32 UCAS Tariff points

Minimum of four GCSEs at Grade C/4 or above

All entrants have achieved a standard equivalent to a grade 4 (formerly grade C) in the GCSE examinations in English Language or English Literature and Mathematics. Alternatively, we offer an equivalency test if you don’t have the required GCSE grade or Level 2 equivalent to apply for the FdA Early Years (UCAS Code X312)

Where a student does not already hold a GCSE or level 2 qualification equivalent in English and/or Maths qualification, they must present evidence of this before the end of Level 4 to remain on the FdA EY (0-8) (Professional Practice) pathway (UCAS code X313) to achieve the DfE ‘full and relevant’ status. The DfE have a published list of acceptable Level 2 qualifications

Acceptable qualifications include a minimum of 1 A Level or an equivalent Level 3 qualification, for example the CACHE Diploma or EdExcel BTEC National Diploma in Children’s Care, Learning and Development

Through our non-standard entry route we welcome applications from experienced and mature practitioners who do not have the above qualifications

Other Information

A current Enhanced Disclosure and Barring Service check (DBS) is required.

You will also be subject to the usual prohibition list and criminal record checks.

If you have lived, studied or worked overseas for three months or more in the last five years a Certificate of Good Conduct from the country of residence will be required. Further information and guidance associated with additional costs are available from the Home Office.

The emphasis is on enabling students to develop the independent learning capabilities that will equip you for lifelong learning and future employment, as well as academic achievement. A mixture of independent study, teaching and academic support through the personal academic tutoring system enables you to reflect on progress and build up a profile of skills, achievements and experiences that will enable you to flourish and be successful.

Teaching

This is a route where you will be taught face to face through a mixture of lectures, seminars, group discussions, problem-based learning and directed individual study. An important aspect of this course is learning from others, so there is significant emphasis on working in groups with other students who have different backgrounds and experiences. In addition, contact with personal academic tutors are scheduled on at least 4 occasions in the first year and three occasions in each of the other years of a course.

Assessment

The course provides opportunities to test understanding and learning informally through the completion of practice or ‘formative’ assignments. Each module has one or more formative assessments for which feedback is received, but these do not count towards to the overall module grade.

Each module also has one, or two, ‘summative’ assessments. These are graded and count towards the overall module grade. Each type of assessment, both formative and summative, are supported by Assignment Briefs which clearly identify the task and the assessment criteria that are to be met on completion of the assignment. A comprehensive assessment criteria grid which has been developed by the team, based on the University’s generic descriptors, is included in the feedback process for both formative and summative assessments. Assessment methods include a range of coursework assessments such as essays, reports, portfolios, presentations and a final year practice-based research project.

Students will be assessed using a variety of methods including essays, workshops and presentations.

Formative feedback is provided through responses to academic and practice-based learning activities, including reflective journal entries. Interactive face-to-face and online learning and teaching approaches, including student evaluation of learning, provide further opportunity for timely formative activity. It is designed to encourage students to reflect and develop their responses and writing prior to summative assessment.

The form of summative assessment (for each module) is determined by its appropriateness in allowing the student to demonstrate they have understood and can meet the learning outcomes with potential for achievement across the full range of grades.

Year 1

• The Developing Child
• Health and Wellbeing
• Playful Pedagogy
• Introduction to Work-Based Learning or Theory for Early Years Educator Foundation Graduate

Year 2

• Childhood, a Global Perspective
• Policy into Practice
• Safeguarding Children’s Welfare in the Early years and Integrating Our Work with Other Agencies
• Small Scale Practice-Based Enquiry and Future Progression or Early Educator Small Scale Practice-Based Enquiry or Early Educator Small Scale Practice-Based Enquiry.