BA (Hons) Early Childhood Studies (Top Up)

UCAS Code: G80 X310 Credit Level: 6 Credit Value: 120 Course Start Date: September Course Duration: One year full time

Change young children’s lives for better. Be a professional early years practitioner and maximise children’s potential.

BA (Hons) Early Childhood Studies (Top Up) Awarding body

Your Programme

About the BA (Hons) Early Childhood Studies (Top Up) programme

BA (Hons) Early Childhood Studies (Top-up) is designed to provide a comprehensive course that helps students to critically analyse various aspects of children’s life such as sociological factors, legislative changes and educational influences on children’s development, focusing on the age between 0-8 years old.  Within this course, students will have opportunities to be able to evaluate their everyday practice and implement changes confidently.  To be able to do this, this course incorporates professional practice hours, which is one of the distinctive features of this programme.  Within these professional practice hours, students will be given opportunities to apply theories into practice at their professional practice through 150 hours of placement, and expand their theoretical and practice knowledge.

 

Entry Requirements

Applicants wishing to gain direct entry onto the top-up at Level 6, must have at least 240 CATS (Credit Accumulation and Transfer Scheme) points gained through study at Levels 4 and 5 in a relevant field such as children, young people and families. The average grade at Level 5 must be 50% or above.  The students need to provide a confirmation email or letter from the placement regarding being able to support students during Level 6.

What you will learn

Level 6 (Honours Stage)

  • Children’s Rights and Safeguarding
  • Children’s Learning, Voice and Pedagogy
  • Families and Children
  • Empowering Future Development in Early Years
  • Dissertation or SEND Action Research Project

Students will also need to complete the 150 placement hours within an early years setting.

Learning & Teaching Methods

This course is primarily designed for face-to-face learning, with attendance during lessons for the specified hours within the validation document. However, there may be periods of study where the government advises TEC Partnership that it is not safe to open campuses, or there is limited access due to social distancing measures. If the campus is closed, TEC Partnership will deliver your sessions online and offer you the necessary support and resources remotely. If there is limited access due to social distancing measures a blended model will be adopted, with some lessons taking place in small groups and others using online sessions and support.

Children’s Learning, Voice and Pedagogy and Children’s Rights and Safeguarding are based on Human Growth and Development and Safeguarding Children modules at Foundation degree level and added Level 6 resources and materials.  These two modules are there to set a common ground for those students who studied other degrees such as Learning Support and Health and Social Care.  Furthermore, as these two modules focus on children’s learning, system of early years education and safeguarding procedure, those students who studied other child-related degrees will be able to gain practical knowledge and understanding of early years settings, and they will have better experience in their professional practice. Furthermore, these modules reiterate some core knowledge and understanding of children’s learning and safeguarding issues for students who studied FD Early Childhood Studies.   These modules will explore the importance of everyday professional practice, especially when students are working with children.  The students will be able to critically reflect their everyday practice and policy implementations in order to improve their practice for children’s learning and safeguarding.

Students will also study Families and Children and Empowering Future Development in Early Years.  These two modules will focus on utilising students’ already-existing knowledge of children’s learning, social and political issues in order to inform and improve children’s lives and students’ future career choices.  Within these modules, students will choose their topics and explore their interest further by carrying out primary and secondary research.  By studying these two modules, students will have opportunities to consider future careers and what changes they would like to make in children’s lives.  These two modules will focus on various transferrable skills such as presentation skills, communication skills and professional skills.  In the field of early childhood studies, especially in the multi-agency work, students are required to clearly communicate their knowledge and ideas to others professionally.

Dissertation and Special Educational Needs and Disability – Action Research modules are long thin modules in which students choose a topic and conduct their own research.  Each student will have a supervisor to support their research project.  The Dissertation module will focus on researching ‘What is Happening in the Field’, while Action Research modules will focus on issues that need to be improved within their chosen professional field.  Both modules are crucial for students’ future careers as, in the field of early childhood, practitioners will be expected to improve their practice continuously according to government policy and legislation.

What next?

Whilst there are currently no opportunities for postgraduate study within the subject area at Grimsby, other providers offer PGCEs in primary or MAs in Education.  There are opportunities to complete postgraduate study in Teaching in the post compulsory sector at Grimsby.

  • Schools
  • Family Hubs/Children’s Centres
  • Family support service
  • Nursery
  • Pre-school setting
  • Special Schools
  • NHS
  • Social Work