Course Summary

This course is sector-endorsed and offers students an exciting opportunity to obtain a degree while working in the childcare sector. It is primarily designed for those who have undertaken the Early Years foundation degree at the Barnfield and Milton Keynes Colleges, as well as for students working in early years services who have completed the Child and Adolescent Studies foundation degree at Bedford College.

As the course is run in conjunction with The Early Years Childcare Development Partnership in Luton and with the support of local authorities, it is a highly vocational programme that is steadily underpinned by valuable practice and experiences. Teaching is relevant and always delivered in the context of current events. We ensure that all lessons reflect the practice issues, events, research, legislation and policy that influences the welfare of children in early years care and education today.

You will be supported throughout the course by industry professionals whose work revolves around childcare and education, and who will encourage you to transform theory to practice by applying your learning within the workplace. On completion of the course, you will have the opportunity to pursue Early Years Professional Status.

Why choose this course?

This course has been developed primarily to provide a pathway from Level 5 (Foundation Degree) to Early Years Professional Status (EYPS) or teacher training. Students undertaking this work-based course will be mainly adult learners who already work in a childcare setting at a senior practitioner or managerial level. Vocational relevance has been ensured through close communication with employers and with the EYPS assessment team from Anglia Ruskin University.

During the course you will:

• Learn about current practice issues, events, research, legislation and policy that influence the welfare of children in early years care and education
• Develop an understanding of the links between theory and practice and apply your learnings in the workplace
• Receive support from The Early Years Childcare Development Partnership in Luton, as well as local authorities
• Qualify to pursue Early Years Professional Status or progress to teacher training

Areas of study you may cover on this course include:

• Policy and practice for children in need and safeguarding
• Leadership and management in early years
• Atypical child and adolescent development
• International perspectives
• Independent project

BAEYS-S

Assessment

The overall strategy of the BA (Hons) Early Years Studies seeks to ensure that learners have the opportunity to build on areas of particular interest or relevance to themselves. Continuous assessment is seen as the most effective way to determine academic development and achievement and is a suitable approach for mature learners undertaking part time study who require short term feedback for reassurance and to take remedial action if necessary at the earliest opportunity.

The assessment strategy will include:

• Case study


• Report


• Presentations


• Essay


• Portfolio


• Continuous assignment based assessment


• Dissertation

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

Educational Aims

The aims of the course are 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


• Provide the knowledge and understanding required for the care and education of children across Early Years Care 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 reflection, 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 Care and Education or school settings


• Further develop research skills appropriate to level 6


• Develop ability to understand and apply theoretical principles to 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 Early Years Professional Status


• 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

Details of available support is available in the Course Handbook, student support handbook. The course manager will also be available for tutorials and advice.

Team working

Some units include grades for the outcomes of group work. Students will often be expected to work in groups or discuss issues in groups as part of the teaching and learning programme. At level 3 working with others is explicitly assessed in the unit Leadership and Management in Early Years. You are also expected to work collaboratively with your peers and staff and in particular at level 3 with your dissertation supervisor.

Career Management Skills

The third year of the degree aims to provide an understanding of real life applications of theory to practice through teaching input and seminar discussions. There will be opportunities for students to practice their presentation skills, with a view to interview skills. In addition, student will reflect on their practice and bring their practitioner experiences to the learning within several assessments. One such assessment is within the unit Atypical Development, where students will produce a Parent Pack.

Career/Further study opportunities

Career:

Students may decide to pursue postgraduate teaching qualifications or other related careers.

Further study:

Learners who successfully complete the BA (Hons) Early Years Studies will have the opportunity to enter the validation pathway towards Early Years Professional Status.

Entry

Additional:

Learners must hold an appropriate Level 5 (Foundation Degree) qualification in childcare or early years and ideally be employed in a senior or management position in an early years setting.

Please note students intending to progress to Early Years Professional Status (EYPS) will require Maths and English GCSE grade C or above or an equivalent qualification which is recognised by the Childrens Workforce Development Council (CWDC). Students will be directed to these courses on admission to the course as required.

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.

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

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

Professional, Statuatory and Regulatory Body Accreditation

N/A

Students with disabilities

Please refer to the University equal opportunities policies and learner disability statement.

Skills Development

Communication

To help with the development of this you will:

Practice your oral communication skills are through interactive teaching sessions, in class exercises and an assessment strategy which makes use of oral presentations (group and individual). Written communication skills are developed and tested through a range of assessments, such as essays, reports, case studies, culminating in the research dissertation. Team working is also an essential element of communication and group work forms an integral part of teaching across the units used in this course. Assignments such as designing and conducting research in groups, seminar or discussion papers and group presentations further foster skills in working with others.

Information Literacy

To help with the development of this:

The course staff works closely with the learning resources unit, the Professional and Academic Development, to foster information retrieval skills. Most assignments test students skills in using a range of library based and electronic sources to search for relevant information. Assignments also test students skills in presenting information from differing sources for differing purposes and audiences. The uses of appropriate aids are encouraged in giving graduate level presentations. Computed marked assessments provide an environment where the student gains confidence in working with technology and is placed in command of information technology resources.

Research and Evaluation

To help with the development of this you will:

Access and evaluate a range of sources, independently research textual, online and web based material of an appropriate nature to support the learning schedule and assessment tasks and identify the assessment criteria and employ learning strategies to succeed and to evaluate performance against the given criteria.

Students are encouraged to adopt an evaluative approach to their learning. Assignments involve students in identifying their own learning needs, monitoring progress against agreed objectives, agreeing targets for future skills development and devising appropriate strategies to achieve them. Furthermore, teaching staff across the course encourage students to seek advice and guidance on their learning and assessments as required. This dissertation incorporates the final stage of personalized learner development and the completion of a progress file under the guidance of a dissertation supervisor.

On successful completion of the research dissertation students will be able to:

• Assess their knowledge and abilities against those required to conduct project work


• Be able to evaluate the extent of their success in completing the project


• Read and synthesize information from a range of sources to present a clear and accessible account of the investigation


• Successfully negotiate, plan and conclude the project


• Show evidence of an ability to sustain independent effort and investigation in a demanding area of study


• Demonstrate a capacity to manage own workload, balancing a variety of calls on their time so that the project is completed on schedule whilst other studies proceed successfully


• Have a detailed understanding of the areas of knowledge involved in the project, gained through detailed investigation and through information retrieval skills


• Demonstrate an ability to work effectively with the research supervisor by making appropriate demands, meeting deadlines, taking critical feedback on board, respecting the extent to which the tutor is juggling competing demands on his / her time


• Undertake subsequent investigative activities in the workplace, in research or in further academic study

Creativity and Critical Thinking

To help with the development of this you will:

Build on the problem-solving skills gained previously and testing your ability to identify solutions to problems and to defend their choice. Specific units use developmental assignments which encourage students to improve their approach to problem solving in the summative assignment by building on their initial work and tutor feedback. The philosophy is driven by the requirement that students undertake the analysis of issues, policy and proposed developments concerning Early Years Care and make a reasoned evaluation of the source, providing examples of practical evaluation and areas for improvement.

Improving learning and performance

To complete the spine of personal development planning and progress file in core units, the Independent Project undertaken by honours students at Level 3 will enable students to develop learning strategies based upon personal evaluation and monitoring of progress to improve their own learning to achieve the quality of outcomes required. The degree of personal reflection required will enable students to meet the skill requirement and to address all aspects of the skills portfolio.

Progress files

Students will have the opportunity to further develop their skills under the guidance of a dissertation supervisor. They are encouraged to continue to compile a progress file, gathering feedback from each unit (in particularly the presentation elements of units) with the course manager and their Dissertation Supervisor.

Professional standards

• Students are expected to comply with the University Regulations available on the Universitys website


• Plagiarism is claiming someone elses work as your own and is an academic offence. It is important that you read carefully Section 9.6.3 of the University Regulations and the Course Handbook so that you avoid plagiarism. How to reference your work correctly and how to avoid plagiarism will be given in lectures and tutorials during level 1 of your studies


• Students are expected to attend all lectures and seminars


• Students and staff are expected to be punctual. Lectures, tutorials, seminars and IT sessions start at five minutes past the hour and end five minutes before the hour to give you sufficient time to move between rooms when necessary. Arriving after a session has started is discourteous and disruptive


• Mobile phones should be switched off inside University premises (University Regulations 9.2.5.2)


• Students are expected to conduct themselves in a professional manner and to be sensitive and respectful to the needs of all students and staff in the Field of Applied Social Studies and wider University


• Ethics and values within work in the Human Services are incorporated into most units on the degree and students are taught and are expected to demonstrate anti-discriminatory practice


• Each student is allocated a Personal Tutor and your tutor is there to support your academic development. If you encounter difficulties students are expected to inform their tutor so that the appropriate support and advice can be given

Strategy for developing and embedding the professional standards

In many ways, the Level 3 Independent Project unit allows you to demonstrate that you have achieved the necessary skills and attributes of graduateness within the context of the discipline of the applied social studies and health and social care. The project management and research skills described in the section Skills Development Strategies are all evident in the successful completion of the Project. These skills can successfully demonstrate a range of professional and academic qualities that enhance employability in the human services.

• Student use Turnitin, to check their work for areas of poor academic practice and correct these prior to the final submission of assignments


• Attendance and punctuality are monitored


• Where problems arise, students are initially seen by their personal tutor or course manager. If issues or difficulties are not resolved at this level, the Field Chair sees students and / or tutors to assist in finding a solution. Problems of a more serious nature, such as plagiarism or disruptive behavior, are dealt with in line with University regulations