Course Summary

This Foundation Degree is for people who have a level 3 qualification and are employed in the early years sector. The aim of the course is to provide the appropriate knowledge and understanding required to achieve Senior Practitioner status.

Why choose this course?

Work based learning is integral and essential to this foundation degree. A letter of support is required from employers. Each learner must have a work-based mentor.
FDEYC-BP

Assessment

The overall strategy of the Foundation Degree seeks to reflect the breadth of study possible, as well as ensuring that learners have the opportunity to build on areas of particular interest or relevance to themselves. Continuous assignment based assessment is seen as the most effective way to determine academic development and achievement and is a suitable approach for learners returning to study who need immediate feedback for reassurance and to take remedial action if necessary at the earliest opportunity.

The assessment strategy will include:

• Case study


• Report


• Presentations


• Portfolio


• Individual education plan


• Curriculum plan


• Continuous assignment based assessment


• Project


• Observations


• Test


• Reflective journal

These assessment methods have been chosen because they will assist learners to review their learning and capture naturally occurring situations within the setting.

Course Learning Outcomes

Upon successful completion of this course, you should be able to:

1. LO1: Communicate effectively both one to one and in groups to engage with children, young people, families and other professionals

2. LO2: Identify key legislative, ethical and policy frameworks within early years practice

3. LO3: To apply an analytical, reflective and critical approach to your professional and academic practice.

4. LO4: Review research methodologies and critically reflect on strengths and weaknesses of quantitative and qualitative research designs to inform early years practice

5. LO5: Use information literacy to enhance early years professional practice

6. LO6: Demonstrate knowledge and understanding of the pedagogical principles that underpin effective practice.

7. LO7: Analyse core principles that underpin professional practice linked to equality, diversity and inclusion.

8. LO8: Lead a team in the workplace to deliver effective early years practice

9. LO9: Evaluate and reflect on how child development theory impacts on planning for childrens learning and development

External Benchmarking

QAA Foundation Degree qualification benchmark 2010

QAA Code of Practice for work based learning

Educational Aims

The aim of the Foundation Degree is to provide staff in childcare establishments with a vocationally relevant higher education qualification, the content of which reflects the demands and diversity of their roles.

On completion of the course the learner will:

• Provide the knowledge and understanding required for the care and education of children across Early Years and education and school settings.
• Deliver the professional and practical skills and competences which are required to work in Early Year Care and Education and to support teachers and pupils in Early Years school settings.
• Develop self awareness and reflecting, including the ability to evaluate their effect on other people and in the environment in which they work.
• Develop the personal and transferable skills critical to senior practitioners in Early Years and Education or school settings. These skills include communication, application of number, IT, team working and problem solving.
• Develop ability to understand and apply the principles of evidence based practice.
• Provide an understanding of the regulatory and legislative framework for Early Years and prepare learners to work within this framework.
• Provide a suitable basis for progression to QTS via an appropriate ITT programme such as the Registered Teacher Programme (RTP) for those learners who are able to start a suitable teaching post.

Student support

Learners will have access to student services and additional learning support at college through tutorials, e mail and telephone systems. Student support will include diagnostic testing for literacy and numeracy. Students are allocated a personal tutor for the duration of the course.

Team working

The majority of units require group work of some kind. Team working skills are developed through group project work incorporated within both the practice and theory units. You will produce creative and realistic solutions to complex problems including time management, monitoring progress to work to deadlines, evaluating your group and individual strategies to achieve the desired outcome. Much of the teaching and learning involves group discussion and the group `critique is a significant feature of the learning experience and you will be expected to participate and contribute to this effectively.

Career Management Skills

Following completion of this course you will have the opportunity to undertake a third year in order to gain an Honours degree. This course will provide you with the skills and knowledge needed to support career development and progress within the sector.

Career/Further study opportunities

Career:

To develop the skills and knowledge required to support your career prospects within the sector. To ensure that the sector has a fully qualified workforce in-line with government directives. Students may also continue with their studies see below.

Further study:

Completion of the Foundation Degree allows the learner to enter the final year of the BA (Hons) in Early Years, BA (Hons) in Child and Adolescent Studies and BA (Hons) Applied Educational Studies.

Entry

Additional:

In additon to fulfilling the standard Foundation Degree requirements, you must:

- Be working in the early years sector

- Have a relevant early years qualification at level 3

- Have access to a mentor

UK students Undergraduate entry requirements

Standard entry requirements for Foundation degrees (FD/FdSc)

A foundation degree will be of particular interest if you have completed a Modern Apprenticeship, vocational A levels, BTEC National or equivalent.

Foundation degrees are also particularly suitable if you want to qualify while working.

• As a guideline, a typical offer would require you to obtain a UCAS tariff score of between 80-120 points, based on your level 3 studies.
• Students who require a Tier 4 Student Visa cannot apply for our foundation courses. For these courses the University of Bedfordshire is not able to sponsor Tier 4 Student Visa applications.

Many students studying for foundation degrees come to us through work-based routes so you can apply for a foundation degree even if you don’t have traditional academic qualifications.

We welcome applicants with relevant work experience.

Standard entry requirements for Undergraduate degrees (BA/BSc)

We will consider you as an individual and take into account all elements of your application, not just your qualifications. We are looking for both breadth and depth in your current studies as well as enthusiasm for the subject you wish to study.

The general requirement is one of the following:

• UCAS Tariff Score greater than 200, which should include either two A level passes or an AVCE Double Award
• An Access qualification
• Equivalent qualifications such as Irish Leaving Certificate, Scottish Highers, International Baccalaureate or BTEC National Diploma

Postgraduate taught courses

Postgraduate applications (MA/MSc) should be made direct to the University using the  standard University application form. There are some exceptions, please see individual course descriptions for details.

• UK/EU students application form
• International (non-EU) students application form
  

Students from the European Union

Entry requirements

As a general guide, to apply for a place on an undergraduate course (BA/BSc) at the University you need to have completed your high school education and have the required English qualification.

We have students from all the European Union member countries so we are quick to make decisions on most qualifications.

How to apply

International students

• Undergraduate applications (BA/BSc) can be made direct to the University or via our representatives in your home country. If you intend to apply to more than one university in the UK you should apply via UCAS. If you want to apply to the University of Bedfordshire only you should apply directly using our international application form (link below) or via our representatives in your home country
• Postgraduate applications should be made directly to the University using our international application form (link below) or via our representatives in your home country
• Healthcare, nursing and midwifery students Many of these courses are not available to overseas students due to UK immigration law in regard to bursary funding. Please contact international admissions to find out if you are eligible to apply
• BA Nursing Studies Level 3 (with or without Overseas Nursing Programme) is available to overseas students - please contact International Admissions by email at international-admissions@beds.ac.uk for further information

(Please note that applicants on a full student visa are not eligible for part-time study)

Course application form for international students

We recommend that you apply directly to the University where possible, as this allows us to offer the quickest turnaround time for your application.

• Course application form for direct applications [PDF]

How to complete your course application

Please read the Direct application instructions before completing the course application form.

Application forms for accommodation in the student halls at Bedford campus and Luton campus are available in the Student life section

Accreditation of prior certificated learning (APL)

APL is available for international students applying for undergraduate (Bachelor degree) study. Please do not use this APL form to apply for postgraduate courses.

Use the APL form to tell us about any non-standard qualifications and/or work experience you have that you think should be taken into consideration with your application. `

The APL form should be submitted at the same time as the course application form.

We regret we are unable to process APL forms from students who have not submitted a formal course application form.

• APL application form for International students [100Kb] updated 041007

What next?

Return your completed application to:

University of Bedfordshire
International Admissions
Park Square
Luton
Bedfordshire
LU1 3JU
United Kingdom

Contact International Admissions

T: +44 (0)1582 489326 (non-EU Students)
F: +44 (0)1582 743469
E: international-admissions@beds.ac.uk

Awarding institution

University of Bedfordshire

Teaching Strategy

A major objective of the course is to foster and encourage learners independence of study and learning in both college and work settings. The units have been chosen and developed because of their relevance to the student work practice and so there is great potential for the connection between how theory informs practice and practice informs theory. Past experience has shown that the students collectively bring with them vast vocational experience, which will be shared in large and small group work discussion exercise and tasks.

Consequently the majority of teaching will be interactive in line with the principles of adult learning. Teaching sessions will draw on teaching strategies from the following list and may utilise several of these in a session.

The teaching and learning methods will include:

Experiential learning

Discussion

Group Work

Lectures and Seminars

Problem-based learning

Individual

ICT

Case Studies

Visiting Speakers

Tutorials

Professional, Statutory and Regulatory Body Accreditation

Sector Endorsement DFES

Students with disabilities

In the endeavour to achieve our mission, the University Centre Milton Keynes and Barnfield College operate their Equal Opportunities Policies in the provision of:

(a) education, training and progression

(b) recruitment, promotion and development

(c) services and the use of our facilities

(d) positive links with partners in the community.

Our policies operate regardless of ability, age, disability, ethnic origin, gender, marital status, nationality, religion or sexual orientation.

Students who have a disability that may affect their studies should make themselves known to the unit leader. Please refer to the special needs area of the student services section for advice on additional resources and support.

The colleges have a team of Additional and Learning Support staff available to provide students with advice and guidance to set up the personal support they need to succeed within their studies. Students may also be entitled to claim funding through the Disability Student Allowance scheme for more information www.direct.gov.uk/studentfinance.

Skills Development

Communication

To help with the development of this you will:

Be involved with oral communication that will be practiced and tested in presentations and individual critiques. Written and verbal communication skills will be developed and assessed as part of work-based learning in its historical, social, political and legal contexts in line with CRe8. You will be asked to produce work of different lengths and formats that should be properly referenced. Visual and verbal communication skills will be taught through all the practical modules.

You will assess the quality of your own oral and visual communication and identify areas for improvement and deliver written or presentation assignments which succeed in communicating a series of points effectively.

Information Technology

To help with the development of this you will:

Use a range of computer software as an integral part of the course and these skills are embedded in the practice-based units. Information technology skills development for generic purposes such as research and data analysis and presentation will be incorporated into the contextual studies modules.

You will be able to complete a complex search using appropriate primary and secondary sources, and draw accurate conclusions independently using the subject methodology. Searching and evaluating internet sources is taught and you will analyse the information found using appropriate techniques. You will be introduced to the services of the LRC where specialist staff will be able to disseminate best practice on this.

Research and Evaluation

To help with the development of this you will:

Have to decide on action plans and implement these effectively in order to complete work. You will have to clearly identify criteria for success and evaluate your own performance against those criteria. The importance of action plans, strategies and success criteria will be measured for both your individual work and any group work that you may be involved in.

You will have the opportunity to work in teams and, through your own records or progress and from feedback, you will monitor the groups progress and evaluate its individual effectiveness to achieve its aims. Working individually, you have to set your own tasks to achieve your research goals, drawing on previous learning experience to achieve creative solutions to common problems.

Creativity and Critical Thinking

To help with the development of this you will:

Be involved with a series of practical learning activities at the heart of which will be the development of skills required to solve complex colour problems and the communication of ideas and concepts. An essential feature of the contextual studies strand of the course will be to help you to relate your practice to relevant theory and to help you to construct relevant contexts for your work. This will provide you with a framework and means to reflect on your creative work throughout the course. You will be required to maintain a contextual/reflective journal, the purpose of which is to monitor and reflect on your own learning.

Improving learning and performance

You will use reflective practice to inform your development. You will draw upon your work place practice as a basis for the assessments using this experience for critical analysis and reflection to contribute to the understanding of new knowledge. Through this reflection, you will identify, assimilate and integrate into practice all appropriate sources of knowledge in relation to experience, thereby enabling you to develop critical thinking.

Progress files

As part of the course you will be required to complete a reflective journal and develop personal , professional and academic skills.

Professional standards

The essential aims of the course are to develop the students professionalism and to enhance your potential for employment within specific sectors. To this end the course will aim to promote professional attitudes and behaviour as well as to provide specific insights into professional ways of working. Your engagement in the course should reflect professional standards and failing to do so may affect assessments outcomes.

Professional standards include:

• Expectations of punctuality, regular attendance, reliability and the ability to keep in contact.
• Appropriate means of interpersonal behaviour, address, communication and presentation skills.
• Personal organisation that will include being able to draw, in an effective way, on experience, learned attitudes and skills.
• Maintaining the fitness to practice and having an understanding of the Criminal Records Bureau, particularly in circumstances where you may wish ultimately to work with young people.
• Team working and the evaluation of outcomes.
• The ability to engage in further learning.

Strategy for developing and embedding the professional standards

You will be advised about correct procedures, protocols and ethics as well as enabled through a habit of self-reflection and evaluation to apply learned skills and attitudes to professional contexts.

You will be expected to engage with the course respecting professional standards and your attitude in this respect may be taken into account when assessing your work.

There will be units of learning that will be a significantly work-related and work-based at both level four and level five. These will give you experience of and insights into professional working practices.