Master of Education in Primary Education

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The Master of Education in Primary Education is a comprehensive qualification designed for individuals aspiring to become warranted professionals for young learners. This programme equips students with the knowledge, skills, and practical experience needed to excel in teaching children during their formative years, from early childhood through primary education.

The course focuses on developing expertise in Pedagogical Content Knowledge, building on prior academic studies, while also deepening understanding in Educational Context Knowledge and Educational Research and Inquiry. These core areas are closely linked to two hands-on Teaching Practice of 150 hours each in schools, allowing learners to apply their learning in real classroom settings.

In addition to classroom practice, the programme explores broader educational themes and strategies for creating positive, inclusive learning environments that nurture the holistic development of young students. By bridging educational theory with practical experience, the M.Ed. prepares learners to become reflective, inquisitive, and collaborative educators who are committed to promoting inclusive education, democracy, and social justice.

Upon successful completion of the programme and after having practiced the teaching profession for 2 consecutive scholastic years, graduates will be eligible to apply for a teacher’s warrant, qualifying them to teach in schools and embark on a fulfilling career in education.

The core subjects carry 2ECTS each and are assessed through lesson planning, implementation and subject knowledge. Whilst the core subjects each have 10 contact hours, through lesson planning, implementation and a subject knowledge assignment, the learner would be required to carry out an in-depth analysis in order to complete the relevant module. This would also be evidence through the teaching portfolio which is assessed following successful completion of Teaching Practice I and II.

The course focuses on developing expertise in Pedagogical Content Knowledge, building on prior academic studies, while also deepening understanding in Educational Context Knowledge and Educational Research and Inquiry. These core areas are closely linked to two hands-on Teaching Practice of 150 hours each in schools, allowing learners to apply their learning in real classroom settings.
The Master of Education in Primary Education serves as a qualification for those aspiring to further their expertise in the teaching profession and hold a BA qualification in a relevant field as per the entry requirements hereunder. This programme prepares learners to become warranted professionals in primary education by equipping them with expertise in Pedagogical and Subject Content Knowledge (20ECTS) building on their First Degree studies / and /or their work experience within the educational sector, in Content Knowledge, alongside Educational Context Knowledge and Educational Themes and Strategies for Creating Positive Learning Environments (12ECTS), through modules such as Educational Philosophy, Sociology and Philosophy, Leadership Theories, Laws and Regulations, Inclusive Learning Experiences, Equity and Social Justice and knowledge and skills required within today’s classrooms through the module Blended and Online Teaching, Learning and Assessment. Additionally, the course explores broader educational perspectives through skills in Educational Research and Inquiry (8ECTS) that will lead to a Dissertation (30ECTS) of 15,000-20,000 words. These core areas are closely linked to two hands-on Field Placements (with a total of 20ECTS) within schools. During the Dissertation module, learners will be expected to explore, understand, and research the occupational standards and broaden their expertise within the educational industry.

 

By integrating theory with practical experience, this M.Ed. prepares learners to become a warranted reflective, inquisitive, and collaborative educator, committed to advancing teaching and learning in support of democracy and social justice.

This programme is particularly suited for those who are passionate about working with children within a primary educational setting, committed to inclusive and reflective teaching practices, and eager to contribute to the educational development of future generations. The Master of Education in Primary Education is designed for individuals who aspire to become warranted professional educators for young learners. This programme is ideal for:

a)       Graduates Seeking a Teaching Career: Individuals holding a first-cycle degree (Bachelor or equivalent) who wish to obtain the necessary qualifications to teach in early childhood and primary education settings.

b)      Career Changers: Professionals from other fields who are passionate about education and interested in transitioning into teaching, particularly within early childhood and primary school environments.

c)       Education Support Professionals: Learning support educators, teaching assistants, or childcare workers who wish to advance their qualifications and take on the role of a classroom teacher.

d)      Aspiring Educational Leaders and Researchers: Individuals who aim to further their academic pursuits in education, such as pursuing specialized studies, leadership roles, or engaging in educational research.

 

Upon completing the M.Ed. in Primary Education and after having practiced the teaching profession for 2 consecutive scholastic years, learners will be eligible to apply for a teacher’s warrant, fully qualifying them to teach in primary schools and pursue a career within the education sector. Learners who read for the M.Ed. in Primary Education can teach children aged 5 to 11 years.

 

This course leads to the Teaching Profession and serves as part of the requirements to apply for the position of regular teacher. It may also provide access to further studies at MQF Level 8 by providing a strong foundation for further academic advancement, should learners wish to specialize further in the field of education.

The Programme Structure
List of Programme Modules/Units
Ref Module/Unit Title Compulsory (C) or Elective (E ). ECTS MQF Mode of Teaching Mode of Assessment
D.1 Pedagogical and Subject Content Knowledge: PSCK00 GENERAL PRINCIPLES C 6 7 Lectures Presentation on Lesson Planning and Resource Development (50%) & Subject Knowledge Assignment (50%)
D.2 Pedagogical and Subject Content Knowledge:

PSCK01 MATHEMATICS

 C 2 7 Lectures Lesson Plan and Teaching Materials (50%) & Reflective Teaching Practice (50%)
D.3 Pedagogical and Subject Content Knowledge:

PSCK02 ENGLISH

 C 2 7 Lectures Lesson Planning and Implementation (50%) & Subject Knowledge Assignment (50%)
D.4 Pedagogical and Subject Content Knowledge: PSCK03 NATIONAL LANGUAGE (MALTESE/ NATIVE LANGUAGE) C 2 7 Lectures Lesson Plan and Teaching Portfolio (50%) & Written Assignment on Language Teaching Theories (50%)
D.5 Pedagogical and Subject Content Knowledge:

PSCK04 SCIENCE

 C 2 7 Lectures Lesson Planning and Resource Development (50%) & Reflective Portfolio (50%)
D.6 Pedagogical and Subject Content Knowledge:

PSCK05 SOCIAL STUDIES AND ART

 C 2 7 Lectures Lesson Planning and Resource Development (50%) & End-of-module (EMT) test (50%)
D.7 Pedagogical and Subject Content Knowledge:

PSCK 06 PHYSICAL EXERCISE

 C 2 7 Lectures Lesson Plan and Activity Design (50%) & Reflective Report (50%)
D.8 Pedagogical and Subject Content Knowledge:

PSCK07 RELIGION/ETHICS

 C 2 7 Lectures Lesson Planning and Teaching Strategy Application (50%) & End-of-module (EMT) test (50%)
D.9 Educational Context Skills: ECS01 TEACHING PRACTICE I C 10 7 Mentoring/Tutorial Lesson Implementation (50%) & Classroom Direct Observation (50%)

 
D.10 Educational Context Knowledge: ECK01 PHILOSOPHY OF EDUCATION C 2 7 Lectures End-of-module (EMT) test (50%) & Digital Presentation (50%)
D.11 Educational Context Knowledge: ECK02 SOCIOLOGY OF EDUCATION C 2 7 Lectures Written Assignment (50%) & Class Participation and Discussion (20%) & Case Study Presentation (30%)
D.12 Educational Context Knowledge: ECK03 PSYCHOLOGY OF EDUCATION C 2 7 Lectures Written Assignment (50%) & Case Study (50%)
D.13 Educational Context Knowledge: ECK04 LEADERSHIP THEORIES, LAWS AND REGULATIONS C 2 7 Lectures Case Study Analysis (50%) & Presentation (50%)
D.14 Educational Context Knowledge: ECK05 INCLUSIVE LEARNING EXPERIENCES, EQUITY AND SOCIAL JUSTICE C 2 7 Lectures Reflective Portfolio (50%) & Group Project and Presentation (50%)
D.15 Educational Context Knowledge: ECK06 BLENDED AND ONLINE TEACHING, LEARNING & ASSESSMENT C 2 7 Lectures Reflective Journal (50%) & Summative Assignment (50%)
D.16 Educational Context Skills: ECS03 EDUCATIONAL RESEARCH AND INQUIRY C 8 7 Lectures Letter of Intent (30%) & Research Ethics Application (20%) & Research Proposal (50%)
D.17 Educational Context Skills: ECS02 TEACHING PRACTICE II C 10 7 Mentoring/Tutorials Lesson Implementation (50%) & Classroom Direct Observation (50%)
D.18 DISSERTATION C 30 7 Tutoring/ Research Thesis (80%) & VIVA (20%)
3 Total ECTS for Programme Completion 90 ECTS

 

Students have 3 exit points for this qualification:

Exit Point 1 – eur2000:

Postgraduate Certificate in Primary Education

MQF 7 – 30ECTs – Duration 6 months

Completion of Modules D.1 – D.9

The learning outcomes for these modules are the same as those for the equivalent modules within the Master’s Degree.

Learners who exit at this stage will have the option to return to complete the full program later.

Exit Point 2 – eur3000:

Postgraduate Diploma in Primary Education MQF 7 – 60ECTs

Duration 12 months

Competion of Modules D.1 – D.17

The learning outcomes for these modules are the same as those for the equivalent modules within the Master’s Degree.

Learners who exit at this stage will have the option to return to complete the full program later.

Exit Point 3 – eur3500:

Master of Education in Primary Education MQF 7 – 90 ECTs

Duration: 78 weeks + 6 months for completion of Dissertation

Completion of Modules D.1 – D.18

 

 

Programme General Learning Outcomes:

The M.Ed. in Primary Education will empower learners to enter the teaching profession as a reflective, adaptive, and socially conscious educator, committed to fostering positive change within the classroom and beyond. By the end of the M.Ed. programme, learners will be equipped to:

a)       Transform Knowledge into Practice: Apply pedagogical strategies that effectively translate content knowledge into engaging and inclusive learning experiences, addressing the diverse needs of all students.

b)      Master Curriculum, Teaching, and Assessment: Demonstrate a comprehensive understanding of curriculum frameworks, innovative teaching methodologies, and assessment practices, enabling you to create meaningful and positive educational experiences for every learner.

c)       Design Student-Centred Learning Environments: Develop lessons, classroom activities, and educational initiatives that prioritize the well-being of students and their families, fostering a supportive and inclusive learning environment.

d)      Embrace the Transformative Role of Educators: Acknowledge and embody the profound influence teachers have in shaping the lives, aspirations, and future pathways of children and youth.

e)      Advocate for Learners: Fulfil the crucial role of advocating for students, ensuring their voices are heard and their needs are met within the structures, policies, and practices of educational institutions.

f)        Foster Meaningful Teacher-Student Relationships: Cultivate nurturing, respectful, and empowering relationships with students, creating a classroom culture that promotes trust, engagement, and academic success.

g)       Differentiate Educational Support: Defend and implement personalized approaches to teaching, recognizing that each student requires tailored support to reach their full potential.

h)      Understand Education’s Societal Role: Critically examine the political dimensions of education, understanding how state policies and institutional frameworks shape educational practices and outcomes.

i)        Embrace Teaching as a Lifelong Journey: Theorize the concept of “becoming a teacher” as an ongoing process of professional and personal growth, grounded in continuous self-reflection and critical examination of one’s practices and institutional contexts.

j)        Integrate Research into Reflective Practice: Recognize research not only as a means of generating new knowledge but also as an essential part of reflective practice, continually informing and enhancing your development as an educator.

By the end of the programme learners would have achieved the following competences:

i.            Pedagogical Competence: Applying advanced understanding of child development and effective teaching strategies to foster critical thinking and creativity.

ii.            Curriculum Development: Designing and evaluating inclusive curricula that integrate innovative resources, including digital tools, aligned with educational standards.

iii.            Assessment and Evaluation: Utilizing diverse assessment methods to track student progress and inform teaching practices.

iv.            Leadership and Management: Leading classrooms, collaborating with stakeholders, and promoting positive learning environments.

v.            Reflective Practice: Engaging in ongoing professional development and critically reflecting on teaching practices to improve student outcomes.

vi.            Digital Literacy: Integrating technology into teaching and fostering digital literacy among students.

vii.            Inclusive Education: Identifying and addressing diverse learning needs to promote equity and social justice.

viii.            Research and Inquiry: Conducting research autonomously, asserting independence during research to contribute to the advancement of primary educational knowledge and related areas.

 
At the end of the programme the learner will have been exposed to the following:

i.            Child Development Theories: A deep understanding of key theories and principles of child development and how they influence learning in primary education.

ii.            Curriculum Design and Implementation: Knowledge of how to design, develop, and implement effective curricula that cater to the diverse needs of primary school students.

iii.            Assessment and Evaluation Methods: Understanding various assessment tools and techniques to measure student progress, identify learning gaps, and inform instructional strategies.

iv.            Inclusive Education Practices: Awareness of strategies and approaches for creating inclusive learning environments that accommodate all students, including those with special educational needs.

v.            Digital Literacy in Education: Knowledge of how to effectively incorporate digital technologies into teaching and learning, enhancing both student engagement and educational outcomes.

vi.            Educational Leadership: An understanding of leadership theories and practices to manage and lead within educational settings, supporting professional development and fostering collaborative environments.

vii.            Research Methods in Education: Knowledge of research methodologies and their application in educational practice, enabling learners to conduct studies that contribute to the field of primary education.

viii.            Educational Policy and Legislation: Familiarity with local and international educational policies, laws, and frameworks that impact primary education practices.

 
Learners will acquire the following specific skills:

i.            Curriculum Development: The ability to design and implement effective and engaging curricula that address the diverse needs of primary school students.

ii.            Assessment Design and Analysis: Proficiency in creating and applying various formative and summative assessments to evaluate student progress and inform instructional decisions.

iii.            Inclusive Teaching Practices: Skill in adapting teaching methods and materials to meet the needs of all learners, including those with disabilities or learning differences.

iv.            Classroom Management: Competence in creating and maintaining positive and productive learning environments, managing classroom behaviours, and promoting student engagement.

v.            Integration of Technology: Ability to effectively integrate digital tools and platforms into teaching and learning processes to enhance student engagement and achievement.

vi.            Critical Reflection: Skill in critically evaluating and reflecting on one’s own teaching practices, identifying areas for improvement, and engaging in continuous professional development

vii.            Collaborative Leadership: Capability to work collaboratively with colleagues, parents, and the wider community to support student learning and contribute to the development of the educational environment.

viii.            Educational Research: Proficiency in conducting and applying research within the context of primary education, contributing to evidence-based practices and educational innovation.

ix.            Problem-Solving and Decision Making: Ability to identify challenges in the educational setting, develop effective solutions, and make informed decisions to improve student learning outcomes.

x.            Identify AI tools for educational professional and understand best practices to implement AI effectively within the classrooms.

 

Pre-Tertiary Certificate for the Early Years Educator MQF Level 4

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Overall Programme Description:

The course is intended to prepare learners to work with children in numerous situations, including childcare centre for either the private or public sector. The qualifications provide the theoretical knowledge and understanding of child development and education and in addition to this the learner will at the end of the course have the needed skills to be able to work effectively in a childcare scenario, this is necessary for working with children in a variety of job roles and settings and will enable learners to apply this knowledge in practical environments.

If the learner wishes to have a supervisory or management role further courses are available on completion of this course, these courses will be at Level 5 on the MQF framework.

The qualifications aim to allow learners to:

•        Develop an in-depth knowledge and understanding of child development, education,

•        Health and safety of children and the value of play

•        Develop their professional skills and vocationally appropriate competence.

•        Implement, evaluate, and reflect on professional practice.

•        Develop understanding of inclusive practice and value diversity.

Upon completing tis program the learner will have the competence to:

  • Plan, implement, and evaluate developmentally appropriate and inclusive activities that support the holistic development of children aged 0-8 years.
  • Communicate effectively with children, families, and colleagues using verbal, non-verbal, and written communication, adapting to diverse cultural and linguistic needs.
  • Create safe, healthy, and secure environments for children by adhering to regulatory standards and applying effective risk management strategies.
  • Support children’s physical, cognitive, emotional, and social development by applying child development theories in practice.
  • Observe, assess, and document children’s progress to identify developmental needs and plan tailored interventions.
  • Promote positive behaviour in children through supportive strategies that encourage self-regulation and social skills while addressing challenging behaviours constructively.
  • Build inclusive learning environments that accommodate and respect cultural, linguistic, and individual differences, ensuring equitable access to education.
  • Collaborate with families and community resources to engage them as active partners in children’s learning and development.
  • Reflect on their professional practice to continuously improve skills, adapt to new challenges, and contribute to the goals of the early years setting.
  • Use digital tools effectively to enhance learning, communication, and administrative tasks while ensuring safe and age-appropriate technology use in early years settings.
The learner will be able to understand:

a.     Developmental Milestones: Understand the key developmental milestones in early childhood, including cognitive, social-emotional, physical, and language development.

b.    Theoretical Foundations: Demonstrate knowledge of major theories and research in early childhood education, including those by Piaget, Vygotsky, Erikson, Montessori, and others.

c.     Curriculum Models: Identify and explain various early childhood curriculum models and pedagogical approaches, such as Montessori, Reggio Emilia, Waldorf, and HighScope.

d.    Health and Safety: Understand the principles of health, safety, and nutrition in early childhood settings.

e.     Diversity and Inclusion: Comprehend the importance of diversity and inclusion in early childhood education and strategies for implementing inclusive practices.
The learner will be able to effect:

a.     Observation and Assessment: Develop skills in observing and assessing children’s development and learning using various methods and tools.

b.     Curriculum Planning: Plan and implement developmentally appropriate and culturally responsive curriculum and activities for young children.

c.     Classroom Management: Apply effective classroom management strategies to create a positive and nurturing learning environment.

d.     Family Engagement: Develop strategies to engage families in their children’s education and build strong home-school partnerships.

e.     Instructional Techniques: Utilize a variety of instructional techniques to support learning across different developmental domains.

f.       Technology Integration: Integrate appropriate technology into the early childhood classroom to enhance learning and engagement.

Course Content:

This course is made up of  15 study units. There is a Practice Placement of 500 hours. 

Section C – The Programme Structure
1 List of Programme Modules/Units
Ref Module/Unit Title Compulsory (C) or Elective (E ). ECTS MQF Mode of Teaching Mode of Assessment
1.     Develop and Promote Positive Relationships

 

 C 3 4 Lectures/discussions REFLECTIVE JOURNAL

 
2 : Pedagogies of Early Years Education

 

 C 5 4 Lectures/discussions Assignment
 

3: The Emergent Curriculum in Eary Years: preparation and Application

 C 5 4 Lectures/discussions Assignment
4.     Develop and Maintain a Healthy, Safe and Secure Environment for Children

 

 C 3 4 Lectures/discussions REFLECTIVE JOURNAL

 
5.     Promote Childrens Development

 

 C 6 4 Lectures/discussions PRESENTATION

 
6.     Reflect on and Develop Practice C 2 4 Lectures/discussions MULTIPLE CHOICE TEST

 
7.     Protect and Promote Childrens Rights

 

 C 2 4 Lectures/discussions REFLECTIVE JOURNAL

 
8.     Support Children with Disabilities or Special Educational Needs and Their Families

 

 C 2 4 Lectures/discussions REFLECTIVE JOURNAL

 
9.     Meet Regulatory Requirements in the Childcare Setting

 

 C 2 4 Lectures/discussions REFLECTIVE JOURNAL

 
10. Plan and Implement Positive Environments for Babies and Children Under 3 Years

 

 C 2 4 Lectures/discussions MULTIPLE CHOICE TEST

 
11. Provide Physical Care that Promotes the Health and Development of Babies and Children Under 3 Years

 

 C 2 4 Lectures/discussions MULTIPLE CHOICE TEST

 
12. Create Environments that Promote Positive Behaviour

 

 C 2 4 Lectures/discussions MULTIPLE CHOICE TEST

 
13. Maintain and Develop a Registered Childcare Service

 

 C 2 4 Lectures/discussions REFLECTIVE JOURNAL

 
14. Deliver Services to Children and Families who are Bilingual or Whose Preferred Language is not Maltese or English

 

 C 2 4 Lectures/discussions REFLECTIVE JOURNAL

 
15. Practice Placement

 

 C 20 4 Work-based learning Professional discussion/

ORAL EXAM
2 Total ECTS  

60 ECTS
3 Total ECTS for Programme Completion 60 ECTS

 

Undergraduate Certificate in Early Years Education, Management and Care MQF Level 5

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Programme description:

This diploma programme Early Childhood Education and Care is intended to equip practitioners with the knowledge, competencies and skills needed to work in the modern world of early childhood education.

This course looks at various pedagogical models, theories and views. Not only does the programme look at early years from a micro level but also at the wider context of early years as an important part of society.

The programme equips learners with knowledge about promoting positive behavour, fostering literacy skills, management in early years, policies and procedures, problem solving and quality provisions. It also considers technological advances, the needs of a diverse society, the importance of being culturally sensitive among other topics.

The programme offers the leaners to explore how to help young children develop their literacy skills, learn language, use play to engage children, adopt the outdoors as an extension of the setting and by focusing on the diverse needs of each child. This programme will give confidence to the learner who in turn will become more professional in the work of an early years’ practitioner.

Early years is crucial period in every child’s life and therefore having professionals to work with children is important. The programme will help develop attitudes and character of learners who in turn will transmit positive energy and motivation to the young learners. By understanding historical perspectives, the rights of the child, the need to work with parents and other professionals, the programme will equip the practitioners will skills to call on others if and when required in the best interest of the child.

The programme aims to provide practitioners with the knowledge, skills and competences to provide quality service in the field thus contributing to a more profession sector working in early years. It also encourages practitioners to engage in research and development in the area of early years.

Learning outcomes:

The aim of the course is to provide students with sound pedagogical knowledge which will help them understand how young children learn and how to individualise learning to meet the individual interests, aptitudes, characteristics and contexts of children. Moreover, throughout the course the students will be exposed to a wide range of skills, including planning, observation, documentation, assessment and reflective practice, which are needed when one is working with young children. The study-units are focused to introduce students to professional, philosophical and pedagogical issues across different disciplines, with the aim to equip them with the knowledge, skills and competences needed, including:

1. Establishing care routines

2. Collaboration with team members

3. Support well being in children

4. Reflect and evaluate practices

5. Manage in an early years setting, assessing the strengths and the weaknesses of team members, promoting positive behaviour, lead by example and carry out professional discussions

6. Analyse and understand behaviour in early years

7. Lead and support communication both internally and externally

8. Understand the importance of play to promote speech, language and communication development and analyse various methods.

9. Create and foster an enabling environment to promote learning and development

10. Understand transitional effects on children

11. Promote literacy skills in the early years

12. Promote mathematical development in the early years

13. Understand child protection laws and safeguarding policies and procedures

14. Abide by current protective legislation

15. Understand and mitigate health and safety risks and develop foresight

16. Advocate for equality, diversity and inclusion in the early years

17. Combat discrimination, examine policies and procedures and judge the efficacy of current systems in place

18. Promote CPD in the early years

19. Ensure effective record keeping and collaboration in the early years.

How the course is delivered:

The taught element of this course is made up of 10 modules including a practice placement.

At the start of the course, learners are given access to the institution’s VLE where every student is to create his/her personalised password-protected account. This online portal is utilized as a direct link between student, teacher and institution. Here lecturer upload resources for students, and students upload work assigned. The portals are also used for attendance records and gradebooks. Moreover, they provide for a direct news portal and means of communication between students and teachers or institution. Tuition and online one-to-one assessments/orals take place via the platform ZOOM. Online classes are delivered in real-time so that students are able to bring forth queries and teachers can offer feedback. Where it comes to timed assessments, these continue to be taken via the online portal and invigilated via the ZOOM platform.

Practice placement will be conducted at the learner’s place of work, hence within the school where s/he is already employed, in the event that the learner is not employed, hours will be carried out on a voluntary basis. The learner will be required to validate 180 hours of practice placement. When on sick leave, missed hours would need to be compensated.

Career Progression:

The course takes into consideration the National Standards in Early years.

This course is meant to satisfy the requirements called for by the Call for Applications issued by the Ministry for Education.

The course is intended for students who want to pursue further studies in early years or students who want to work as childcare centre managers.

Upon completion of this course, learners will be able to apply for the Level 5 Diploma Early Childhood Education and Care (ECEC) (Top-Up) (15 ECTS) Course, to have 60 ECTS credits. Upon successful completion, learners would have achieved the requisite 60 credits to be eligible to apply for Bachelor of Arts in Early Childhood Education and Care (honours top-up degree) (BA ECEC) (MQF 6, 120 ECTS)

The Programme Structure 

The Total Learning Hours is 1125 hours, out of which 185 are Contact Hours and 180 are Placement Hours.
Module/Unit Title

 

 

 

 

 

 

 

  

Compulsory (C)  or Elective (E)

 

 

  

ECTS

(Figures must be whole integers and with a value of at least 1 ECTS)

 

  

MQF Level
of each module

  

Mode of Teaching

 

(Lectures, workshop, placement, asynchronous, forums, VLE, etc.)

 

 

 

 Mode of Assessment

 

(Examination, assignment, project, blog, etc.)

 

 

 

 
1. Manage and promote well being and establishing care routines in the early years  

 

C

 4 5 Lectures Presentation + reflective journal
2. Manage and organise activities and experiences to promote children’s speech, language and positive behaviour  

 

 

C

 4 5 Lectures Presentation and Reflective Journal
3. Understand and lead children’s early education and development from birth to 7 years  

 

C

 4 5 Lectures Assignment
4. Developing children emergent literacy skills  

C

 3 5 Lectures Assignment
5. Developing  children emergent mathematical skills  

C

 3 5 Lectures Assignment
6.     Develop policies and procedures to manage risk including the safeguarding of children in the early years setting  

 

C

 4

 

 5 Lectures Presentation and Reflective Journal
7.     Champion equality, diversity and inclusion  

C

 3 5 Lectures Assignment
8.     Team management, partnership building and professional development  in the early years  

 

C

 6 5 Lectures Presentation and Reflective journal
9.     Quality provision including the development and use of records and reports  

 

C

 4 5 Lectures Assignment
10.  Practice Placement C 10 5 Work place

Learning

 Portfolio and Oral Exam
 Total ECTS  45 ECTS
 Total ECTS
for Programme Completion 		 45 ECTS

Bachelor of Arts in Early Childhood Education and Care (Honours Top -Up Degree) (BA ECEC) (MQF 6, 120 ECTS)

/in /by
Future Focus has been involved in Early Childhood Education for over 25 years. This BA programme in Early Childhood Education and Care is intended to equip practitioners with the knowledge, competencies and skills needed to work in the modern world of early childhood education. In fact the programme introduces topics such as robotics, emotional intelligence and other subjects in the Early Years.

Aim of the Course:

The aim of the course is to provide students with sound pedagogical knowledge which will help them understand how young children learn and how to individualise learning to meet the individual interests, aptitudes, characteristics and contexts of children. This course aims to prepare those working in an educational setting in the area of Early Years particularly for those planning to become KG3.

Target audience:

This course is available for persons aged over 18 years. There is no upper age limit. It aims to prepare those working in an educational setting in the area of  Early  Years particularly for those planning to become KG3. The target audience is learners holding MQF level 5 certificates as Senior Practitioners in Early years and the top up programme and have therefore already completed 60 ECTS credits in the field. This programme is for those working (in employment on a full time or part time basis) or planning to work (carrying out voluntary hours) with children between the ages of 0 and 7 years and who have an interest in working and promoting high standards in early years.

Applicants must hold a clean police conduct and are to submit a copy of the fedina penali to the work place mentors before commencing the work placement component of this course.

Persons of all ages over the age of 18 can apply including mixed genders, gender neutral persons, people of different race, religion and culture are welcome to enrol for this course. This is in line with Maltese equality laws.

Course Overview: 

This course looks at various pedagogical models, theories and views. Not only does the programme look at early years from a micro level but also at the wider context of early years as an important part of society.

The programme equips learners with knowledge about legal aspects impacting on the work of the early years’ practitioner. It also considers technological advances, the needs of a diverse society, the importance of being culturally sensitive among other topics.

The programme offers the leaners to explore how to help young children solve Mathematical problems, learn language, use play to engage children, adopt the outdoors as an extension of the setting and by focusing on the diverse needs of each child. This programme will give confidence to the learner who in turn will become more professional in the work of an early years’ practitioner.

Early years is crucial period in every child’s life and therefore having professionals to work with children is important. The programme will help develop attitudes and character of learners who in turn will transmit positive energy and motivation to the young learners. By understanding historical perspectives, the rights of the child, the need to work with parents and other professionals, the programme will equip the practitioners will skills to call on others if and when required in the best interest of the child.

Throughout the course the students will be exposed to a wide range of skills, including planning, observation, documentation, assessment and reflective practice, which are needed when one is working with young children. The study-units are focused to introduce students to professional, philosophical and pedagogical issues across different disciplines, with the aim to equip them with the knowledge, skills and competences needed, including:

•a deep understanding the diversity of young children’s growth and development

• developing an understanding of the impact of the social, cultural and life experiences on children’s learning and development

• a broad pedagogical knowledge to understand how young children learn

• the ability to plan, develop and implement developmentally appropriate activities that are based on their interests through the most effective way; therefore applying theory to practice;

• an understandingof a range of professional issues which impact directly on the management of and relationships amongst a group of learners

• a deep understanding of the ethical issues implicit in the professional role

• a commitment to social justice and democratic participation in an education where children’s rights, voices and an ethics of care are valued

• an understanding that teaching and learning are complex processes that involve working with multi-disciplinary professionals, parents and multiple practitioners

• an acquisition of specialised knowledge of early childhood education-related aspects of the following areas: Psychology, Pedagogy, Professional Practice, Creative Activity, and Professional Issues.

• Use theoretical and practical knowledge to make evidence informed judgements• Critique theoretical ideas

• Recognize best practice

• Use own initiative when dealing with social and ethical issues• Communicate complex ideas and understanding

The programme aims to provide practitioners with the knowledge, skills and competences to provide quality service in the field thus contributing to a more profession sector working in early years. It also encourages practitioners to engage in research and development in the area of early years.

Method of Delivery & Resources:

The programme will be delivered online. The work placement will take place in kindergartens licenced by the Directorate for Quality and Standards in Education in Malta or their counterparts abroad. The delivery will be monitored by the programme leader under the directorship of the head of the institution. Mentors will be recruited and can be employers and/or colleagues of the students. However, mentors cannot mentor students at the same place of work because of potential conflict of interest. Future Focus has a conflict of interest policy in this regard and this will be applied. To clarify further an employer can be a mentor but not of his employees so the mentor can mentor students working in another place of work.  Official meetings with the mentors are held on a regular basis and communication is normally electronic (via zoom/teams).The course will be delivered via zoom https://zoom.us/join and students will have access to our online portal.The taught modules will be delivered using the following methods:

  • Online synchronous lectures which mainly constitute of explanations, highly informative presentations followed by class discussions and case studies which engage all participants in learning through critical thinking and verbal interaction.
  • Self-directed study through online research and the Future Focus online platform where relevant course material is made available for students.

Tutors with a breadth and depth of knowledge, understanding and skills developed through experience in the field, provide for interactive and collaborative teaching methods promoting shared enquiry. Individual and group tutorials with emphasis on formative feedback will support learners to successfully complete the course. Learners will have the opportunity to discuss approaches with other experienced practitioners.

Students also undergo an induction session at the start of every course and this includes explanations on how to use the digital means of delivery of lessons and of the online institutional platform.

At the start of the course, learners are given access to the institution’s VLE where every student is to create his/her personalised password-protected account. This online portal is utilized as a direct link between student, teacher and institution. Here lecturer upload resources for students, and students upload work assigned. The portals are also used for attendance records and gradebooks. Moreover, they provide for a direct news portal and means of communication between students and teachers or institution.

Classes for this course are twice a week, in the evenings via zoom, which would classify this course as a full time course.

The Programme Structure:

Modules 1 to 7  together make 60 ECTS credits. These shall be done in the First Year (2 sessions of 3 hours each, for a total of 6 contact hours per week). Future Focus has 4 semesters; spring, summer, autumn and winter. The students will be expected to complete 1 or 2 module per semester as indicated in the modules hereunder. The practice placement component will not be tied to a specific semester. The student will organise this module with the host organisation. Students can start the practice placement after the 3rd semester in year 1 and must complete the hours before submitting the dissertation.

Modules 8 to 16 together make another 60 ECTS credits. These shall be completed in the Second Year of Studies (2 sessions of 3 hours each, for a total of 6 contact hours per week).

The Total Learning Hours is 3000 hours, out of which 434 are Contact Hours and 510 are Placement Hours.
Module/Unit Title 

 

 

 

 

 

 

  Compulsory (C)  or Elective (E)

 

 

  ECTS

(Figures must be whole integers and with a value of at least 1 ECTS)

 

  MQF Level
of each module		  Mode of Teaching

 

(Lectures, workshop, placement, asynchronous, forums, VLE, etc.)

 

 

 

 Mode of Assessment 

(Examination, assignment, project, blog, etc.)

 

 

 

 
SU1: Academic Skills in the Early Years C 6 6 Lectures Test +Reflective Journal
SU2: Legal Aspects for the Early Years Practitioner including safeguarding and child protection.  C 6 6 Lectures Test+ Presentation 
SU3: Child Development C 18 6 Lectures Assignment + Reflective Journal + Presentation
SU4:  The Emergent Curriculum and modern methodologies as tools for the Early Childhood Practitioner  C 6 6 Lectures Reflective Journal + Assignment
SU5: Mathematics in the Early Years C 4 6 Lectures Test + Reflective Journal
SU6: The Great Outdoors for the Early Years Practitioner 

 

 C 4  6 Lectures Reflective Journal + Presentation
SU7: Practice Placement 1 C 16 6 Work place Learning Portfolio + oral exam
SU8: Language and Literacy including the use of Content Language Integrated Learning (CLIL) in the Early Years  C 6 6 Lectures Presentation and reflective journal
SU9: Science and Technology including Robotics in the Early Years C 6 6 Lectures Assignment
SU10:  Research Methods and Analysis C 8 6 Lectures Assignment
SU11: Digital Literacies to support language and other development  C 4 6 Lectures Presentation
SU12: Preparing for school and other important transitions affecting children aged 0-7 years C 4 6 Lectures Assignment
SU13: Leadership in Early Years C 4 6 Lectures Assignment
SU14: Social Policy and Social Pedagogies C 6 6 Lectures Assignment
SU15: Practice Placement 2 C 10 6 Work based learning Portfolio + Oral Exam
SU16: Long Essay C 12 6 Tutoring Research Long Essay
 Total ECTS 120 ECTS    
 Total ECTS
for Programme Completion		 120 ECTS

Level 5 Diploma Early Childhood Education and Care (ECEC) (Top-Up) (15 ECTS)

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The overall objectives of this program shall be those of producing well-trained professional staff who have the knowledge and understanding of how young children learn and develop. This is an important quality factor and a crucial element for positive impact on children. The aim of the Level 5 Diploma ECEC (Top-Up) is to help professionalise the early years sector, by providing early years learners with the necessary knowledge, skills, competences and dispositions to work with young children. This program will also enable the learners to develop their notion of what it means to be an early years’ professional.

This course is targeted for:

  • Any person who seeks to further studies to become a Kindergarten Educator II (KGE II)
  • Graduates of the Level 5 Diploma ECEC (Top-Up) will have the necessary skills, competences and qualifications to work with children aged 3 – 5 years old, in kindergarten settings within schools at KG2 level

Entry Requirements

In order to be eligible for entry into this Level 5 Diploma ECEC TopUp course (15ects) learners must hold a Level 5 Diploma for the Early Years Senior Practitioner which carries 45ects or the NCFE CACHE Level 5 ​Diploma in Leadership for Health and Social Care and Children and Young people’s Services (England) ​Children’s and Young People’s Management 45ects. Both courses together will make up for the required 60ects to progress to KG2.

Course objectives – knowledge, skills and competences

 

The learner will be able to:

  1. Acquire sound pedagogical knowledge which will help them understand how young children learn
  2. Individualise learning to meet the individual interests, aptitudes, characteristics and contexts of children
  3. Develop a wide range of skills, including planning, observation, documentation, assessment and reflective practice, which are needed when one is working with young children
  4. Gain good knowledge of professional, philosophical and pedagogical issues across different disciplines, with the aim to be equipped with knowledge, skills and competences needed

 

Moreover, the learner will be able to:

  1. Understand the diversity of young children’s growth and development
  2. Develop an awareness of the impact of the social, cultural and life experiences on children’s learning and development
  3. Acquire broad pedagogical knowledge to understand how young children learn
  4. Develop the ability to plan, develop and implement developmentally appropriate activities that are based on their interests through the most effective way; therefore applying theory to practice
  5. Adopt an awareness of a range of professional issues which impact directly on the management of and relationships amongst a group of learners
  6. Grasp an array of skills, attitudes and dispositions to become competent and committed professionals through the practical aspects of the course
  7. Assume an awareness of the ethical issues implicit in the professional role
  8. Embrace a commitment to social justice and democratic participation in an education where children’s rights, voices and an ethics of care are valued
  9. Develop an understanding that teaching and learning are complex processes that involve working with multi-disciplinary professionals, parents and multiple practitioners
  10. Achieve an acquisition of specialised knowledge of early childhood education-related aspects of the following areas: Psychology, Pedagogy, Professional Practice, Creative Activity, and Professional Issue

The Diploma will be taught over a variety of methods that include lectures, tutorials, observations and practice placement where learners will have the opportunity to experience first-hand working with young children in school contexts.

This course is made up of 6 modules. There are 5 taught modules which are delivered via online synchronous lectures, and 1 module consisting of practice placement hours of hands-on practice undertaken by the learner at his/her workplace. This Diploma in ECEC carries 15ects.

Every Module will be assessed by a set of multiple choice questions on content covered in that module. At the end of the course, a one-to-one professional discussion will be organised to complete the virtual assessment component. 

Practice Placement

Here learners need to conduct 50 hours in the early years division. The practice placement can be conducted at the learner’s place of work, hence within the school where s/he is already employed as KGE or in a school where the placement is being carried out. When on sick leave, missed hours would need to be compensated. This will consist of hands-on practice undertaken by the learner within the duration of the course. Such hours are a mandatory part of the course.

The Total Learning Hours is 375 hours, out of which 65 are Contact Hours and 50 are Placement Hours.