University of the West of Scotland

Programme Specification

Session: 2022/23

Last modified: 19/05/2022 13:52:30

Named Award Title:Grad Dip Childhood Practice Single

Award Title for Each Award: Grad Dip  Childhood Practice

Awarding Institution/Body: University of the West of Scotland
Language of Instruction & Examination: English
Award Accredited By:Scottish Social Services Council
Mode of Study:Part Time
Campus:Ayr
Dumfries
Lanarkshire
New College Lanarkshire (Coatbridge)

School:School of Education & Social Sciences

Admission Criteria

Candidates must be able to satisfy the general admission requirements of the University of the West of Scotland as specified in Section 6 of the University Regulatory Framework together with the following programme requirements:

SQA National Qualifications

Applicants will have accrued a minimum of 360 credit points over SCQF levels 7, 8 and 9 normally as part of a degree in a subject area broadly relevant to Childhood Practice, e.g. Education, Psychology, Social Sciences, Child Health or similar.


or GCE


or SQA National Qualifications/Edexcel Foundation


Other Required Qualifications/Experience

Candidates must be appropriately registered practitioners e.g. registered with the Scottish Social Services Council (SSSC)

Applicants must demonstrate that they are employed in, or have access to, an acceptable professional environment in which knowledge and understanding of childhood practice in Scotland has been developed. This is essential because a large component of the assessment strategy utilizes work based learning. Students therefore need to be in employment for at least 16 hours per week.
All prospective students must have employer support and a mentor from their area of practice to support their studies demonstrated by a signed statement of support as part of the admission process.
Applicants must demonstrate a level of experience in the childhood practice sector commensurable with the undertakings associated with the programme. It is likely that students will have been employed for a minimum for 2 years.


Further desirable skills pre-application

IT skills.
Experience of some of the skills and attributes required of a leadership role in the childcare sector will enhance application to this programme.


General Overview

This programme has been developed in response to national debate and government priorities following the National Review of the Early Years and Childcare Workforce (2006) and is primarily aimed at developing lead practitioners /managers within early years and childcare services.

The Standard for Childhood Practice (2007) (Revised 2015) defines the professional knowledge and understanding, values and commitments and professional skills and abilities that are necessary for managers and lead practitioners in early years and child care services and it is of benefit to an employer to have a well-qualified workforce; highly qualified managers provide leadership that will bring added value for children and parents. The programme supports this aspiration by complementing exiting provision to increase the number of staff in early year’s centres who are eligible for lead practitioner registration.

The Graduate Diploma: Childhood Practice consists of 6 modules at SCQF level 9, is vocationally relevant, and complements the strategic aims to enable a range of practitioners to meet the Standard for Childhood Practice (2007)(Revised 2015) and be able to register as Lead Practitioners / managers with the Scottish Social Services Council (SSSC).

In addition, the programme will help students to develop skills that are transferable to other areas of study and professional employment. It will also continue to develop critical, analytical problem-based learning skills and the transferable skills to prepare the student for leadership and management. In doing so, it will enable the student to engage in lifelong learning, study and enquiry and to appreciate the value of education to society. It will also assist the student to develop the skills required for both autonomous practice and team-working. 

Delivery methodology

The programme will be delivered using a blend of online learning and teaching strategies on a part time basis, supported by face-to-face sessions on campus. Teaching strategies include use of the UWS virtual learning environment and online tutor/student led discussions. Lectures, tutorials, student-led group-work, role-play, presentations, workshops, problem based learning, self-study packs, and work related learning will be used to develop student learning. The learning and teaching strategies shall utilise problem solving approaches. Throughout the programme learning and assessment will have a work based focus.


Employability Skills & Personal Development Planning

In accordance with the UWS Personal Development Planning Policy and Framework, personal development planning is embedded within each module in the programme to enable students to become aware of their knowledge, skills and abilities and how these have been developed within each module. The principles of personal development planning are integrated into the learning process, and underpin assessment. Students are encouraged to reflect on learning achievements and experiences, and the implications these have for their future development.

Students will be encouraged to use feedback, evidence, reflection and throughout their studies directly linked to their learning journey. This facilitates student engagement with processes that may form part of their professional career, such as reflecting on their developing levels of competence and showcasing their work for future employers.

Employability is developed throughout the programme. Our UWS Education Enabling Plan (2015- 2020) seeks to ‘ensure that our graduates will be highly employable and able to make a difference locally and globally’. This plan underpins activity in growing and supporting work-based learning and in extending opportunities for peer education and peer assisted learning.

Building on this alignment, Childhood Practice at UWS has sought to embed pedagogy for employability across the teaching and learning in its programmes as part of the course design process (HEA, 2012). Seeing students as ‘active partners in the educational process’ (HEA, 2012, p. 30), is also closely aligned to the kind of critical pedagogy that sits at the core of teaching and learning in this professional area, across all sectors of engagement.
Thus, the Higher Education Academy Framework for Embedding Employability in Higher Education (HEA, 2016) offers a coherent and robust structure and process for enhancing students’ employment prospects.

Work Based Learning/Placement Details

Each module is approximately 50% work based and as such requires and relates to work related learning carried out in an appropriate, professional environment. Assessments will rely upon reflection and analysis of this work based learning. 

Work based learning is a major component of the modules in this programme Students will be required to provide a reference from within their employing organisation. Employers are asked to sign an employer’s agreement and details of the mentor, which may include the mentor self-evaluation. The employer will sign a commitment to supporting study on the reference provided. 

Clear guidance on the tasks to be undertaken in the workplace will be provided and mentor briefing events will be held to share information and support mentors. The Programme Leader should be contacted if there be any queries or difficulties arising.

When engaging with the work based learning, students will continue to have contact with academic staff to support them as necessary. See also for Work Based Learning: https://www.uws.ac.uk/current-students/supporting-your-studies/your-rights-responsibilities/student-policies/


Programme structures and requirements, SCQF level, trimester, module name and code, credits and awards (Link to Regulation 5.2.9)

A. Learning Outcomes (Maximum of 5 per heading)

Outcomes should incorporate those applicable in the relevant QAA Benchmark statements

Knowledge and Understanding

A1

Practice - Applied Knowledge and Understanding

B1

Communication, ICT and Numeracy Skills

C1

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

D1

Autonomy, Accountability and Working With Others

E1

Core Modules
SCQF Level Module CodeModule NameCreditTrimesterFootnotes
123
               

* Indicates that module descriptor is not published.

Footnotes

Optional Modules
SCQF Level Module CodeModule NameCreditTrimesterFootnotes
123
               

* Indicates that module descriptor is not published.

Footnotes

Criteria for Progression and Award


B. Learning Outcomes (Maximum of 5 per heading)

Outcomes should incorporate those applicable in the relevant QAA Benchmark statements

Knowledge and Understanding

A1

Practice - Applied Knowledge and Understanding

B1

Communication, ICT and Numeracy Skills

C1

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

D1

Autonomy, Accountability and Working With Others

E1

Core Modules
SCQF Level Module CodeModule NameCreditTrimesterFootnotes
123
               

* Indicates that module descriptor is not published.

Footnotes

Optional Modules
SCQF Level Module CodeModule NameCreditTrimesterFootnotes
123
               

* Indicates that module descriptor is not published.

Footnotes

Criteria for Progression and Award


C. Learning Outcomes (Maximum of 5 per heading)

Outcomes should incorporate those applicable in the relevant QAA Benchmark statements

Knowledge and Understanding

A1Demonstrate a critical understanding of a selection of the principal theories, principles, concepts and terminology associated with leadership and management as defined by The Standard for Childhood Practice;
A2Demonstrate and work with a broad and integrated knowledge and understanding of the behaviour and holistic development of children and adolescents;
A3Detailed knowledge in several areas of legislation relating to children, families and related services.

Practice - Applied Knowledge and Understanding

B1Use skills, techniques, practices and materials associated with the challenges of leadership and management in the childcare sector;
B2Develop strategies to allow continuing improvement of professional skills required for working with and on behalf of children and adolescents;
B3Develop skills which facilitate the empowerment and development of children, families and professional colleagues

Communication, ICT and Numeracy Skills

C1Make formal and informal presentations on standard/mainstream topics in the discipline of leadership and management to a range of audiences;
C2Interpret, use and evaluate numerical and graphical data to achieve goals and targets;
C3Use a range of IT applications to support and enhance leadership and management skills
C4Develop information technology skills – word processing, data processing and internet communication.

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

D1Undertake critical analysis, evaluation and synthesis of ideas, concepts and information related to the management of children’s services;
D2Critically analyse policy and practice in relation to government policies;
D3Identify and analyse routine professional problems and issues.

Autonomy, Accountability and Working With Others

E1Take responsibility for the work of others and for a range of resources;
E2Practice in ways which take account of own and others’ roles and responsibilities;
E3Deal with ethical and professional issues in accordance with current professional and ethical practice.

Core Modules
SCQF Level Module CodeModule NameCreditTrimesterFootnotes
123
9EDUC09006Promoting Learning20check markcheck markcheck markStudents may have previously completed the module as part of the BA Childhood Studies programme.
9EDUC09019Reflective Planning20check markcheck markcheck mark
9EDUC09021Leadership and Management20check markcheck markcheck mark
9EDUC09022Leading to Collaborate20check markcheck markcheck mark

* Indicates that module descriptor is not published.

Footnotes

Optional Modules
SCQF Level Module CodeModule NameCreditTrimesterFootnotes
123
9EDUC09020Leading Learning20check markcheck markcheck markStudents must select EDUC 09020 Leading Learning unless they have previously completed EDUC 10042 Advanced Practice as part of the BA (Hons) Childhood Studies programme (subject to SSSC approval). Students must have completed one of these two modules to be eligible for the award of Grad Dip Childhood Practice.
10EDUC10042Advanced Practice (CS)20   
9EDUC09058Practitioner Enquiry: Early Years20check markcheck markcheck markStudents must select EDUC 09051 Practitioner-based Research and Enquiry unless they have previously completed the module or EDUC 09004 Qualitative Research Methods as part of the BA Childhood Studies programme. Students must complete one of these modules to be eligible for the award of Grad Dip Childhood Practice.

* Indicates that module descriptor is not published.

Footnotes

Criteria for Progression and Award

Students will be eligible for the award of Graduate Diploma: Childhood Practice on completion of 120 credits comprising all four core modules, plus EDUC 09051 Practitioner-based Research and Enquiry (or equivalent) and EDUC 09020 Leading Learning (or equivalent). Please refer to the footnotes under 'option modules' above for further guidance. Graduate Diploma: Childhood Practice with Distinction is available in accordance with Regulation 3.25 of the UWS Regulatory Framework.


D. Learning Outcomes (Maximum of 5 per heading)

Outcomes should incorporate those applicable in the relevant QAA Benchmark statements

Knowledge and Understanding

A1

Practice - Applied Knowledge and Understanding

B1

Communication, ICT and Numeracy Skills

C1

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

D1

Autonomy, Accountability and Working With Others

E1

Core Modules
SCQF Level Module CodeModule NameCreditTrimesterFootnotes
123
               

* Indicates that module descriptor is not published.

Footnotes

Optional Modules
SCQF Level Module CodeModule NameCreditTrimesterFootnotes
123
               

* Indicates that module descriptor is not published.

Footnotes

Criteria for Progression and Award


Learning Outcomes (Maximum of 5 per heading)

Outcomes should incorporate those applicable in the relevant QAA Benchmark statements

Knowledge and Understanding

A1

Practice - Applied Knowledge and Understanding

B1

Communication, ICT and Numeracy Skills

C1

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

D1

Autonomy, Accountability and Working With Others

E1

Core Modules
SCQF Level Module CodeModule NameCreditTrimesterFootnotes
123
               

* Indicates that module descriptor is not published.

Footnotes

Optional Modules
SCQF Level Module CodeModule NameCreditTrimesterFootnotes
123
               

* Indicates that module descriptor is not published.

Footnotes

Criteria for Progression and Award


Regulations of Assessment

Candidates will be bound by the general assessment regulations of the University as specified in section 7 of the University Regulatory Framework .

An overview of the assessment details is provided in the Student Handbook and full details of the assessment criteria for each module is provided in the module descriptor which forms part of the module pack issued to students. For further details on assessment please refer to Section 7 of the Regulatory Framework.

To qualify for an award of the University, students must complete all the programme requirements and must meet the credit minima detailed in Section 3 of the Regulatory Framework.

(Regulation 7)

(Assessment Policy)