1.
PROGRAMME INFORMATION
Programme Title
Foundation Degree in Childhood Studies
Department and Faculty
Department of Interprofessional Studies
Faculty of Education, Health and Social Care
Date of most recent (re)validation
July 2012
Date(s) when Programme Specification
revised
July 2015
Revalidation due date
Academic year 2017- 2018
Awarding Institution
University of Winchester
Teaching Institution (if different)
n/a
Programme also accredited by (if
relevant)
SEFDEY (Sector Endorsed Foundation Degrees in Early
Years Professional Association)
Title of Final Award
Foundation Degree Arts in Childhood Studies
Title(s) of Exit Award(s)
Certificate of Higher Education
Language of Study
English
Mode(s) of Attendance
Full-time or part-time
Mode(s) of Delivery
Taught
Intake start date(s) and number of
intakes per year
September 2012
Normal Period of Study
One intake per year
Full-time – 2 years
Part time – 4 years
UCAS Code
X301
QAA Subject Benchmarking Group
Foundation Degree Qualification Benchmark (2010)
2.
ADMISSIONS AND ENTRY REQUIREMENTS
Prospective students should consult the latest prospectus and/or course pages online for
programme entry requirements.
Prospective students for Taught programmes should consult the Admissions Policy for Taught
Programmes. Prospective students for Professional Doctorate programmes should consult the
Postgraduate Research Programmes Admissions Policy. Both are available on the University’s public
webpage.
3.
EDUCATIONAL AIMS AND LEARNING OUTCOMES
The overall aim of the Programme is to foster a reflective approach to the
knowledge, understanding and skills which underpin work with children 0-11 years, in order
to produce graduates who have clearly developed value positions with respect to their
3.1
professional attitude and understanding of the ecology of early childhood and who are
knowledgeable and competent in a range of complex practical settings.
The aims of the Programme are:
a) Present multiple perspectives, drawing upon the interdisciplinary nature of working
with children holistically.
b) Provide the appropriate knowledge and understanding and practice skills required
for practitioners supporting children 0 – 11 years of age and their families.
c) Deliver the underpinning theoretical knowledge to inform best practice in working
with children 0-11 and their families.
d) Ensure that students can demonstrate within their practice that they have adopted
appropriate value and belief systems for work with children. These values include
those relating to anti-discriminatory practice, equality of opportunity and ensuring
inclusive practice.
e) Enable students to understand and analyse the processes that shape childhood and
children’s lives in a way that fosters critical reflection; an understanding of the
changing nature of childhood and children’s rights.
f) Develop students’ self-awareness and reflection, including the ability to evaluate
their effect on other people and in the environment in which they work.
g) Develop students’ ability to understand and apply the principles of evidence-based
practice.
h) Provide an appropriate understanding of the legislative and policy frameworks for
working with children 0-11 and their families.
i) Develop the personal and key transferable skills critical for those working with
children in a variety of ecological contexts. These skills include communication,
application of numbers, IT, team working and problem solving.
j) Foster a positive disposition towards and the skills to support lifelong learning.
3.2
The broad Learning Outcomes of the Programme are:
Level 4, Certificate of Higher Education.
Upon completion of the programme students will be able to demonstrate Knowledge and
Understanding (K&U) and Skills and Other Attributes (S&OA). These are identified below and
marked against each level learning outcome.
On successful completion of Level 4 of the programme, students will be able to
demonstrate:
a) Knowledge of the underlying concepts and principles associated with Childhood
Studies and an ability to evaluate and interpret these within the context of working
with children aged 0-11 years and their families. (K&U)
b) An ability to present, evaluate and interpret data, in order to develop lines of
argument, make sound judgements and solve problems in accordance with basic
theories and concepts in Childhood Studies. (S&OA)
c) An ability to communicate academic and work-based learning accurately and
reliably, with structured and coherent arguments (S&OA)
d) The qualities and transferable skills necessary for employment requiring the
exercise of some personal responsibility, together with an understanding of the
value of planned professional development (S&OA)
Level 5, Foundation Degree in Childhood Studies.
Page 2 of 16
On successful completion of Level 5 of the programme, students will be able to
demonstrate:
a) Knowledge and critical understanding of the well-established principles in Childhood
Studies, and of the way in which those principles have developed (K&U)
b) An ability to apply underlying concepts and principles outside the context in which
they were first studied, including the application of those principles in students’
employment with children aged 0-11 and their families. (S&OA)
c) Knowledge of the main methods of enquiry in Childhood Studies and the ability to
evaluate critically the appropriateness of different approaches to solving problems in
this field of study and related employment. (K&U)
d) Effective communication of information, arguments and analysis in a variety of forms
to specialist and non-specialist audiences, deploying some of the key techniques of
the disciplines that contribute to Childhood Studies. (S&OA)
e) The qualities and transferable skills necessary for employment requiring the exercise
of personal responsibility and decision-making, and an understanding of lifelong
learning that would enable students to continue on to assume significant
responsibility within organisations. (S&OA)
A grid mapping the Modules to the Programme/Level Learning Outcomes is in Appendix 1
The programme addresses the graduate employability skills of students in the following
ways:
Work-based learning is integrated with academic study as a defining feature of a Foundation
degree. All students work with children aged 0-11 and their families and throughout the
programme there is heavy emphasis on:
a) Successful application in the workplace of the range of knowledge and skills learnt
throughout the programmes
b) Application of underlying principles in a work context
c) Application of appropriate problem solving approaches in the workplace.
Completion of the Foundation degree will support a student’s continued employability
and career progression within the sector. It will also prepare a student for further
study on to Level 6 progression routes and, in the longer term, open up the possibility
of further professional qualifications for able students.
4.
PROGRAMME STRUCTURE, LEVELS, MODULES, CREDIT AND AWARDS
This section outlines the levels of study, modules and credits required for each programme (where
there is more than one) and for final and exit awards.
Credits
Core/Mandatory/ Comments
Optional
(eg pre/co-requisites)
CS1100 Introduction to
Higher Education
20
Mandatory
CS 1101 Perspectives on
Childhood
20
Mandatory
CS 1102 Introduction to
Social and Emotional
20
Mandatory
Module code and title
Level 4
Page 3 of 16
Development
Work-based practice
CS 1103 Core Practice
Skills
20
Mandatory
CS 1104 Understanding
Children’s Learning
20
Mandatory
Co-requisite modules:
CS1100 Introduction to Higher
Education and CS1102 Introduction
to Social and Emotional
Development.
Work-based practice
CS 1105 Developing
Practice
20
Mandatory
Co-requisite modules: CS1101
Perspectives on Childhood, CS1104
Understanding Children’s Learning
Exit award: Cert HE
Level 5
CS2100 Team Working
20
Mandatory
CS 2101 Working with
Families
20
Mandatory
CS 2102 Meeting the
Challenges of Social and
Emotional Development
20
Mandatory
Work-based practice
Co-requisite modules:
CS 2103 Advanced
Practice Skills
20
Mandatory
CS 2104 Policy into
Practice
20
Mandatory
CS2100 Team working and CS2102
Meeting the Challenges of Social
and Emotional Development.
Work-based practice
CS 2105 Making an
Impact through Practice
20
Mandatory
Co-requisite modules: CS2101
Working with Families and CS2104
Policy into Practice
Exit award: FdA CS
Glossary
Core = modules must be taken and passed
Mandatory = modules must be taken but may be eligible for compensation
Optional = modules may be selected by students, subject to availability
Page 4 of 16
5.
5.1
LEARNING, TEACHING AND ASSESSMENT
Means of delivery:
The programme is delivered using a range of teaching approaches, identified by the Key
Information Set (KIS) Activity type, including
 Seminars (tutor facilitated discussion) – the most extensively used means of delivery
 work-based learning
 practical classes
 external visits
 guided independent study.
University-based and work-based learning are given equal weight within the degree and the
programme is designed for these two aspects to enrich each other.
Additional information, which complements this, is available via the Unistats ‘widget’ on the
University’s individual course pages (applicable only for undergraduate programmes).
5.2
Types of assessment employed:
The assessments in the programme have been designed taking account of the Research on
Transforming the Experience of Students through Assessment (TESTA, online; Jessop,
Lawrence and Clarke, 2011).
The assessments relating to University-based modules use relatively few types of
assessment to enable students to use feedback on one type of assessment to inform the
next assignment of the same type. Formative assessment is used throughout the
programme, and particularly in the early modules of each level, to scaffold students’
learning. Demands for student autonomy increase as students progress through each level.
In the assessment of work-based practice modules, a much wider range of assessment is
employed, including records of visits, observations, planning and evaluating activities,
piloting of materials/approaches, reflective accounts and presentations/demonstrations to
a variety of audiences. These celebrate, extend and enrich the often very strong creative
and practical skills possessed by students. Some of the tasks that make up the work-based
practice assessments are set as directed tasks throughout the taught modules, so students
can be carrying out a range of practical activities that contribute to assessment throughout
the year.
There are clear marking criteria for all assignments and marking is done using a standard
marking grid which details the criteria for a given assignment and relates to the University
level descriptors for students’ assessed work.
The assessment types are identified using the KIS Activity Type.
A grid mapping assessments to the modules is available in Appendix 2.
LEVEL 4
MODULE
CS1100 Introduction to Higher Education
ASSESSMENT
Written Assignment 100%
2 elements:
Page 5 of 16

Personal development plan
(800 word equivalent)
 1200 word reflection
2000 word written assignment 100%
CS1101 Perspectives on Childhood
2 elements:
 Resource (1000 word
equivalent)
 Commentary (1000 words)
Formative feedback opportunity
on up to 500 words of commentary
draft. Marking grid ticked
appropriately but no further
written feedback on final
commentary.
2000 word written assignment 100%
2 elements:
 Resource (1000 word
equivalent)
 Commentary (1000 words)
CS1102 Introduction to Social and
Emotional Development

CS1103 Core Practice Skills
CS1104 Understanding Children’s Learning
CS1105 Developing Practice
LEVEL 5
MODULE
CS2100 Team Working
CS2101 Working with Families
Portfolio 100%
o Work-based tasks
o Reflective accounts
equivalent to at least
1000 words
2000 word written assignment 100%
(KIS category: coursework)
 Portfolio 100%
o Work-based tasks
o Reflective accounts
equivalent to at least
1000 words
ASSESSMENT
Written assignment. (100%)
2 elements:
 Personal development plan (1000 word
equivalent)
 Essay. 1500 words
Formative feedback on draft of up to 750
words of the assignment, marking grid
ticked appropriately but no further written
feedback on final assignment.
2500 word written assignment (100%)
2 elements:
Page 6 of 16
 Resource (1000 word equivalent)
 Literature review (1500 words)
Formative feedback on up to 750 word
draft, marking grid ticked appropriately
but no further written feedback on final
submission.
CS2102 Meeting the Challenges of
Social and Emotional Development
2500 word written assignment (100%)
2 elements:
 Resource (1000 word equivalent)
 Literature review (1500 words)
CS2103 Advanced Practice Skills
Portfolio 100%
 Work-based tasks
 Reflective accounts equivalent to at
least 1500 words
CS2104 Policy into Practice
CS2105 Making an Impact through
Practice
2500 word written assignment 100% (KIS
category: coursework)
Portfolio 100%
 Work-based tasks
 Reflective accounts equivalent to at
least 1500 words
Assignments for each module are submitted together and marked on one feedback grid.
The interests of students with protected characteristics will be taken into consideration and
reasonable adjustments to assessments will be made provided that these do not compromise
academic standards as expressed through the learning outcomes.
6.
QUALITY ASSURANCE AND ENHANCEMENT
6.1
Mechanisms for review and evaluation:
Quality assurance and enhancement at Module Level
Students provide feedback to module tutors through Module Evaluation Forms, reviews and other
responses. The tutor collates the evaluation forms and produces a response for discussion at
Programme Committee. The response identifies good practice and proposes remedies for any points
of concern. The response is made available to students at the next running of the module.
Quality assurance and enhancement at Programme Level
The Programme Committee evaluates the success of the programme, paying particular attention to
student feedback and student representatives. Minutes from the Programme Committee and the
External Examiners report will inform the Annual Programme Evaluation which is submitted for
approval to the Faculty Academic Development Committee. Issues for attention are identified and
included in the action plan for the following year.
Quality assurance and enhancement at Department Level
Page 7 of 16
The Annual Programme Evaluation is submitted to the Department for discussion and to draw out
department objectives.
Quality assurance and enhancement at Faculty Level
The Annual Programme Evaluation is submitted to the Faculty Academic Development Committee
which has oversight of learning development in the Faculty, including via the Peer Observation of
Teaching.
Quality assurance and enhancement at University Level
The quality of the programme is monitored by an External Examiner appointed by the University’s
Senate Academic Development Committee. The External Examiner’s Report is distributed to the
Vice-Chancellor, First Deputy Vice-Chancellor, Director of Academic Quality and Development, the
Faculty Dean and Faculty Head of Quality. A summary of all external examiner reports is received at
Senate Academic Development Committee. An annual audit of Faculties is conducted by Senate
Academic Development Committee.
Quality assurance and enhancement for Staff
The quality of learning and teaching is supported by the Peer Observation of Teaching and Staff
Development, by Staff Development and Review, by attendance at conferences and curriculumfocused staff development, by external involvement such as external examining and by involvement
in research and knowledge exchange activities.
6.2 Indicators of Quality and Standards
External Examiner Report(s)
Annual Monitoring process
Student feedback including the National Student Survey or Postgraduate Taught Experience Survey
Student representation at Faculty level and University level committees
Programme Revalidation
Higher Education Review
7.
7.1
THE REGULATORY & POLICY FRAMEWORK
The programme conforms fully with the University’s:
Academic Regulations for Taught Programmes
7.2
The following Summary of Exemptions to the Academic Regulations or Associated Policies
has been agreed by Academic Regulations, Policies and Procedures Committee (a sub-committee of
Senate Academic Development Committee):

A longer academic year, with students studying over 36 weeks.
Programme Level Attendance Regulations apply and details will appear in the Programme Handbook
and on the Learning Network.
7.3
External Professional Statutory Regulatory Body Accreditation
None
7.4
Engagement with UK Quality Code and Subject Benchmarks
Validation and Revalidation assure the University of the Programme’s continued engagement with
FHEQ and appropriate consideration of subject benchmarks. Between validations external examiners
assure the University that this engagement remains active and evident.
7.5
Engagement with Work Based Learning and Placements Approved Procedures
Work-based learning is in accordance with the University’s Work-based and Placement Approved
Procedures (2014) Students are already working in the field when they enter the programme. Their
place of employment is where most of their work-based practice is carried out. Prior to confirmation
of a place on the programme, the student and a representative from the workplace sign a learning
Page 8 of 16
agreement indicating understanding and acceptance of their respective responsibilities regarding
workplace learning. A recent OFSTED or inspection report from the workplace has to be provided.
This is to provide information for tutors so that they can help students identify areas of strength or
need and advise students on drawing up appropriate development plans. Where a student needs
broader opportunities to observe good practice, this need is met by careful planning and monitoring
of fieldwork visits to other workplaces. Such fieldwork visits are carried out in accordance with the
University’s Fieldwork Health and Safety Policy and Guidance.
Students identify a workplace representative and a mentor to support their workplace practice.
The workplace representative
 Recognises that work-based learning is integral to the degree and respects the time committed
to this
 Helps the student link learning to the bigger picture of developments in that workplace.

Endorses sharing of good practice

Signs to state that tasks have been done.
The mentor plays the role of a critical friend and
 Is chosen by the student and may be a senior colleague, colleague or peer working in the same
or a different part of the Children’s Workforce
 Has relevant skills and knowledge

Listens, encourages, motivates and supports

Helps the student identify strengths and areas for development

Has both the time and the interest to engage In meaningful discussion with the student about
his/her learning
The workplace representative and the mentor may be the same person, but this is not necessarily
the case. Some students work in situations where there is not yet anyone with the relevant skills and
knowledge to be a mentor. Workplace representatives, mentors and students receive a Work-based
Learning Handbook from the University outlining their roles and the support available from
University tutors. Every University-based module includes a choice of directed tasks for students to
carry out at their own or other workplaces.
Work-based learning earns credit within the programme and needs to be reflected upon and related
to theory in a systematic way. Learners will be provided with a framework for this reflection through
the taught components of the programme.
Page 9 of 16
Appendix 1
Foundation Degree in Childhood Studies
Grid mapping Modules to Programme Learning Outcomes
Level 4
Knowledge of the
underlying
concepts and
principles
associated with
Childhood Studies
and an ability to
evaluate and
interpret these
within the context
of working with
children aged 0-11
years and their
families.
CS1100
Introduction to
Higher
Education
An ability to
present, evaluate
and interpret data,
in order to develop
lines of argument,
make sound
judgements and
solve problems in
accordance with
basic theories and
concepts in
Childhood Studies.
An ability to
communicate
academic and workbased learning
accurately and
reliably, with
structured and
coherent arguments
Display basic academic writing skills,
supporting writing with cited
sources that are referenced using
the Harvard system.
The qualities and
transferable skills
necessary for
employment
requiring the
exercise of some
personal
responsibility,
together with an
understanding of
the value of
planned
professional
development.
Reflect on
themselves as
learners,
identifying
strengths and
areas for
development.
Demonstrate an
ability to draw
up a personal
development
plan, using
SMART targets.
CS1101
Perspectives on
Childhood
Compare
Display academic writing skills,
different
including citing and referencing,
constructions of appropriate to a Level 4 qualification
childhood.
Demonstrate
awareness of
current
developments
relating to
children’s rights
Articulate the
importance of
valuing the
voice of the
child and show
Page 10 of 16
Demonstrate ICT
skills for
communicating
with different
audiences.
awareness of
techniques to
promote this.
CS1102
Introduction to
Social and
Emotional
Development
Demonstrate
knowledge of
research
relating to
children’s social
and emotional
development
Link research
and practice
Display academic
writing skills,
including citing
and referencing,
appropriate to a
Level 4
qualification.
Demonstrate ICT
skills for
communicating
with different
audiences.
Employ a range
of observation
and other core
techniques.
Demonstrate
understanding of
‘professional
voice’ and due
regard for ethical
practice in
reporting on
observation of
children and of
professional
colleagues in own
and other
workplaces.
Reflect on own
learning and
development on
the programme.
Link research
and practice
Articulate the
adult role in
promoting
social and
emotional
development
CS1103 Core
Practice Skills
Show evidence
of having
developed
practice by
drawing on the
content of the
co-requisite
modules and
visits and
interaction with
others.
CS1104
Understanding
Children’s
Learning
Demonstrate
knowledge of
research relating
to children’s
learning.
Link research
and practice
Page 11 of 16
Link practice with
research and
theory.
Articulate
the
adult
role
in
promoting
children’s
learning.
Display academic
writing skills,
including citing
and referencing,
appropriate to a
Level 4
qualification.
CS1105
Developing
Practice
Level 5
CS2100
Team
Working
Show evidence
of having
developed
practice by
drawing on the
content of the
prerequisite
modules and
visits and
interaction with
others.
Knowledge and
critical
understanding
of the wellestablished
principles in
Childhood
Studies, and of
the way in
which those
principles have
developed
An ability to
apply
underlying
concepts and
principles
outside the
context in
which they
were first
studied,
including the
application of
those principles
in students’
employment
with children
aged 0-11 and
their families.
Demonstrate
understanding of
‘professional
voice’ and due
regard for ethical
practice in
reporting on
observation of
children and of
professional
colleagues in own
and other
workplaces.
Knowledge of
the main
methods of
enquiry in
Childhood
Studies and the
ability to
evaluate
critically the
appropriateness
of different
approaches to
solving problems
in this field of
study and
related
employment.
Link theory
and practice in
some depth.
Page 12 of 16
Reflect on own
learning and
development on
the programme.
Reflect on the
impact of adult
role on children’s
learning and
development
and how to
maximise this,
linking to
literature.
Effective
communication
of information,
arguments and
analysis in a
variety of forms
to specialist and
non-specialist
audiences,
deploying some
of the key
techniques of
the disciplines
that contribute
to Childhood
Studies.
The qualities
and
transferable
skills necessary
for
employment
requiring the
exercise of
personal
responsibility
and decisionmaking, and an
understanding
of lifelong
learning that
would enable
students to
continue on to
assume
significant
responsibility
within
organisations.
Critically
reflect on
their role as
part of a team
and how they
influence and
are
influenced by
other
personalities,
roles and
styles of
leadership
and
management.
Monitor and
update their
personal
development
plans,
showing a
commitment
to lifelong
learning and
planned
progression
towards more
senior roles,
as
appropriate.
CS2101
Working
with Families
Evaluate
partnership
working,
showing a
critical
awareness of
the research
for the
effectiveness
of
partnerships
Link research
and practice in
some depth,
acknowledging
both the
benefits and
challenges of
partnership
working
Communicate
written
information in
a form suitable
for a named
audience,
displaying
appropriate
selection of
information
and good ICT
skills.
Display an
understanding
of issues
related to
individual
difference,
inclusion,
diversity and
equal
opportunities.
CS2102
Meeting the
Challenges
of Social and
Emotional
Development
Display an
understanding
of issues
related to
individual
difference,
inclusion,
diversity and
equal
opportunities.
Link research
and practice in
some depth
Articulate and
critique the
adult role in
promoting
social and
emotional
development
Demonstrate
an ability to
select and
critically
evaluate an
approach to
solving a
challenge
relating to
children’s social
and emotional
development
Page 13 of 16
Communicate
written
information in
a form suitable
for a named
audience,
displaying
appropriate
selection of
information
and good ICT
skills.
CS2103
Advanced
Practice
Skills
Critically
reflect on
children’s
learning and
development,
taking account
of diversity.
Analyse a
problem, select
appropriate
means of
gathering
information,
tackle the
problem and
critically
evaluate the
outcome.
Show
evidence of
having
developed
practice by
drawing on
the content of
the
prerequisite
modules and
visits and
interaction
with others.
Critically
reflect on
own learning
and
development
on the
programme.
Demonstrate
the ability to
take
responsibility
for personal
professional
development
by linking
work-based
learning tasks
to own
identified
professional
needs and
interests.
CS2104
Policy into
Practice
Show a
sophisticated
understanding
of the process
of policy
formation.
Critically
explore a
range of
influences on
policy,
including
research
findings,
Discuss the
impact of
policy on
practice, with
a detailed
critical
examination of
one recent
area of policy
relevant to the
age group.
Page 14 of 16
FFormulate an
argument,
incorporating
counterviews
and reaching a
reasoned
conclusion.
political
standpoints
and important
events.
CS2105
Making an
Impact
through
Practice
Demonstrate
a critical
understanding
of workplace
legislative
duties in
relation to
Safeguarding
children.
Critically reflect
on own impact
on children’s
learning and
development,
linking to
literature on
evidence-based
practice and
acknowledging
the importance
but also the
challenges of
demonstrating
impact.
Show
evidence of
having
developed
practice by
drawing on
the content of
the
prerequisite
modules and
visits and
interaction
with others.
Critically
reflect on
own learning
and
development
on the
programme.
Show the
ability to take
responsibility
for personal,
professional
development
by linking
most of the
portfolio
contents to
own
identified
professional
needs and
interests.
Page 15 of 16
Appendix 2
Grid mapping Assessments to the Modules
Each column is headed by the name of assessment type, as defined by the Programme (not KIS),
eg blog, essay, portfolio.
Resource
Commentary
CS1101
Perspectives on
Childhood
√
√
CS1102
Introduction to
Social and
Emotional
Development
√
√
CS1100
Introduction to
Higher
Education
Personal
development
plan
Written
reflection
√
√
CS1103
Core Practice
Skills
Portfolio
Literature
Review
√
CS1104
Understanding
Children’s
Learning
√
CS1105
Developing
Learning
CS2100
Team Working
Written
assignmen
t/essay
√
√
√
CS2101
Working with
Families
√
√
CS2102
Meeting the
Challenges of
social and
Emotional
Development
√
√
CS2103
Advanced
Practice Skills
√
CS2104 Policy
into Practice
√
CS2105
Making an
Impact through
Practice
√
Page 16 of 16