September 2022

Early Childhood Education and Care Top-Up Degree BA (Hons)

Top-up Degree, Undergraduate, September 2022

Key Details

  • X31A Course Code
  • 1-2 Years
Childhood Education and Care

Overview

Why study this course?

Early childhood, the quality of education, provision and care, and the roles and responsibilities of all those involved with young children, parents and families together have a significant influence on children’s achievement and life chances. There is growing recognition that early childhood and children’s experiences must be supported by a highly qualified workforce.

The top up award is designed for Early Years Foundation degree graduates or equivalent to progress to level 6 to achieve an Honours degree in Early Childhood Education and Care (ECEC) .

Modules run in parallel and require students to engage with a range of learning and teaching modes using e-learning as well as face-to-face contact with tutors.

How will I be assessed?

Assessment is through a wide range of methods. These include essays, research reports, case studies, group and individual presentations, exhibitions, seminars, and e-learning. Teaching and learning strategies include lectures, seminars, discussion and debate, presentations, guest speakers, workshops, an e-learning environment, visits and directed activities.

What careers can I consider?

There are a wide range of career opportunities for graduates in the field of early years. This includes working in Children’s Centres, schools, nurseries, Social Services, Local Authority support teams, and charitable organisations. Early Childhood graduates have pursued Early Years Teacher Status or a teaching career via a PGCE to gain qualified teacher status (QTS).

Studying and living in Birmingham

Newman University is located in Britain’s second city – Birmingham. With one of the youngest city populations in Europe, it is a vibrant and dynamic place to study.

Studying at Newman University, you have the advantage of being near to the city, but living in, or commuting to peaceful and comfortable surroundings on campus.

Dining out

Birmingham has lots of wonderful places to dine out with a range of different cuisines. Places where you can dine out include; Brindley Place, Mailbox and Hagley Road (just 10 minutes’ from Newman).

Entertainment

Whether you like to go to; the theatre, gigs or clubs, or enjoy: sports, shopping visiting art galleries or exhibitions – Birmingham will not disappoint and you will be spoilt for choice!

Location

Getting around Birmingham is easy via train, bus or by car. Birmingham has excellent transport links to the rest of Britain, making it easy for those weekend getaways!

Why not explore the city for yourself by visiting one of our Open Days?

Want to find out more about Birmingham? Then take a look at some Birmingham City Secrets.

Ask Us a Question

Open Day - Saturday 12th March

Join us at our first on campus open day of 2022 on Saturday 12th March (10:00am-3:00pm). Representatives from each of our subject areas and student support departments will be available to speak to. There will be a number of subject talks, and the opportunity to tour the Newman campus.

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Entry Requirements

Applicants should have 120 credits at Level 4 and 120 at Level 5, e.g. HND or Foundation degree in a relevant subject. Entry requirements are flexible and recognise a range of academic qualifications as well as relevant work experience. Please contact Admissions for confirmation of suitability of qualifications.

Students will need to obtain Disclosure and Barring Service (DBS) clearance once they have met the entry requirements and  by the start of their programme in September.  For more information on your DBS application please visit the How do I complete my DBS form advice page.

International Students
The University is not licensed by the UK Government to sponsor migrant students under the Student route and is therefore unable to accept applications from international students at present.

Applying Direct Option

You can apply direct to Newman University for this course if you have not previously applied to Newman University through UCAS and you are not applying to any other universities.

Simply click on this Direct Application link to do this.

N.B. will need to enter ‘New User’ account details when first accessing this portal.

If you have any questions regarding entry onto this course please contact our friendly and helpful admissions team via our Admissions Enquiry Form

Course Fees

Please note that the course fee for September 2022 will be confirmed later this year, and will be updated on the course page in due course. For reference the course fee for September 2021 was £9,250.

The University will review tuition fees and increase fees in line with any inflationary uplift as determined by the UK Government, if permitted by law or government policy, in subsequent years of your course. It is anticipated that such increases would be linked to RPI (the Retail Price Index excluding mortgage interest payments).

Modules

Please be aware that, as with any course, there may be changes to the modules delivered, for information view our Changes to Programmes or Module Changes page.

Timetables: find out when information is available to students

As a part-time undergraduate student, you choose how many modules to study each year (up to a maximum of 6). To qualify for a student tuition fee loan you will need to choose at least 4 modules. A normal 3-year degree will take 4.5 years to complete if you take 6 modules per year. You will be taught alongside full-time undergraduate students.

The modules displayed are for the full-time route, for part-time modules will be split across the duration of the course.

  1. This double module aims to enable students to identify a specific issue or area of interest to investigate for their research study. It will enable students to examine the aspect in depth through either a literature based study or an empirical one. It requires students to identify and apply an appropriate research design, addressing ethical principles, and employing systematic research procedures. Students will present and analyse their findings with critical reflection on their research question, methodology, management and organisation and analyse limitations of their study. They will identify the implications for policy and practice in the field of early childhood education and care.
  2. This module provides students with the opportunity to gain a practical and critical understanding of the current issues facing leaders and managers within ECEC settings in England, with a particular focus on the management of change and multi-agency and multi-professional (integrated) partnership-working.  This will involve analysis of the range of skills, knowledge and understanding concerned with team membership, management and leadership as well as pertinent theories to support becoming an effective leader. Seminal and contemporary theoretical perspectives and research on leadership and management will be presented and analysed in order to increase students’ understanding and appreciation of the roles and values of practitioners from different professional cultures.  Students will also participate in activities that will enable them to learn from their own and others’ experience of leadership and management in practice in order to develop their own leadership and management strengths.
  3. Mandatory for Top Up Students only This double module for Top-Up students provides an opportunity for students to explore the concept of quality practice with the content being framed around the standards for the Early Years Educator (NCTL, 2013) and the Early Years Foundation Stage Framework (DfE 2020). The module also requires students to work alongside professional practitioners in Early Years settings/schools/organisations to further develop their knowledge, skills and competence of working in practice with children, families and other professionals. Students will be required to identify and attend an appropriate setting/school/organisation, in negotiation with the student, the tutor and the setting. in order to experience, participate in and develop competence in a range of tasks associated with education and care in an Early Years setting/school/organisation. Alongside the practical experience, students also attend taught sessions around aspects of Quality Practice in Early Childhood Education and Care.  Settings are provided with guidance in the form of an Employer Handbook which provides information on all aspects of the Placement including the aims of the placement, the role of the setting in supporting the students, information as to what students need to undertake whilst on placement and contact details of tutors. Students also have access to a handbook which includes information as to the purpose of placement, their role in terms of professional conduct and an overview of the taught sessions and the assessment.
  4. Since 2001 UK governments have committed to care and education of the youngest children in our society. There are a number of contentious issues in the study of children from birth to five. This module discusses and debates the issues which surround this important period of a child’s development.  It explores and critically analyses how practitioners who work with very young children can work together with babies, families and other service providers to give young children the best start to life, based on an ethic of care (Noddings, updated 2013). Students will explore a range of services and agencies, within multi-agency provision; the regulations and laws that constrain them, and the issues that arise from provision of services. Care and education of children from conception to five is also viewed internationally as a key factor in the support of families and is considered to be vital to a country’s development, in western and non-western cultures. This module focuses on the professional practice of those working for agencies in, or related to children and young people’s services, and will explore relevant policy and practice development debating these and other issues which surround this important period of a child’s development.  It explores and critically analyses how practitioners who work with very young children can work together with babies, families and other service providers to give young children the best start to life.