The BA (Hons) Children, Learning and Development is ideal for those who have recently completed a relevant foundation degree and requires students to be either working or volunteering in an appropriate setting for 14 hours per week during term time. The programme has two distinct pathways: Early Childhood or Education. Early Childhood (0-7) Voluntary placements need to be undertaken in a school or early years setting rated as good or outstanding by Ofsted. Practice-based learning is combined with campus-based sessions at the UCNL; full-time attendance on the course is normally 7 hours, one day a week, over one year. Students studying part-time will attend one evening a week for two years. It is a work-based course which will see you combine practice-based learning with campus-based sessions, allowing you to continue in work whilst studying. Programme Aims 1. To prepare students in aspects of management and leadership in education to take wider responsibilities within their chosen field of practice 2. To provide opportunities for study and critical evaluation of contemporary educational research 3. To develop critically reflective and ethically aware educators of babies, children and young people 4. To broaden students’ perspectives by developing awareness of international curricula and cultures in education or early childhood studies During this programme, students will study 4 modules and will complete a dissertation. Core and pathway specific modules relevant to the chosen sector will be studied, which develop practice whilst challenging students’ understanding and knowledge of children and young people. This degree enables students to build on experience as an early year’s practitioner and develop new strategies for supporting children and working alongside colleagues and parents. Career progression is varied and may include:
- Early Years Teacher (after PGCE, SCITT or similar)
- Primary Teaching (after PGCE, SCITT or similar)
- Post Graduate Course
- Nursery Management
- Community Play Support
- Teaching Assistant
- School, Family and Welfare Liaison
- Special Education Needs Support
- Specialist Subject Support
Level 6 modules: Leadership and Management in Early Childhood 20 credits Safeguarding 20 credits Contemporary Issues and International Comparisons 20 credits The Early Years Reflective Practitioner 20 credits Dissertation 40 credits A variety of assessment methods are used including written essays, case studies, reflective logs and oral presentations. All assessments allow students to reflect on practice and make relevant links to theory and to develop key employability skills. On this course you will study a range of engaging All modules are subject to availability and this list may change at any time The programme will require approximately 12 hours a week of private study to access materials and engage in wider reading and research. Occasional changes to modules and course content may take place. Students will be notified when applicable.
Students will study full time through face to face (on-campus). Students will be supported through: Seminars - Seminars will allow for focussed discussion in small groups which encourages participation, fosters active debate, and allows participants to learn from the different opinions and the experiences of others. Seminars develop transferrable skills in active listening, negotiation and conflict resolution, self-expression and general oral communication. Collaborative Work - In-class activities or online discussion forums are an important feature of many seminars and workshops. This meets the requirements of working in the sector; employers stress collaborative and team-working abilities as desired graduate attributes. Collaboration also provides a valuable opportunity to engage in shared learning. Initially supported and guided study will be the approach adopted but students will be required to develop independence and self-direct their study as they progress through the programme. Workshops - Workshops take place in small groups or discussion forums but are more practically focussed than seminars. Workshops will also be arranged to support students’ developing research and IT skills. Virtual Learning Environment - Extensive use will be made of the institutional VLE. Beyond being a repository of material, the CANVAS provides a student lead experience which supports all learning and teaching activities mentioned. Students are encouraged to construct their own community of practice with the support of the teaching staff. The VLE allows for connectively and flexible study opportunities for student engagement. Group tutorials - Students will be offered group and individual tutorials to provide one to one student support either face to face or via the VLE. This is a useful way for students to access support for their studies and assessments and allows students to discuss the application of their knowledge to practice. The tutorials are available at flexible times of the week to support with work and other commitments. Assessment Approach A range of assessment methods underpin the development of student transferable skills and make a positive contribution to the students’ learning experience. Assessment is both formative and summative. The diverse assessment strategies meet the varied needs of students and include:
- Academic Essays
- Reports linked to practice
How to apply
This is the deadline for applications to be completed and sent for this course. If the university or college still has places available you can apply after this date, but your application is not guaranteed to be considered.
Points of entry
The following entry points are available for this course:
- Year 1
Applicants will come from a variety of different professional backgrounds which may include childminders; early years practitioners; support assistants working in either a mainstream or special school and teaching assistants working in the early years sector. This might be in a full time or voluntary capacity. Importantly applicants will hold a Level 5 qualification (or equivalent) and have 240 credits in a work-related area and are additionally required to hold a current DBS Enhanced Certificate. Applicants are required to either be in paid employment or undertaking a voluntary placement for a minimum of 2 days per week. This will underpin practitioners’ experiences in the workplace through studying a variety of modules that will enhance and support career progression. Grade 4/C in GCSE English and mathematics is desirable but not essential. If you do not have these qualifications, you will still be accepted onto the programme but would need to realise that future employment might require this. We accept a diverse range of qualifications, this includes considering prior learning as credit towards your York degree. This means you can apply to be exempt from taking certain modules on your degree, if you have previous relevant qualifications or experience. Recognition of prior learning - We can assess whether you can demonstrate sufficient knowledge, understanding and skills in order to be exempt from studying some required modules. This can be used in two ways: • Prior certificated learning (formal qualifications) at a level equivalent to higher education credit • Experiential learning where your work experience and non-certificated learning can be recognised.
There is no data available for this course. For further information visit the Discover Uni website.
Fees and funding