Early Years and Disability Studies BA (Hons)
COURSE INFORMATION (2013 ENTRY)
3 years full-time
Health and Life SciencesCoach Lane Campus
In the National Students' Survey (2012) 93% of Society Joint Honours students were satisfied with the programme, the highest overall satisfaction rate in our competitor set.
The BA Joint Honours programme aims to provide students with a unique opportunity to develop knowledge, insight and understanding of two distinct yet complementary subject areas.
This programme facilitates the development of graduate skills, subject expertise and exploration of a range of learning opportunities which will enable students to make an informed choice when determining potential future career pathways.
The part routes of the programme encourage students to acquire knowledge and insight into their chosen subjects, related disciplines, professions, organisations and agencies. Students will develop skills in communication, self-management, reflection, critical analysis, discussion and evaluation and have opportunities to focus on topics which interest them. You will also gain insight into a range of theoretical frameworks that underpin your chosen subject, developing an appreciation and understanding of contemporary ways of working in a range of different contexts.
Early Years
Early Years is a multidisciplinary route which reflects current developments in integrated early years policy and practice. The philosophy of the route acknowledges that children's experiences in the early years of their lives are critical to their subsequent learning and development. It reflects the importance of taking a holistic approach to the developmental needs of children from birth to seven years, the central role of parents, carers and families, and to the way that services and society respond to these needs.
Why study Early Years?
This is a very exciting time to be studying Early Years. The recent move towards integrated provision in this country, remodelling of the children’s workforce, the introduction of a new Early Years Foundation Stage and the development of a new graduate level role of Early Years Professional (EYP) are just some of the exciting initiatives that will affect young children and their families, and will have an impact on your own professional development.
Why study Early Years at Northumbria?
You will be part of a wider, well established 'Early Years' community of students, practitioners and tutors and because the Early Years team has such strong links with employers, you will also have opportunities to keep up to date with new developments and engage with fieldwork experience in a range of early year’s settings. In all aspects of this route, you will be encouraged to reflect on, and to understand your own personal and professional development and learning needs.
Disability Studies
Disability Studies is a multidisciplinary part route, which means you will be examining research and theory from psychology, sociology, history and many other subject areas. For example some of your work will focus on issues around disabled people's physical access to their communities and other work will consider the implications of the latest human rights legislation on disabled people.
Why study Disability Studies?
One in ten people have an impairment of some description, one in four have a disabled family member and disability is almost inevitable as we become older. Several years ago legislation was put in place to protect the rights of women and black and ethnic minorities, more recently as a result of pressure from the Disabled People’s Movement similar legislation was developed for disabled people.
Why study Disability Studies at Northumbria?
This is one of the longest and most respected Disability Studies courses in the country, being designed and developed in collaboration with the Disabled Peoples’ Movement. This expanding course is taught by well established academics in Disability Studies. They have a national reputation, publishing widely and conducting research with disabled people, charities, local councils and the NHS. In addition, the core staff have strong links to disabled peoples’ organisations being trustees of local charities run by disabled people. They also edit the international acclaimed Journal Disability and Society.
LEARNING AND TEACHING METHODS
You will be taught in lectures and seminars and through group work, case studies, problem solving exercises, enquiry-based and experiential approaches.
You will develop collaborative teamwork through group work tasks and presentations that you will prepare and deliver. The teaching methods are designed to build upon your existing knowledge and skills and develop your individual learning style and critical reflective abilities.
ASSESSMENT METHODS
We offer you extensive opportunities to engage in tasks that develop and demonstrate your learning and build your confidence and capabilities before you are assessed, and with a continuous flow of formal and informal feedback, including tutor comments on assignments or collaborative project work.
To reflect these principles, the assessment methods are varied and include traditional essays, self- and peer assessment; projects and presentations, all with the aim of developing you as a person who is knowledgeable of the subject area and has an understanding of your own on-going role as learners. There are no examinations on the programme.
We endeavour to develop your abilities to direct your own learning, evaluate your own progress and attainments and support the learning of others.There are opportunities to work collaboratively in teams and to reflect upon your own academic and personal development.
CAREERS
Graduates will have the necessary skills, knowledge and understandings to engage in a wide variety of professional contexts working with children, families and communities. Our graduates are now working in traditional professions such as teaching in schools and Further Education, social work and youth work. Other graduates are attracted to working in healthcare, human resources and the emerging fields within children's services. In addition, some choose to continue to further postgraduate research or professional training.
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Northumbria University has taken reasonable care to ensure that the information published is accurate at the time of publication. However, the University gives no warranty or representation as to the quality, accuracy or completeness of the information.
