Modules - All Routes

This module aims to develop an understanding of how children acquire and develop key skills i communication, language, literacy and mathematics. It explores theoretical perspectives, pedagogical approaches and practical strategies to foster a lifelong love of language and numeracy. The module will examine the role of educators, parents, and wider society in shaping children's experiences with communication, reading, writing and mathematics.

This module will develop your knowledge of research methods, as appropriate to education, and how they are applied in the field. The module will engage students in reflections and support the development of student inquiry. The module will support you to engage in the processes necessary to write an academic research proposal for consideration and adaptation at Level 6.

This module provides students with the opportunity to engage with professional practice in the children, young people, and families sector. Through placement experiences, students will develop and apply key skills in practical settings. The module emphasises the transferability of these skills, enabling students to adapt them to a range of roles and professional environments. By focusing on skill development and consistent practice, the module helps students build a solid foundation for a wide range of future careers.

Choose one of the following:

1. Professional Placement (40 Credits) Optional

This module provides a structured, university-level work placement for 4, 5 or 7 weeks as one continuous block / period with a placement provider (i.e. a local employer from the private, public, or charitable sector). It is designed to enhance your professional skills in a real-world job setting.

The placement can either be organised by you or with support from university staff.

All work placements within this module must be university-level; this means:

  • Undertaking high-skilled work commensurate with level 5 study (e.g. report writing, attending meetings, delivering presentations, producing spreadsheets, writing content on webpages, social media, marketing services/products etc)
  • Physically placed (albeit part of it can be hybrid) within an employer setting in one continuous block / period for 4, 5 or 7 weeks for a minimum of 140-147 hours over the course of the entire work placement
  • Where applicable, your existing part-time employer can be approached/used as the placement provider, if the high-skilled work criterion above is fulfilled for the full duration of the placement.
  • All quality assurances/agreements provided by the University are adhered to, by you and the employer.

The work placement context may not necessarily, reflect your degree discipline per se, but rather, it will give you an enriched experience to enhance your professional skills in a real-world job setting.

2. Term abroad (40 Credits) Optional

3. One of the following Language options:

 

 

 

 

Advanced Language Development and Global Sustainability (40 Credits) Optional

The module will provide the opportunity to further develop your language skills, building on your previous learning at advanced level. The second half of the module includes a placement abroad or, alternatively, a project on a sustainability issue in a target language country. The first half of the module will prepare you for placements abroad where appropriate as well as a deeper understanding of sustainability in target language contexts.

Developing Intercultural Literacy and Cross-Cultural Skills (40 Credits) Optional

  • The multiple facets of global citizenship
  • Ethical engagement and practice
  • The United Nations Sustainable Development Goals
  • Cross-cultural issues and sensitivity
  • Intercultural communication
  • Culture shock
  • Cultural adjustment
  • Self- assessment of needs: identification of the range of transferable skills, competencies and attitudes employees need and employers expect graduates to possess-with a strong focus on understanding the intercultural competencies (ICC) needed to live and work abroad.
  • Critical analysis/evaluation of individual requirements in relation to culture/cultural adjustment/culture shock/visas/medical.
  • Critical analysis/evaluation of skills already acquired in relation to key skills related to ICC.
  • Devising strategies to improve one’s own prospects of working abroad in the future.
  • Devising an action plan to address gaps in transferable skills based on organisational analysis and sector opportunities.

Experiential Overseas Learning (40 Credits) Optional

Preparation for Experiential Overseas Learning will take place at the University of Chester during level 5 and will include:  

  • The multiple facets of Global citizenship
  • Ethical engagement and practice
  • Cross-cultural issues and sensitivity
  • Intercultural communication
  • Theories, models and strategies of learning

Theories and models Intercultural competence

  • Theories and models of Integration and Multiculturalism
  • Critical thinking skills and models of Reflection
  • Experiential learning models
  • Self-directed experiential learning

Personal and placement-related skills

  • Enhanced independence
  • Improved command of multicultural behaviour
  • Increased knowledge and confidence in their individual facets of personal identity
  • Effective time management and organisational skills
  • Project management – working away from University and independent study
  • Self-management and personal development
  • Team building and team work

Part B: Overseas

Students will engage in experiential learning activities overseas for at least 150 hours.

Post Beginner Language Development and Global Cultures (40 Credits) Optional

The module will provide the opportunity to further develop your language skills, building on your previous learning at beginner level. The first half of the module includes intensive taught sessions in interactive workshop mode which will prepare you for placements abroad or self-directed language development. The second half of the module includes a placement abroad or, alternatively, a project on a cultural issue in a target language country. 

Upper Intermediate Language Development and Global Employability (40 Credits) Optional

The module will provide the opportunity to further develop your language skills, building on your previous learning at intermediate level. The first half of the module includes intensive taught sessions in interactive workshop mode which will prepare you for placements abroad or self-directed language development. The second half of the module includes an placement abroad or, alternatively, a project on a business or tourism issue in a target language country. 

 

Or you can choose ONE of the following:

  • University Placement Year Optional
  • Subject Placement Year Optional
  • International University Placement Year Optional

Modules - Early Childhood Studies Route

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 explores the health and wellbeing of children from conception to 8 years of age. The module critically examines current agendas and policy drivers, equipping students with the knowledge to address challenges and promote healthy lifestyles and inclusive practices. The module prepares students to support the wellbeing of children and their families in diverse professional contexts.

Modules - Primary Education Route

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 educational settings will also be explored.

This module aims to deepen students’ understanding of the role of health and wellbeing in primary education. It examines the connection between physical and mental health and children’s academic, social, and emotional development within the primary school setting. The module encourages future educators to adopt a holistic approach, addressing the physical, emotional, and social needs of children to support their health and overall wellbeing.