Childhood Practice (BA Ord)

• Awarding institution
• Teaching institution
• Programme accredited by
• Final award
• Programme title
• UCAS code
• Relevant QAA subject benchmarking group
• Postholder with overall responsibility for QA
• Date of production/revision
• External summary
• Education aims of programme

• Programme Outcomes
• Knowledge and understanding
• Graduate attributes - Skills and abilities in research and enquiry
• Graduate attributes - Skills and abilities in personal and intellectual autonomy
• Graduate attributes - Skills and abilities in communication
• Graduate attributes - Skills and abilities in personal effectiveness
• Technical/practical skills

• Programme structure and features
• Teaching and learning methods and strategies
• Assessment methods and strategies
• Career opportunities
• Other items

24 June 2014/ Revision 29 November 2023

External summary

The BA Childhood Practice (BACP) is a part-time degree programme at the University of Edinburgh, aimed at those wishing to mix study with work. It has been designed to meet the Scottish Social Services Council (SSSC) Standard in Childhood Practice Revised 2015. Students who successfully achieve the BACP are able to apply for registration as a manager/lead practitioner with the SSSC.

The programme builds on the students' previous work and study experience. Students carry out three years of part-time study in order to gain a BA in Childhood Practice. Students will have the opportunity to study in the following areas:

Childhood Studies (e.g. children’s rights, child psychology, disability studies, race and ethnicity studies, gender studies and the sociology of childhood).

Education Studies (e.g. curriculum development, social justice, and equity in education)

Child and Family Health Education (e.g. health care, child development, health and wellbeing, and play).

Child and Family Social Policy (e.g. care, nurture, play, supporting parents and children, child and family legislation, child protection, child and family rights):

Management and Organisational Behaviour (e.g. professionalism, leadership, managing change, interdisciplinary working, working in teams)

A central component of the degree is inter- and multi-agency working, organisation development and management skills. This is supported by the opportunity to develop the ability to carry out your own research and evaluation in the workplace, and to develop practice in child-care and educational settings. The programme aims to enable experienced staff to gain recognition for and expand their management skills, and for less experienced staff to develop and consolidate their management skills.

What is special about the Edinburgh experience in this degree?

As a childhood practice professional to the programme aims to enable you to:
• Gain a professionally accredited qualification in childhood practice based on a variety of theoretical, research-based, practical and work-based courses that will equip you with transferable skills;
• Build and develop existing skills and knowledge that you have gained from previous academic experience, and your role as a practitioner with children;
• Gain a degree that will enable you to apply for post-graduate education pathways such as education, social work or similar;
• Develop the knowledge, skills, and capabilities to undertake further study on selected post graduate courses and programmes within the Moray House School of Education and Sport e.g., MSc Education in Early Childhood Practice and Froebel.

Educational aims of programme

What are the main programme aims (learning outcomes)?

The programme aims to satisfy the need for highly trained professionals working in childhood practice who have:

• A degree level qualification on childcare, education, children’s rights, and inter- and multi-agency working.
• Knowledge of Childhood Studies, Education Studies, Health Education and Social Policy.
• Knowledge of child and family development.
• The ability to carry out research and evaluation in the workplace.
• The ability to demonstrate skills in organisational development & in management.
• Experience of developing and embedding innovation in educational & children’s services.

Programme outcomes: 11a) Knowledge and understanding

In relation to Knowledge and Understanding you will:

• demonstrate knowledge of the underlying principles/values of educational, social and health issues concerning childhood in Scotland, UK and internationally.
• demonstrate knowledge of the diversity of learners/contexts and the ability to consider issues concerning amongst others diversity, social justice, family background and child protection.
• develop an understanding of the roles, relationships and structures associated with childhood.
• develop awareness of relevant concepts and theories of childhood studies and how they relate to, and have evolved from other paradigms e.g. sociology, psychology, social policy etc.
• demonstrate the ability to connect these theories to policy and practice, using primary and secondary sources to consider issues such as inter-agency working, practice and organisational development.

The courses within the programme contain a range of topics covering specific thematic areas. These span:

• Child Protection
• Health and Wellbeing
• Family and Parents
• Childhood Theory (e.g. drawn from psychology, child development, sociology, geography, law and anthropology)
• Social Justice and Equality (disability, race and ethnicity, gender, poverty etc.)
• Organisational Management and Development

The courses will enable you to develop your existing knowledge gained in Further Education and other places, and to experience courses that involve with students from other disciplines e.g., community education and social policy.

All courses require you to develop knowledge of the underlying principles and values of the thematic area, and to use primary and secondary sources to analyse and reflect on the variety of roles, relationships and structures encountered by children. For example, Children and Childhoods requires you to question taken- for- granted assumptions about children and childhood and to consider children's capacity for social action, and Children's Rights requires you to critically assess the impact of various legislation and social policies on children, young people, and adults. The courses will also enable you to learn about different childhoods in a variety of contexts. For example: Children, Education and Social Justice requires you to compare different dimensions of social justice and their impact on children and their education.

Programme outcomes: 11b) Graduate attributes - Skills and abilities in Research and Enquiry

As well as providing a quality, flexible student experience, the programme addresses the evolving needs of those working in childhood practice. A core element of the programme involves providing the opportunity for students to develop a range of graduate attributes and skills for employment. The design of the programme and the courses within it, provides rich contexts for students to learn and develop a range of skills and abilities.

In relation to skills and abilities in research and enquiry you will:

Problem Solving
• create, identify, and evaluate options in order to solve complex problems.
• analyse facts and situations and apply creative thinking to develop the appropriate solutions.

Analytical Thinking
• analyse, synthesise, critically and methodically appraise thoughts to break down complex problems into manageable components.

Critical Thinking
• evaluate information thoroughly; identifying assumptions, detecting false logic or reasoning and defining terms accurately in order to make an informed judgement.

Knowledge Integration
• use information and knowledge effectively in order to abstract meaning from information and to share knowledge across fields.

Independent Research
• conduct research and enquiry into relevant issues through research design, the collection and analysis of quantitative and qualitative data, synthesising and reporting
.
Handling complexity and ambiguity
• have an understanding of contextually relevant ethics and values, self-awareness, mental flexibility and openness, resilience and a commitment to life-long learning.

Digital literacy
• have basic scientific, and technological literacies.
• be familiar with ICT literacy/data and information management and analysis to support their research and enquiry.
• have IT skills, including familiarity with word processing, spreadsheets, file management and use of internet search engines.

All courses will support you to develop skills and abilities in a variety of ways. You will be asked to question key concepts in health, education, and social policy. For example:

Children’s Health and Well-Being explores theory, policy and practice in childhood education and health. It will specifically consider issues of health in educational contexts (e.g. tensions between social and medical models of child health). Drawing on a range of reading you will develop an understanding of the connections between workplace practice and ideas concerning childhood, health, and education. This will knowledge of the connections between health and education policy and support you to consider the links between these contexts and issues of inequality in childhood.

Children, Education and Social Justice introduces the ‘3 message systems’ of education: pedagogy, assessment & curriculum, and links these to current educational contexts in Scotland and internationally. The course also introduces a range of social justice issues and how they may be manifest in schooling. By taking an interdisciplinary and multi-agency perspective, you will be supported to undertake critical analysis of the place and purpose of schooling in both the broader context of children’s lives and of your own workplaces.

Programme outcomes: 11c) Graduate attributes - Skills and abilities in Personal and Intellectual Autonomy

An essential factor in the philosophy of the programme is a commitment to self-development. This commitment is underpinned by an approach that encourages students to take responsibility for managing an intellectually diverse programme of study and enable students to develop their capacity to interact with their peers within different learning contexts. By working from practice to theory and back to practice, students will develop increased levels of confidence, personal and intellectual autonomy, reflexive and analytical thinking and a dynamic insight into professional competency. Graduates will be able to work independently and sustainably, in a way that is informed by openness, curiosity and a desire to meet new challenges.

Programme outcomes: 11d) Graduate attributes - Skills and abilities in Communication

In relation to skills and abilities in relation to personal and intellectual autonomy, you will:

Ethics and social responsibility

• develop reflective awareness of ethical dimensions, and responsibilities to others, in work and everyday life.
• recognise and address ethical dilemmas, social responsibility, and sustainability issues, applying ethical and their own/organisational values applying to situations and choices.

Self-awareness and reflection

• be critically self-aware, self-reflective and self-manage in order to fully maximise potential.
• develop personal resilience.
• learn how to deal with setbacks and failures and learn and develop from these.
• establish personal vision and goals.
• seek and value open feedback to help self-awareness.

Independent learning and development

• the importance of the development of lifelong learning skills as part of continuing personal and professional development.
• to think independently, exercise personal judgment and take initiatives.
• the ability to succeed in a rapidly changing environment.
• the importance of learning to learn.

Creativity and inventive thinking

• thinking creatively and managing the creative process in oneself and in others.
• think outside the box,
• being adaptable and learn how to manage complexity and self-direction.
• being curious, creative, and taking risks.

Decision making

• being able to make, implement and review decisions based on appropriate techniques.
• analysing facts and situations and applying creative and inventive thinking to develop the appropriate solutions.
• collaborating and debating effectively to test, modify and strengthen one's own views.

Programme outcomes: 11e) Graduate attributes - Skills and abilities in personal effectiveness

In relation to skills and abilities in relation to communication, you will:

Leadership

• be able to select an appropriate leadership style for different situations.
• be able to set objectives, motivate, monitor performance, coach and mentor.
• have an ability to work with people from a range of cultures and backgrounds.

Planning, organising and time management

• appropriate use of project and time management tools.
• have an ability to prioritise.
• have an ability to plan and effectively use resources to achieve goals.
• have resilience and the ability to recover from setbacks.

Team working

• effectively perform within team environments including the ability to recognise and capitalise on individuals' different thinking, experience and skills.
• have an ability to persuade, negotiate and influence others.
• have an ability to work with people from a range of cultures and backgrounds.
• seek and value open feedback to help their self-awareness of working with a team.

Assertiveness and Confidence

• give direction to tasks and people in a confident and effective manner.
• acquire skills for working in teams and groups and leading where appropriate.
• following others lead when the context demands it.
• using judgement to determine when it is appropriate to questions others.

Change management

• be responsive to changing surroundings, both being flexible and proactive.
• have the ability to recognise the need for and initiate change and be able to manage change.
• know how to have a difficult conversation about performance or change.
• have the ability to manage a project, work in a team, and communicate and persuade—both orally and in writing.
• formulate, evaluate and apply evidence-based solutions and arguments.

Flexibility

Effectively adapting emotions, thoughts and behaviours to environments that may be unfamiliar, uncertain and/or diverse.

Programme structure and features

The section presents the structure of the programme in relation to the University’s Curriculum

Framework. It must include:

• SQCF credit points and levels for each constituent course and each year of the programme
• Entry requirements, including requirements for second-year entry where applicable
• Progression requirements
• An explanation of the articulation of learning outcomes and assessment practices
• Modes of study
• Exit awards available at the completion of specific stages of the programme
• If not provided earlier in the programme specification, information needs to be included on relevant factors from the University’s Strategy 2030, e.g. embedding in the curriculum factors of:
• social and civic responsibility
• sustainability
• equality and diversity.

The curricula model recognises the structure established by semesterisation and the common curriculum guidelines. You will study on 2/3rds full time basis.

It will take you three years, on a part-time basis, to complete this programme. You will enter directly into year 2 (having gained the equivalent of 120 Credits at level 7/8 through prior learning and experience in the FE sector and /or other situations).

To obtain the BA in Childhood Practice, you need to successfully achieve 80 SCQF credits (Scottish Credit and Qualifications Framework) per year for the period of three (part-time) years. You should graduate having achieved 240 credits whilst undertaking your studies here at Moray House. These together with the 120 credits that you would have entered the degree with will give you the 360 credits required for an ordinary degree – in Childhood Practice.

See below for a breakdown of the programme delivery:

In accordance with the University of Edinburgh Undergraduate Degree Structure each full course carries an SCQF rating of 40 forty credits, and a half point rating of 20 credits for other courses. The programme balances the need for work based learning and professional development with the need for subject knowledge acquisition. Accordingly, the courses within the programme cover two main strands:

• Childhood Studies
• Workplace Development. 

The programme has been developed to meet the Standard in Childhood Practice Revised 2015.

Progression requirements

At each stage of the programme, you are required to pass the course assignments as set out in the online learning environment. Progression from one year of the programme to the next is contingent on you meeting the requirements for each year. 

A number of courses have specific assessments that permit / require you to resubmit failed work. This is intended to support your learning and has been shown to have a positive developmental impact on students to whom it has applied.

Final BA Degrees are awarded in compliance with University of Edinburgh Degree Regulations you may be able to achieve a Distinction or Merit.

An explanation of the articulation of learning outcomes and assessment practices

The programme will include formative and summative assessment in order to provide feedback to students and staff on the extent to which progress towards the achievement of learning outcomes is being realised. Assessments take a number of forms but are of equitable weight across the courses. Assessments are coherent across courses and enable connection to be made between courses. They are closely linked to learning outcomes. A range of modes of assessment will enable the programme as a whole to provide an accurate profile of student attainment. Load and distribution will provide suitable time for reading and reflection and take account of employment profiles of 2/3rds full-time students. Course assessment will enable the students to recognise and develop their work-based competencies and will enable students to practice self-evaluation, management and organisation development skills

Modes of study

Modes of assessment are varied, both formative and summative, and encompass written coursework essays and reports, and the assessment of oral performances in workshops. (see section 13 for more details)

Exit Routes

The course will provide a number of exit routes:

• Diploma of Higher Education: on completion of 120 Credits Level 8;
• BA (Ord) Childhood Practice: on completion of 120 Credits Level 8 and 120 Credits Level 10.

The BA Childhood Programme will enable students to, e.g.:

• apply for registration as a Manager / Lead Practitioner with the Scottish Social Services Council (SSSC)
• work with children in a range of Children’s Services contexts e.g. Health, Education and Social Work
• adopt leadership posts for example as a Manager of a Childcare Service, Manager of a Nursery/Children’s Centre
• consider a route in post-graduate studies (e.g. Teaching, Social Work, Childhood Studies, Sports Coaching and Health Promotion)

Equal Opportunities

The University has a commitment to equality of opportunity and to this end the University Court has agreed an Equal Opportunities Policy. The aim of this policy is to ensure that the recruitment of staff and students is based on merit, ability, and potential, regardless of gender, colour, ethnic or national origin, race, disability, age, socio-economic background, religious or political belief. This Equal Opportunities Policy seeks to eradicate unfair and discriminatory practices wherever they occur and to encourage a diverse community across the University.

Sources:

• QAA Review and Evaluation Guidance
• QAA Guidance on Program Specifications
• SCQF Qualification Framework
• SSSC Registration Consultation
• SEED Childcare Career Routes

Teaching and learning methods and strategies

This section should include the following:

• The range of teaching and learning methods used on the programme, by year of programme (including opportunities for feedback)
• Facilities (e.g. library; IT or any other distinctive facilities provided within the School)

Teaching and Learning strategies employed at the University of Edinburgh consist of a variety of different methods appropriate to the programme aims. The graduate attributes listed above are met through a teaching and learning framework (detailed below) which is appropriate to the level and content of the course. You will be taught through a combination of lectures, tutorials, workshops, independent small-group activity, and the use of e-learning and virtual learning environments.

A variety of approaches are used in the programme-specific courses including:

• Blended learning using Virtual Learning Environments and a range of other teaching and learning strategies including:

• traditional teacher-led and directed activities.
• student-led activity
• exploratory and experiential modes of learning (as a result of the professional focus)

To assist the acquisition of specific skills, the following strategies are employed:

• group work
• independent study
• individual and group preparation and design of activities and presentations. 

You will also be encouraged to add to the curriculum content with your own individually developed contributions.

Assessment methods and strategies

This section should include the following:

• Programme assessment methods, preferably by year of programme (including opportunities for feedback)

Assessment

Courses can be assessed by a diverse range of methods and often takes the form of formative work which provides the student with on-going feedback as well as summative assessment which is submitted for credit.

The assessment strategy is carefully designed to support student-centred learning. Courses involve workshops to maximise feedback opportunities.

Coursework is designed to enable student-centred independent learning and to match the diverse needs of students. This is in line with the University's commitment to widening participation. Modes of assessment are varied and encompass written coursework essays and reports.

Career opportunities

This section should provide further information on the career opportunities available to graduates

on completion of the degree. The Careers Service can assist in providing statements for this section.

Students who successfully achieve the BACP:

• gain a professionally accredited qualification in childhood practice based on a variety of theoretical, research-based, practical, and work-based courses that will equip you with transferable skills.
• gain a degree that will enable you to apply for post-graduate education pathways such as education, social work or similar.

Other items

Further information

View the prospectus entry for this programme