Early Childhood Studies Foundation Degree

Who is this course for?

Childcare practitioners who are already level 3 equivalent and who are working within the sector.

What will I do on the course?

Relate current research to everyday practice and analyse the effects on how children develop and learn.

What qualifications do I need?

Relevant Level 3 Childcare qualification.

When does the course start?

September

Where is it held?

Tamworth and Cannock campuses

How long does the course last?

3 years

What does it cost?

Please enquire

What could I do after completing the course?

Become a manager of a childcare setting, compelete a BA hons course, specialize in special needs or primary teaching.

How will I be assessed?

There are many different methods of assessment throughout the course some of which include: written assessments; presentations, both individual and group; film making; portfolios and poster presentations.

What equipment will I need?

Paper and pen

Are there any additional costs?

No

Employability

This programme is central to the Governments desire to create a professional workforce and a distinct career structure for those working in child care and education. The programme will offer students the possibility of career enhancement including the opportunity to apply for Advanced Practitioner Status having shown a commitment to continuing professional development and compliance with Ofsted recommendations for senior post holders.

NVQ Assessors Awards Teaching FE:

• DTLLS
• CTLLS National Professional Qualification in Integrated Centre Leadership BA/BA (hons Social work/ Education)
• Nursing
• BA/BA (hons) Top-up
• Early Childhood Studies/Teaching Assistants/ Education

Teaching:

• Registered Teacher Programme (RTP)

Employment:

• Family/children centres, care support, educational admin and management, playwork, learning support etc. Employment outside the vocational area Early Years Professional Status (pre-requisite ordinary degree)
• Foundation Degree (Arts) Early Childhood Studies (On successful completion of level two)
• Certificate in Higher Education Early Childhood Studies (On successful completion of level one)

(Note: Entry to teacher training will require each applicant to have GCSE English/Maths/Science at level C or above, prior to application. Entry to EYPS will require candidates to have English and Maths at GCSE level C or above. Entry requirements for other vocational degrees (nursing, social work) will vary according to the HE provider). It is important for you to develop a range of core skills as part of your award. These are the types of skills that you need to progress in most types of career. Transferable ones are those which, when learnt here, can be used in a different situation or job (hence transferable). Consequently, you will be introduced to a wide range of both subject-specific and transferable skills at all levels including: Employment skills; Reflective practice; Communication; Leadership and management; ICT Skills; Problem solving; Organisational skills and Research and information skills. Indeed approx. 50% of learners at the end of our early years Foundation Degree decide to continue their studies with most completing the BA Honours top up award.

Accreditation

The Foundation degree is accredited by Staffordshire University. The grade points that you receive for each individual assessment will be used to determine the overall grade point that you are awarded for each module by the appropriate Assessment Board. As well as being marked by the module tutor, students' work at Level 5 is also 'internally moderated' (sample second marked, including all fails and firsts) as well as 'externally moderated' by a subject based 'external examiner' – always someone who is an expert in the field, and usually a senior academic at another university. The external examiner is responsible for ensuring that the marking is appropriate across the range of modules comprising a particular subject area, and that the standards achieved by students on those modules are comparable with those of students on similar awards at other universities, as well as with the level and subject benchmarks established at national level. Assessment Boards, attended by the relevant external examiner(s), confirm the marks for all modules in the programme. The Progress Review Board looks at credit profiles by individual students, and may invite students who have failed any modules at that point of the academic year to resubmit/resit the assessment(s) in due course. The Award Board confirms the module marks achieved by each student and determines the date by which any failed modules must be recovered.

Assessment

Assessments are designed to be interesting, relevant and contemporary, with the aim of enhancing personal and professional development, while also evaluating performance. Assessments match learning outcomes within each module and the overall pattern of assessment matches the overarching learning outcomes of the full award. The variety and flexibility of the assessment strategy is designed to offer the student the opportunity to develop a number of intellectual, research, practical and employability skills. In developing the assessment strategy consideration has been given to the overall assessment workload in order to ensure this is fair. Students will also obtain formative assessment via peer and tutorial review of a number of theoretical and practical tasks. In order to provide formative assessment and feedback award modules will employ one or more of the following methods:



A wide range of summative assessment is included on the FdA in Early Childhood Studies:

• 
  
  
• Study Skills - 50% Assignment Report - 50% Reflective Log
• Current Issues in Child Health and Wellbeing - 75% Assignment Report - 25% Presentation
• Child Development and Young Children Learning - 50% Assignment Report - 50% Examination
• Early Years Curriculum - 100% Assignment Report
• Planning, Play and Assessment for Quality Provision - 100% Portfolio
• ICT to Support Children's Learning - 100% Portfolio
• Safeguarding and Promoting Children's Welfare - 80% Assignment Report - 20% Case Study Planning
• Diversity and Inclusion - 100% Independant Research
• Resource Management - 100% Case Study
• Making Sense of the World - 100% Case Study
• Communication, Language, Literacy and Numeracy - 50% Assignment Report - 50% Case Study
• 
  
  

Teaching and Learning

The foundation degree employs a spiral curriculum approach in which recurrent themes will allow you to strengthen and deepen your knowledge, understanding and ability in relation to the early years sector. You will return to fundamental principles throughout and be encouraged to reflect on how your learning supports a developing value base and skills of professional practice. You will experience a variety of teaching mechanisms designed to support this process including discussion, debate, problem-solving work involving real world case studies and examples from your own practice and experience, lectures, seminars, project work and self-directed study. All modules will be supported by the College virtual learning environment: STEPS which will, amongst other functions, act as a repository for module resources and information. The breadth and range of teaching modes is intended to provide a relevant and stimulating learning experience by supporting the development of essential specific and transferable skills (including communication, reflective practice and partnership working) in addition to critical understanding of key concepts and theories in a framework that maximises opportunities for student success. Classroom teaching will include a mix of lectures, case study analysis and group discussions. Technical content will be delivered in a series of workshops and practical sessions. The learning and teaching strategy aims to: Encourage you to take responsibility for your own learning and understand your learning patterns; Facilitate learning by making available a range of learning methods, Focus learning on your vocational context and experiences, supported by appropriate levels of theoretical knowledge, skills and techniques; and encourage you to utilise work-based support, academic tutors and personal tutors to maximise your educational experience. The teaching and learning will include a number of different formats: Work-based and work-related learning: These modules are designed to progressively emphasise professional responsibility and actual experience, as you work increasingly independently whilst enhancing your skills. The involvement of employers at all stages ofthe award is essential; their input into the award beyond the development stage will be continued through formal, ongoing contact to ensure your award retains its relevance and currency. You will also have the opportunity to consider the benefits and challenges of working in teams by undertaking group work/discussions, including short and long-term activities designed to strengthen communication, collaboration and partnership abilities. You will also be required to apply these skills to professional practice as they are in demand in all employment and volunteering contexts which increasingly rely on inter-professional and inter-agency working.Formal lectures enable tutors to impart ideas and information to groups of students, whilst creating the opportunity to stimulate discussions and bring forward areas the students find challenging. You will be encouraged to contribute during lecture sessions, principally by relating the material to your own personal and professional experiences and exploring key theoretical concepts in relation to individual and group context. Tutorials are an essential part of the learning strategy whereby you can reflect upon your progress, as part of a group or on a one-to-one basis, and be given formative feedback. You will be encouraged to integrate your personal, professional and volunteer related experiences with the new knowledge and skills you learn as the course progresses.