BA (Hons) Early Childhood Studies Top Up Distance Learning

This course includes the following core modules that all students complete:

The Pedagogical Practitioner

The Current Climate of Education and Care

Dissertation Project

Applied Safeguarding

The Leading Professional

This programme has been designed through the adoption of Transforming Programmes which is aligned to a competencies approach to learning ensuring graduates are fully equipped to enter a graduate workforce.

The learning and teaching approach is informed by the Early Childhood Degree Studies Network Competency Framework and Early Childhood Studies Subject Benchmarks which defines what is expected of a graduate in this subject, in terms of what they might know, do and understand at the end of their studies.

Distance learning students will access weekly recorded content via the virtual learning environment (CANVAS) alongside online weekly sessions which will take place on Microsoft Teams. Weekly online discussion forums will further support the students’ developing knowledge and will encourage peer collaboration, developing a community of practice. Digital technologies can consequently provide both communication and experimental environments in support of the learning process. The exploration of key points and sharing ideas within the discussion forums will enable students to understand and evaluate different perspectives. Initially this will be led by the module leader but as students’ progress, they will take the lead in developing this collaboration, students will have opportunities to initiate the on-going discussion and construct new knowledge and can access this forum in a flexible way.

Live group tutorials will be held virtually through Microsoft to support assessments.  These will be delivered by the module leader and will allow all students to collaborate and explore ideas in greater depth, pursue their own research interests, and clarify ideas and access guidance.  Live group tutorials will be recorded, so they have an aide memoire to refer to.

Assessment strategies reflect the inclusive, innovative and creative approach to teaching and learning within the School of Health, Education and Sport. Assessment methods provide diversity in terms of modes of assessment and consider the diverse student body. Formative assessments, which occur throughout the programme, are aligned to summative assessments, and seek to improve student achievement of learning objectives through approaches that can support specific student needs. Formative assessments have been designed to support the development of key competencies and act as a building block of developing skills that will support in the production of a final submission. Summative assessment evaluates student learning at the end of each module, students will be provided with a range of feedback and feedforward to help improve academic writing.

Examples of assessments are:

• Pedagogy Plans
• Critical reports
• Reflective reports
• Presentations
• Poster
• Podcast
• Wiki Page
• Literature review and methodology
• Newsletter

Applicants should have 2 or more years of experience within the sector, whether employed or on a voluntary basis and hold one of the following:

• A Foundation Degree in Early Childhood Studies or a Higher National Diploma in relevant area such as Education or Early Years equating to 240 credits
• Level 5 Apprenticeship Lead Practitioner in Early Years
• In addition, students must also be either currently working or volunteering in an appropriate sector.

Those students who are proposing to advance to Teacher Training (upon completion of Level 6) will be advised of the requirement to gain Level 4/C in English, Mathematics and Science, though this is not an entry requirement to the programme.

Students who may not fulfil the entry requirements in relation to credits (120 at level 4 and 120 at level 5), may be able to apply through recognition of prior learning and/ or experience, through our RPEL system.

All students will be required to hold an enhanced DBS.* Any applicant with criminal convictions will be considered by the DNCG Safeguarding team to establish their suitability to engage in the programme. Early disclosure is therefore highly recommended and encouraged through the rigorous application process.

*Or suitable alternative

In line with the widening participation (WP) and lifelong learning strategy, we also welcome applications from people of any age who might not meet the standard entry criteria, but we would expect to see evidence of continuing academic and/or professional development and a capacity to pursue the course successfully. It is important to state that any WP applicants will receive advice and guidance regarding employment opportunities as this programme will not provide them with a licence to practise in an early years setting. We are here to help. Please get in touch to find out more.

The high-quality learning experiences within the BA (Hons) Early Childhood Studies programme are designed to support students’ development, with a clear focus on preparation for the sector, through the development of key, transferable skills.  Students will learn from the acquisition of knowledge through inquiry-based learning and collaboration with peers to inform discussion, practice and co-production of knowledge. This is achieved through a two-way process, where the learning through an academic environment is applied in the workplace. Therefore, academic study informs provision and supports the development of practice.

Careers are varied within the sector and students may take several routes depending on their specific aspirations. Many of our graduates wish to work with children and their families within education, health or care sectors, whereas others may progress into posts within local authorities which could involve the development of local strategy and policy.

The School of Health, Education, Well-being and Sport has developed MA programmes through TP that would suit the progression of the BA Early Childhood Studies Top Up. The programmes include:

• MA Special Educational Needs, Disability and Inclusion
• MA Education and Early Childhood Studies

While students may consider progressing to a MA after completing their BA, some may choose a different path. For these students, pursuing teacher training can be a more appealing option. This route allows them to gain practical experience and enter the workforce sooner, applying their knowledge directly in educational settings. Teacher training programmes provide hands-on teaching practice, mentorship, and the necessary qualifications to become a qualified teacher. This can be particularly attractive for those passionate about making an immediate impact in the classroom and contributing to the education system.

• Qualified Teacher Status (QTS)
• Early Years Teacher Status (EYTS)
• Early Years Initial Teacher Training (EYITT)
• Certificate in Education (CertEd)
• Postgraduate Certificate in Education (PGCE)

While we do not offer all teacher training programmes at DNCG, we arrange for representatives from various institutions to come in and speak to students about different progression routes. Where we do offer teacher training programmes, the programme lead takes the time to speak directly with students about the details of the training. This ensures students have access to valuable information and guidance on the next steps in their teaching career.

Further opportunities open for progression include working in the community supporting children and their families. With this mind some students pursue a role in social work and so can use this degree as an entry into a Step Up To Social Work degree. There are various opportunities within a variety of Local Authorities.