BA (Hons) Early Years Childhood Studies
HLT037-F-UOB-SX-03 Full-time
- Awarding Institution
- The University of Bolton
- Teaching Institution
- University of Bolton
- HECOS Code
- Language Of Study
- English
- Notes:
-
This Programme adheres to the University's Fitness to Practice Declaration
Professional Accreditation
None Associated with this programme
Programme Awards
| Title | Type | Level | Description |
|---|---|---|---|
| Honours Degree (BA (Hons)) | Final Award | Level 6 | Early Years and Childhood Studies |
| Diploma of Higher Education (DipHE) | Exit or Fallback Award | Level 5 | Early Years and Childhood Studies |
| Certificate of Higher Education (CertHE) | Exit or Fallback Award | Level 4 | Early Years and Childhood Studies |
Benchmark Statements
The following benchmark statements apply to this programme:
- Early Childhood Studies (2022)
- QAA UK Quality Code, Advice and Guidance: Work-Based Learning (November 2018)
Internal and External Reference Points
- Office for Students Sector Recognised Standards
- UK Quality Code for Higher Education
- The University of Bolton awards framework
Other Points of Reference
- The Early Years Foundation Stage
- The National Curriculum
- The Working Together to Safeguard Children
- The Special Educational Needs Code of Practice
General Entry Requirements
Other entry requirements apply to this programme these are: For UCAS tariff points please see our University web-site at www.bolton.ac.uk. You may be required to attend an interview and/or provide a portfolio of work.Additional Criteria
- For UCAS tariff points please see our University web-site at www.bolton.ac.uk
- Standard Requirements: Applicants for the programme will normally have:
- Four GCSE passes at Grade 4 or above including English
- Non-Standard Entry: The University may admit applicants who do not have the Level 3 qualification in Early Years or relevant A levels, but who hold alternative qualifications and/or substantial experience demonstrating appropriate knowledge and skills at Level 3.
Additional Admission Matters
- DBS (Disclosure and Barring Service) Check
Aims of the Programme
The principal aims of the programme are to:
- Enable students to develop a strong academic and vocational background for employment in the Early Years sector
- Develop and extend appropriate skills to underpin work in the early years sector
- Enable students to develop as an informed and flexible practitioner able to work across professional boundaries
- Develop critical awareness of current issues within Early Childhood studies and practice
- Enable students to develop as a reflective practitioner and set this in a life-long learning context
Distinctive Features of the Programme
- The course has been developed to be delivered with the needs of both practitioners and employers in mind with opportunities for flexible delivery.
- The emphasis on the integration of work based learning to enable students to develop personal and professional skills which are both sector appropriate and transferable
- A well established and professionally respected course that is an exemplar of collaborative working within the University
- The rationale and design of the programme continues to use the criteria for the sector as a reference point of good practice.
- Employers have always been involved with monitoring and evaluation of the programme both as workplace mentors and as students on the course.
Learning Outcomes
Knowledge & Understanding
On completion of the programme successful students will be able to demonstrate systematic knowledge and understanding of:
- Theories and research findings on child development that underpins early years practice.
- A range of pedagogical concepts consistent with professional practice.
- Social policy and legislation relevant to the safeguarding of children.
- Values and attitudes that underpin childcare practice.
- Contextual roles and structures in services for children.
- The design, implementation and evaluation of research.
- The application of numerical skills in the gathering, interpretation and representation of data
- Working with others to achieve collective goals and contribute to the process of allocating responsibility
Cognitive, Intellectual or Thinking Skills
On completion of the programme successful students will be able to demonstrate the ability to:
- Analyse and evaluate theoretical evidence which contributes to an understanding of early years
- Make links between research , theory and early years practice
- Recognise the importance of responsibilities and accountability structures in relation to practice
- Evaluate your skills using supporting evidence
- Generate and classify information in the formation of concepts and principles relating to services for children.
Practical, Professional or Subject-specific Skills
On completion of the programme successful students will be able to demonstrate the ability to:
- Contribute to the safeguarding of children and promote personal sense of care and safety in the child
- Assess and identify ways of providing an enabling environment for children
- Create an inclusive framework for learning
- Work independently and/or as part of a group or team
- Make informed decisions
- Promote effective relationships with parents and families
Transferable, Key or Personal Skills
On completion of the programme successful students will be able to demonstrate the ability to:
- Communicate effectively using appropriate verbal and non-verbal skills
- Communicate effectively in writing with regard to reports, essays and record keeping
- Make use of word-processing functions and use ICT to communicate effectively
- Select procedures to solve problems systematically from a range of possible solutions
- Critically reflect on self-development
- Clearly communicate complex ideas either verbally and/or in writing, and construct coherent arguments using language appropriate to your programme of study.
Programme Structure
The programme comprises 360 credits, made from 120 credits each at HE4, HE5 & HE6. Level HE4 consists of six core 20 credit modules, Level HE5 consists of six core 20-credit modules, and Level HE6 consists of one 40-credit and four 20-credit modules in core early years subjects.
Validated Modules
| Title | Module Code | COE1 |
|---|---|---|
| Professional and Personal Development | EYC4007 | C |
| Introduction to Child Development | EYC4008 | C |
| Social Policy for Early Years | EYC4009 | C |
| Learning in the Digital Age | EYC4010 | C |
| Facilitating Children's Learning | EYC4004 | C |
| Developing Reflective Practice | EYC5001 | C |
| Child Development - 2 | EYC5007 | C |
| Safeguarding Children | EYC5008 | C |
| Inclusive Practice | EYC5009 | C |
| Children and Society | EYC5014 | C |
| Theories and Approaches to Learning in the Early Years | EYC6002 | C |
| Leadership and Management in the Early Years | EYC6004 | C |
| Research Methods | EYC6005 | C |
| Dissertation | EYC6006 | C |
| Work Experience | EYC4112 | C |
| Creating Positive Learning Experiences for Children | EYC5112 | C |
| Developing Children's Health and Wellbeing | EYC6103 | C |
1Core, Optional, Elective
Learning & Teaching Strategies
Lectures will introduce the key learning for each module, followed by classroom based activities that apply learning and theoretical perspectives to work based scenarios. You will be supported in the development of independent research skills through formative feedback and directed reading. You will be expected to increase your ability to work independently in the later stages of the course. Tutorials will be included as part of each module programme. The Practice Trainer will develop your professional practice through observations in the workplace and professional 1:1 discussions This programme adopts a blended style of learning and teaching including online delivery and engagement where appropriate.
Learning Activities (KIS entry)
| Course Year | Level 3 | HE4 | HE5 | HE6 | HE7 |
| Scheduled learning and teaching activities | n/a | 20% | 16% | 13% | n/a |
| Guided independent study | n/a | 69% | 76% | 78% | n/a |
| Placement/study abroad | n/a | 11% | 8% | 9% | n/a |
Assessment Strategy
A variety of assessment methods are used throughout the course, these include, essays, presentations, case studies, activity plans, reflective accounts, critical evaluations, one seen exam and a Dissertation research project. Each piece of assessment will require you to apply theoretical perspectives to your practice and the work setting. You will complete a PDP Portfolio in the Study Skills module as part to the summative assessment. Group discussions, class based activities and 1:1 tutorials will form part of the formative assessment strategy, in addition to reflective accounts on your learning which will be included in your PDP portfolio.
Assessment Methods (KIS entry)
| Course Year | Level 3 | HE4 | HE5 | HE6 | HE7 |
| Written exams | n/a | n/a | 10% | n/a | n/a |
| Coursework | n/a | 100% | 90% | 100% | n/a |
| Practical Exams | n/a | n/a | n/a | n/a | n/a |
Assessment regulations
Assessment Regulations for Undergraduate Programmes apply to this programme.
Grade Bands & Classifications
Undergraduate Honours Degree
Regulations can be found at: http://www.bolton.ac.uk/studentinformation-policyzone/Home.aspx
Role of External Examiners
External examiners are appointed for all programmes of study. They oversee the assessment process and their duties include: approving assessment tasks, reviewing assessment marks, attending assessment boards and reporting to the University on the assessment process.
Support for Student Learning
- The programme is managed by a Programme Leader
- Welcome Week introduces the student to the University and their programme
- Each student has a Personal Tutor who is responsible for support and guidance
- Personal Development Planning integrated into all programmes
- Feedback is available on formative and summative assessments
- The Student Centre provides a one-stop shop for information and advice
- Comprehensive guidance is available from the University Student Support Services including housing and accommodation advice, counselling, financial and careers advice, and support via the University disability team
- The Chaplaincy where Chaplains and Pastoral Assistants are available from different traditions, faiths and world-views
- Library and IT services are a very good source of advice and support with excellent study skills sessions and materials
- There are Student Liaison Officers attached to each School
- The Students' Union advice services
- Programme Handbooks and Module Guides which provide information about the programme and University regulations
- The opportunity to develop skills for employment
- English language support for international students
- The online Student Information – Policy Zone provides all regulatory and policy information in one place
Methods of Evaluating & Enhancing the Quality of Learning Opportunities
- Student Staff Liaison Committees
- Module evaluations by students
- Programme and University Student Surveys
- Annual quality monitoring and action planning through Programme Plans including data analysis, Subject Quality Enhancement Plans, School Quality Enhancement Plans, University Quality Enhancement Plan
- Peer review/observation of teaching
- Professional development programme for staff
- External Examiner reports
Sources of Information
- Student Portal http://www.bolton.ac.uk/Students/Home.aspx
- Students Union https://www.boltonsu.com/
- External Examiner Report https://www.bolton.ac.uk/Quality/EEE/ExternalExaminersReports/
- Careers http://www.bolton.ac.uk/careers
- Student Information - Policy Zone http://www.bolton.ac.uk/studentinformation-policyzone/Home.aspx
Audit Notes
The following changes were made from the previous version of this Programme:
New modules Module code EYC4012 changed to EYC4112 Module code EYC5012 changed to EYC5112 Module code EYC6003 changed to EYC6103