Modules

This course includes the following core modules that all students complete, along with some pathway specific modules: Level 4 - Year 1

• Foundations of Academic Excellence

• Childhood Evolution

• Child Protection and safeguarding practices

• Special educational needs, disability and inclusion

• Applied research in educational technology

• Integrating pedagogy, andragogy and curriculum in educational settings

• Play, creativity and inquiry

• Integrating pedagogy and curriculum in early childhood (Early years educator including Graduate competencies pathway only)

• Professional growth and employability

• Social perspectives on family and childhood

• Integrating trauma informed practice into education

• Equality, diversity and inclusion

• Investigative approaches to technology

• Dynamic pedagogy of educational practice (Early Years Educator including Graduate Competencies pathways)

• Investigative approaches to play

• Dynamic pedagogy for early years practice

Assessment method

This programme has been designed through the adoption of Transforming Programmes which is aligned to a competencies approach to learning ensuring graduates are fully equipped to enter a graduate workforce. On the FdA in Education and Early Childhood Studies, the most appropriate teaching and learning approaches are those that emphasise active, experiential, and reflective learning. These methods include directive learning, which allows students to explore and understand concepts through hands-on experience and social interactions, fostering creativity and critical thinking. Collaborative learning is also crucial, as it encourages students to work together, share ideas, and develop communication and teamwork skills. Additionally, reflective practice helps students to critically evaluate their experiences and learning processes, promoting continuous improvement and professional growth. Integrating theory with practice through work-based experience and practical assignments ensures that students can apply their knowledge in real-world settings, making their learning more relevant and impactful. These approaches collectively support a holistic development of skills and knowledge, preparing students for effective practice within the sector. A blended learning approach to the programme is proposed, which will meet the needs of the demographic of students to ensure the programme is inclusive and supportive of diversity. Delivery will be offered both daytime and evening to meet the needs of students who are new to practice or already established and employed in the sector. Assessment workshops via teams will be held, which will support student engagement and accessibility. Creating an inclusive teaching and learning environment involves thoughtful design, delivery, and content that reflect and respect the diversity of students’ backgrounds and experiences. Inclusive teaching strategies will use a variety of teaching methods to cater to different learning styles and backgrounds. This includes collaborative learning, discussions, and hands-on activities. A range of assessment methods that underpin the development of knowledge, understanding and transferable skills will be developed as part of this programme. The assessment strategies are aligned to the programme competencies. Students will be assessed using a variety of digital methods ie: leaflets, posters and presentations, as well as written essays and reports as it is recognised that students learn differently and apply knowledge and understanding in different ways. Incorporating a variety of assessment methods supports inclusivity and ensures all students have opportunities to succeed. Graduate Practitioner Competencies Pathway: Students will complete a portfolio of evidence against the Graduate Practitioner Competencies to demonstrate their practical skills and theoretical knowledge in real-world settings. This portfolio serves as a comprehensive record of their achievements, showcasing their ability to meet the professional standards required for early childhood education. By compiling evidence such as reflective journals, case studies, and practical assessments, students can illustrate their proficiency in key areas like child development, safeguarding, and inclusive practice. This process not only validates their learning but also prepares them for future employment by highlighting their readiness to contribute effectively to the early years sector. Ultimately, the portfolio ensures that graduates are well-equipped to provide high-quality education and care, meeting the diverse needs of children and families.