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Glyndwr University, Wrexham

Early Childhood Practice (Early Years Practitioner)

UCAS Code: G3B3

Foundation Degree in Arts - FdA

Entry requirements


A level

E,E,E

Accepted alongside A-Levels as part of overall 48 UCAS Tariff requirement.

48 UCAS Tariff points

48 UCAS Tariff points

Accepted as part of overall 48 UCAS Tariff requirement.

48 UCAS Tariff points from International Baccalaureate Certificates

48 UCAS Tariff points

Accepted alongside Irish Leaving Certificate Higher Level as part of overall 48 UCAS Tariff requirement.

Pearson BTEC Level 3 National Diploma (first teaching from September 2016)

MP

Pearson BTEC Level 3 National Extended Diploma (first teaching from September 2016)

PPP

48 UCAS Tariff points

48 UCAS Tariff points

UCAS Tariff

48

Our general entry requirement for the foundation year is 48 UCAS tariff points but all applications are considered individually and we consider work experience, vocational training/qualifications as well as motivation and potential to succeed. The programme welcomes applications from anyone who can demonstrate a commitment to the subject and the potential to complete their chosen programme successfully. This can be established by showing appropriate academic achievements or by demonstrating that they possess the knowledge and ability equivalent to the academic qualifications. Prospective students should be in current employment (paid or unpaid) of at least 14 hours per week (350 hours per year) within the children's workforce for the duration of the course.

Accepted as part of overall 48 UCAS Tariff point requirement.

About this course


Course option

2.0years

Full-time | 2020

Subject

Early childhood studies

This foundation degree considers the child and childhood through the areas of sociology, education and psychology. At the same time it draws upon the National Occupational Standards for Early Childhood to ensure the content is vocationally relevant.

This course:

• is only available to students working in Wales
• combines an academic qualification with a level 5 vocational qualification, meaning students no longer need to study an academic and vocational qualification separately - saving time and cost
• gives a qualification that sits on the ‘Required Qualification List’ used by employers to identify employees with relevant qualifications to work in more senior roles
• is delivered online so can be studied in the comfort of your own home around work and life
• combines academic study with work-based learning
• develops higher-level learning within both the institution and the workplace
• is offered on a full-time or part-time basis
• is designed to enable students to study alongside their working hours, allowing a student studying full-time to meet their work commitments

Modules

Year 1 - Level 4

Level 4 modules have been developed to encourage knowledge, understanding and professional development in the core childhood study concepts. Students are supported to understand the meaning of childhood and to develop knowledge, professional understanding and competency around child development, learning, safeguarding, and reflective practice. Throughout the modules students are expected to develop key academic and professional development skills.

Understanding the Child and Childhood
Understanding Child Development and Learning
Learning and Development in Practice (Part 1)
Safeguarding Children
Academic Skills for Practitioners
Reflecting on Practice

Year 2 - Level 5

Level 5 modules have been developed to enable students to challenge their own practice, concepts and values around working within the children’s workforce. Students are supported to explore leadership, communication, play and research skills alongside further exploration of child development and learning.

Leadership in Practice
Communication for Leadership
The Playing Child
Exploring Research Skills
Leading Safe Practice
Learning and Development in Practice (part 2)

As a guide students will be expected to spend around 9 hours per week studying the online materials and a further 9 hours relating the course materials to practice within a setting. In addition students will be expected to engage in reading around the subject they are currently studying and writing assignments at certain times of the year.

The information listed in this section is an overview of the academic content of the programme that will take the form of either core or option modules. Modules are designated as core or option in accordance with professional body requirements and internal academic framework review, so may be subject to change.

Assessment methods

The assessment tasks, set over the duration of the programme, are designed to develop and build upon a wide range of personal and professional skills, whilst strongly reinforcing links between theory and practical application. The assessment methods chosen have been designed to reflect the changing role of the professional, their ongoing academic achievement, as well as embracing the need for evaluation and reflection throughout.

Students on an accredited programme will also be visited and observed within their setting twice per year. This will be one of the methods used to support the student to gain evidence for their professional portfolio.

A key element of assessment at both level 4 and level 5 is the Professional Portfolio. The professional portfolio is designed to allow students to evidence they are meeting the performance criteria associated with each of the assessed National Occupational Standards. They work in partnership with the Areas of Knowledge to show the student’s overall competency in the work-place. The portfolio is assessed in the majority of modules with the exception of Academic Skills for Practitioners at level 4 and Exploring Research Skills at level 5.

The portfolio is a repository of evidence collected in relation to practice competencies and its completion provides a valuable learning tool throughout the programme. The portfolio is clearly structured with specific practice competencies allocated to the module in which they will be assessed.

High quality feedback and feedforward is provided to students studying online to enhance their overall achievement. Students will be provided with written feedback and/or feedforward for each piece of work and have an opportunity to discuss this with their peers and tutors. Feedback is presented in a way that allows students to see how their academic work is progressing throughout the year and to easily view the comments of all tutors in a single Moodle space. This allows students and tutors to track progress and engage in additional support where needed.

The FdA Early Childhood Practice (Early Years Practitioner) will be delivered online using Glynd?r’s virtual learning environment – Moodle. This is an easy to use self-contained website which enables students to access the course materials, tutors and other students across their programme. We actively encourage communication and have a thriving community of students online who share their experiences of working with children in a variety of roles. We use a wide range of tools for keeping in touch including, online conferencing, chat rooms (forums), e-mails, messaging and telephone/Skype.

All programmes are designed to offer flexibility to fit study around family and work commitments, however students work within a course structure to encourage motivation and completion. The materials for each session are covered over a set period to enable students to develop their own study patterns i.e. daytime, evenings, weekends. Each session will engage students through a variety of tools from reading to video, podcasts, screencasts and exploring the web. Students will also be engaged in discussion around the session topics using a variety of chat forums, blogs and/or online conferencing.

The programme team recognises that face to face contact with students is important for some students to feel a sense of belonging to the University. Therefore all students are invited to attend three, one day Saturday study days throughout the year where they will be engaged in workshops (linked to module content) and have a chance to meet other students and members of staff. These study days are non-compulsory and content covered during the day is recorded as a video and shared with students online.

Tuition fees

Select where you currently live to see what you'll pay:

Channel Islands
£9,000
per year
England
£9,000
per year
EU
£9,000
per year
Northern Ireland
£9,000
per year
Scotland
£9,000
per year
Wales
£9,000
per year

The Uni


Course location:

Wrexham

Department:

School of Social and Life Sciences

TEF rating:
Read full university profile

What students say


How do students rate their degree experience?

The stats below relate to the general subject area/s at this university, not this specific course. We show this where there isn’t enough data about the course, or where this is the most detailed info available to us.

Social sciences

Sorry, no information to show

This is usually because there were too few respondents in the data we receive to be able to provide results about the subject at this university.


Who studies this subject and how do they get on?

99%
UK students
1%
International students
19%
Male students
81%
Female students
61%
2:1 or above
15%
Drop out rate

After graduation


The stats in this section relate to the general subject area/s at this university – not this specific course. We show this where there isn't enough data about the course, or where this is the most detailed info available to us.

Health and social care

What are graduates doing after six months?

This is what graduates told us they were doing (and earning), shortly after completing their course. We've crunched the numbers to show you if these immediate prospects are high, medium or low, compared to those studying this subject/s at other universities.

100%
med
Employed or in further education
96%
high
Employed in a role where degree was essential or beneficial

Top job areas of graduates

71%
Welfare professionals
11%
Welfare and housing associate professionals
7%
Caring personal services

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