Foundation Degree in Early Years, Level 5

Course overview

Are you passionate about the quality of education and care children receive? Do you aspire to have a positive impact on the quality of provision? Are you looking for an alternative route into teaching or to work with children and families? Then our Foundation Degree in Early Years will enable you to develop your personal and professional qualities to further your career in early years. Throughout the course you will cover modules in Child Development, Children as Learners, The Early Years Curriculum, Child Protection and other relevant areas of study.

This course requires you to work in an Ofsted approved setting, either as an employee or volunteer for at least seven hours per week, while attending college for one day per week

Entry requirements

54 UCAS points from a level 3 qualification, plus English language at a grade ‘C’. An alternative assessment is available for students who do not have GCSE English at ‘C’. As a part-time student, if you do not hold the above qualifications, you will be considered on the basis of prior experience.

You will also need a current police clearance to work with young children (Enhanced DBS check) and attend an interview.

How will I be assessed?

You will complete a range of course work, including case studies, presentations, essay, reflective practice tasks, portfolios and work-based learning. There are no formal examinations.

What can I do next

You may want to top-up your qualification to an honours degree in Integrated Working with Children and Families. After the top-up, you may wish to apply for a PGCE (Qualified Teacher Status) or the Early Years Teacher Status courses (providing you have a grade C in maths, English and science at GCSE).

Course Modules

Year 1
–– Competence in Practice (Year 1 and Year 2)

These modules are non-credit bearing but successful achievement and evidence of completion of the practice requirements is essential to the professional requirements of this course. It allows students to provide evidence of competency in professional practice within early years settings. It thereby facilitates enhanced student employability on completion of the award.

–– Understanding Children’s Development and Learning

The module will challenge, transform and extend student learning in relation to perceptions of the developing child. The child is maintained at the centre of consideration whilst recognising and valuing the diverse nature of childhood experience and implications for development. Starting with student’s own understandings the module will consider the relevance of theory to inform the study of children and their development.

–– Supporting Learning and Development in Practice in Practice

This module supports students in beginning to investigate and reflect on the implications of practice for children’s learning and development. The child continues to be at the centre of consideration within the context of their learning environments. The role of practitioners in enabling children as learners is investigated within the context of current early childhood provision and related policy.

–– Protecting and Safeguarding: Working Together for the Child

This module explores how the family (however constituted) is of central importance to young children. It recognises that practitioners need to work together with families to effectively support the child and identifies ways for professionals to be proactive and protect the welfare of children. This requires understanding of social contexts and the impact of poverty, ill health and adversity. Within this framework students will explore knowledge of statutory responsibilities and guidance in managing responses to concerns about child welfare. The concept of children’s rights and the importance of listening to young children and empowerment will be evaluated within this context.

Year 2
–– Working Together to Develop Positive Learning Environments

This module supports students in beginning to investigate and reflect on the implications of practice for children’s learning and development. The child continues to be at the centre of consideration within the context of their learning environments. The role of practitioners in enabling children as learners is investigated within the context of current early childhood provision and related policy.

–– Investigating the Key Features of Quality Enhancement in Education and Care

Within the framework of the student as a developing reflective practitioner this module is based on a view that effective individuals and teams are essential to organising, evaluating, monitoring and supporting work with young children and their families. It underlines collaboration and multi-agency working in that it views collaborative practice based inquiry as an important part of quality improvement.

Within this framework it considers the role of leadership and management in supporting the management of change.

–– Evaluating and Developing the Curriculum for Young Children

This module examines in greater depth policy, principles, theories and research that inform the planning and organisation of learning opportunities. Students will be supported in learning from critical examination of different approaches to planning, organising and supporting learning within the curriculum, applying this to practice within their setting and identifying their own role and responsibilities.

Year 3
–– Reflecting: Responding and Learning: Practice and Self

A practice / work- based module that requires students to self-evaluate practice, identify areas for professional development and engage in a process of reflective learning and action. Developing a professional identity as a reflective practitioner is a key theme of the module.

–– Practice/ Work Based Enquiry: improving quality in early years settings

The Module provides an introduction to the processes and techniques for engaging in practice/ work-based enquiry. It reinforces the central focus of developing a purposeful approach to enquiry. It allows you (at Level 5) to gain a sound theoretical and practice based knowledge and experience of practice/ work-based enquiry. The Module offers a model of practice/ work-based enquiry which allows the student to evaluate and develop their professional effectiveness. There is a strong emphasis on improving quality and ensuring that any investigation is purposeful. The selection of the theme of focus for enquiry is a strong element of the taught component, underpinned by theoretical perspectives.

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Start Dates
September 2017
September 2018

Qualifications / Level
Level 5

Study Type
Part Time

Locations
Osprey House Redditch
St Wulstan's Worcester

Cost
HE Fee Information
HE Financial Support

Course Code
EYR-DG5