Course specification and structure
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UEEACHST - BA Early Childhood Studies Extended Degree (including Foundation Year)

Course Specification


Validation status Validated
Highest award Bachelor of Arts Level Honours
Possible interim awards Preparatory Diploma, Preparatory Certificate
Total credits for course 480
Awarding institution London Metropolitan University
Teaching institutions London Metropolitan University
School School of Social Professions
Subject Area Education
Attendance options
Option Minimum duration Maximum duration
Full-time 4 YEARS 8 YEARS
Part-time 8 YEARS 8 YEARS
Course leader  

About the course and its strategy towards teaching and learning and towards blended learning/e-learning

The preparatory year of the four-year extended degree programme is a level 3 course intended to teach the academic study skills, research techniques and critical thinking that students will need for level 4 as well as introducing them to basic ideas, approaches and themes in social sciences and humanities. The year also aims to develop their independent learning, supporting them to become confident and proactive students, able to operate effectively at undergraduate level within a large university.

Students will gain a solid introduction to their area of study as well as learning and developing their skills in academic writing and research. They will also become familiar with the different ways of studying their discipline at HE level through lectures, classroom discussion, peer-led sessions, 1-1 tutorials, practical sessions/workshops, library research, web-based learning and class visits. The University’s VLE is used to disseminate information and to support student learning. Students can post material on the VLE and conduct on-line discussions for group seminar preparation and tutor-led sessions.

The Faculty of Social Sciences and Humanities is on the North campus. Classes will be mainly in the Tower Building or the Learning Centre. The Learning Centre houses the recently been refurbished library, providing allocated group study areas as well as access to a comprehensive and regularly reviewed range of textbooks, journals and online learning resources. In addition, there are newly fitted ‘all access’ areas with comfortable seating and IT facilities in the Tower building and the Learning Centre as well as the ‘Green Lounge’ in Benwell Road.

Course aims

The preparatory year aims to equip students with the necessary basic knowledge, understanding and skills in their chosen pathway, as well the ability to communicate their ideas effectively (orally and in writing), using an appropriate academic style, that will allow them to progress onto level 4. It also aims to develop their understanding of different learning and teaching styles in HE and to build their confidence through their experience.

Course learning outcomes

By the end of the preparatory year the student is expected to be able to:

  • understand some of the fundamental ideas, approaches and themes in their extended degree subject
  • communicate ideas about their subject and other related disciplines orally, visually and in writing at a level appropriate for undergraduate study
  • understand what is expected of a student in a higher education institution and be able to use the independent learning and studying skills needed to make the transition to the next year of study
  • access and evaluate information independently, making effective use of paper-based, visual and electronic sources and acknowledging their sources correctly in written and oral work
  • record and reflect on their own learning and use this to evaluate their achievement and formulate realistic plans to reach clear goals
  • work effectively in a group to produce reports or deliver group presentations and have the facilitation skills to lead seminar discussions

Assessment strategy

Students are assessed through a variety of methods including project work, problem solving exercises, in-class tests, individual and group-led oral presentations, group-led seminars, essays and examinations.

Formative feedback is provided through regular short in-class and on-line tests, peer assessment and discussions and tutor oral and written responses.

Course specific regulations

University Regulation 3.1.5 specifies that:
‘All undergraduate courses shall be based on a teaching year comprising 30 weeks of formal scheduled teaching augmented, where appropriate, by a summer studies period.’

For the purposes of the level-3 January entry this will read:
‘All undergraduate courses shall be based on a teaching year comprising 24 weeks of formal scheduled teaching augmented, where appropriate, by a summer studies period.’

Modules required for interim awards

Progression to level 4 is subject to a completion and pass (40%) of all modules (total 120 credits).

A Preparatory Certificate may be awarded on completion of any modules totalling 60 credits and a Preparatory Diploma on completion of 120 credits.

Arrangements for promoting reflective learning and personal development

Throughout the programme students will be required to reflect on their learning, identify areas of strength and weakness and develop action plans in response to these reflections. This will occur informally through tutor and peer feedback and also formally through reflective writing as part of the assessments and the written and oral response from tutors to this. We expect that through this experience of reflective learning, students will start to understand the value of being proactive, independent learners, ready for their first year of undergraduate study.

Arrangements on the course for careers education, information and guidance

Throughout the course students are encouraged to consider the ways in which their learning might be applied to a wider social and vocational environment. Students are also introduced to the facilities available through the careers service. Specific opportunities for discussion with personal academic tutors will be offered in relation to choice of progression route on completion of level 3.

Career opportunities

Graduates pursue a variety of careers in education, health and social care sectors.

Due to the demand for well-trained early childhood practitioners, there are opportunities to work in children’s centres, nursery and primary schools, and a variety of childcare and educational settings. You may specialise in a particular area such as special educational needs, or take up advisory posts in local authorities or government departments.

A significant number of students continue their professional studies, whether it's through the PGCE route to teaching or at postgraduate level.

Entry requirements

In addition to the University's standard entry requirements, you should have:

  • at least one A level (or a minimum of 40 UCAS points from an equivalent Level 3 qualification, eg BTEC Subsidiary/National/BTEC Extended Diploma)
  • significant work experience, knowledge and skills
  • English Language GCSE at grade C (grade 4 from 2017) or above (or equivalent)

If you are a mature student with significant work experience, you are invited to apply for this course on the basis of the knowledge and skills you have developed through your work.

All applicants must be able to demonstrate proficiency in the English language.
Applicants who require a Tier 4 student visa may need to provide a Secure English Language Test (SELT) such as Academic IELTS. For more information about English qualifications please see our English language requirements.

Official use and codes

Approved to run from 2016/17 Specification version 1 Specification status Validated
Original validation date 15 Feb 2016 Last validation date 15 Feb 2016  
Sources of funding HE FUNDING COUNCIL FOR ENGLAND
JACS codes X310 (Academic Studies in Nursery Education): 100%
Route code EACHST

Course Structure

Stage 1 Level 03 September start Offered

Code Module title Info Type Credits Location Period Day Time
IF3050 Critical Thinking Core 15 NORTH AUT VARI AM&PM
          NORTH SPR VARI AM&PM
IF3058 Reflecting on Self and Society Core 15 NORTH AUT VARI AM&PM
          NORTH SPR VARI AM&PM
IF3059 Social Issues in Context: Text to Essay Core 15 NORTH SPR VARI AM
          NORTH SUM VARI PM
          NORTH SUM VARI AM
          NORTH SPR VARI PM
IF3060 Researching Discrimination Core 15 NORTH AUT    
          NORTH SPR    
IF3061 Researching Inequality Core 15 NORTH SUM VARI AM
          NORTH SPR VARI PM
          NORTH SPR VARI AM
          NORTH SUM VARI PM
IF3063 Media, Crime and 'Race' Core 15 NORTH SUM VARI AM
          NORTH AUT VARI AM&PM
          NORTH SUM VARI PM
IF3064 Key Concepts in Early Childhood Core 15 NORTH SPR FRI AM

Stage 1 Level 03 January start Offered

Code Module title Info Type Credits Location Period Day Time
IF3050 Critical Thinking Core 15 NORTH SPR VARI AM&PM
IF3058 Reflecting on Self and Society Core 15 NORTH SPR VARI AM&PM
IF3059 Social Issues in Context: Text to Essay Core 15 NORTH SPR VARI AM
          NORTH SUM VARI PM
          NORTH SUM VARI AM
          NORTH SPR VARI PM
IF3060 Researching Discrimination Core 15 NORTH SPR    
IF3061 Researching Inequality Core 15 NORTH SUM VARI AM
          NORTH SPR VARI PM
          NORTH SPR VARI AM
          NORTH SUM VARI PM
IF3063 Media, Crime and 'Race' Core 15 NORTH SUM VARI AM
          NORTH SUM VARI PM
IF3064 Key Concepts in Early Childhood Core 15 NORTH SPR FRI AM