Samantha Sutton-Tsang

samantha-sutton-tsang

Senior Lecturer and Course Leader for Foundation Degree in Early Years (Flexible and Distributed Learning)

Children and Families

Contact Details

email: s.sutton-tsang@worc.ac.uk
tel: 01905 855398

Samantha Sutton-Tsang is a Senior Lecturer for the Department for Children and Families within the School of Education, Course Leader for the Foundation Degree in Early Years (Flexible and Distributed Learning), with responsibility of Technology Enhanced Learning (TEL Lead). 

Samantha currently lectures on the BA (hons) Integrated Working with Children and Families and Foundation Degree in Early Years and has previous experience lecturing on the BA (hons) Early Childhood Studies (Professional Practice), FdA Collaborative Working with Children, Young People and Families as well as leading the Early Years Initial Teacher Training (EYITT) programme.

Before joining the Department for Children and Families at the University of Worcester, Samantha taught in an FE college to teach Early Years and Health and Social Care programmes.  Whilst at the college, Samantha was also course leader and delivered the Foundation Degree in Early Years, to enable students on Early Years pathways to progress onto Higher Education within the FE college. 

Samantha is a qualified teacher having previously taught in primary schools, working with children in the Foundation Stage, key stage 1 and key stage 2.  In addition to primary education, she has worked in a range of early years settings during her training and undergraduate studies at the University of Worcester. 

Qualifications

  • BA (hons) Early Childhood Studies with Education Studies
  • PGCE Primary Teaching specialising in Advanced Early Years
  • QTS
  • Postgraduate Certificate in Learning and Teaching in Higher Education
  • MA Education
  • Senior Fellowship Higher Education Academy (2019)
  • Fellowship Higher Education Academy (FHEA) (2017) 

Teaching & Research

Teaching Interests

On the BA(hons)Early Childhood (Professional Practice), Samantha has taught on modules including Transmission to transformation, The developing child in family, community and culture  and has led on the module Curriculum for thinking children.

On the FdA Collaborative Working with Children, Young People and Families, Samantha has taught the module The nature and culture of childhood and adulthood.

On the Top up degree for Integrated Working with Children and Families, Samantha is a module leader and lectures on the Flexible Distributed Learning route and at a partner college.

Samantha also supervises Level 6 students’ independent studies and assesses students’ practice-based learning portfolios on the undergraduate courses. 

Research Interests

  • Technology Enhanced Learning in supporting alternative modes of study, widening participation and making Higher Education accessible to non-traditional learners.
  • The transition from Further Education to Higher Education: student and lecturer perspectives.
  • Working in partnership Further Education Colleges and Higher Education Institutes.
  • ICT and children as learners.
  • The impact and challenges faced by Early Years Initial Teacher Trainees.
  • The impact of Maintained Nursery Schools on sector improvements.

      

Professional Bodies

  • Member of Training, Advancement and Co-operation in Teaching Young Children (TACTYC)
  • Senior Fellow of Higher Education Academy

Publications

Solvason, C., Webb, R. and Sutton-Tsang, S. (2020) Evidencing the effects of maintained nursery schools' roles in Early Years sector improvements. Available at: https://tactyc.org.uk/research/ https://imx07wlgmj301rre1jepv8h0-wpengine.netdna-ssl.com/wp-content/uploads/2020/03/MNS-Research-Report.pdf

Solvason, Webb and Sutton-Tsang (2020) What is left…?: The Implications of Losing Maintained Nursery Schools for Vulnerable Children and Families in England, Children and Society, Available at: https://authorservices.wiley.com/api/pdf/fullArticle/16752045

Solvason, Webb and Sutton-Tsang (2019) What role do maintained nursery schools play in Early Years sector improvements? Available at: https://imx07wlgmj301rre1jepv8h0-wpengine.netdna-ssl.com/wp-content/uploads/2019/11/TACTYC-Occasional-Paper-13.pdf

Sutton-Tsang, S. (2019) Early Years Initial Teacher Training (EYITT): The challenges for recruitment and experiences of trainees and graduates. Nursery World, Management issue, 18 March 2019

 

Gallagher, S. and Sutton-Tsang, S. (2017) ‘Safeguarding: understanding your responsibilities’, in Musgrave, J., Savin-Baden, M. and Stobbs, N. (eds) Studying for your early years degree. St Albans: Critical Publishing, pp.19-171

Malomo, M. and Sutton-Tsang, S. (2017) ‘What next?’, in Musgrave, J., Savin-Baden, M. and Stobbs, N. (eds) Studying for your early years degree. St Albans: Critical Publishing, pp.197-208

Walker, Rosie and Reed, Michael and Sutton Tsang, Samantha (2017) Effect on Students from Attending a University Degree Programme Run in Partnership with Further and Higher Education Institutions. Journal of Further and Higher Education. ISSN 0309-877X Online: 1469-9486

Hodgkins, A. and Sutton-Tsang, S. (2015) Making Practice Visible: The Impact of the FdA in Early Years.  Symposium presented at BECERA conference, MAC Birmingham February 2015.