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

* Further information can be obtained by contacting the Admissions Office on 01905 855111

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.

FdA Early Years (0-8 years) graduates should have knowledge of the education and care of children from birth to 8 years, giving foundation for a range of careers working with children, families and other professional disciplines, including social work, health services and children’s charities. Many of our students go onto leadership and management roles with careers working in children and family support services, early years education and care.

Some examples of what past students are doing now:

* Higher Level Teaching Assistant

* Early Years / Children’s Centre manager

* Early Years Improvement Advisor

* Family support worker

* Parenting support worker

* Project workers

* College placement officer

* Play development officer

* Inclusion mentor

* Charity support worker

Those graduating from the degree programme may apply to study for an Honours degree in Integrated Working with Children & Families BA (Hons) Top-up degree or other related subjects.

From this, it is possible to apply for a Masters programme or PGCE (Qualified Teacher Status) course providing you have the required entry requirements. It is also a suitable basis for a range of careers in social work, children’s charities, early years settings, schools and the Health Service.

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.