Foundation Degree in Early Childhood Studies

Foundation Degree in Early Childhood Studies at Ashton Sixth Form College Validated by Staffordshire University

Guidance & Information

Ashton Sixth Form College Higher Education

Contents When are the deadlines? .................................................................................................................................... 3 What is a Foundation Degree? ............................................................................................................................ 3 Who is the course for? ........................................................................................................................................ 3 What will the course cover? ................................................................................................................................ 3 What do I need to do the course? ....................................................................................................................... 6 How is the course assessed? ............................................................................................................................... 7 How long does the course take? ......................................................................................................................... 7 How much does the course cost? ....................................................................................................................... 7 Where can I progress to? .................................................................................................................................... 7

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Guidance and Information Pack Foundation Degree in Early Childhood Studies

Hellen Oliver Foundation Degree in Early Childhood Studies

“…the course enables me to provide the best start possible to children’s lives …”

“My name is Hellen and I am a registered child-minder. I completed my Level 3 qualification in Childcare and wanted to further my career prospects by completing the Foundation degree. I opted for the Foundation degree in Early Childhood Studies, offered by Ashton Sixth Form College in partnership with Staffordshire University.

“I first decided to be a child-minder when my children were young; I wanted to be at home for them whilst still earning a good salary. I completed a course to become a registered child-minder then wanted to further my qualifications to enable me to be the best at what I do.

“I love being with children so this is the perfect career for me and the course enables me to provide the best start possible to children’s lives.

The degree course has really challenged my professional thinking about my role in early years and how I support children’s development.

“I chose Ashton Sixth Form College to study my degree because they had the course, times and days that suited me, and I’m glad I did. I really enjoy the course: it is hard work but enjoyable.

“I am not the only person in my family to be studying at Ashton Sixth Form College either; my son is full time at College studying Public Services, so we both have plenty of homework to complete!”

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Ashton Sixth Form College Higher Education

When are the deadlines?

Round One:

Round Two:

8th June 2017

(Subject to availability of places) 6th July 2017

Interviews held from June – July

Interviews held from July – September

Round Three: (Late applications)

31st August 2017 Interviews held in September

What is a Foundation Degree?

A Foundation Degree is a level 5 qualification made up of 240 credits, 120 of which are gained at level 4 study and a further 120 at level 5 study. These credits are gained by completing modules throughout the course. Although the Foundation Degree is a qualification in its own right, it can be topped up to a full Honours Degree through the acquisition of a further 120 credits on a top up course. For further information on topping up to a full Honours Degree and progression routes, please see the Where can I progress to? section on page 6.

Who is the course for?

This award seeks to provide an opportunity for those who are currently working with or wishing to pursue a career with children to build on their knowledge and experience through study at a higher education level to enhance and understand their professional roles. It is designed specifically for those who wish to combine work and study.

This part time route is designed for level three qualified practitioners who are currently employed, either paid or voluntary for at least two days a week, in an early years environment as a nanny or child minder, or within a school, nursery, children’s centre, etc., who wish to further their academic qualifications.

What will the course cover?

The emphasis of the programme is based on learning in the workplace and recognises that many applicants will have gained knowledge and understanding necessary to undertake study at a higher level through developing professional awareness in the context of work. It is also designed to underpin all appropriate technical work specific skills as well as key skills.

Work based tasks will require students to demonstrate their skills in the workplace and bring evidence to study sessions and this work will form an essential part of the programme experience.

This course is made up of the following eight modules:

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Guidance and Information Pack Foundation Degree in Early Childhood Studies Level 4 Modules (30 credits each) Module 1- Practitioners’ Personal, Professional and Academic practice This module will offer an opportunity to build upon your existing knowledge, skills and understanding and will encourage you to adopt a positive approach to your new course by developing skills of communication and presentational methods. You will be introduced to the purpose and development of reflective practice, professional development profiles, critical thinking skills, referencing, interpretation of data and the development of an academic argument.

Module 2- The Developing Child; A Holistic Approach An in-depth understanding of the unique child’s development underpins all good practice in early childhood and this is gained through systematic observation of the child. This module aims to help you reflect on the importance of observation and to provide opportunities for you to evaluate a range of observation techniques in order to select the ones most appropriate to the aims of your observations and practice some of them to gain detailed information about a child’s holistic development and learning. It aims to help you evaluate established theoretical perspectives on how children develop and learn and apply them to individual children’s observed behaviour in the light of new scientific evidence and to understand how contemporary theorists continue to build upon and adapt existing concepts of early childhood development.

Module 3 – The Planning Cycle This module will introduce students to definitions of play and the importance of play to the development of children through a theoretical and historical approach. Students will learn about the differing types of play, their relationship to development and current provision set within a cultural context.

Students will consider a range of planning perspectives and the implementation and evaluation of the planning process in the context of the planning cycle.

The module will examine the role of the adult in the extension of play opportunities. Students will be asked to consider the place of flexibility and spontaneity in the planning process and will have the opportunity to plan, provide and evaluate activities to use with children on placement which will take into account the individual needs of children.

Students will gain a deeper understanding of learning theories and early childhood pedagogy relating to play, and an experiential view of teaching and learning.

Students will combine their theoretical knowledge of child development and practical experience to the observation and assessment within their case studies. Students will be introduced to a range of observation techniques and they will be encouraged to focus upon the ethical, professional and cultural issues that may affect the way in which we may perceive and interpret the behaviour of others.

Module 4 –Inclusive and Enabling Environments The module will examine definitions of “curriculum”, different models, philosophies and political events that affect curriculum.

You will examine the Early Years Foundation Stage Framework, National Curriculum and alternative curricula and consider how children’s learning environments may differ. You will review literature and theoretical 4

Ashton Sixth Form College Higher Education perspectives on the role of the adult in children’s learning and examine appropriate learning environments to enable children to progress in the areas of knowledge, understanding, skills and concepts.

Children’s rights will be examined and you will gain an understanding of the principles of catering for the unique needs of the child in relation to diversity of culture, race, ethnicity, gender, ability, disability and lifestyle etc.

You will examine the development of values, beliefs and stereotypes and how these can be overcome by providing inclusive and respectful environments for all children and families. Your role in challenging stereotypical attitudes and behaviours will be considered.

A range of resources and equipment will be investigated to evaluate how they can be used to make children feel included and promote young children’s awareness and understanding of diversity.

You will examine changing concepts of “inclusion”, looking at a variety of reports and legislation and review the impact of special educational needs on individuals and their families, and the support systems in place.

Level 5 Modules (30 credits each) Module 5: Working with Young Children This module investigates the organisational structures of provision for young children and the impact of the legal framework, national and local policy on provision. Learners will also look into working with professionals from other agencies and disciplines to provide a unified and holistic approach to child health and development. Learners will also examine approaches to working in partnership with parents and families and initiatives to promote child and family health and well-being.

Module 6: Leading Change in the Early Years In this module you will be introduced to the main concepts of management theory and human and physical resources management.

You will reflect upon your own role in an aspect of leadership change within the workplace.

You will link and critically evaluate general management theories, to the principles of leadership, team building, delegation and motivation and relate this to your own practice.

Module 7: Safeguarding and Young Children’s Welfare Students will consider the changing emphasis of legislation and guidance to protecting children in England, the impact of Every Child Matters (DfES, 2003) and the broad strategy for change in children's services.

Students will examine, across professional boundaries, the reformed structuring and services which create the means by which the interests, needs and welfare of the children can be protected and advanced.

Students will consider how resources and attitudes reflect and underpin the value that society places on children and childhood.

Students will explore the notion of child protection within the context of major legislation and policy change.

They will reflect, in detail, on the major changes in child welfare in order to understand the debates shaping children's policy.

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Guidance and Information Pack Foundation Degree in Early Childhood Studies

This module will introduce contemporary debates about child protection, as well as deepening understanding of the policy developments involved and the implications for children's rights.

Module 8: Early Childhood Global Perspectives on Contemporary issues This module will focus initially on exploring developing constructs of childhood in different societies to facilitate critical reflection on students’ won understandings and what has influenced them.

It will continue to expand to expand on concepts and issues introduced previously to allow for more breadth and depth of independent research and reading of topics related to individual’s interests and experiences.

It will enable students to seek perspectives beyond their personal experiences in different societies.

It is expected that the content and assessment of this module will provide appropriate professional academic challenge to encourage and prepare students for progression after achieving their award.

Please note – the modules listed are subject to change.

What do I need to do the course? 

A minimum of three GCSEs (or equivalent) at grade C or above. (A Key Skills qualification is not generally considered to be equivalent in content and level of demand, but if you hold this qualification your application may still be considered in combination with a consideration of the other entry criteria).

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120 UCAS points from at least one relevant Level 3 qualification (e.g. A-Level, BTEC National Diploma, Level 3 Certificate for the Early Years Educator).

Preferably a minimum of 12 months post qualifying experience at Level 3 in a relevant setting.

Employment either paid/voluntary supporting learning in an educational setting (EY – FE) for minimum 10 hours (arranged prior to the course).

Proof of a current DBS disclosure or a Declaration of Criminal Convictions.

Applications from mature students are both welcome and encouraged.

Must be aged 18 or over.

Applicants for whom English is a second language and who do not possess a level 2 qualification require a current IELTS 6.0 score, with no single score lower than 5.5.

You must also provide a letter from your employer in support of work based activities.

Advisory notes – at interview you will be asked to demonstrate that your current writing skills are at level 2.

Although this does not form part of the entry criteria it may be used to identify further support needs to assist with your achievement on the course.

Although you may hold an English and maths qualification which isn’t a GCSE, please note that entry to teacher training (including Early Years Teacher Status) requires each applicant to have GCSE English/maths/science at Level C or above prior to application. We therefore strongly recommend that if you may be interested in this route and you don’t already have these qualifications, that you start working towards achieving them.

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Ashton Sixth Form College Higher Education

How is the course assessed?

This is a modular course in which each learner studies eight modules, each of which is assessed through a variety of assessment methods. These include essays, reports, presentations, multiple choice question tests and portfolios. Learners are also assessed in the workplace. Assessment is continuous and written assessment encourages learners to reflect on their learning experiences both in the classroom and in the workplace. Students are encouraged to make connections between theory and practice.

How long does the course take?

The part time route will take three years of study to complete, with College attendance of one evening per week and two days per week in the relevant work place.

How much does the course cost?

The fees for this course are ÂŁ2,800 per year, totalling ÂŁ8,400.

Students accepted onto this programme are generally entitled to a tuition fee loan from Student Finance England. Further information on student finance can be found in the accompanying Student Finance Information booklet or at: www.gov.uk/studentfinance. Please note that it is your responsibility to apply for the loan.

Students might also ask their workplace for support in funding this course.

Where can I progress to?

On successful completion of your Foundation Degree, you can then top-up to a full BA (Hons) in Early Childhood Studies by studying a further 120 credits at level 6 over one extended academic year (September to July). Other opportunities for progression may be available depending on your field of work and other qualifications.

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Guidance and Information Pack Foundation Degree in Early Childhood Studies

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