NORTHUMBRIA UNIVERSITY
UNDERGRADUATE PROGRAMME SPECIFICATION
1.
Programme or Pathway Title, and Award
2.
UCAS or Other Admissions Code
3.
Northumbria Programme Code
21PEYP-N EYP1
4.
Mode of Delivery
On Site
x
5.
Mode of Attendance
Full Time

6.
Location of Delivery
Northumbria
x
BA (Hons) Early Years Professional Studies

Distance Learning
Distance Delivery
Sandwich
Part Time
Other UK please specify
x
Coach Lane Campus and Riverside
Children’s Centre
Overseas please specify
7.
Collaborative Provision if applicable
Franchised
Validated
Joint
Dual
Partner Institution
8.
Date(s) of Approval/ Review
9.
QAA Subject Benchmark Group
N/A
10.
PSRB accreditation if applicable
N/A
11.
Educational Aims of the Programme Specified in terms of the general intentions of the programme and its distinctive characteristics; these should be consistent
with any relevant benchmark and with the Mission of the University.
The BA (Hons) Early Years Professional Studies is an undergraduate programme that has been designed to meet the current (and growing) demand
for suitably qualified and skilled professionals in the field of early years. It will enable students to develop the specialised knowledge and understanding
and the professional and personal skills required to work across a wide range of early years settings and services which currently support young
children, parents and families. It takes cognisance of the challenges inherent not only in the task of providing quality services, but also of the ever
changing social context in which children and their families exist. It aims to reflect current, up to date developments in early childhood policy and
practice both nationally and internationally, and to set these against an historical perspective that enables students to reflect on changes over time.
Students will have opportunities to consider and develop their critical understanding of:
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
the holistic development of young children from birth to five years

issues arising from the different perspectives of children’s needs that exist across services and arise from different views of roles and
responsibilities in relation to young children;

principles, theories and research underpinning learning and development in the early years, in families, communities, children’s centres, day
care settings and schools;

the rationale supporting the most recent developments in the care of children including; the need for a common core of skills and knowledge for
the children’s workforce, the role of the Early Years Professional and the implementation of the Early Years Foundation Stage;

the current emphasis on raising standards, widening participation, promoting social inclusion and community empowerment

the necessary skills and attitudes required to work in multi- disciplinary, multi-professional, multi agency and integrated services and settings.
The programme will utilise existing validated modules from current contemporary programmes in the School of Health, Community and Education
Studies, including the BA (Hons) Learning in Families, Schools and Beyond, the Work Based learning Framework and the BA (Joint Hons) ‘Care and
Education Early Years’ and ‘Childhood Studies’ part routes. This will provide opportunities for shared teaching and learning, which will address some of
the complex needs of the integrated children’s workforce whilst responding to market demand for inter-professional learning opportunities. The
programme includes some new modules which have been developed in response to, and as a result of the Government’s Agenda for Children, for
example, the Every Child Matters Report (DOH 2003). Students can also be prepared for and depending upon Children’s Workforce Development
Council (CWDC) eligibility criteria achieve Early Years Professional Status (EYPS) at the same time as the undergraduate degree. The programme is
not required to address QAA subject benchmarks, however, its design has taken cognisance of the newly developed QAA Benchmarks for Early
Childhood Studies degrees as well as the standards for Early Years Professional Status and the Common Core of Skills and Knowledge for the
Children’s Workforce.
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12.
How Students are Supported in their Learning/Employability/Career Development e.g. curriculum design, personal development plans, placements,
fieldwork, practical projects.
The programme is built around the range of subject areas, theoretical approaches, research and experiential learning opportunities that students can
undertake in reflecting on and developing their skills and understanding in relation to the current role of the early years practitioner. Students will be
encouraged to consider alternative practice within a range of contexts that are developing from the Government’s desire to raise standards, widen
participation and promote social inclusion.
The processes that support the student include:

Access to the full range of Student services on offer at Northumbria University.

Induction into the University and into the programme, plus additional sessions related to the library and accessing information, supported by
study skills materials.

A Programme Handbook which outlines the structure of the programme and the guidance and support mechanisms and gives an overview of
each module.

Module Handbooks for each module outlining the module requirements and providing clear guidelines on the assessment strategy. Each
module has built in tutorial support.

An allocated Guidance Tutor for all four years of the programme.

Resources available for each module via the University e-learning portal

Peer Support. Students will be introduced to the idea of peer support during their induction. They will be encouraged to provide support to each
other during their studies and introduced to the idea of ‘critical friends’. The first assessment in year one is designed to facilitate this with a
group assessment.

Contact with the Programme Leader who will monitor progress overall and provide ongoing guidance and support.

Progress Files - maintaining an ongoing record of each student’s progress.

A dedicated e learning portal site with information about the programme, including the programme handbook. A separate module site will be
maintained by each of the module tutors, who will also provide updates on issues of current significance.

Access to tutors and administrative staff will be available by email, fax, telephone and post.
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The curriculum is designed to enable students to work increasingly independently. By the final year students will be able to identify their own areas of
enquiry and strategies to explore these, setting their own action plans and increasingly learning to manage their time effectively.
The academic staff supporting the programme have a range of relevant professional backgrounds and experiences and can provide first hand insights
into the organisations involved in early childhood provision and practice. The course is further supported by current practitioners from a range of early
years services in the region who provide advice and input around the direction of the early years workforce.
The programme facilitates the students’ opportunities to encounter, discuss and gradually develop understandings of different professional and family
perspectives on young children's needs.
All teaching and learning activities support the completion of a varied and comprehensive assessment strategy comprising both formative and
summative assignments. The assessment strategy provides students opportunities to develop knowledge and awareness of the complex issues
relevant to early childhood provision and practice. The evidence students analyse in preparation for their assignment and the skills of analysis and
critical discussion they utilise will prepare them to articulate and engage in discussion of practitioner issues and policies and influence practice.
Through the acquisition of knowledge and skill students will be prepared for employment and career progression.
This programme has been designed with reference to the development needs of the early years workforce, where graduate level knowledge is
increasingly becoming the norm for competent practice. Policy development in this area has ever more complex with the development of a research
and knowledge which is multi disciplinary in nature. Evidence suggests that a holistic approach to the care of children and their families is essential to
be effective. Therefore greater integration and cooperation with other professionals is increasingly demanded.
The programme will enable students to understand and apply practically their knowledge within their careers and offer career development by
improving the candidate’s academic profile. The programme will be practical and directly applicable to the working lives of the students.
In addition
the students will have the opportunity to undertake a project in their chosen field providing a further opportunity for research and personal development.
Those students who undertake the project are allocated a project supervisor with expert knowledge on the project area of research.
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13.
Learning Outcomes of Programme Specified in terms of performance capabilities to be shown on completion of the programme/pathway. Please identify
numerically to correspond to the map of learning outcomes in section 18.
a) Knowledge and Understanding
Students will have developed:
1.
The knowledge and understanding required to work in a range of early years settings in the community, including children’s centres, schools and
nurseries and in integrated services for children and families, including integrated family support teams and Child and Adolescent Mental Health
Services.
2.
Theories about how to promote children’s learning and development in a variety of contexts;
3.
Knowledge and understanding of the adult role in supporting children’s learning and development in a variety of contexts;
4.
Knowledge and understanding of the importance of appropriate early interventions in the early years;
5.
Subject knowledge related to curriculum learning in the early years.
b) Intellectual Skills
Students will have developed the ability to:
1.
Apply academic skills to their thinking and development;
2.
Integrate theory and practice;
3.
Critically reflect and problem solve;
4.
Research, retrieve, extract and synthesise information;
5.
Reason, conceptualise and develop arguments.
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c) Practical Skills
Students will have developed:
1.
Effective communication;
2.
Reflection and evaluation skills;
3.
Skills for working in integrated services for young children and their families.
d) Transferable/Key Skills
Students will have developed:
1.
Responsibility for personal and professional development;
2.
Effective communication in written, verbal and electronic forms;
3.
Use of ICT for both personal and professional purposes;
4.
The ability to work as part of a team;
5.
The ability to work autonomously;
6.
The necessary skills and attitudes to work in integrated and multi-disciplinary settings;
7.
The necessary skills and attributes to work in a variety of learning contexts;
8.
Effective communication;
9.
Leadership skills;
10.
Self-assessment and appraisal skills.
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14.
Learning, Teaching and Assessment Strategy Specified to enable learners to achieve and demonstrate the above learning outcomes.
Specified to enable learners to achieve and demonstrate learning outcomes, the teaching strategy is to provide students with programme
materials for each module which will:

Outline the content of the module

Set out how the material is to be used

Identify the learning outcomes

Provide a framework for study

Guide students through the fundamental principles

Provide detailed explanations of complex areas

Provide systematic references to further reading
Students will be encouraged to contact module tutors with academic queries. The programme will have an e learning portal site
accessible by students on and off campus via the internet which will allow quick and easy dissemination of updates and also provide
students with a means of communication with one another.
The programme aims to promote independent learning in a supportive environment. The practical expertise of the teaching staff and
their focus on ensuring materials are accessible and relevant encourages students to link theory to practice.
Learning and Teaching Methods:
Teaching and learning methods have been planned to reflect the needs of the students. This undergraduate degree is designed primarily for:
 Para- professionals already working in early years settings, schools, family settings and in the community
 People aiming to work in the fields of early years settings, schools, communities, multi- disciplinary work settings and with families
 Parents and those returning to work
 People who are considering working in the broad field of integrated early years services
 Those who have not considered higher education
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UNDERGRADUATE PROGRAMME SPECIFICATION
 Those who are currently employed as nursery nurses, classroom assistants, learning mentors, support workers etc in a range of learning
contexts
 Those who wish to enhance their skills and qualifications and progress in their current roles those who seek employment within the new range
of government funded initiatives such as Sure Start Children’s Centres.
Delivery will be flexible so that students can undertake the course part-time. There will be periods of contact at Northumbria which will be
supported by learning materials, including the use of the e learning portal (Blackboard), study support and distance learning materials.
Lectures, seminars, tutorials, on-line study, presentations, group work and practical workshops and directed activities in relation to University
taught modules and fieldwork experiences to support development of knowledge, understanding and practical application of supporting learning in
a variety of learning situations and contexts.
Assessment Methods:
Assessed work is integral to the teaching and learning within each module. Assessment will be both formative and summative, providing a record
of achievement within the modules and also identifying areas which need further development. Assessment procedures will include individual and
group presentations, academic assignments and portfolios. Detailed information about assessment will be provided at the beginning of each
module along with a module guide. To ensure consistency, assessments procedures will be in accordance with the University’s regulations and
word length or the equivalent will be in line with School Guidelines. Clear criteria will be provided with each assessment as well as detailed
guidance on how to ensure that students do successfully meet these criteria.
a)
Knowledge and Understanding
Knowledge and understanding will be assessed through a combination of assignments, presentations and practical experiences enabling
theory and practice to be integrated.
b)
Intellectual Skills
Students will be required to demonstrate their capacity for critical thinking, problem solving, integration of theory and practice and decision
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making in both University and Fieldwork experiences.
c)
Practical Skills
The variety of experiences in the form of Fieldwork in various learning contexts over the four years will require students to demonstrate the
development of their skills in supporting learning.
d)
Transferable/Key Skills
The first year of this programme introduces the students to the Key Skills required to work with a range of professionals, children and their
parents. This will be a cumulative feature of the course.
15.
Programme Structure Diagrams can also be used to demonstrate the structure.
Level
Modules
Progression for Honours Programme
Level
CF0086 Understanding Young Children’s Development
Progression point at level 4: 120 credits, maximum 30
4
TE0327 Family Learning
credits at level 3 & minimum of 90 credits at level 4.
TE0064 Children’s Learning and Development
CF0082 Early Childhood Policy and Practice A
Certificate of Higher Education awarded for 120
TE0329 Developing Inclusive Practice
credits.
TE0467 Introduction to the Common Core
Level
CF0084 Early Years Policy and Practice B
5
TE0332 Professional and Academic Development
TE0331 Child Development
Progression point at level 5: 120 credits at level 5.
Diploma of Higher Education awarded for 240 credits.
TE0333 Multi Agency Services within the Community
TE0334 Multi Agency Fieldwork
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UNDERGRADUATE PROGRAMME SPECIFICATION
TE0530 Play and the Early Years Foundation Stage
Level
TE0336 Parenting and the Family
Honours Degree awarded for total of 360 credits,
6
TE0605 Leadership and Management in Community Initiatives
including a minimum of 120 at level 5 and 120 at level
TE0306 Early Communication and Language
4/3.
PL0607 Collaborative Practice for Service Improvement
TE0339 Advanced Study and Enquiry in Family and Community Learning
Ordinary Degree awarded for total of 300 credits.
Instead of the 60 credit dissertation module students can work towards preparation for
Early Years Professional Status by the introduction of 60 credits of work based learning in
line with the Professional Practice Award. This award consists of the following modules:
16.
6
WB0601 Managing Own Learning (10 credits)
6
WB0606 Academic Recognition of CPD (20 credits)
6
WB0600 The Learning Contract (10 credits)
6
WB0603 Work Based Project (20 credits)
Lower Level Awards Credit Structure and Programme Learning Outcomes for Lower Level Awards.
Award
Credit Structure
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Programme Learning Outcomes May be completed with reference to
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UNDERGRADUATE PROGRAMME SPECIFICATION
section 13.
Certificate of Higher
120 credits. Max 30 at level 3; min 90 at level 4.
Education
In this programme it is 120 credits at level 4 and the outcomes across
section 13 in each aspect require the students to evaluate, interpret
data and develop arguments, commensurate with level 4 FHEQ
descriptors, related to the theory and practice in early years, family and
community learning.
a)
1-5
b)
1-4
c)
1-2
d)
1-7
Diploma of Higher
240 credits. Max 30 at level 3; min 90, max 120 at
In this programme it is 120 credits at level 5 and the outcomes across
Education
level 4; 120 at level 5.
section 13 in each aspect require the students to have developed a
level of critical analysis, commensurate with level 5 FHEQ descriptors,
related to the theory and practice in early years, family and community
learning and multi agency working.
Honours Degree
a)
1-5
b)
1-4
c)
1-3
d)
1-8
360 credits. Max 120 at level 4; 120 at level 5; 120 at
In this programme it is 60 or 120 credits at level 6 and the outcomes
level 6.
across section 13 in each aspect require the students to have
developed a level of critical analysis, commensurate with level 6 FHEQ
descriptors, related to the theory and practice in early years, family and
community learning, multi agency working and the role of the early
years professional in relation to current policy drivers.
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UNDERGRADUATE PROGRAMME SPECIFICATION
a)
1-5
b)
1-5
c)
1-3
d)
1-10
In response to the increase in the level of enquiries and interest in child
related programmes, particularly from local authorities, there is an
urgent need for flexible progression pathways.
At level 4 students can exit with an HE Cert
At level 5 students can exit with a Dip HE
At level 6 students can exit with an ordinary degree and if
desired/subject to CWDC eligibility criteria, EYPS
At level 6 students can exit with an honors degree and if
desired/subject to CWDC eligibility criteria, EYPS
d) 1-10
17.
Variation From Assessment Regulations Provide details of any approved variations from the Assessment Regulations for Northumbria Awards (ARNA).
Students can enrol on the Ordinary degree, ab initio, to undertake 300 credits.
18.
Mapping of Learning Outcomes
This section shows how the individual modules (with module learning outcomes as written in the module descriptor) together contribute to programme learning
outcomes. It should be presented as a matrix of programme learning outcomes (as identified numerically in section 13), against modules. Where a module contributes
to a programme learning outcome it should be flagged. Standard practice will be for a single symbol to indicate a learning outcome is addressed in the module. See
guidance notes for discussion of alternative practices.
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UNDERGRADUATE PROGRAMME SPECIFICATION
The matrix below is for a programme structure with 6 learning outcomes in each of the categories of section 13, with 6 modules in each of levels 4 and 5, and 9
modules including some options in level 6. See guidance notes for a discussion of the treatment of optional modules. The matrix should be extended as required. The
matrix will show how some learning outcomes are developed at particular stages in the programme, while others may be developed through the three levels.
MODULE
Core/
option
a) Knowledge &
Understanding
b) Intellectual Skills
c) Practical
Skills
1
2
3
4
5
1
2
3
4
5
1
2
C
C
C
C
C
C
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
C
C
C
C
C
C
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
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x
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x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
C
C
C
O
O
O
O
O
O
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
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x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
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x
x
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x
x
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x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
d) Transferable Key Skills
3
1
2
3
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
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x
x
x
x
x
x
x
x
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x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
4
5
6
7
8
9
10
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
Level 4
TE0327
TE0329
CF0086
TE0464
TE0467
CF0082
x
x
x
x
x
x
x
x
Level 5
TE0332
TE0331
TE0333
TE0334
CF0084
TE0530
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
Level 6
TE0336
TE0605
TE0306
TE0339
Pl0607
WB0601
WB0606
WB0600
WB0603
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x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
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19.
Admission Requirements
NORTHUMBRIA UNIVERSITY
UNDERGRADUATE PROGRAMME SPECIFICATION
The programme is assessed on a combination of academic and personal qualities which can be demonstrated in a number of ways. Successful completion of a
GCE or VCE Advanced level course of study (or some other equivalent qualification) is just one way. Students who can in other ways demonstrate their ability to
benefit from a Northumbria University programme, in particular mature students without formal qualifications will always be considered and are invited to contact
the admissions tutor to discuss their application.
Applicants should use the personal statement on their application to illustrate their abilities, aptitudes, skills, qualifications and experiences which might be taken
into account as well as or instead of any of the formal qualifications listed below. It is University policy to recognise a wide variety of evidence, and potential
applicants may wish to discuss this aspect of their application with the admission tutor. Candidates will normally have the following entry requirements:
GCSE Five GCSE’s at grade C or above (or the equivalent) which must include Mathematics and English Language, plus one of the following:
GCE and VCE Advanced Level
220 UCAS tariff points, At least 160 from a one 12-module award or from two subjects at 6-module level. No more than
20 points of this total to be derived from the Key Skills Modules. Points can be derived from General Studies AS and A2 level
Scottish Highers
BCCC
Irish Highers
CCCCC
HEFC Access
Three credits. These must include Mathematics, and English Language, if not already held at GCSE C
Grade or above.
Other
BTEC National Diplomas- a majority of distinctions in the final year.
Non-Standard Entry- Applications are welcome from candidates with non-standard entry qualifications and these will be assessed on an individual basis
A successful CRB check and health check will be essential.
An appropriate level of spoken, written and comprehension of the English language has to be evident. If a person has English as an additional language they will
have to satisfy the admissions team that they are able to meet this rigorous standard.
20.
Application Procedure
Applications are completed on a standard university admissions form and are processed by the programme leader.
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