South Thames Colleges Group has opted into the TEF and received a Bronze award.
The overarching aim of the programme is to produce well educated and highly skilled graduates who are able to work effectively within all contexts of Early Years Practice. It is a requirement of the programme that all participants will be working in an Early Years Setting or participate in a meaningful placement of not less than 16 hours per week, A proportion of the programme is work based with students completing modules at work with the support of college staff. This model of full time study and work allows students to remain in employment whilst completing their qualification.
The course aims to provide students with the opportunity to exit the programme with 240 credits and achieve a Foundation Degree. The Foundation Degree facilitates progression to a full honours degree as the students continue their vocational employment. Since the development of the full honours degree programme at Carshalton College students have been able to continue studying at the College and working in the early years sector to complete a BA (Honours) Degree. Those students who are successful in achieving 240 credits can apply to the final year and complete a further 120 Level 6 credits in order to achieve a full honours degree.
Students will study the following compulsory Level 4 modules:-
Introduction to Early Childhood Education (20 credits): This module aims to introduce students to academic skills and requirements for the successful completion of the FdA programme within the context of the taught syllabus.
Professional and Academic Development (40 credits): This module focuses on the importance of continuing professional and academic development contextualised within the statutory compulsory age range. In addition it will aim to develop the skills necessary for an education professional to work effectively and to improve their own performance.
Observing Children (20 credits): This module focuses on the role of observing children to inform early childhood education practice and planning for learning. The aim of the module is to gain an understanding of ethical considerations and knowledge of a range of methods of observation. In addition, the student will be expected to demonstrate an understanding of the different observation methods and their purpose when assessing young children.
Early Childhood Pioneers (20 credits): This module introduces students to historical perspectives on early childhood education and the key principles of a range of early childhood education pioneers. Students will examine how these contribute to current theory and pedagogical approaches in early childhood education. It aims to promote students to connect theory and practice within an early childhood education environment.
Children and Childhoods (20 credits): This module focuses on the place of children in society and how childhood is defined by its social and cultural context. The aim of the module is to investigate a range of theoretical perspectives and how this impacts on early childhood practice and contemporary attitudes toward children and childhood.
Students will study the following compulsory Level 5 modules: -
Work Based Enquiry (40 credits) This module will build on the student’s research interest by conducting primary and secondary research into an appropriate area of professional practice. This module is designed to provide the student with the necessary skills to complete a piece of research in their chosen area. Personal and professional competence will be extended through the production of small scale, practice-related, research on a chosen subject.
Holistic Development of the Child (20 credits) This module allows students to examine and evaluate theories and principles of child development and its holistic nature. It aims to investigate factors that influence developmental outcomes; including theories of attachment and the role of parents and educators in supporting children’s holistic development.
Play in the 21st Century (20 credits) This module is designed to develop knowledge and understanding of how historical perspectives have influenced early years’ play in the 21st century. The theories and principles of how children play and the factors that affect learning will be explored. The role of the practitioner will be discussed and theories related to play and the beliefs and practices from other cultures considered.
Meeting the needs of the child (20 credits) This module is designed to develop knowledge of provision for children recognising and respecting diversity and difference in early years settings. The issue of assessing children against criteria which are normed on native-English speaking peers will be critically evaluated and the use of appropriate early intervention that will support their social and academic progression will be explored.
Safeguarding (20 credits) This module aims to support practitioners in carrying out their role with regard safeguarding by understanding the types of abuse that children can be subjected to. The module focuses on gaining an understanding of current child protection legislation and the professional role of the educator in the context of safeguarding children.
The course provides opportunities to test understanding of the subject informally before completing the formal assessments that count towards the final mark. The formal assessment methods include a range of coursework tasks such as essays, reports, portfolios, presentations etc. The assessments are spread across the year to make the workload manageable.
How to apply
If your application is completed by the following date, it’s guaranteed to be considered:
15 January*If you apply after this deadline, universities or colleges don’t have to consider your application if they’ve filled their spaces, so the sooner you apply, the better!
You will need these codes when you add a choice to your application.
|Campus name||Carshalton College|
This course may be available at alternative locations, please check if other course options are available
Points of entry
The following entry points are available for this course:
- Year 1
- Year 2
Entry requirements for advanced entry (i.e. into Year 2 and beyond)
Applicants who have achieved a qualification such as a certificate of higher education, or have gained credits at another higher education institution, may be able to enter the course at level 5. Evidence of AP(E)L (original certificate and academic transcript) will need to be presented to, and accepted by the University of Roehampton.
This course is NOT able to accept students requiring a Tier 4 visa.
Applicants should have completed AT LEAST twelve months’ experience within the Early Years sector, and preferably hold a full and relevant level three qualification.
Additional entry requirements
Suitable applicants will be invited to interview, which may include a written task to further demonstrate their suitability for the course.
English language requirements
|Cambridge English Advanced||Level B2||B2 First, formerly known as Cambridge English: First (FCE).|
|IELTS (Academic)||6.0||An overall band score of 6.0, with none of the four skills below 5.5.|
Students from outside the UK may be required to demonstrate their level of English by providing proof of an English language certificate or other qualification. This is particularly the case where a student: • is from a country where English is not an official/first language, or; • has previous qualifications which include English as a second language, or; • has previous qualifications which have not been studied through the medium of English. The approximate guideline minimum English level required for entry at level 4 is "B2" on the Common European Framework of Reference for Languages (CEFR). This roughly equates to: • IELTS - an overall band score of 6.0, with none of the four skills below 5.5, or; • B2 First, formerly known as Cambridge English: First (FCE) **Please note that other English language certificates/qualifications are available, and may be considered, and the College looks at each applicant on an individual basis.**