• • 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.

• • 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.

• • 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.

All students will need DBS clearance prior to entry onto the programme. Throughout the course there is an emphasis on professional learning in the workplace. Work placement is an essential element which is embedded within every level of the programme.

Students will be supported on placement by a team of experienced tutors and through teaching on the Professional Practice modules in years 1 and 3. Students will have at least one visit from their tutor whilst on placement where their practice is observed to meet the Early Childhood Studies benchmarked statements.

In Year 1 and 2 students will be required to complete 240 hours of professional practice experience per year and collate a portfolio of evidence of their professional development. In Year 3 students will undertake a research placement as part of their Major Study/Dissertation. There will is an additional opportunity in Year 2 to gain experience in either a non-class-based role within education or a role outside education such as roles within health, safeguarding, play or in specialist provision such as SEND, international or Forest Schools.

Graduates of the BA (Hons) Education and Early Years will hold ‘full and relevant’ status alongside successful completion of their degree and passing their placement modules. This degree is recognised by the DfE as meeting the benchmarked criteria for Early Childhood Studies and graduates can be employed and counted into ratio’s within Ofsted registered settings.

Graduates who specialise in early years go on to work in roles within:

• Family Support
• Teaching Assistant
• Special needs and disability (SEN/SEND)
• Nursery Leadership/Manager
• Early Years Project Worker
• Nanny/Childminder
• Youth worker
• Safeguarding

Progression to teaching
Early Years and Primary Teacher *GCSE Grade C/4 or above in Maths, English and Science are a pre-requisite for progression to early years and primary teaching

Learning takes place through lectures, seminars, group discussions and workshops, in order to develop a knowledge and understanding of a range of relevant topics.

Staff at UCO have cultivated a creative approach to teaching on this degree based on the theory that students learn best through hands-on activities and a play-based approach to learning. Lectures are interactive and involve students understanding theory and knowledge through group work, debates, professional discussions, creative tasks and activities.

Assessments are varied and designed to enable students to develop their academic writing skills. In addition, there are a range of tasks assessments through other methods such as presentations, group tasks, creating posters, booklet and oral assessments.