Courses

Early Years BA (Hons)

About Studying at UCO
Key Information

Start date:September

Institutional code:O10

UCAS code:XX12

Duration:3 years

Course type:Full Time

Places available:25

Fees per year:£7500

Entry Requirements

96 UCAS Points

Essential:
English GCSE at Grade C or above Maths GCSE at Grade C or above DBS check and process organised by the university during enrolment, registration and induction. DBS clearance on both courses will need to be achieved before any work placement can begin. The DBS will be paid for by the applicant.

Desirable:
Be able to demonstrate appropriate personal qualities and attitudes for working with young children and their families. Attend interview as required.

Award

BA (Hons) Early Years validated by Sheffield Hallam University

The course focuses on the Early Years, and will enable you to develop the key knowledge and skills required to work with babies and young children. The modules covered over the course of the three years will help you to increase your understanding of children and the way they learn, the importance of health and emotional wellbeing, safeguarding issues, inclusive practice, and important employability skills such as teamwork and effective practice.

A team of lecturers, who have extensive professional experience in primary and Early Years teaching and other key services for children and families, will deliver the modules. Guest lectures from various organizations including the police, health visitors, midwives, Special Educational Needs coordinators, social workers, charity workers and family support workers will help you to build on your academic experiences by providing insights into the realities of working with young children.

Course Content - Year 1
    • Professional Practice with Placement

The programme of study aims to nurture independent learning and emphasise the importance of a holistic approach to enhancing own professionalism and practice through structured workplace learning. The module will explore work-based learning opportunities together with student occupational and professional concepts, principles and techniques, including reflective practice and using established analytical tools. The student will develop and maintain a systematic approach to evidencing and reviewing practical work. There will be an emphasis on setting workplace learning objectives and reflective practice. Student development will be supported in the workplace through mentoring/supervision arrangements and tutor visits. A total of 240 work placement hours will be achieved in the setting of your choice.

    • Academic and Professional Development

This module aims to encourage the development of the academic study and communication skills necessary for success on the course. It introduces the key concepts, theories and practices of HE Level 4 study and prepares students for the transition to Level 5.

    • Learning and Development

This module aims to introduce significant theories and research which underpin development and learning for children. It considers a range of key concepts to explain the basis of development and learning. It identifies the different dimensions of development (cognitive, linguistic, social, and emotional) and locates these aspects of development in their cultural and social context. It focuses on different transitions that children may/will make and introduces students to different perspectives on the processes involved in learning and development.

    • Working with People in Teams

The module aims to examine the theory, principles and practice of working with individuals and with groups and considers a range of models appropriate for use by Early Years. Students analyse group interaction and apply appropriate theory to a project where the group has worked together. Students reflect on their experience and consider their own role, their skills and qualities in the group context

    • Society, Families and Children

This module aims to develop students’ understanding of society. Firstly, it examines social policy issues in society, such as poverty and inequality, and how the state responds to them through ‘welfare’, as well as through ‘rights’ and ‘citizenship’ Students will then investigate social differentiation by examining key sociological concepts such as social class, gender, the family, ethnic identity and crime.

 

Course Content - Year 2
    • Professional Practice 2 with Placement

The programme of study aims to nurture students’ independent learning and emphasise the importance of a holistic approach to enhancing their own professionalism and practice through structured workplace learning. Students will explore work-based learning opportunities/employability together with occupational and pedagogical concepts, principles and techniques, including reflective practice and using established analytical tools. Students will develop and maintain a systematic approach to evidencing and reviewing their professionalism/employability. There will be an emphasis on students setting their own work related learning objectives using a series of learning contracts, developing reflective practice skills to support critical analysis. Students’ development will normally be supported in the workplace through mentor arrangements and the completion of 240 hours in an appropriate work placement.

    • Safeguarding

This module aims to raise awareness of current legislation, policies and procedures which exist to promote children’s rights and keep them safe from harm. It emphasises the knowledge, skills and qualities required to work with children, their families and carers and other professionals in safeguarding contexts. Students critically explore the social construction and broader concepts of child abuse.

    • Research Methods

This module aims to explore a range of academic, social and educational research strategies and methods. Students will engage with various research techniques and consider the appropriateness of these within different contexts. They will also explore the value and significance of alternative approaches to data collection and analysis within their fields of study. The module aims to facilitate the development of appropriate research and analytic skills as well as exploring the presentation and evaluation of research within students’ respective areas of study. This is an intermediate module that is designed to prepare students to evaluate appropriate methodological issues as well as to undertake research initiatives. A small-scale action research project is to be undertaken to explore an aspect of the practitioner’s professional activity.

    • The Developing Child

This module is designed to recognise the qualities of the Senior Practitioner, to ensure continuous development and to evaluate the influences of theories of child development and learning in early years settings today. Through a detailed study (coursework worth 100% of the module marks) of an individual child, students will have the opportunity to explore how the setting and the practitioner support care, learning and development needs.

    • Early Literacy and Mathematics

This module aims to raise students’ awareness of the basic principles, concepts and processes underpinning literacy and mathematics in early years and KS1. It emphasises the knowledge and skills required to support children’s learning and development in these areas in early years and KS1. Students will examine teaching and learning strategies which support progress and outcomes in each area and through cross curricula links. Students will be aware of how learning and development is assessed with reference to the relevant frameworks.

 

Course Content - Year 3
    • Major Study

This module aims to allow students to pursue their particular interests and to demonstrate the breadth of knowledge, understanding and strengths that they have developed during their degree studies. Students will be supported in the selection of a topic relevant to their degree, in the development of a proposal and at each stage of their study. Coursework for this module will consist of a dissertation which may be literary (an in-depth study of theories, texts, themes) or empirical; or a combination of both.  This module provides an opportunity to bring together everything students have learned in a study of their choosing.

    • Health and Wellbeing

The aim of this module is to explore different aspects of the health and wellbeing of children and become equipped to evaluate the wider public health agenda, national trends and supporting legislation.  Students will evaluate a chosen health promotion/campaign and explain how legislation, policy and research support the chosen promotion/campaign.

    • Supporting children’s Learning

This module aims to develop students’ understanding of how children’s learning can be effectively supported.  Students will learn about the implications of the concept of inclusion, the principles of both medium and short term planning and a variety of perspectives on planning and teaching.

    • Global Perspectives

The aim of this module is to explore different aspects of the health and wellbeing of children and become equipped to evaluate the wider public health agenda, national trends and supporting legislation.  Students will evaluate a chosen health promotion/campaign and explain how legislation, policy and research support the chosen promotion/campaign.

    • EAL and Effective Practice

The module aims to develop a critical understanding of EAL and effective practice with children and their families.  It will support the development of skills and knowledge that enable practitioners and students to develop effective practice with young children and their parents or carers who are often new to speaking English.  The module aims to support strategies and principles for learning English as an Additional Language, whilst recognising and celebrating the value of all children’s language acquisition.  The module will develop a critical understanding regarding Bilingualism and multilingualism as an asset, and that first language has a continuing and significant role in identity, learning and the acquisition of additional languages.

 

Placements and Work Experience

Throughout the course there is an emphasis on professional learning in the workplace. Work placement is an essential element that runs through every level of the programme, all students will complete a DBS clearance prior to entry on the programme, and this will enable them to fulfil the requirements of professional practice. Students will be supported on placement by a team of experienced tutors. Relationships with settings will be maintained and developed through mentorship roles in settings, a specific handbook will support students during their placement experiences.  Students will have at least one visit from their tutor whilst on placement where their practice is observed and guidance in meeting the professional standards is offered.

Students will take part in professional practice that is linked to 40 credit modules in year 1 and 2 of the programme.

Shadow visits will help enhance practice skills and develop students experience and knowledge of the sector and its requirements.

In year 1 and 2 students will be achieving the skills that are required to demonstrate the achievement of The standards from the National College of Teaching and Leadership (June 2014).  This ensures that students and the course meets Early Years Educator criteria and the requirements of the qualification framework.

What careers can the course lead to?
  • Teaching through the PGCE or Work based teaching qualification route
  • Masters
  • Supervisory Roles
  • Manager Roles
  • Assistant Healthcare Professional (NICU)
  • Post Natal and Multi-Disciplinary Practice
  • Playworker
  • Social work
  • Community work

Students who are completing the Professional Route should be expecting to advance their career through promotion and advanced practice recognition and status. These roles might include SENCO, Safeguarding Room Leader or Manager roles.

Teaching and Assessment methods

Interactive lectures and seminar sessions are presented by skilled and motivated staff who actively engage in their own professional and scholarly development, who are able to provide a stimulating and challenging learning environment. The Early Years team are passionate about their practice and their teaching and have their roots established in a collective of professional skills, knowledge and experience they are able to bring to the learning, teaching and assessment approach at UCO. This approach enables the acquisition of knowledge, supports a diversity of learning and achievement and above all facilitates inclusion and aspiration. This approach provides students with a personalised experience that supports employability and the development of a wide range of skills and qualities. The course tutors aim to provide learning and teaching sessions that are relevant and current and that culminate into a coherent learning journey over three years.

Interactive Lectures, Seminars and Tutorial sessions are supported through UCO VLE (Moodle) where students are encouraged to engage with course content and additional material to enhance learning, this would include information about the teaching team, programme handbooks and placement information along with links to module handbooks and module content. This approach is aimed at enhancing the student experience and offering wider learning to support core martial for those students who wish to engage more deeply. The Early Years Facebook page also supports this approach.

Learning, Teaching and Assessment is also supported by key and current guest speakers who form part of the year 1 tutorial programme and inform the content of secessions in year 2 and in year 3. Guest speakers are drawn from the Alumni group, from the local voluntary sector and from services that are relevant to informing effective practice in the sector.

How To Apply »

Print Course

Request more information...