Programme Specification
A statement of the knowledge, understanding and skills that underpin a
taught programme of study leading to an award from
The University of Sheffield
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Programme Title
Early Childhood Education (Malta)
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Programme Code
EDUT166 & EDUT167
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JACS Code
X300
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Level of Study
Postgraduate
5a
Final Qualification
Master of Arts (MA)
5b
QAA FHEQ Level
Masters
6
Intermediate Qualification(s)
Postgraduate Diploma (PgDip), Postgraduate Certificate (PgCert)
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Teaching Institution (if not Sheffield)
Not applicable
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Faculty
Social Sciences
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Department
Educational Studies
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Other Department(s) involved in
teaching the programme
None
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Mode(s) of Attendance
Part-time, Distance Learning
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Duration of the Programme
2 to 3 years
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Accrediting Professional or
Statutory Body
None
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Date of production/revision
October 2008
15. Background to the programme and subject area
Early Childhood Education is a growing discipline both nationally and internationally. In recent years, there has been
intense policy development and growing attention paid to the way in which research can inform these developments.
The MA Early Childhood Education is designed to meet the needs of a range of professionals engaged in early
childhood education who wish to research and further develop their practice. The programme examines a range of
issues in early childhood education and builds upon an established research programme in the School of Education
which contributes to the style and content of the programme. Research in: literacy; parental involvement;
assessment; children’s rights; inclusive education, and popular culture informs the content and ethos of the
programme. The programme is structured around four themes: history and policy; development, learning and
curriculum; contemporary issues, and research methods. Early Childhood Education (from birth to 8) is broadly
defined and international in its perspective.
Because of the diverse nature of the programme, it appeals to a wide range of early childhood professionals,
teachers and other appropriately qualified early childhood educators. The programme is taught by distance learning.
The Department of Educational Studies is renowned for the excellence of its teaching and the high quality of its
research and the MA Early Childhood Studies has been successful in attracting a large number of high quality
national and international students since its introduction in 1999. Students are invited to all Departmental research
seminars and are seen as an important part of the School’s research community.
16. Programme aims
The programme aims to:
1) Provide high quality research-led postgraduate study opportunity for high calibre students from a diverse range
of professional and personal backgrounds.
2) Support students in extending their own professional knowledge through increasing awareness of research and
the conduct of their own research in their own professional and policy contexts.
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17. Programme learning outcomes
Knowledge and understanding:
On completion of the PgCert, students will be able to demonstrate:
K1
An understanding of the history of childhood and early childhood education.
K2
An awareness of international and European perspectives in early childhood education.
K3
Knowledge of child development, young children’s learning and the development of curriculum in early
childhood education.
K4
An understanding of the relationships between child development, children’s learning and the early years
curriculum.
K5
An awareness of the impact of research on the early years curriculum.
On completion of the PgDip, in addition to the above, students will be able to demonstrate:
K6
A critical understanding of an extended range of educational issues relevant to their professional contexts,
needs and interests.
K7
A critical understanding of current problems and/or new insights relevant to their chosen area of study within
the subject field.
K8
An understanding of the ethical issues in early childhood education.
On completion of the Masters, in addition to the above, students will be able to demonstrate:
K9
Advanced knowledge and understanding in the field of early childhood education.
Skills and other attributes:
On completion of the PgCert, students will be able to demonstrate:
S1
An ability to demonstrate critical awareness of issues relevant to children’s development, their learning or the
curriculum in early childhood education.
S2
Acquired and enhanced library skills and ability to carry out literature searches.
On completion of the PgDip, in addition to the above, students will be able to demonstrate:
S3
An ability to conduct a small-scale research study (including ability to devise a research plan, demonstrate in
writing their knowledge and critique of the main methods of educational enquiry and analyse data effectively).
On completion of the Masters, in addition to the above, students will be able to demonstrate:
S4
Originality in the application of knowledge.
18. Teaching, learning and assessment
Development of the learning outcomes is promoted through the following teaching and learning methods:
There are five study weekends over two years (one for each unit of assessment). Face to face teaching methods
include: workshops, lectures, seminars, student presentations, individual and group tutorials, and library study
sessions. Distance teaching methods include: study materials, postal communication, telephone tutorials, on-line
discussion, email tutorials.
Distance Learning Study Materials: Material written for distance-learning programmes embodies questions and
activities to promote critical reflection in the context of students’ professional experience. Materials include multimedia resources. Materials also used to develop key transferable skills.
The following teaching and learning methods are used at study-school weekends:
Lectures: Used to develop students’ engagement with key information, develop subject-specific knowledge and
understanding, cognitive and analytical skills and stimulate critical reflection.
Seminars (Staff- and student-led): Used to develop students’ subject-specific knowledge and understanding,
cognitive and analytical skills and a range of key transferable skills. Generally contain activities which promote
discussion and reflection.
Student presentations: Used to develop a range of key transferable skills. To develop other students’ engagement
with key information and subject-specific knowledge and understanding.
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Workshops: Used to develop subject-specific knowledge and understanding, cognitive and analytical skills and a
range of key transferable skills. Generally contain active group work.
Tutorials: Used to respond to students’ enquiries and provide feedback on coursework. To promote further
reflection and analysis through discussion and questioning. To develop students’ ability to reason effectively and
communicate arguments and points of view clearly. Students may also arrange to come to Sheffield for tutorials
when necessary. Students have one-to-one supervision throughout the course through the use of face-to-face
tutorials, email, telephone and fax contact.
Library study session – students have a number of sessions in which they are introduced to the library services for
distance learners and explore electronic journals and databases.
The following table demonstrates how these methods relate to the learning outcomes:
K1
K2
K3
K4
K5
K6
K7
K8
K9
S1
S2
S3
S4
Distancelearning
study
materials
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Lectures
Seminars
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Student
presentations
Workshops
Tutorials
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Library
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Opportunities to demonstrate achievement of the learning outcomes are provided through the following
assessment methods:
Assessment is carried out through written assessed course work and a dissertation.
Additionally, students have the following opportunities to demonstrate their achievements throughout the
programme: student presentations of work in progress; seminar contributions; poster sessions; group tutorial
contributions. However, these are not formally assessed.
The learning outcomes are assessed in the following way:
Assignments
K1
K2
K3
K4
K5
K6
K7
K8
K9
S1
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S4
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Dissertation
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19. Reference points
The learning outcomes have been developed to reflect the following points of reference:
Subject Benchmark Statements
http://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Subject-benchmark-statements.aspx
Framework for Higher Education Qualifications (2008)
http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/The-framework-for-higher-educationqualifications-in-England-Wales-and-Northern-Ireland.aspx
University Strategic Plan
http://www.sheffield.ac.uk/strategicplan
Learning and Teaching Strategy (2011-16)
http://www.shef.ac.uk/lets/strategy/lts11_16
Department of Educational Studies’ Learning and Teaching Strategy
Quality Assurance Agency (QAA) Guidelines on Distance Learning (March, 1999)
Curriculum Guidance for the Foundation Stage (Department for Education and Skills, DfES, 2000).
20. Programme structure and regulations
In the first year, students undertake three modules. The first two are core modules for all students and focus on the
history and policy of early childhood education and curriculum and learning issues. After completion of two modules,
students can exit with a Pg Certificate if they so wish. For the third module, students focus on contemporary issues in
early childhood.
In the second year, the focus shifts to the planning, execution and analysis of a research project. Students undertake
a module which focuses upon research methods and then, in the final semester, complete a dissertation. Students
can exit with a Pg Diploma after completion of four modules.
Detailed information about the structure of programmes, regulations concerning assessment and progression and
descriptions of individual modules are published in the University Calendar available on-line at
http://www.shef.ac.uk/govern/calendar/regs.html.
21. Student development over the course of study
The students are supported in the development of skills, knowledge and understanding through carefully staged
tasks which promote independent learning. In the first year, students are introduced to key theoretical issues and
research related to history and policy of early childhood education and development and learning in early childhood.
At the end of the first year, students can choose an education module outside of the MA Early Childhood Education
programme if they so wish, in order to broaden their field of study.
In the second year, students are introduced to the research process and focus upon research methodologies and
methods, in preparation for the dissertation study. This work is embedded within the field of early childhood
educational research. In addition to the development of discipline-based knowledge and understanding, the
programme is also designed to develop a range of intellectual and transferable skills. The progression built in to the
programme with regard to the development of critical awareness, ability to synthesise research and write research
reports is reflected in the range and level of tasks set at weekend study schools and reflected in the written
programme materials. The development of key skills is targeted in the first year and students are taught critical
reading and writing skills, how to conduct a literature search and how to write assignments. In the final year, these
skills are extended to include research skills and a focus on writing dissertations.
22. Criteria for admission to the programme
General requirements for the MA normally require candidates to possess a first degree. Applicants without a first
degree may register for a Diploma in the first instance, provided they have qualifications and experience deemed
acceptable by the Board, with transfer to the Master’s programme on completion of satisfactory coursework.
Detailed information regarding admission to the programme is available at http://www.shef.ac.uk/prospective/
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23. Additional information
This specification represents a concise statement about the main features of the programme and should be
considered alongside other sources of information provided by the teaching department(s) and the University. In
addition to programme specific information, further information about studying at The University of Sheffield can be
accessed via our Student Services web site at http://www.shef.ac.uk/ssid.
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