The course consists of three levels of study: year one (Level 4), year two (Level 5) and year three (Level 6). You will study 120 credits per year made up with modules valued at 10 or 20 credits. The majority of modules are 20 credits.
If you are studying a Single Honours or Online Learning pathway you will take 120 credits per year. There may be optional modules to choose at Levels 4, 5 and 6.
You will be offered optional modules although this will be subject to a minimum group sizes on each campus and these will be subject to timetabling restrictions. Other modules may be offered subject to demand and new developments in the early childhood field.
Student contact hours are allocated within each module of study and equate to approximately 50 hours of tutor time for each 20 credit module. Expected self-study time for students is the equivalent to 150 hours per 20 credit module. The Independent Study module in the third year has 20 taught hours and 4 hours supervision per student; the remainder of the hours are for independent study and the conduct of research.
The fact that lecturers are from different professional backgrounds has given me a real insight into their different ways of working and really helped me in my modules. Talking to them has really helped me decide on my future career as I initially wanted to be a teacher but realised that I didn’t in the end. They (academic staff) helped me broaden my ideas and supported me to look wider then teaching
Learning and Teaching Strategies
The learning and teaching strategies are intended to address the interdisciplinary divergences and ethical concerns that underpin the discipline of early childhood studies.
You will be encouraged to take a critical stance in relation to the theories, findings and approaches of the discipline. This will typically involve progression from initially supported and guided study to more independent study. Throughout, there will be emphasis given to active learning and the acquisition of both generic and subject-specific skills and abilities.
Teaching and learning may comprise of, but not be limited to lectures, seminars, workshop, personalised tutorials, guided learning, independent study, email or discussion forums, student groups, blended learning, individual project supervision.
The teaching strategies and learning experiences will support an increasing proportion of individualised and self-directed learning approaches as you progress through the course. You will be encouraged to take personal responsibility for achieving the learning outcomes through your own efforts. You will be expected to supplement the knowledge presented through additional enquiry reading and discussions. Independent study using reflection, analysis, enquiry, synthesis and evaluation will be essential elements in learning.
Staff within the team include lecturers, senior lecturers, course directors and directors. Several staff members are also continuing their own education at varying levels of higher education from Masters degrees to education doctorates as well as undertaking professional-based studies and work in other areas of their own professional development.
Professionally our staff come from a diverse set of backgrounds including policing, education, social care, health, psychology, local authority, third sector workers, commissioning services, charities and other agencies. This gives our students a unique learning environment and opportunity given the dynamic nature of staff and their professional diversity as well as specialist knowledge, adding to their learning experience.
All staff have a recognised teaching qualification for higher education and fellowship of the Higher Education Academy or are working towards a qualification and fellowship.