Course specification and structure
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UDEAYEDU - BA (Hons) Early Years Education (two-year accelerated degree)

Course Specification

Validation status Validated
Highest award Bachelor of Arts Level Honours
Possible interim awards Bachelor of Arts, Diploma of Higher Education, Certificate of Higher Education, Bachelor of Arts
Total credits for course 360
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 2 YEARS 4 YEARS
Course leader  

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

Students will study the value of play, development and learning of the young child in a historical, political and socio-cultural context and the implications of this for practice in early years education settings. A range of local and international perspectives are taken, including; children's rights, children's well-being, pedagogical and curriculum approaches, diversity and inclusion. The course therefore draws on a range of disciplines such as psychology, sociology and social policy, education, and health.

The role of the practitioner as an advocate for children forms a core strand of the course. Students will develop an in-depth knowledge of current policy, themes ad issues relating to children, childhood, and early years education and the impact of these on young children’s’ lives and on practice within early years education.

Extended periods of practical experiences in an educational setting extend professional competence and develop critical understading of the relationship between theory and practice.

Teaching and learning strategies and methods include lectures seminars and blended learning through access to course materials through the university’s virtual learning environment. Students are also encouraged to undertake enriching activities e.g. attendance at relevant exhibitions and visits to relevant sites or community resources and these enrichment activities are embedded in some modules.

Debate and group discussion support cognitive skills both in the classroom and through web-based discussion and seminar groups. Reflection and discussion are key to teaching for all students and experiential learning promotes their growing ability to act as a reflective practitioner.

Teaching and learning strategies and methods also focus on workplace skills and professionalism. All students undertake and reflect on observations in the placement / workplace and all modules have a range of weekly tasks and reflective exercises to support increased knowledge and understanding. Observations, action research and work-related tasks support the growth of practitioners’ professional competence. The development of transferable skills in presenting evidence, arguments and points of view to a range of audiences, through a range of media, including the use of ICT also supports learning.

Students will normally take the course over the specified two-year period so that it qualifies as accelerated study; however, there are options to modify or decelerate the normal pattern in light of particular circumstances and these would be decided and effected in discussion with student’s academic tutors and suitably qualified others. Further, students who, for any number of reasons find that they are unable to maintain the pace of accelerated study there are options to transfer to the University’s BA Early Childhood Studies programme. Staff will work in collaboration with students to construct a programme and course that works and is responsive to the needs and aspirations of those who register for it. This will be through regular formal Course Committee review and other opportunities for effective dialogue and exchange.

Course aims

1. Promote the academic study of children and early years education in an ecological context and to enable students to develop insights and understandings relating to how children and childhood are understood from a range of academic and professional perspectives
2. Facilitate the development of early years education specialists who are able to explain, reflect upon and critically assess their own practice; the legislative and historical framework in which they work and to take a well-informed part in current debates in the field, thereby acting as advocates in the field
3. Enable students to recognise their strengths, capabilities and experience as professionals and learners and to take active responsibility for their own learning
4. Develop students’ awareness of the inequalities faced by young children and their families and to develop awareness of anti-discriminatory practice
5. Enable, empower and enthuse students to make transformational changes to their own lives and to the lives of children, families and communities

Course learning outcomes

The following learning outcomes incorporate and depend on systematic understanding of the key aspects of the knowledge base of Early Years Education a coherent and detailed knowledge of some specialist areas in depth.

On successful completion of this course students will be able to:

1. deploy accurately established techniques of analysis and enquiry within Early Years Education;

2. devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront of Early Years Education;

3. describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in Early Years Education; recognising the uncertainty, ambiguity and limits of knowledge;

4. manage their own learning, and to make use of scholarly reviews and primary sources (for example, refereed research articles and/or original materials appropriate to Early Years Education;

5. apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects;

6. critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem;

7. communicate information, ideas, problems and solutions to both specialist and non-specialist audiences;

8. exercise initiative and personal responsibility, including decision-making in complex and unpredictable contexts;

9. undertake appropriate further training of a professional or equivalent nature

Course learning outcomes / Module cross reference


Learning Outcomes cover LO1-9

Principle QAA benchmark statements

The programme has been designed taking into account the Subject Benchmarks for Early Childhood Studies

Organised work experience, work based learning, sandwich year or year abroad

Students will graduate with extensive experience of working with children as one third of this degree is work based. We have a large number of London based settings and schools who will support students with this aspect of learning and provide a vital source of experience. Placements include private, voluntary and independent nurseries, maintained primary schools and within local community projects.

Course specific regulations

Fitness to Practise Procedures – Early Education

A. Policy

A.1 London Metropolitan University recognises that in conferring certain academic awards that lead to a professional qualification or registration, it has a duty to ensure the fitness of students for practice and registration. As a result students on courses leading to such awards have certain obligations and responsibilities that go beyond those of other students. In ensuring that it abides by its duties in these respects it may not be possible for the University on every occasion to respect students’ confidentiality.

A.2 Fitness to Practise Regulations are necessary:
A.2.1 To comply with the requirements of the regulators which accredit the courses;
A.2.2 To protect children and families with whom the student may come into contact during the training;
A.2.3 To show that students are fit to practise their future profession and have developed the requisite professional attitudes and behaviours;
A.2.4 To ensure that students do not invest the time and money in qualifying for a career which they are not suited for;

A.3 Fitness to Practise is an ongoing matter and will be considered when a student is:
A.3.1 starting a particular Professional Course; or
A.3.2 already on a Professional Course; or
A.3.3 returning to their current Professional Course.

A.4 The aim of this document is to give effect to these principles and obligations, and to provide a procedural framework through which possible issues can be addressed.

A.5 Reasonable adjustments will be made to this procedure so that a disabled complainant is not substantially disadvantaged by the procedure.

B. Definitions and Interpretations

B.1 Fitness to implies that practitioners have the skills, knowledge, character and health to do their job safely and effectively and in the context of these Procedures this relates to:
B.1.1 Where the student’s behaviour or health means they are in breach of, or cannot comply with, the code of conduct/ethics issued by the Regulator and/or the University;
B.2 A serious or persistent concern about the possibility that the student will:
B.2.1.1 In virtue of their behavior or health, put at risk children and families, the public, other students, staff or themselves;
B.2.1.2 Damage the trust in the relevant profession;
B.2.1.3 Fail to maintain high standards of personal conduct, honesty and integrity and in so doing fall outside of the legal and/or ethical boundaries of the profession;
B.2.1.4 Fail to act in the best interests, or respect the confidentiality, of children and families that they may come into contact with.

B.3 Professional Course means a course of academic study that leads to professional qualification or registration.

B.4 Regulator means the professional body which accredits the course;

B.5 A reference in these regulations to a particular office-holder includes that officer- holder’s deputy or nominee.

B.6 Any period expressed as a period of days shall mean clear working days and shall exclude the days by which the period is calculated.

B.7 Applicant means any person who has applied or is considering applying to study on a course at the University or a person to whom an offer (whether conditional or unconditional) of a place to study at the University has been made, whether or not that offer has been accepted.

B.8 Any notice or other communication under this Procedure required to be in writing may be sent by email.

B.9 “Authorised Staff Member” means a member of academic staff who teaches on a professionally accredited course other than the course for which the student is registered.

B.10 A Friend means a person, who shall normally be a member of staff or student of the University, appointed by a student to assist him or her in the conduct of his or her case at a hearing.

C. General Provisions

C.1 Fitness to practise is separate from and additional to fitness to study, or allegations of academic or other misconduct. A student is not exempt from these regulations simply because they have been subject to fitness to study or misconduct proceedings arising out of the same set of facts or circumstances.

C.2 The University will take into account relevant legislation such as the Data Protection Act, the Mental Health Act, the Mental Capacity Act, the Human Rights Act and the Equality Act when making decisions under these regulations.

C.3 In the interest of fairness in a particular matter, the University Secretary may:
C.3.1 substitute any person of suitable seniority/experience in the University for any person otherwise entitled or required to act under these regulations;
C.3.2 alter the procedures prescribed by these regulations; provided that the substitution or alteration is not to the detriment of the student.

D. Fitness To Practise Concerns

D.1 Concerns
D.1.1 Any person who has concerns about a student’s fitness to practise may refer the matter for investigation; however, concerns raised anonymously will not be considered in the absence of corroboratory evidence. The procedure may be invoked at any time during the student’s programme of study.
D.1.2 To initiate an investigation, a written report should be made directly to the Head of Subject. He/she is responsible for initiating the process in the first instance. Where; the urgency of the situation does not allow time for a written report; this report can be made orally, but this should be followed as soon as possible by a written report.

D.2 Circumstances that trigger the use of this procedure may include (but are not limited to):
D.2.1 A third party (for example, a fellow student, a relative, friend, colleague, placement provider, member of the public, medical professional) reports concerns about the student which raises questions about their fitness to practise;
D.2.2 The student tells a member of staff that they have a problem and/or provides information, which raises questions about their fitness to practise;
D.2.3 Proceedings under the Student Misconduct Regulations are taken against the student;
D.2.4 An allegation of Academic Misconduct is substantiated against the student; and/or,
D.2.5 The student is the subject of proceedings under the Fitness to Study Regulations.

D.3 Where the Head of Subject considers the concerns sufficiently serious, she/he may refer the matter directly to a Fitness to Practise Panel.

D.4 Where concerns about a student’s fitness to practise have been raised, a senior member of University staff may suspend a student for a period of time if they consider:
D.4.1 It would be in the best in interest of the student; or
D.4.2 It would be in the best in interest of another person, e.g. another student, member of staff, client etc.; or
D.4.3 Allowing the student to remain on the premises would breach the University’s duty of care to the student or others; or
D.4.4 A student refuses to cooperate with proceedings under these regulations.

Modules required for interim awards

See Course Learning outcomes/Module cross reference all modules are core-compulsory

Arrangements for promoting reflective learning and personal development

Reflection and discussion are key to the teaching and learning of all early years education students – this will be in the context of tutor-led discussions and reflection will be promoted by reflective exercises incorporated into the web-based materials. Experiential learning promotes their growing ability to act as a reflective practitioner. For example, they practise and reflect on techniques to promote effective interactions with children, parents/ carers and with other professionals and undertake critical evaluations of their own practice.

Students are invited to discuss their progress with their Module Tutors and these meetings ensure that the individual student is supported in their studies and enabled to progress appropriately according to their needs.

Professional Statutory and Regulatory Body (PSRB) accreditations & exemptions

This two-year accelerated degree will prepare you to apply for an Early Years PGCE with qualified teacher status, which is accredited by the National College for Teaching and Leadership.

Career, employability and opportunities for continuing professional development

Our graduates pursue careers in:
- Early years and primary teaching [after completing a one-year PGCE]
- Social work [after completion of a two-year MA Social Work]
- Early years settings
- Charities and Local Community projects
- Further and Higher Education lecturing
- Government, private and voluntary sectors

Career opportunities

This BA (Hons) Early Years Education is primarily focused on progression to the role of classroom teacher for children aged between three and seven, following subsequent completion of the PGCE Early Years with QTS. However, it also supports those wishing to enter other professional roles within the early childhood sector, including senior roles within nursery settings and advisory roles within local authorities or government departments. As a full honours degree it opens up options for postgraduate study and career development across a number of fields concerned with children and their well-being.

Our graduates pursue careers in:

  • Early years and primary teaching [after completing a one-year PGCE]
  • Social work [after completion of a two-year MA Social Work]
  • Early years settings
  • Charities and Local Community projects
  • Further and Higher Education lecturing
  • Government, private and voluntary sectors

Entry requirements

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

  • a minimum of three A levels with grades BBC (or a minimum of 112 UCAS points from an equivalent Level 3 qualification, eg BTEC National, OCR Diploma or Advanced Diploma)
  • GCSE English and either Maths or science at grade C/grade 4 or above (or equivalent grade)

Because this course is designed to equip its graduates to progress to a postgraduate programme offering QTS, there is the expectation that applicants possess the qualifications they need for this posgraduate programme before commencing their undergraduate degree.

If you do not hold a GCSE at grade C or above in both Mathematics and a science, you will need to gain this in order to be considered for a PGCE. Students graduating from the degree who hold a GCSE grade C or equivalent in English, Mathematics and a science are guaranteed an interview for a PGCE or equivalent route to QTS at London Met.

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 2018/19 Specification version 1 Specification status Validated
Original validation date 02 Aug 2018 Last validation date 02 Aug 2018  
JACS codes
Route code EAYEDU

Course Structure

Stage 1 Level 04 September start Offered

Code Module title Info Type Credits Location Period Day Time
AE4004 Children's Rights, Advocacy and Safeguarding Core 30        
AE4005 The Developing Child (Birth to Three Years) Core 30        
AE4018 Succeeding in HE: Criticality in Reading, Writi... Core 30        
AE4020 Global Challenges: Inclusion in Practice Core 30 NORTH AUT+SPR TUE PM
AE5017 Working with Children and Preparing for Profess... Core 60 NORTH SUM TUE AM&PM
          NORTH SUM MON AM

Stage 2 Level 06 September start Offered

Code Module title Info Type Credits Location Period Day Time
AE5004 The Developing Child (Three to Six Years) Core 30 NORTH SUM    
AE5005 Curriculum: Syllabus in Practice Core 30 NORTH SUM    
AE6003 Early Years Policy, Issues and Themes Core 30        
AE6009 Education and Children's Lives: Social Worlds o... Core 30 NORTH AUT+SPR FRI PM
AE6P06 Action Research for Practitioners: Placement an... Core 60 NORTH AUT+SPR WED AM&PM