of the four constituent

disciplines to education in the UK and other countries.

7. Display academic competence and utilise effective practices as a learner, which are appropriate for a student at this stage of higher education.

8. *Critical advocacy in this context means individuals who are able to their

support and advance their own or the causes of others whilst being mindful of the complexities of any and the legitimacy of other viewpoints. To do this effectively students will need to bring to bear all the skills developed through their studies

3 Development of other Key Generic and Subject-Specific Skills

Subject-specific skills (these have been informed by the Education Studies Benchmark (2007) statements) A BA Education graduate will:

Demonstrate the ability to evaluate different ideas about the nature and delivery of education

Demonstrate relevant research skills and methodologies appropriate to the study of Education.

Be able to formulate research questions and carry out an independent research study.

Use both their own and the Faculty’s values to formulate views on educational practice that are informed by social and ethical thinking.

Demonstrate the ability to critically explore, examine and evaluate the significance of the Philosophy, Sociology, History and Psychology of Education.

Be able to apply the thinking of key writers on education to different educational contexts.

Key generic skills In general, a BA Education graduate will:

Present information to others in appropriate forms

Approach problem solving in a systematic way

Listen carefully to others and will reflect upon one’s own and others' skills and views

Use a range of sources of information, including regular use of journal material

Use the communication skills necessary to converse, debate, negotiate, persuade and challenge the ideas of others

Be aware of contextual and interpersonal factors in groups and teams

Have insight and confidence in leading and working collaboratively with others

Communicate effectively for different purposes and audiences

Use ICT appropriately as part of the learning process in a range of contexts, including regular use of e-books and on-line journals

Be capable of undertaking self-directed study and learning activities

Recognise the need to assess one’s own skills and to harness them for future learning.

Demonstrate the ability to act as an advocate for learners (children and adults) and families

Develop inter-personal skills and the ability to be an effective team member and leader

Become independent thinkers and learners

4 Teaching /Learning and Assessment Methods

The teaching, learning and assessment methods are founded on the three goals of the University’s learning, teaching and assessment strategy (LTA) which are;

Developing confident learners

Supporting high quality teaching that is research‐informed

Ensuring appropriate assessment for learning In addition the programme promotes a learning culture that allows students to become confident and active enquirers and utilises a powerful learning and teaching environment, which enables communities of learners to form and reform readily. Through these devices students are encouraged to challenge their existing beliefs and values in respect of the constituent disciplines of Education, leading to new ways of understanding the world of educational. Teaching and Learning The Education component of the degree draws on a model of learning which suggests that there is a dynamic and integral relationship between:

The content of the curriculum, and “success” within this

The disposition to learning – a love for learning

The relationships created in the educational setting

The emotional and spiritual space in which learning takes place. Students are encouraged to take a critical and evaluative stance to the theories, research findings and theoretical approaches that comprise the discipline. In terms of teaching and learning, this typically involves a gradual change from initially supported and guided study to more independent and self-directed study. Throughout, there is an emphasis on active learning and the acquisition of both broad and subject-specific skills and abilities, through a variety of learning and teaching strategies. There are many different forms of teaching and learning, including workshops, lectures, tutorials, Virtual Learning Environments (VLEs) such as ‘Moodle, individual tutorials, guided reading, independent study, online forum discussion groups, student groups, distance learning, individual project supervision, research projects and opportunities to reflect on practice. These categories are not mutually exclusive. Lectures may for instance, involve student activities and opportunities for dialogue. Assessment

The assessment strategy is driven by the nature of the four constituent disciplines and the focus on rigorous, academic study. The pathway incorporates a variety of assessment methods and strategies that reflect the aims and overall learning outcomes for the pathway as a whole. Assessment methods are chosen to complement and support the learning and teaching methods and will reflect the theoretical and practical nature of the constituent disciplines. The assessment methods employed may include essay assignments, examinations, poster creation and presentations and reflective journals. Within each course, a varied range and breadth of assessments will encourage and enhance the development of generic and subject specific skills. The set assignments will draw upon a wide range of educational contexts including the formal and inform in both the UK and abroad. A variety of strategies to support students in developing the skills required for the different types of assessment will be introduced, especially during the first year of study. Assessment criteria are explicit and contain clear expectations that develop progressively.

5.

Curriculum diagram for the Education component of the degree

Term: 1,2 and 3

Level C 600 Learning Hours

DISCIPLINES AND ISSUES IN EDUCATION

Term: 1,2 and 3

Level I: Disciplines Overall 300 Learning Hours

THE HISTORY OF EDUCATION PHILOSOPHY OF EDUCATION SOCIOLOGY OF EDUCATION PSYCHOLOGY OF EDUCATION Note All students will choose 2 of the 4 elements but those undertaking QTS will be required to study Psychology and one other

Level I: Research

RESEARCH METHODS in EDUCATION

300 Learning Hours

Note All students will be required to undertake this element except for those undertaking QTS

Term: 1,2 and 3

Level H: Disciplines 300 Learning Hours each, one of these four elements

THE HISTORY OF EDUCATION PHILOSOPHY OF EDUCATION SOCIOLOGY OF EDUCATION PSYCHOLOGY OF EDUCATION Note All students will choose 1 of the 2 elements studied at level I but those undertaking QTS will be required to study Psychology

Level H: 300 Learning Hours

RESEARCH PROJECT in EDUCATION Note All students will be required to undertake this element except for those undertaking QTS

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Entrance Requirements

Liverpool Hope University stated requirements apply. Currently 260 UCAS points are required. We welcome students with non-traditional qualifications. All applications are considered on individual merit. Students are considered for accreditation of prior learning on an individual basis, in liaison with the Admissions Team. Full information is provided for all prospective students at http://www.hope.ac.uk/apl/welcome/html

7 Special Features The BA Education is one of only a small number of Education degrees in England that focus on the four constituent disciplines of Education, namely the Sociology, History, Philosophy and Psychology of Education. The BA Education is a compulsory pathway for all undergraduate degrees offered in the Faculty of Education. A feature of this is that students on different degree programmes and pathways will study alongside one another providing opportunities for interdisciplinary debate and exchange of ideas. This is a deliberate policy rather than a consequence of the University’s combined degree structure. Students will be in tutorial groups of 10 allowing for meaningful relationships to be developed with tutors and peers. Students will be taught by a core team of academic staff with doctoral

qualifications. The Education Core Team come from a range of backgrounds and disciplines enabling a programme with great the breadth and depth to be offered. The BA Education will draw on the Faculty’s five research centres giving undergraduate students access to active researchers and internationally recognised scholarship. The BA Education is underpinned by the Faculty and University’s values with a commitment to education as a means of humanising society. The Core Team is actively involved with the Education Studies Network and plays a significant role in BESA, the national organisation. Students on the BA Education will be part of an active community of learners and educators of different hues and persuasions. The BA Education has a strong international dimension to it with a focus on global citizenship. Students will have access to a range of international opportunities within both the Faculty and the University.

8 Relationship with Subject Benchmark Statement

The 2007 QAA Education Studies benchmarks are phrased in terms of what knowledge and skills a graduate at each level would be expected to be able to demonstrate. They have informed the development of the curriculum. The Education component meets the subject benchmark statements for Education Studies.

Specification last modified on: 26/06/2012

Modified by: Nikhil Gomes