On this course you will study a range of modules which may include the following:

• FDA4002 - Developing Learning Skills for Professional Practice

  This module acts as an introductory module to the Foundation Degrees in order to develop within students a broad and deep understanding of the personal, professional and academic skills required for progressive participation in their work situation and in the Foundation Degree programme. It will include a basic introduction to library systems and services, to academic referencing conventions and standard writing structures and to a framework for critical peer support. Students will analyse and evaluate their own skill status, including that relating to supporting children and families, and develop an action plan that sets out personal skill development targets for completion during the two-year programme. They will be supported in order to set out an initial report on these, that adheres to formal academic conventions and formal structure.

• FDA4012 - Introduction to Child Development Theory

  This module introduces students to a range of relevant child development theory related to personal, social, physical and cognitive development and relates this to workplace practice. The module will include a study of: -key child development theories e.g. attachment, constructivism, behaviourism, psychosocial theory; -contextual child and family development factors including potential inhibitors. Related study skills development foci will include basic use of IT, the library introduction Part 2 and more detailed study of referencing including the access and utilisation of reliable academic sources.

• FDA4032 - Inclusivity and Diversity

  This module will focus on: -changes over time in models and labels associated with inclusivity and diversity; -theories and definitions, language and terminology of inclusivity, diversity and disability; -legislation designed to enhance inclusivity with particular reference to the Equality Act; -issues of inclusivity and diversity as they pertain to societal groups e.g. disability, class, gender, ethnicity and the socially excluded; -implications and choices related to inclusivity and diversity for children and their parents; -evaluating the impact of inclusive practices in the education system, in society and in students' workplaces; -issues and ethics involved in carrying out case study research.

• FDA4042 - Communication and Language (families)

  The module will be theoretical and practical and will draw on the participant's own experience and collaborative group-work. It will include interactive and problem-solving activities that support deep learning. A library reminder session will also introduce databases and journals. Study will include: -theoretical links between language and thinking; -analysis of effective oral and aural skills in group communication and discussions; -roles of influential adults in supporting children's communication and language development including bilingualism where English is an additional language; -strategies and resources that scaffold the development of communication skills, e.g. visual strategies, questioning prompts, interactive and dramatic techniques and resources, Dialogic Talk, Sustained Shared Thinking; -the use of relevant guidance, structures including taxonomic structure and planning methods; -e-journals and the implications of the internet as a key source of information; -the practice of observations as a research tool in the work setting; -ethical research considerations related to case studies and interviews.

• FDA4052 - Communication and Language (School)

  The module will be theoretical and practical and will draw on the participants' own experience and collaborative group-work. It will include interactive and problem-solving activities that support deep learning. A library reminder session will also introduce databases and journals. Study will include: -theoretical links between language and thinking; -analysis of effective Speaking and Listening skills including questioning; -roles of influential adults in supporting children's communication and language development, including bilingualism where English is an additional language; -strategies and resources that scaffold the development of communication skills, e.g. visual strategies, questioning prompts, interactive and dramatic techniques and resources, Dialogic Talk, Sustained Shared Thinking; -supporting children for whom English is an additional language; -the use of relevant guidance, structures including taxonomic structure and planning methods; -e-journals; and the implications of the internet as a key source of information; -contemplation of what constitutes good practice in group communication and discussions; -the practice of observations as a research tool in the work setting; -ethical research considerations related to case studies and interviews.

• FDA4062 - Working with Families

  This module enables students to develop their understanding of effective practice through exploring and drawing upon their own experiences. Students are expected to deepen their understanding of the theoretical and policy context of modern practice with families. The module aims to raise student awareness that skilful, effective practice is systematic and considered rather than the result of chance or common-sense social processes. Throughout the module there will be a continuing emphasis on the paramountcy of children's welfare and development. The module will include a study of: -media and case study accounts of professional interactions with families; -national and local policies and procedures that affect working with families; -values, diversity, discrimination and anti-oppressive practice; -established theory from existing disciplines of Social Psychology/Sociology/ Social Work. During the course of the module students will be expected to critically evaluate their own and recommended effective communication and engagement with families. Students will develop their knowledge of the identification and assessment of strengths and vulnerability factors within and around family circumstances. A basic introduction to quantitative and qualitative methodologies and simple interpretation of graphs and tables will underpin study skill development. Students will develop confidence regarding their own professional accountability and autonomy through the exploration of their own practice within policy and procedural contexts. Students will explore the challenges of setting agendas with families and working reflexively within contested definitions of 'support'. Within this module, students will be expected to demonstrate effective communication skills and the ability to reflect on their own practice, forming a personal development plan related to interactions with families. Students will critically appraise mainstream and perhaps 'taken for granted' accounts of contemporary family life represented in the media and consider the concept of validity. Students will tacitly develop their understanding of information sharing, accountability and working together in multi-agency and multidisciplinary contexts by developing a group forum discussion.

• FDA4072 - Working with Twenty-First Century Children

  This module focuses on contemporary issues that must be considered by those working in educational and social contexts that support children and their families. Specific thematic elements will include: -children in the information and communication age - e.g. the impact of the media in children's lives, the use and misuse of the internet, social networking, television and children's literature; -aspects of contemporary life affecting children and young people (for example - health, poverty, class, families, social mobility, crime, access to sport and leisure); -safeguarding: risks to children and their resilience in challenging societal circumstances; the impact of changes to the modern curriculum: preparing children for the future; -interpretation of data. Study will be supported by a basic introduction to quantitative and qualitative methodologies and simple extraction of data from statistics, graphs and tables

• FDA4082 - Working In a Multi-agency Environment

  This module introduces students to: -histo-social context and instigating influences, e.g. safeguarding concerns; -relevant legislation, guidance and research; -demands and challenges of multi-agency working with children and families; -roles and responsibilities within multi-agency working; -local provision for coherence in children's services; -strategies and policies for the workplace including the Common Assessment Framework; -theory and practice of team-work: implications for individuals and teams; -planning and carrying out a research interview/questionnaire underpinning the assessed report. During this module students will demonstrate ICT skills for study.

• FDA4102 - HLTA Preparation

  In this module, students will follow the nationally agreed programme for preparation for assessment against the HLTA standards. This will include detailed and practical explanation of the HLTA standards, strategies for providing evidence through task writing, advice in building the portfolio of documentary evidence and guidance regarding the assessment process. Opportunities will be given for students to reflect on their own role and competence in relation to the standards whilst developing reflective, analytical and evaluative writing skills, drawing on e-sources and noting the importance of observations as a research tool in the work setting. Following the module, students will be eligible to submit their portfolio of written tasks and documents for externally provided assessment against the standards and for the award of HLTA status. During this module a library reminder session will introduce databases and journals.

On this course you will study a range of modules which may include the following:

• FAN5042 - Autism and Related Conditions

  This module will focus on: - An introduction to autism: the spectrum, the triad of difference , related conditions, causation and incidence - Communication difficulties and supportive strategies and equipment - Social difficulties and supportive strategies - Inflexibility of thought and behaviour and supportive strategies - Sensory difficulties and supportive strategies and equipment - Building emotional resilience

• FDA5012 - Becoming a Reflective Practitioner

  This module, presented towards the end of students' Foundation Degree programme, provides an opportunity for them to reflect on their personal 'learning journey', to identify advantageous and disadvantageous learning points and to gauge their personal effectiveness in the workplace. The module draws on theory and models to provide students with an intellectual underpinning for professional reflection. Self-analysis and outcomes analysis are key components. The module focuses on both the Foundation Degree programme and the workplace as key locations.

• FDA5022 - Developing Social and Emotional Resilience

  This module will include: -theory related to attachment, motivation, risk and resilience, psychosocial issues, enculturalisation, risk and the development of resilience; -strategies e.g. transition management and restorative practice, SEAL, nurturing. Students will opt to consider one focal point for individual work from a list including bereavement, eating problems, self-harm, alcohol, drug and substance abuse, attention deficit hyperactivity disorder, sexual health, parental estrangement and social isolation, which will link with their workplace. Students will be expected to gather and critique workplace data, comparing and contrasting this with research findings.

• FDA5032 - Understanding Children's Behaviour

  The module will allow students to understand the origins of human behaviour and how this might lead to compliance/non-compliance in the workplace. Theories surrounding aspects of behaviour will be investigated, for example conditioning, resilience, motivation, enculturalisation, attachment and psychosocial factors and students will draw on these in identifying practices within the workplace. Students will reflect on their own beliefs, skills and practices and reassess their effectiveness in dealing with the management of behaviour. Students will be encouraged to draw upon models of good practice and to engage in new/more effective practices based on their understanding of theory, such as restorative practice, conflict resolution, motivational strategies and the development of resilience. Students will be expected to gather and critique workplace data, comparing and contrasting this with research findings.

• FDA5042 - Leading and Managing

  This module focuses on: -theoretical and practical aspects of leadership and management with application to a range of contexts in which students are involved, which may include working with families; -evaluation of contrasting models of leadership with particular emphasis on motivational and distributed leadership, change management and organisational culture; -comparison of traditional and contemporary views of leadership; -investigation of leadership and management styles in students' own workplace. Students will conduct and evaluate a leadership task. Study will include the application of secondary data re-use.

• FDA5052 - Developing Literacy

  The module will include the study of key contemporary issues which can impact on literacy learning and how to utilise these opportunities or overcome barriers to literacy development for children and young people. Examples of areas of study include: -literacy and gender; -promoting home-work partnerships to promote literacy learning; -the emergence of new technologies and the impact on literacy learning; -the impact of diversity and cultural differences on literacy; -the use of appropriate ICT to support the development of language and communication skills. During this module there will be opportunities for developing team working skills and to enhance personal contribution to literacy based discussions and to consider the re-use of secondary data.

• FDA5062 - Assessments and Interventions

  The module will include a study of: -analysis of a range of data, including statistics, related to local and national figures for young children's health, nutrition, safety, development and welfare; -legislation and policies that guide or stipulate the use of assessment and intervention practices for children and their families, e.g. with regard to issues of safeguarding; -a range of relevant assessment and intervention frameworks, processes, strategies and practices related to current processes, e.g. standard early years and educational assessments, and the impact and consequences of these in a multi-agency context; -evaluation of settings' assessment and intervention policies and practice. Within this module, students will be expected to begin to interpret statistical and thematic data.

• FDA5082 - Children, Families and Social Policy

  In this module students will study: - historical, sociological, philosophical and psychological perspectives underpinning social policy; - the changing status of children within families and society e.g. the emergence of children's rights; - the changing relationship between state, children and families and impact on parental choice; - legislation, policies and practices regarding state intervention e.g. safeguarding, early intervention; - planning, conducting and evaluating focus questionnaires. The module will develop confidence in accessing library resources including journal databases and in planning structure of essays.

• FDA5092 - Higher Level Teaching Assistant Preparation Level 5

  In this module, students will follow the nationally agreed programme for preparation for assessment against the HLTA standards. This will include detailed and practical explanation of the HLTA standards, strategies for providing evidence through task writing, advice in building the portfolio of documentary evidence and guidance regarding the assessment process. Opportunities will be given for students to reflect on their own role and competence in relation to the standards whilst developing reflective, analytical and evaluative writing skills. Following the module, students will be eligible for external provided assessment against the standards and for the award of HLTA status. They will also place the development of the HLTA role within a historical context, exploring research findings relating to the implementation of HLTAs and comparing these with the practice of their own school setting.

• FDA5132 - Research-informed Practice in Social Contexts

  The module will further develop students' research awareness, building on previous study within the programme, by developing a research proposal. This will include exploring topical academic or professional commentary in the field of children and families' social welfare support in relation to fundamental research principles, approaches to research methods and key ethical issues. Students will also evaluate and analyse particular research methods in the context of a research proposal. This module will not only provide a basic understanding of research but will also prepare students for possible Level 6 study and engagement in future research.

• FEY5102 - Inhibitors to Development

  This module introduces students to a range of relevant information related to developmental delay and disability, as well as social, economic and personal circumstances that may inhibit delay in children 0-8 years. The module will include a study of: •Emotional, physical and cognitive development and possible related inhibitors •Issues related to cultural differences, traveling children, family circumstances, immigration, EAL etc. •How to accommodate diverse needs within the childcare and educational setting Within this module, students will be expected to demonstrate problem solving skills in gathering drawing together evidence and forming conclusions related to case studies and reports.

• FEY5142 - Working with Families

  This module enables students to draw together information and experiences related to family circumstances and interactions with families. During the course of the module students will be expected to reflect critically on effective communication with families and how circumstances may influence interactions with families. The module will include a study of: •Case studies of family interactions with children’s services •Reports and logs of communication with families •Legislation related to the rights of parents and carers in relation to provision for their child Within this module, students will be expected to demonstrate effective communication skills and the ability to reflect on their own practice, forming a personal development plan related to interactions with families.

• FEY5152 - Health, Safety and Welfare

  Within this module students will be expected to analyse a range of statistical data related to local and national figures for young children’s health, diet, growth and welfare. Students will review information available to families via internet, paper publications, television etc. in relation to government guidelines and relevant professional bodies. The module will include a study of: •National and local information related to children’s health, safety and welfare •Legislation, policies and strategies for promoting the health, safety and welfare of young children •Case studies related to health, safety and welfare involving multi agency working •How to create a safe, health and nurturing environment for young children Within this module, students will be expected to demonstrate numeracy skills in data analysis.

• FSL5092 - Developing Literacy

  The module will include the study of: •language and literacy – a meta-language •the role of story telling in literacy learning •popular culture and new technologies •promoting home-school links to support literacy learning •children’s perceptions of themselves as readers and writers •gender and literacy

• FSL5112 - Leading and Managing

  This course will include study of the following topics, which will include consideration of management and leadership theories and application to the specific work contexts in which participants are involved: •values, vision and organisational culture; •strategic development planning, policy formulation and implementation; •school effectiveness: identifying and measuring; •managing people; team building; motivation and care; •managing change: breaking down barriers, planning and implementation; •presentation of participants’ enquiry work. In addressing the above, participants will: •identify practical issues in their own workplaces •compare and contrast their experiences with others •relate their practical knowledge to theoretical perspectives •use these perspectives to gain a greater understanding of the workplace

• FSL5122 - Creating an environment conducive to learning

  Defining terms and making links between behaviour management and the learning environment . Emotional Literacy. Behaviour management and professional values and practice such as equal opportunities, high expectations and sensitive communication. Theories of motivation. Effective communication to promote pupil self-motivation and self control. Classroom discipline as a means to an end, desirable pupil learning, and not as an end in itself. The skills of effective class managers. Positive schools, positive teachers and positive approaches to learning.

• FSL5132 - Promoting Inclusion

  An overview of developments from segregation to inclusion and factors that influence inclusive policy and practice e.g. globalisation, media, politics, finance, legislation, research, attitudes, prejudice and discrimination Government guidance on Inclusive Education, provision of effective support services, staff roles and responsibilities. Models of effective support and a range of enabling strategies. Listening to the views of learners. Mechanisms to ensure learners’ progress is supported and monitored: IEPs etc. Supporting the learning needs and raising achievement for learners from a range of backgrounds.

• FSL5182 - Higher Level Teaching Assistant Preparation (Level 5)

  •Knowledge of relevant research and historical perspective •Investigation and understanding of influences currently affecting their own and other workplaces •Familiarity with the HLTA standards •Opportunities to reflect on their own role and competence in relation to the given standards •Write in appropriate form relating own practice to competence in national standards

• FYP5002 - Becoming a Reflective Practitioner

  This module provides the opportunity for students to reflect on the personal, professional and skills developments they have undergone across the programme. They would be expected to evaluate their profession, in terms of the theories, research and documentation related to good practice in the profession as well as success criteria for the clients and how to ensure these occur. This module has some generic elements, however the student would be expected to manage their self evaluation and professional development planning, placed in the theoretical context.

• FYP5012 - Research Informed Practice: an Introduction

  The module focuses on initial exploration of the notion of research and the different types of research (e.g. social research, psychological research, Government research). It develops student’s research literacy through helping them to understand research origins, principles, methodologies, methods and terminology and raises awareness of ethical considerations and the significance of validity and reliability. It is intended to prepare and motivate students for possible future engagement in research study. Students will critically evaluate the appropriateness of methodology and methods in examples of research including samples relevant to students’ professional fields.

• FYP5042 - Children, Families and the Law

  In this module students will gain an understanding of key legislation related to children, young people and families. They will be expected to relate legislation to roles and responsibilities of those working in the multi-agency environment. Also students will identify, research and debate key issues relating to individual’s rights and perspectives on the legal framework.