Early Childhood and Primary Education BA (Hons)

• Reading and writing critically.
• Constructing and evaluating an argument.
• Note-taking techniques for reading and listening.
• Understanding plagiarism and academic integrity.
• Introduction to reflective practice.
• Preparing for, and delivering, powerpoint presentations.
• Referencing and citation.
• Summarising and paraphrasing written sources.
• Literature searching.
• Report writing.
• The culture and expectations of higher education.
• The assessment process including the role of assessment criteria and feedback.
• The nature of research journal publishing.

Whilst much of the content above is generic, students will be encouraged to situate skills within the context of the undergraduate discipline they are entering, which leads to some variation in emphasis for certain skills.

1.To raise awareness of the range of study skills required for successful higher education studies, including the process of academic writing, reading strategies, seminar skills, organisation of time and materials, planning for and meeting deadlines, understanding and responding to feedback.

2. To introduce students to concepts such as plagiarism, academic integrity and appropriate use of artificial intelligence tools.

3. To facilitate an effective transition into higher education by exploring, and providing guidance in, the key elements of successful undergraduate studentship including students' understanding of taking responsibility for their own learning.

4. To teach students how to undertake a literature, visual or data review for their discipline and be able to differentiate between a valid, reliable source and an unsubstantiated or irrelevant source.  

• Research and planning skills.
• Becoming familiar with topics that comprise their undergraduate degree subject.
• Developing a knowledge base for a discipline of study.
• Identifying areas of interest.
• Application and development of critical analytical skills.
• Development of self-directed study.
• Use of learning resources.

1. To develop students' skills in planning and writing an essay.

2. To familiarise students with the process of tutor supervision for a written piece of work.

3. To give students an opportunity to focus on a topic within their undergraduate degree subject.

4. To write a piece of work that allows the student to broaden and deepen knowledge on a topic of their choice.

5. To prepare and deliver an academic poster presentation outlining the student's research topic.

• Society, social structures and socialisation 
• Social scientific ideas, theories and ‘lenses’ on society 
• Social scientific research and basic research methods  
• Digitalisation of society, smartphone technology and social media platforms 
• Consumerism and consumer culture – definitions, impacts and debates 
• Inequalities related to gender, social class, ‘race’ and ethnicity, and LGBTQ+ communities 
• Social issues and problems related to knife crime, riots and uprisings, prostitution and sex work   
• Social justice, power and movements for social change

1. To examine contemporary society from some key perspectives of social science.

2. To introduce students to research in the social sciences.

3. To introduce students to contemporary themes and issues in the social sciences.

To provide an introduction for students into the values, knowledge and skills required to become a registered social worker.

• The role and historical context of Psychology
• Social Psychology in human interaction
• Development across the lifespan
• Biological Psychology: the basics of the brain and behaviour
• Introduction to mental health
• Stress and stress management 
  
  

1. To introduce students to some of the perspectives in Psychology

2. To enable students to apply Psychology to professional practice

3. To explore a current issue in Psychology

Starting your first year at university is a new experience and it requires dedication, commitment and hard work. By making the choice to attend university you are responsible for your own learning which can be quite a change from previous study.

This module is designed specifically to introduce you to the academic and professional skills necessary to engage in Higher Education. It will walk you step by step through some of the major skills you will need to develop in order to be a successful student. 

Topics covered include how to get the most out of lectures, working as part of a team, how to find appropriate academic sources, how to use APA referencing, interpreting an assignment brief, structuring a written assignment, advancing a written argument, beginning critical analysis and wellbeing and resilience.

This module aims to:

• introduce students to the academic and professional skills necessary to engage in Higher Education;
• support students to make a successful transition to study and life at University;
• build learning power to enable students to become effective and independent learners.

This module will introduce you to the key skills and attributes required for successful practice in the workplace.  It will introduce you to legislative and statutory guidance for safeguarding, recognising when a person might be in danger or at risk and the procedures which must be followed.  You will be able to explore professional, generic, work-specific and transferrable skills in the workplace and set action plans and targets for professional performance.  This module will also enable you to begin the process of developing reflective practice skills and how to link theory with practice, and practice to theory.

This module aims to :

• introduce students to placement learning in professional contexts which are relevant for their chosen programme of study.
• guide students through the professional knowledge, skills and dispositions which will enable them to have an enriching placement experience and prepare them for further placement experiences at Level 5 of their programme.
• introduce students to key elements of the University of Chester Citizen Student Strategy: it will support students in contributing to the community as engaged learners, foster a sense of the benefits of active learning and engagement with employers.

For students on the Early Childhood (0-8) pathway, the module will give the opportunity to complete elements of the Early Years Educator criteria and the Graduate Practitioner Competencies.

This module provides a historical overview to the emergence of social justice, inclusive education, and special educational needs. Terms, perceptions, and concepts are considered, as well as the importance of reflecting on any personal bias that might impact professional practice. You will be introduced to key theories, legislation and policy and consider how this might translate into practice. Emphasis will be placed on how children and young people with special educational needs and other diverse needs can be supported and enabled in settings, in relation to both a learning and social context.

This module aims to:

• examine concepts and theories relating to social justice, inclusive education, and special educational needs; 
• explore how children and young people with diverse needs can be supported in settings and, the importance of early identification of need.

This module aims to:

Explore how childhood is socially constructed and the ways in which children, as social agents, shape their childhoods, as well as considering the historical and social conditions that led to the introduction of a state system of schooling.

Discuss and consider the significant acts and events that marked the consolidation of state involvement and how changes in the structure of society led to advances in educational provision.

Students will be encouraged to explore historical and contemporary representations of children, and the concept of childhood. This module will then introduce the origins of a state-controlled education system where students will explore the social conditions which lead to this. Key moments in history will allow students to develop an understanding of how the past has shaped the present and will encourage comparison and contrast of current issues in education and society.

In this module you will explore pedagogy, learning theories, key concepts and theories of play and the relationship between play and holistic development. 

You will engage with policy, practice, research and debates in relation to playful learning and thinking in the EYFS and National Curriculum.   This will include the importance of successful transitions between stages of learning.

You will explore how play and exploratory learning are used to scaffold, facilitate and extend children and young people’s learning and thinking.  

This module aims to:

• examine key concepts and theories of learning and development;  
• engage with policy, practice, research and debates in relation to playful learning and thinking:
• explore the vital role of play in young children's learning, including how play and exploratory learning is used to scaffold, facilitate and extend learning and development.  

Children and young people live in a social world and grow up with all kinds of different experiences which can impact on their personal, social and emotional development. In this module, you will explore the variety of factors which affect the behaviour of children and young people.  This includes topics such as attachment, self-esteem, parenting, family dynamics, temperament and personality and Special Educational Needs & Disability. 

You will also examine ways of supporting the social and emotional development of children and young people, including through multi agency working and whole setting approaches.

This module aims to:

• support students in understanding the myriad factors which impact on the social and emotional development of children and young people;
• develop insights into ways of supporting children and young people's social and emotional development.

This module introduces you to the concept and value of research for shaping effective policy, systems and practice in the child, family, young people, and education workforce. Focus will be given to the importance of ethical principles when undertaking research involving people, and you will be presented with various opportunities to design, pilot, evaluate data collection tools and examine your findings against published literature. Although quantitative and mixed methods research will be considered, emphasis will be placed on qualitative approaches, particularly those which encourage participatory research. You will develop transferrable research skills and gain confidence in formulating research questions and proposals to prepare you for your level 6 research study.

This module aims to:

• promote understanding of the value of research for shaping effective policy, systems and practice in the child, family, young people, and education workforce;
• provide an opportunity to design, pilot and evaluate data collection tools;
• develop the knowledge, skills and confidence required for the level 6 research study. 

This module enables students to develop the skills and attributes required for successful practice in the workplace.  Students will engage with safeguarding updates in line with current statutory and legislative guidance.  Also, there will be discussion and analysis of professional, generic, work-specific and transferrable skills in the workplace, alongside the application of team-work in practice.  Students will also be able to evaluate action plans and targets for professional performance, and review models of reflective practice.  The relationship between theory and practice, and practice with theory will also be further developed.

This module aims to

• develop students’ placement learning in professional contexts which is relevant for their chosen programme of study.
• support students through further analysis of the professional skills and values which will enable them to have an enriching placement experience.
• reinforce students' understanding of the key elements of the University of Chester Citizen Student Strategy: it will further support students in contributing to the community as engaged learners, fostering a sense of the benefits of analysing their active learning and engagement with employers.

For students on the Early Childhood (0-8) pathway, the module will provide an opportunity to complete elements of the Early Years Educator criteria and the Graduate Practitioner Competencies.

In this module you will consider definitions and interpretations of the concept of creativity. You will focus on recognising a range of alternative, creative and thematic approaches to delivering educational opportunities.

As part of your learning you will use problem solving methods to plan, design and prepare for creative learning opportunities.

This module will also encourage you to explore the place of creativity within the curriculum and associated barriers to creativity. Throughout the module you will scrutinise and evaluate the use of curriculum design methods and resources for all learners.

This module aims to support students to:

• engage with a range of alternative, creative and thematic approaches to delivering educational opportunities;
• analyse the place of creativity and associate barriers within curricula;
• evaluate creative curricular approaches and resources and consider their impact on all learners.

The traditional academic programme structure is not applicable in relation to this experiential learning opportunity. The experiential content is freely structured and determined by negotiation between the student, placement supervisor and host organisation. It is generally informed by the aims and learning outcomes and by the objective of optimising added value for both the host organisation and the student experience. 

A mid-placement review will enable peer to peer sharing of experiential learning, permit feedback and allow an analysis of the range of skills and benefits derived from the placement. It will also further develop the construction of the portfolio.  

All students will engage in the drawing up of a learning agreement on acceptance of the placement that will cover a contact plan and agreed learning outcomes with their designated academic tutor and placement coordinator.

This module aims to:

• provide an opportunity for students to apply and enrich their previous theoretical knowledge and understanding of course content through observation in and insights derived from working in an organisation and professional environment 
• enable students to develop their practical and transferable skills in a work-based environment and to experience a broad range of tasks and responsibilities relevant to their chosen setting 
• enable students to pursue professional and personal development in a workplace environment
• enable students to analyse practice skills required in the workplace environment as they relate to theoretical perspectives from their studies and research and vice versa.

All children are powerful communicators; between the ages of 0-11 a vast amount of communication and language development takes place.  This module will examine the key theories which aim to explain how children (aged 0-11) acquire their language and communication skills; indeed, it examines how the roots of language and communication begin before birth by considering topics such as elements of brain development and its link to communication.

The module will also consider the phases of language acquisition through which children may progress, along with the factors that may promote or impede this including EAL. Students will learn about the development of literacy skills and how this process can be supported effectively.

Students will also learn about how adults may intervene appropriately to support the development of children's language and communication through techniques such as careful observation and assessment. How we may plan for the development of children’s language and communication through both adult and child-initiated activity is also reflected upon.  The module acknowledges that features of language and communication include both verbal and non-verbal communication and how children strive to represent their world in various forms such as drawing and writing.

This module aims to:

• explore and analyse key theories of language acquisition and communication development;
• enable students to reflect on the importance of communication for the child;
• analyse the social and cultural contexts affecting communication and language.

In this module, you will develop your understanding of the health and wellbeing of babies and children from birth to 11 years. The module discusses the nature of holistic health and wellbeing and identifies contemporary factors which may contribute to poor health and wellbeing and the resulting impact on babies and children. The causes and effects of health inequalities will be explored and strategies identified which aim to develop health promotion to improve the health and wellbeing of babies, young children and their families, with a focus on the role of the professional both within the setting and in conjunction with external agencies in a multi professional context.

This module aims to:

• provide students with the knowledge and understanding necessary to support the health and well-being of babies and children from birth to 11 years:
• consider a range of contemporary factors impacting on the health and wellbeing of children from birth to 11 years
• identify and consider the roles of external professionals in addressing a range of health care issues in a multi-professional context;
• understand requirements for basic first aid for babies and children from birth to 11 years.

This module focuses on the central role of effective communication in the development of positive relationships with young children, with their parents, with colleagues in the workplace and with other professionals and agencies.

You will examine the importance of respectful partnerships with parents/caregivers and explore the ways in which practitioners and parents/caregivers can work together to support the learning and development of young children.

You will also consider the importance of working as a member of a team and in multi professional contexts and investigate the barriers to successful teamwork and how to address these in the workplace.  The role of the leader in early childhood settings will also be explored.

This module aims to:

• support students in understanding the vital importance of positive relationships in all areas of work with young children and their families;
• explore the central role of effective communication in the development of positive relationships with children, with their parents, with colleagues in the workplace and with other professionals and agencies;
• introduce key concepts of leadership and management in Early Childhood Settings.

This module focuses on the central role of effective communication in the development of positive relationships with primary age children, with their parents, with colleagues in the workplace and with other professionals and agencies.

You will examine the importance of respectful partnerships with parents/caregivers and explore the ways in which practitioners and parents/caregivers can work together to support the learning and development of primary age children.

You will also consider the importance of working as a member of a team and in multi professional contexts and investigate the barriers to successful teamwork and how to address these in the workplace.  The role of the leader in primary schools and other educational settings will also be explored.

This module aims to:

• support students in understanding the vital importance of positive relationships in all areas of work with primary age children and their families;
• explore the central role of effective communication in the development of positive relationships with children, with their parents, with colleagues in the workplace and with other professionals and agencies;
• introduce key concepts of leadership and management in Primary Education.

This independent extended research project provides you with the opportunity to study an area of significance related to children, young people and/or families and communities in professional contexts. Building on concepts, theories and skills encountered within the programme, the module enables you to develop a high level of specialist knowledge which will help to prepare you for the workforce. Within an empirical context, the position of research in terms of quantitative and qualitative perspectives is justified, as is the adoption of methods of data collection.  Ethical issues within research are analysed, as are techniques of data analysis and presentation.  The application of theory is a key feature of the module which incorporates a literature review.

The module aims to:

• integrate concepts, theories, knowledge, and skills encountered within the programme;
• provide the opportunity to plan, undertake and evaluate an extended research study that helps to develop specialist knowledge and skills in preparation for the workforce. 

• Safeguarding updates in line with current statutory and legislative guidance
• Discussing and analysing professional, generic, work-specific and transferrable skills in the workplace
• Evaluating action plans and targets for professional performance
• Models of reflective practice
• The relationship between theory and practice and modules studied in Level 6
• CV writing and applying for jobs/further study
• Considering placements to date; making career plans

This module aims to:

• enable students to critically reflect upon their placement learning in a professional context, relevant to their chosen programme of study;
• support students to demonstrate the professional skills and values that will enable them to have an enriching placement experience and support their employability and future career choices;
• extend students’ demonstration of the University of Chester Citizen Student Strategy.

This module presents you with the opportunity to examine how marginalisation in childhood happens and its impact on young children and families. Considering a range of marginalised groups, including those less acknowledged, you will be encouraged to develop a high level of critical thinking, drawing upon sociological and psychological theories of social injustice and prejudice.

The module challenges you to question your own attitudes whilst acknowledging that policy and practice within child and family services, which are based on mainstream values and norms, can be problematic for some individuals. It also encourages you to stay abreast of social inequalities in society relating to children and families, through critiquing the role of media in reinforcing social bias and identifying how practitioners can help to empower marginalised groups.

This module aims to:

• utilise sociological and psychological theories of social injustice to examine social inequalities faced by marginalised children and their families, including the role of media in introducing and reinforcing stereotypes and stigma;
• consider ways in which practitioners can empower marginalised children and families in a range of settings.

In Early Childhood Education and Care there are many dominant discourses which are often presented as the only way to think about Early Childhood, however this is not the case.  

In this module, you will deconstruct some of the dominant discourses in Early Childhood to understand the reasons behind them and consider a range of alternative ways of viewing Early Childhood.  You will explore a range of contemporary issues reflecting the dominant discourses of the time.

This module aims to:

• develop critical thinking about Early Childhood and to identify, question and challenge those views and opinions that forget they are just one of many possible ways of viewing Early Childhood;
• deconstruct dominant discourses and consider alternative ways of viewing Early Childhood.

This is a rewarding module which builds upon your previous learning, enabling you to reflect upon the pedagogical knowledge and understanding gained across the course of your degree.  You will focus upon how beliefs and values can affect the principles which underpin Early Childhood practice.  The module also encourages you to think about how your own beliefs and values relate to the development of your pedagogical stance. This includes thinking philosophically and analysing the discourse that is used when exploring the principles, beliefs and values that underpin current Early Childhood Curricular Frameworks and policy.

Effective provision for young children’s learning and development in England will be examined in relation to the work of key thinkers in early education and the principles that underpinned their approach to working with young children. The context of the pedagogue and pedagogy in early childhood practice will also be considered as well as thinking about contemporary approaches to early childhood play and learning.  Throughout the module you will be expected to scrutinise and synthesise a wide range of research relating to pedagogical approaches that underpin early childhood practice.

This module aims to:

• support students to engage with their own beliefs and values in order to inform a set of personally held principles that would underpin their professional pedagogical practice in Early Childhood.
• encourage students to take a creative approach to Early Childhood pedagogy and to understand the varying factors that may impact on their choice of a pedagogical approach. 
• analyse the discourse that is used within curricular documentation and also within legislative and statutory guidance.

This module is the optional module for achieving the Early Childhood Graduate Practitioner Competencies and will build upon the practice skills demonstrated in previous settings.  This module will involve a placement experience in an age range of the student's choice but within the 0-8 years age range. This module expects students to work more autonomously and independently with support from the Module Tutor and setting mentor. It will provide students with the opportunity to demonstrate that they have met the following Early Childhood Graduate Practitioner competencies:

1. Advocating for young children's rights and participation.
2. Promote holistic child development.
3. Work directly with young children, families and colleagues to promote health, well-being, safety and nurturing care.
4. Observe, listen and plan for young children to support their well-being, early learning, progression and transitions.
5. Safeguarding and child protection
6. Inclusive Practice
7. Partnership with parents and caregivers
8. Collaborating with others
9. Professional Development

This module aims to

• provide students with the opportunity to demonstrate that they have met all nine Graduate Practitioner Competencies and that they can critically reflect upon their own knowledge and understanding and also their own practice.
• enable students to articulate their future development needs as Early Childhood Graduate Practitioners.
• equip students with an understanding of leadership and management skills.
• support students to demonstrate independence and autonomy in the gathering of evidence required in order to meet the Graduate Practitioner Competencies.

In Primary Education there are many dominant discourses which are often presented as the only way to think about the subject, however this is not the case.  

In this module, you will deconstruct some of the dominant discourses in Primary Education to understand the reasons behind them and consider a range of alternative ways of viewing middle childhood.  You will explore a range of contemporary issues reflecting the dominant discourses of the time.

This module aims to:

• develop critical thinking about Primary Education and to identify, question and challenge those views and opinions that forget they are just one of many possible ways of viewing things;
• deconstruct dominant discourses and consider alternative ways of viewing Primary Education.

This is a rewarding module which builds upon your previous learning, enabling you to reflect upon the pedagogical knowledge and understanding gained across the course of your degree.  You will focus upon how beliefs and values can affect the principles which underpin Primary practice.  The module also encourages you to think about how your own beliefs and values relate to the development of your pedagogical stance. This includes thinking philosophically and analysing the discourse that is used when exploring the principles, beliefs and values that underpin current Primary Curricular Frameworks and policy.

Effective provision for children’s learning and development in England will be examined in relation to the work of key thinkers in Primary education and the principles that underpinned their approach to working with children. The context of the pedagogue and pedagogy in Primary practice will also be considered as well as thinking about contemporary approaches to childhood play and learning.  Throughout the module you will be expected to scrutinise and synthesise a wide range of research relating to pedagogical approaches that underpin Primary practice.

This module aims to:

• support students to engage with their own beliefs and values in order to inform a set of personally held principles that would underpin their professional pedagogical practice in Middle Childhood.
• encourage students to take a creative approach to Middle Childhood pedagogy and to understand the varying factors that may impact on their choice of a pedagogical approach. 
• analyse the discourse that is used within curricular documentation and also within legislative and statutory guidance.