University of the West of Scotland

Programme Specification

Session: 2019/20

Last modified: 12/06/2013 17:17:44

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

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

Candidates must be able to satisfy the general admission requirement of the University of the West of Scotland as specified in Section 6 of the University Regulatory Framework together with the following programme requirements:
Candidates for this programme will normally undertake an interview prior to being offered a place.
Applicants will have accrued a minimum of 360 credit points over SCQF levels 7, 8 and 9 normally as part of a degree.


or GCE


or SQA National Qualifications/Edexcel Foundation


Other Required Qualifications/Experience

Other Required Qualifications/Experience
Candidates must be appropriately registered practitioners e.g. registered with the Scottish Social Services Council (SSSC)
http://www.sssc.uk.com/sssc/applying-for-registration/qualifications.html

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 more than 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

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) 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 including the commercial benefits this will bring to centres; high quality, well 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) 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. As well as enabling students to engage and evidence Professional Development Activities using the UWS virtual learning environment (Moodle) and E-portfolios.
Employers can be assured that those employees who undertake a programme of study within the Graduate Diploma: Childhood Practice will be  equipped with the personal and professional values, commitment, skills, abilities, knowledge and understanding to take professional action  to work effectively for better outcomes for children and families . In this respect, the employee’s development will be mapped to the  Standard for Childhood Practice ( 2007)

This approach, embedded within all Childhood Practice programmes, fully complements the UWS Strategy for Learning and Teaching and Assessment and National Enhancement Themes with regard to embedding strategies within programmes that enhance the employability of our students.

The School of Education offers a range of opportunities to progress to study at Masters level (SCQF Level 11) via a portfolio of ‘Career-Long Professional Learning’ (CPL) programmes. These meet current and emerging needs associated with the development of the wider education workforce and reflect the importance being attached to CPL and subsequent impact on all age and stage learners. The School’s professional learning framework offers awards at Postgraduate Certificate, Postgraduate Diploma and Master's level in education. See: http://www.uws.ac.uk/education/cpd/ Examples of potential options include the MEd Enhanced Professional Practice, the Post Graduate Certificate (Coaching and Mentoring (subject to the specific entry requirements associated with the relevant programme).

Delivery methodology The programme will be delivered using a blend of learning and teaching strategies on a part time basis. These include use of the UWS virtual learning environment (Moodle), Interactive Whiteboards, on-line tutor/student led discussions. Lectures, tutorials, student-led seminars, 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. Moodle module sites will contain assessment information, programme handbooks and module information booklets. The Childhood Studies / Practice overarching site contains programme information and links to individual module sites and is the main vehicle for programme wide communication. The Programme Handbook includes information pertaining to wider UWS student support services including, enabling and effective learning support, student support services, library services and the employability link. Students will also receive a booklet for each module which details the learning activities for the trimester including dates of assessment submissions. This enables students to plan their study activities across the trimester. Activities related to the module content will also be presented to the students, including signposts to evidence base, literature and policy documents. Discussion and group tasks will enable students to demonstrate their understanding, share their knowledge and experience with both their peer group and staff, and engage with the process of learning at a distance. Moodle also assists academic staff in ensuring that any National Policies, new literature etc can be made available to all students when appropriate as the module is running. This provides an efficient means of ensuring communication with the student group is timeous. All module descriptors, materials and resources are reviewed annually to ensure currency and area available on the web. Academic support and Personal Development Planning All marketing materials shall encourage prospective students to contact the Programme Leader/Module Team prior to the application process. All candidates will be interviewed and learning plans, personal statements ad references will be sought. A Statement of Support from employers is essential and each student must identify a suitable mentor to support their learning. The students will be provided with a mentor self-evaluation sheet to allow the mentor to self-assess their suitability for the role Once applications are approved students will be provided with information pertaining to the University during induction week. As 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 roles and responsibility guidelines provide full information about the commitments required. The employer will sign a commitment to supporting study on the reference provided. Once enrolled, all students will have identified members of academic staff from within each of the modules as key contacts for academic support. They will also act as personal tutors in order that reviews of student progress can take place, enhancing engagement with Personal Development activities and ensuring sound academic guidance is provided when necessary. Personal Development Planning will be incorporated into each module. Students will be encouraged to engage with the process of identifying and developing goals for their own learning and development. Each student will discuss with their personal tutor, each academic year, the goals they have set, learning undertaken and the skill set they have achieved. Additional contact hours will be used in the ‘Reflective Planning’ module to support and assist any student wishing to make an RPL claim. The remaining 8 hours will be used in the Qualitative Research Methods module, specifically to develop research skills and to prepare students for on-going active research related to leadership and management roles in childcare. Assessment and notional hours of study Students will be given (in the handbook and information presentation at interview) clear information about the notional hours of study (20 credits = 200 hours) as well as information on assessment and work-based study commitment to allow students to make an informed choice. For work-based learning components, mentors briefing events will be held by the Programme Team. Assessment schedules, assignments and assignment guidelines will be available to students via each module’s Moodle site. Students shall submit any assignment suitable for submission using Turnitin software. This shall be notified within the assessment guidelines. All summative assessments are graded and marked by academic members of UWS staff. UWS Regulations for marking, moderation and external examination of all assessments are in force. The marking and grading scheme along with guidance regarding mitigation is available within the Student Handbook, (University Regulation 7.4.2 and 7.7 respectively). Students shall receive feedback on their performance in assessment timeously after the submission date. Assessment strategies are designed to enhance the student’s engagement with the learning process. As such, criteria for assessment will reflect the aim of enhancing learning flexibility. Reflection remains an important tool for practice in the childcare sector and most assessments include an element of student reflection. Dedicated PDP sessions help students to improve the skills required for successful attainment in assessment, (e.g. written communication, discursive writing, referencing and reflection). Staff encourage students to engage with a wide selection of reading materials to maintain a multi perspective approach in their consideration of literature. In all modules preparation for assessment is undertaken, success criteria are shared with students in advance of assessment and students are encouraged to engage with the criteria to inform their preparation for assessment. Feedback (oral and written) is provided by academic staff and or peers for the variety of formative tasks provided for almost all modules and summative assessments. Students value the feedback process and staff ensure this process is consistent across all modules using a feedback sheet which links feedback directly to the intended learning outcomes of the module. The assessment strategies developed for this programme aim to support the student in the process of learning and to develop the key skills of critical analysis, problem solving and synthesis. A variety of assessment methods will be utilised across the modules and will reflect the range and balance of teaching and learning e.g. exam, action research, presentation and essay. A successful candidate will be one who has acquired 120 credits at Level 9 including the four core modules. The Progression & Awards Board (PAB) will award distinction to candidates for taught Graduate Diplomas where the following criteria are met by candidates at their first attempt. - a mean mark of 65% or above and in line with Regulation 7.5.2 Award of Distinction. For students who make and RPL claim as part of their award this credit is not graded and they will not be eligible for distinction.


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. In the ‘Leadership and Management’ module students study all aspect of HRM including interviews and personal development approaches. In ‘Promoting Learning’, students set personal and professional targets and reflect on progress in the presentation assessment. PDP activity will focus on professional target setting which will benefit personal learning and development throughout their career. 
 As such the programme team will endeavour to enhance the career prospects and employment opportunities of individual students by enabling the development of graduate skills which are highly relevant to their own practice. This will include further developing skills in critical understanding, literature reviewing, research and practice.

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. Students therefore need to be in employment for more than 16 hours per week and have been in employment for a minimum of 2 years.

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 via telephone and UWS email 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. The work based learning approaches fulfil the UWS Regulations as defined in the UWS Regulatory Framework, Regulation 5.8. and UWS( 2012) Work Based Learning Policy


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
9EDUC09022Developing Integrated Working20check markcheck mark 
9EDUC09021Leadership and Management20check markcheck markcheck mark
9EDUC09020Leading Learning20check markcheck markcheck mark
9EDUC09006Promoting Learning20check markcheck markcheck mark
9EDUC09004Qualitative Research Methods20check markcheck markcheck mark
9EDUC09019Reflective Planning20check markcheck markcheck mark

* 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

Having accrued 120 credits at Level 9, successful students will be eligible for a Graduate Diploma: Childhood Practice. Graduate Diploma: Childhood Practice with Distinction is available in accordance with Regulation 7 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)