About the BA (Hons) Early Childhood Studies (Top Up) programme
The programme aims to deliver a BA Early Childhood Studies degree that will provide a challenging and high quality academic grounding for existing and future practitioners in the early years sector. It seeks to do this by encouraging students to develop a critical understanding of early years practice. It aims to facilitate opportunities for students to develop their conceptual understanding in order that they are able to critically evaluate research, scholarship, and different policies, practices and approaches to the early years’ sector, and apply the knowledge gained from this to their own future practice.
Applicants require 240 credits at level 4 and 5 e.g. Foundation Degree in a relevant subject area or an equivalent level 5 professional/non-professional qualification. The average grade at level 5 must be 50% or above. A Bridging Unit is mandatory for all students who have not successfully completed a level 5 research module. There is a requirement that as part of the Work Placement module students will undertake a minimum of 72 hours in a relevant early years setting.
Students on this programme will need Enhanced Disclosure Barring Service (DBS) clearance. The Institute will send further instructions on DBS as part of the admissions process where relevant.
What you will learn
Level 6 modules:
- Children’s rights and safeguarding (mandatory pass)
- Children’s learning, voice and pedagogy
- Children and Families
- Empowering future development in Early Years
- Dissertation or SEND Action Research
Learning & Teaching Methods
This course is primarily designed for face to face learning with you attending your 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 happening in small groups and others happening using online sessions and support. We will make decisions on the delivery hours for each programme as government advice becomes clearer. For the placements in your programme, TEC Partnership will do everything it can to ensure you have the opportunity to complete the placement element of your programme and/or potentially, where possible, amend the programme removing the requirement for placement (or part of it) if there is likely to be difficulty. We are currently reviewing this programme and some elements of the published programmes may need to change in order for students to achieve. We will advise you of these changes once they are completed.
Methods of learning and teaching are designed to support students in becoming active members of a learning community. Students will be expected to work together in an informal environment as well as in formal classes where a culture of dignity, courtesy and mutual respect with staff and their peers is essential. A variety of methods will be used such as lectures, seminars, workshops, student led discussions, directed learning tasks and debates. Integrating a work-based or placement opportunity, students will be visited in the workplace by a member of Institute staff to ensure a positive partnership between the employer mentor and to monitor that learning in the workplace is effective. Workplace learning is designed to support the development of an employable graduate equipped with the attributes, skills and knowledge to progress within a global market.
Upon successful completion of this degree, graduates will be equipped with the knowledge and skills to pursue a new career, or advance an existing one within the early childhood sector. This includes settings which typically relate to pre-school and teaching, day care centres, child minders, family day care, out of hours clubs, child development and management positions within the early years.
Problem solving skills, communication skills, leadership skills, theoretical application to early years practice, presentation skills as well as skills to be able to work with young children, team work, IT skills and various research skills.
Childcare in a range of early years, health or social care settings; accreditation of Early Years Professional Status (EYPS).
PGCE primary, Unqualified teacher, early years practitioner, health, early years managers, PGCE +14, Social Work.