Coronavirus (COVID-19) information
September 2020 delivery
It is anticipated that delivery for this course in September will be delivered through a blended approach consisting of mostly face to face delivery and some remote learning. We will continue to be guided by the Department of Education and Roehampton University guidelines. Our class sizes are typically small which is beneficial in adhering to social distancing measures and keeping our students and staff safe. We aim to move to full face-to-face delivery as soon as Government guidelines allow us to do so safely.
Introductory Course Information
Award: Foundation Degree (FdA) Early Childhood Education
Awarding Body: University of Roehampton
UCAS Code: CC02
Location of study: Carshalton College
Academic year: 2020 September start
Days of the week: Students will be expected to attend college for one evening a week (Thursday) 4:30 - 9:30pm plus extra sessions for personal tutorials and supervision. Attendance will also be required on approximately 12 Saturdays over the academic year.
Full-time Study: This course is full time study over two years. Students are required to attend the college for 30 weeks throughout the academic year of study. Students are expected to spend a significant amount of time each week in self-led individual learning (approximately 20 hours per week).
Work placements: Work based learning is embedded in the programme. All students are employed in either a paid or voluntary capacity within the Early Years sector (working with children aged 0-8years old), and are participating in a meaningful placement of not less than 16 hours per week.
Timetables: Timetables are available at the beginning of the academic year.
Applicants should have completed at least twelve months’ experience within the Early Years sector, and preferably hold a level three qualification.
Suitable applicants will be invited to interview, which may include a written task to further demonstrate their suitability for the course.
Entry requirements are designed to increase access to Higher Education and consequently, the programme will recognise and encourage diverse entry routes and Accreditation for Prior Experiential Learning (AP(E)L).
Credit transfer and accreditation of prior learning or experience:
Applicants who have achieved a qualification such as a certificate of higher education, or have gained credits at another higher education institution, may be able to enter the course at level 5. Evidence of AP(E)L (original certificate and academic transcript) will need to be presented to, and accepted by the University of Roehampton.
The course aims to provide students with the opportunity to exit the programme with 240 credits and achieve a Foundation Degree. The Foundation Degree facilitates progression to a full honours degree as the students continue their vocational employment. Since the development of the full honours degree programme at Carshalton College students have been able to continue studying at the College and working in the early years sector to complete a BA (Honours) Degree. Those students who are successful in achieving 240 credits can apply to the final year and complete a further 120 Level 6 credits in order to achieve a full honours degree.
Students will study the following compulsory Level 4 modules:-
- Introduction to Early Childhood Education (20 credits): This module aims to introduce students to academic skills and requirements for the successful completion of the FdA programme within the context of the taught syllabus.
- Professional and Academic Development (40 credits): This module focuses on the importance of continuing professional and academic development contextualised within the statutory compulsory age range. In addition it will aim to develop the skills necessary for an education professional to work effectively and to improve their own performance. The opportunity to provide evidence for achievement of this module, such as reflective journals, developmental action plans, SWOTs and knowledge of the reflective process will be continuous throughout the Year 1 programme to enable learners to become reflective practitioners planning for future development
- Observing Children (20 credits): This module focuses on the role of observing children to inform early childhood education practice and planning for learning. The aim of the module is to gain an understanding of ethical considerations and knowledge of a range of methods of observation. In addition, the student will be expected to demonstrate an understanding of the different observation methods and their purpose when assessing young children.
- Early Childhood Pioneers (20 credits): Short description of module and its outcomes – couple of sentences. This module introduces students to historical perspectives on early childhood education and the key principles of a range of early childhood education pioneers. Students will examine how these contribute to current theory and pedagogical approaches in early childhood education. It aims to promote students to connect theory and practice within an early childhood education environment.
- Children and Childhoods (20 credits): This module focuses on the place of children in society and how childhood is defined by its social and cultural context. The aim of the module is to investigate a range of theoretical perspectives and how this impacts on early childhood practice and contemporary attitudes toward children and childhood.
Students will study the following compulsory Level 5 modules: -
- Work Based Enquiry (40 credits) This module will build on the student’s research interest by conducting primary and secondary research into an appropriate area of professional practice. This module is designed to provide the student with the necessary skills to complete a piece of research in their chosen area. Personal and professional competence will be extended through the production of small scale, practice-related, research on a chosen subject. The chosen area of research must relate to a subject area studied during the course and the student’s own professional practice.
- Holistic Development of the Child (20 credits) This module allows students to examine and evaluate theories and principles of child development and its holistic nature. It aims to investigate factors that influence developmental outcomes; including theories of attachment and the role of parents and educators in supporting children’s holistic development.
- Play in the 21st Century (20 credits) This module is designed to develop knowledge and understanding of how historical perspectives have influenced early years’ play in the 21st century. The theories and principles of how children play and the factors that affect learning will be explored. The role of the practitioner will be discussed and theories related to play and the beliefs and practices from other cultures considered. The importance of providing suitable, age appropriate materials and activities to extend children’s play and to support their learning will be deliberated.
- Meeting the needs of the child (20 credits) This module is designed to develop knowledge of provision for children recognising and respecting diversity and difference in early years settings. The issue of assessing children against criteria which are normed on native-English speaking peers will be critically evaluated and the use of appropriate early intervention that will support their social and academic progression will be explored. Theories of why and how children are assessed whilst examining a range of interventions and programmes designed to support children with additional needs will be investigated. The module focuses on gaining an understanding of current legislation and the professional role of the educator in the context of educating children within a mainstream setting.
- Safeguarding (20 credits) This module aims to support practitioners in carrying out their role with regard safeguarding by understanding the types of abuse that children can be subjected to. Theories are used to investigate why children are abused whilst examining a range of published case histories of abused children. The module focuses on gaining an understanding of current child protection legislation and the professional role of the educator in the context of safeguarding children.
Teaching and Learning
The modules will be taught through a combination of lectures, e-learning and seminars. All students are expected to prepare for the sessions by completing set tasks of recommended reading and/or research.
When not attending lectures, seminars and other timetabled sessions, students are expected to continue learning independently through self-study. Typically this will involve reading, working on individual and group projects, undertaking research in the library, preparing coursework assignments and presentations. Independent learning is supported by a range of excellent facilities including access to the University of Roehampton Library.
The course provides opportunities to test understanding of the subject informally before completing the formal assessments that count towards the final mark. The formal assessment methods include a range of coursework tasks such as essays, reports, portfolios, presentations etc. The assessments are spread across the year to make the work load manageable.
Overall workload consists of class contact hours, independent learning, and assessment activity. The information below gives an indication of how much time will be needed to allocate to different activities at each level of the course.
Summary of Teaching, Learning and Assessment
This is for the KIS information- this section will be completed in September when further training on the underlying calculations will be available. Please do not complete this now, a spreadsheet will be circulated nearer the time with the required format. A detailed version will still be required for all programme specifications. The detailed version includes tutorial time/timetabled and compulsory trips etc.
Academic support is available on an individual and/or group basis in the following areas:
- Study skills (including reading, note-taking and presentation skills)
- Written English (including punctuation and grammatical accuracy)
- Academic writing (including how to reference)
- Research skills (in conjunction with the library)
- Critical thinking and understanding arguments
- Revision, assessment and examination skills (including time management).
Students with additional needs resulting from disabilities such as sensory impairment or learning difficulties such as dyslexia are provided with additional support and summary of adjustments on condition that appropriate and valid formal evidence is made available.
Students will be taught by an experienced teaching team whose expertise and knowledge are closely matched to the content of the modules on the course. The team includes senior academics and professional practitioners with a wide variety of experience in the Early Years Sector.
Course Costs and Financial Support
Fees: For the academic years 2020-21 the tuition fees for this course are:
- UK/EU students: £6350 per year.
The following course-related costs are included in the fees:
- Annual printing allowance
- University of Roehampton Library access
- Library and e-book access
The following course-related costs are not included in the fees:
- Additional printing over and above the annual allowance
- The cost of books and equipment that students might wish to purchase.
Careers and Progression
Spotlight on FdA in Early Childhood Education +Amardeep Mohammadi is studying a Foundation Degree (FdA) in Early Childhood Education. “I chose to study at Carshalton College as it was accessible around my work and family commitments. Other degrees I looked at were either part time or long distance learning. I wanted to qualify within the 3… Read More
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