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
1
Programme Title
Education: Early Childhood
2
Programme Code
EDUT205, EDUT213, EDUT214
3
JACS Code
X300
4
Level of Study
Postgraduate
5a
Final Qualification
MA
5b
QAA FHEQ Level
Masters
6a
Intermediate Qualification(s)
PG Certificate in Education: Early Childhood
PG Diploma in Education: Early Childhood
6b
QAA FHEQ Level
Masters
7
Teaching Institution (if not Sheffield)
Not applicable
8
Faculty
Social Sciences
9
Department
Education
10
Other Departments involved in
teaching the programme
None
11
Mode(s) of Attendance
Full-time
12
Duration of the Programme
1 year
13
Accrediting Professional or Statutory
Body
Not applicable
14
Date of production/revision
May 2013
Dual Degrees
The University of Sheffield defines a dual degree as the independent study of two parallel subjects. Dual
degrees offer students the flexibility to choose a programme of study that reflects their interests and gives the
opportunity to develop detailed knowledge and key skills in two major subjects. Whilst the two subjects may be
taught independently, they will complement, inform and illuminate one another. Where there are two programme
specifications for dual degrees, one for each half of the programme, and students should refer to both
documents for a full description of the whole programme. Where there are clear links between the two subjects,
details will be included in Sections 15 and 20 of the programme specifications. However, there are some single
programme specifications for dual degree combinations where there is a substantial degree of integration
between the two subjects.
15. Background to the programme and subject area
The Masters degree MA Education: Early Childhood builds on the success of the part-time distance learning MA
in Early Childhood Education. This is a unique, internationally renowned, part time mixed mode course, which
has been running successfully since 1998. Like that course, applications from all over the world will be
welcomed.
The full-time MA Education: Early Childhood, like the part-time distance learning MA in Early Childhood
Education, covers a broad range of issues, encourages students to reflect on practice, on policy, and addresses
theory and research relevant to their interest. The course aims to support students to:

examine the changing field of early years provision;

understand children’s learning and development;

develop research skills and conduct a research project for their dissertation;

examine current policies;

study international developments;
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
critically evaluate a range of literature;

understand early childhood education and care from birth to eight.
However, unlike the distance learning programme, the full-time version will share three modules with the MA in
Education. These are: Module 1 (EDU6356) Critical issues in Education and Educational Research, Module 4
(EDU6358) The Practice of Research and the final dissertation module (EDU6043). These MA in Education
modules are already established in the department and taught by a range of staff meaning students get
specialised knowledge of research skills. In addition to these modules there will also be two Early Childhood
specific modules (2 and 3) which will be based around themes that are already taught successfully on the
part-time distance learning MA in Early Childhood Education. These two modules will be taught by the
specialised Early Childhood team in the department.
16. Programme aims
The Programme aims to:

explore critically educational theory, research and policy in national and international contexts;

provide an introduction to the dominant traditions in educational research and to examine a range of
research methodologies and approaches available.
The Programme aims to encourage students to:

examine the changing field of early years provision;

understand children’s learning and development;

understand early childhood education and care from birth to eight.
17. Programme learning outcomes
Knowledge and understanding:
On completion of the MA Education: Early Childhood, students will be able to demonstrate:
K1
understanding of how theoretical, policy and practice issues relate to and impact on issues of early
childhood education;
K2
knowledge of a range of key research relevant to the area of early childhood education;
K3
a critical understanding of historical and contemporary issues related to Early Childhood Education,
development and policy;
K4
knowledge of a range of research methods and means of analysis;
K5
practical knowledge and understanding of specific research methods and means of analysis used during
their research-based dissertations;
K6
advanced knowledge and understanding in their chosen area of study which will have been followed
during the dissertation module.
Skills and other attributes:
On completion of the MA Education: Early Childhood, students will be able to demonstrate:
S1
an ability to produce written work, which demonstrates an ability to synthesise research and practice,
review relevant literature and develop a coherent and sustained argument;
S2
development of critically reflective approaches in relation to understanding personal and professional
approaches to working with young children;
S3
the ability to carry out an independent, sustained study to an appropriate standard (which involves other
skills of research design, choosing appropriate methods, data analysis and writing a research/dissertation
report).
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18. Teaching, learning and assessment
Development of the learning outcomes is promoted through the following teaching and learning
methods:
Lecture/seminars represent the more formal part of the teaching and learning process and are used to develop
students’ engagement with key information and develop subject-specific knowledge. Through lecture based
input students are guided towards their own independent study to reinforce and extend the subject areas being
taught. This will prepare them for assignments too.
Student led Seminars/presentation
These are designed to ensure progression in key transferable skills including educational, interpersonal,
professional and research skills. They are designed to promote focussed group discussion, debate,
presentational skills and collaborative working in relation to subject specific knowledge.
Tutorials occur individually and in small groups, where students can gain specific knowledge and direction to
study. Personal tutorials are provided to promote the development of independent study. They can also be
arranged to address particular academic and/or professional problems identified in the course of study. Each
student also has a personal tutor, with whom tutorials can be arranged to discuss general progress or for
pastoral support and advice. Students have one-to-one supervision throughout the course through the use of
face-to-face tutorials, email, telephone.
Independent study is an important part of the learning process and students are expected to use the more
formal parts of the programme to inform further research into ideas, concepts and methodologies applicable to
each area of study.
Opportunities to demonstrate achievement of the learning outcomes are provided through the following
assessment methods:
Our strategy is designed to reinforce knowledge and skills such as written and verbal communication,
interpersonal and presentational skills, as well as the ability to engage with concepts introduced in modules. All
modules are assessed through course work, which consist of 4 x 6,000 word assignments or equivalent and a
15,000-20,000 word research-based dissertation.
19. Reference points
The learning outcomes have been developed to reflect the following points of reference:
University of Sheffield Mission Statement
University of Sheffield, Learning, Teaching and Assessment Strategy
School of Education Learning and Teaching Strategy
Quality Assurance Agency (QAA) Framework for Higher Education Qualifications (Masters level descriptors)
20. Programme structure and regulations
There are four taught modules for the course, two of which are studied October to December, and two from
January to March. From April onwards students work on their independent study, which is submitted in
September. The four modules each involve ten two-hour sessions. The students can exit with a Postgraduate
Certificate or Diploma if they do not wish to complete the Masters Programme.
In order to qualify for a Pg Cert, students are required to complete successfully two assignments of 6,000 words
or equivalent, based on the work of two taught modules. In order to qualify for a Pg Dip, students are required
to complete successfully four assignments of 6000 words or equivalent, based on the work of four taught
modules. In addition to this in order to qualify for an MA, students are required to complete successfully a
15,000–20,000 word dissertation.
In addition to the taught modules a support programme which is non-assessed is offered. This takes place
throughout the year, alongside all of the modules. The aim of the support programme is to ensure that all
students are suitably supported throughout their period of study. The objective is to ensure that students
achieve the skills necessary to write competently and reflectively and at Masters level. It is intended that
students will develop their research skills within an enquiry-based learning framework.
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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' subject specific knowledge and understanding is developed in relation to the focus of each
module and is supported through the over-arching framework of the full time Masters in Education. Students are
supported in the development of skills, knowledge and understanding through reading and group work. The
progression built in to the programme with regard to the development of critical awareness, ability to synthesise
research and write critically is reflected during the taught modules and is reinforced through the non-assessed
postgraduate support programme. The development of key skills runs throughout the programme and students
are taught critical reading and writing skills, including literature reviews and are supported in the development of
appropriate academic conventions. Students will also work independently on their dissertation supported by
individual dissertation supervisors.
22. Criteria for admission to the programme
Detailed information regarding admission to programmes is available from the University’s On-Line
Prospectus at http://www.shef.ac.uk/courses/.
A good first degree or suitable professional experience. For students whose first language is not English, the
Department requires a score of 6.5 IELTS with at least 5.5 in each component or TOEFL 91 (IBT), or equivalent.
23. Additional information
None
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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