STUDY

This will focus on developing current practice. The students will develop resources and activities to improve an area of practice. The students will need to critically apply current theory e.g. research on working with colleagues, parents and other agencies, leadership, children’s learning etc. The students will do a presentation on their activities and show how they have developed their learning and practice since year one. They will also be asked to produce a written assignment on the resource and its impact on the setting.

This module is designed to enable students to develop a critical understanding of formal methods of enquiry and select and justify appropriate methods of investigation. It is intended to introduce students to both the theoretical and applied aspects of educational and social research. This will involve a detailed introduction to a number of different methodologies and research strategies. It will also consider the use and application of concepts, practices and processes within research requiring students to both evaluate the methodological elements of the research process, followed by the formulation of a research proposal. As an integral part of the module, students will select, design and apply a range of research methods. This will be done within the context of students identifying a research issue or question and then exploring it using the methods they have chosen. In addition to the above the module seeks to establish strong links between theory and practice so as to enable the students to develop their reflective skills and to consider how research findings have, and can, inform and enhance their professional practice. 

It is imperative in an ever changing employment landscape that the students’ are prepared for contemporary issues that will impact on their practice. At level 5 students need to critically apply current theory and research to their everyday practice in order not only to enhance it, but to critique it. Consequently this module will always focus on developing contemporary issues using social construction, post structuralism, structuralism and sociological theory childhood and the role of children in a dynamically changing society. 

This will focus on safeguarding and child protection legislation and procedures as well as how to keep children aged 0 – 11 safe, including cyber technology. This will involve covering relevant legislation, the impact this legislation has on practice. The support systems that are available to children and their relationship to practice will also be considered. The aim of the module therefore is to go beyond safeguard training that is made available to students within the workforce and to enable the students to develop a critical awareness with regard to the current legislation, frameworks, policies, procedures and support.

The children’s workforce has many demands and challenges not least of which is the children’s rights agenda. Since 1989, the United Nations Charter for the Rights of the Child has set the tone for children’s rights at a global level. The discourse of rights has becomes a central part of the care of children and has led to a participation agenda applicable to all sectors of the workforce. It is essential therefore that all practitioners within the children’s workforce have a good appreciation of this agenda. In addition, Britain is a diverse society and the children’s workforce has a variety of children’s’ needs to meet and enhance. Thus to understand not only the forms of diversity and the legal requirements which apply to the workforce, it is also necessary to consider how to deal with such diversity and the consequences of not doing so. Consequently this module aims to investigate the value and beliefs systems applicable to the children’s workforce. The students will reflect upon their own values and how they impact on their professional role. The module will also include an examination of organisational structures and systems and the values therein, and a reflection of practitioner’s role within a variety of organisations. 

The children’s workforce has many complex demands and as such needs to be flexible and work collaboratively to meet the challenges of the workforce for tomorrow. The module will enable the student to deliberate some of the most recent issues, theories and concepts in developmental psychology. It will enhance the student’s understanding of child development and behaviour within a broadening context and encourage identification and consideration of the determinant factors. It will also enable them to apply those theories to practice and by so doing enhance their own continued professional development.

This module provides students from the child care workforce  the opportunity to explore issues regarding literacy and its place in society. Students will question what literacy is and   the impact of digital literacies and its links to children’s learning.  The nature of creativity will be explored  in context of a allowing children the freedom to discover new ways of communicating . Students will also have the opportunity to explore their own creativity. Students will  examine current government guidelines on emergent literacy  and the impact on their practice.

This module provides students from the child care workforce the opportunity to develop a range of personal and academic skills in order to support their studies and enhance their future personal and career development. It recognises the importance of effective study skills and communication skills in  the students continuing success throughout the programme. These skills are highly valued by employers who expect graduates to use them to support their work with children and in their wider professional activities.

This will focus on developing current practice. The students will develop resources and activities to improve an area of practice. The students will need to critically apply current theory e.g. research on working with colleagues, parents and other agencies, leadership, children’s learning etc. The students will do a presentation on their activities and show how they have developed their learning and practice since year one. They will also be asked to produce a written assignment on the resource and its impact on the setting.

This module is designed to enable students to develop a critical understanding of formal methods of enquiry and select and justify appropriate methods of investigation. It is intended to introduce students to both the theoretical and applied aspects of educational and social research. This will involve a detailed introduction to a number of different methodologies and research strategies. It will also consider the use and application of concepts, practices and processes within research requiring students to both evaluate the methodological elements of the research process, followed by the formulation of a research proposal. As an integral part of the module, students will select, design and apply a range of research methods. This will be done within the context of students identifying a research issue or question and then exploring it using the methods they have chosen. In addition to the above the module seeks to establish strong links between theory and practice so as to enable the students to develop their reflective skills and to consider how research findings have, and can, inform and enhance their professional practice. 

It is imperative in an ever changing employment landscape that the students’ are prepared for contemporary issues that will impact on their practice. At level 5 students need to critically apply current theory and research to their everyday practice in order not only to enhance it, but to critique it. Consequently this module will always focus on developing contemporary issues using social construction, post structuralism, structuralism and sociological theory childhood and the role of children in a dynamically changing society. 

This will focus on safeguarding and child protection legislation and procedures as well as how to keep children aged 0 – 11 safe, including cyber technology. This will involve covering relevant legislation, the impact this legislation has on practice. The support systems that are available to children and their relationship to practice will also be considered. The aim of the module therefore is to go beyond safeguard training that is made available to students within the workforce and to enable the students to develop a critical awareness with regard to the current legislation, frameworks, policies, procedures and support.

The children’s workforce has many demands and challenges not least of which is the children’s rights agenda. Since 1989, the United Nations Charter for the Rights of the Child has set the tone for children’s rights at a global level. The discourse of rights has becomes a central part of the care of children and has led to a participation agenda applicable to all sectors of the workforce. It is essential therefore that all practitioners within the children’s workforce have a good appreciation of this agenda. In addition, Britain is a diverse society and the children’s workforce has a variety of children’s’ needs to meet and enhance. Thus to understand not only the forms of diversity and the legal requirements which apply to the workforce, it is also necessary to consider how to deal with such diversity and the consequences of not doing so. Consequently this module aims to investigate the value and beliefs systems applicable to the children’s workforce. The students will reflect upon their own values and how they impact on their professional role. The module will also include an examination of organisational structures and systems and the values therein, and a reflection of practitioner’s role within a variety of organisations. 

The children’s workforce has many complex demands and as such needs to be flexible and work collaboratively to meet the challenges of the workforce for tomorrow. The module will enable the student to deliberate some of the most recent issues, theories and concepts in developmental psychology. It will enhance the student’s understanding of child development and behaviour within a broadening context and encourage identification and consideration of the determinant factors. It will also enable them to apply those theories to practice and by so doing enhance their own continued professional development.

This module provides students from the child care workforce  the opportunity to explore issues regarding literacy and its place in society. Students will question what literacy is and   the impact of digital literacies and its links to children’s learning.  The nature of creativity will be explored  in context of a allowing children the freedom to discover new ways of communicating . Students will also have the opportunity to explore their own creativity. Students will  examine current government guidelines on emergent literacy  and the impact on their practice.

This module provides students from the child care workforce the opportunity to develop a range of personal and academic skills in order to support their studies and enhance their future personal and career development. It recognises the importance of effective study skills and communication skills in  the students continuing success throughout the programme. These skills are highly valued by employers who expect graduates to use them to support their work with children and in their wider professional activities.