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BA Early Childhood Studies (Top-Up) with Professional Practice – DIRECT

Foundation

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Education, Childhood and Professional Studies lecture with students

BA Early Childhood Studies (Top-Up) with Professional Practice – DIRECT

Course Description

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 programme is specifically designed for students interested in working with young children. It offers a course that provides breadth and depth in key aspects relating to childhood, child development, education and care but also integrates a wider thematic approach which includes families, communities, multi-agency working, social policy, inclusion and diversity, research and health. It will develop your knowledge, skills, understanding of these, and your generic transferable skills through course content, learning and teaching strategies, assessment, research, and experiences of early years settings and organisations.

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.

The Professional practice route is designed for applicants who wish to top-up from a Foundation degree that does not have ‘full and relevant’ status as designated by the DfE, or an appropriate Level 3 qualification.

You will also be required to undertake a placement across the duration of the course.

Entry Requirements UK home student applicants should have 120 credits at Level 4 and 120 at Level 5, e.g. a relevant HND, a Foundation Degree in Early Years which is recognised as ‘Full and Relevant’ by the DfE, or a relevant Level 3 Early Years qualification. The top up award is designed for Early Years Foundation Degree graduates or equivalent who ?already hold a relevant level 3 Early Years qualification, or a ?Foundation Degree classed as ‘Full and Relevant’ by the DfE, ?to enable them to progress to level 6 to achieve an Hons degree in Early Childhood Studies. Please contact Admissions for confirmation of suitability of qualifications. You will need a letter from your employer confirming you have current and valid enhanced DBS in place or you will require a new DBS if the letter can’t be provided.

The full-time course fee, for UK home students, for September 2025 is: £9,535

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Exploring the holistic world of under 5's
20 Credits (Compulsory)

This module provides students with the opportunity to critically reflect on the holistic lives of children from conception to 5. Journeying from conception through the key milestones of development, this module provides opportunities to examine key issues on a micro level which are experienced by children 0-5, influenced by social and biological factors. Students will consider the impacts of key issues on the holistic lives of children and reflect on the range of appropriate services available within the sector. Further macro influences on a child’s life are also recognised through this module. Students are encouraged to recognise the importance of the family as well as wider society and will critically explore the growing, wider influence of media (film) and government campaigns that influence the holistic world of a child 0-5.

Research project
40 Credits (Compulsory)

In this module we invite students to select a topic of personal interest to be explored through field research or a desk-based study (depending on route) and reported in a written study of 10,000 words. The Research Project is designed to enable students to investigate educational phenomena that hold particular interest for in them and actively encourages the exercise of originality and personal autonomy. 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, where appropriate. The module aims to draw and build upon students’ previous knowledge and experience at certificate and intermediate level study.

Professional practice
40 Credits (Compulsory)

This double module for Professional Practice 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, 2023) and the Early Years Foundation Stage Framework (DfE 2023). 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.

Research project
40 Credits (Compulsory)

In this module we invite students to select a topic of personal interest to be explored through field research or a desk-based study (depending on route) and reported in a written study of 10,000 words. The Research Project is designed to enable students to investigate educational phenomena that hold particular interest for in them and actively encourages the exercise of originality and personal autonomy. 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, where appropriate. The module aims to draw and build upon students’ previous knowledge and experience at certificate and intermediate level study.

Working collaboratively with families
20 Credits (Compulsory)

Since the late 1990’s, Early Childhood has been identified as an area of special interest for successive governments who have identified this period of a child’s life as providing an opportunity to have a significant impact on their progress in terms of their education, care and general well-being as well as presenting the opportunity to tackle issues such as child poverty and social exclusion. In light of this, Early Childhood has seen an unprecedented level of social policy reform and developments in the way in which practitioners collaborate with children and their families to achieve these aims. In particular, Early Childhood practitioners have been positioned in a primary role to support children and their families and take the lead in co-ordinating collaborative responses in partnership with families and a range of agencies. This module will therefore engage students in a critical analysis of current social policy in this area and the range of services and agencies involved in collaborative working and the legal and regulatory frameworks in which they operate. This module will provide students with the opportunity to gain a critical understanding of the issues around leading collaborative work with children and their families. They will be encouraged to critically reflect on the opportunities and challenges around supporting families and explore the nature of these provisions in terms of the underlying philosophies and political ideas. Students will be encouraged to critically reflect on the impact of political ideology on government intentions for social policy, and how such intentions serve to shape practice. They will also be encouraged to begin to understand and locate their own position in terms of the underlying philosophical and political values.

You will also be required to undertake a placement across the duration of the course.

Studying and Living in Birmingham

At Birmingham Newman University, you’ll enjoy the best of both worlds: a peaceful, green campus that creates the ideal setting for focused study and personal reflection, yet remains just eight miles from the vibrant city centre. As the UK’s second-largest city, Birmingham is also one of the youngest and most diverse in Europe, offering a dynamic blend of culture, innovation and opportunity. From world-renowned museums and music venues to a thriving food scene alongside a growing business and tech sector, it’s a place where creativity and ambition naturally thrive.

Experience Birmingham: A City Full of Possibilities

Whether you're discovering the Midlands for the first time or already know the area well, Birmingham provides a lively and inclusive environment for students. As one of the most energetic and multicultural cities in the UK, it’s a place where you can grow academically while developing personally. Its rich cultural heritage, creative energy and broad range of opportunities make it an inspiring backdrop for your university journey.

A City That Loves Great Food

Birmingham is a brilliant place to explore diverse culinary experiences. You might wander through the famous Balti Triangle, sample global street food at Digbeth Dining Club or enjoy a relaxed meal by the canals in Brindleyplace. The city is also home to independent cafés, vegan-friendly eateries and countless hidden gems. Whether you're grabbing a quick bite between lectures or planning an evening out, there’s always something new to discover.

Arts, Culture and Entertainment

The city pulses with creativity. You could catch live music at the O2 Academy, experience a world-class performance at the Birmingham Hippodrome or browse exhibitions at the Birmingham Museum and Art Gallery. Creative spaces like the Custard Factory showcase local talent while hosting events that celebrate innovation. With festivals, sporting fixtures and cultural celebrations taking place year-round, there’s never a shortage of things to enjoy.

Simple & Convenient Travel

Getting around Birmingham is straightforward thanks to its well-connected public transport system. Buses, trams and trains make it easy to reach campus, explore the city or travel further afield. Whether you're commuting daily or heading off for a weekend adventure, transport is both accessible and affordable.

Life Beyond the Lecture Hall

Your time at Birmingham Newman University extends far beyond academic study. You’ll have the chance to join student societies, contribute to community projects or try something entirely new. The university’s supportive atmosphere encourages you to build confidence, develop practical skills and feel genuinely at home throughout your studies.

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).

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