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Early Childhood Studies (including foundation year) - BA (Hons)

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Why study this course?

Our Early Childhood Studies (including foundation year) BA (Hons) will open doors for you to enter a career in early childhood care, educational or advisory settings. It has a built-in foundation year that will prepare you for undergraduate study and is the ideal choice if you don’t meet the necessary requirements to enter the standard three-year course.

On our course you’ll benefit from extra time to work on your study and transferable skills, but you’ll also graduate with the same award and title as students on the three-year degree.

This course received a 91% overall student satisfaction score in the National Student Survey 2020.

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More about this course

On our Early Childhood Studies (including foundation year) bachelor’s degree you’ll study the play, development and learning of children from birth to six years old. This will be taught in relation to practice in early childhood settings and within a socio-cultural context.

Your foundation year will be shared with students from other degrees with a foundation year, which will give you an opportunity to discuss the subjects you study with students that have different academic perspectives. It will also allow you to meet students outside of your course and expand your network, which you might find useful when job hunting after graduation.

The foundation year is designed to equip you with skills that are necessary for undergraduate study, such as essay writing, time management, research and critical thinking. During the foundation year you’ll also take a taster module in early childhood studies, which will allow you to prepare for more rigorous study of the subject in the subsequent three years of your degree.

You’ll receive exceptional academic and pastoral support from your tutors and a range of services at the University. This will be in the form of one-to-one sessions with your tutor or via small group workshops, during which you’ll be able to work further on your academic and transferable skills. The University also offers a careers service, which can help you to find work experience opportunities, improve your interview technique and learn best practice for writing job applications.

In the three years following your foundation year you’ll study the same content and modules as students on our Early Childhood Studies BA (Hons). You’ll also have the option to graduate with Graduate Practitioner status, which will require you to complete an additional work placement in your final year.

If you find that you’d like to specialise in a different discipline in our School of Social Professions, there will be flexibility to allow you to do this.

Assessment

Methods of assessment in your foundation year are varied and designed to help you flourish and gain confidence in your studies.

Assessments after the foundation year will be based on coursework with no formal examinations.

Fees and key information

Course type
Undergraduate
UCAS code X1X1
Entry requirements View

This course is subject to validation.

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Entry requirements

In addition to the University's standard entry requirements, you should have:

  • at least one A level (or a minimum of 32 UCAS points from an equivalent Level 3 qualification, eg BTEC Subsidiary/National/BTEC Extended Diploma)
  • English Language GCSE at grade C (grade 4) or above (or equivalent)
  • enhanced Disclosure and Barring Service (DBS) check

To study a degree at London Met, you must be able to demonstrate proficiency in the English language. If you require a Tier 4 student visa you may need to provide the results of a Secure English Language Test (SELT) such as Academic IELTS. For more information about English qualifications please see our English language requirements.

If you need (or wish) to improve your English before starting your degree, the University offers a Pre-sessional Academic English course to help you build your confidence and reach the level of English you require.

Due to statutory requirements, we are not able to offer sponsorship under the Tier 4 visa route for this course. We will be happy to consider you for an alternative suitable course on request. If you are an overseas national who already holds an alternative visa in a suitable category or have been granted permission to remain in the UK indefinitely (or are an EU national), you may be considered for admission but please note that an additional international enhanced police check will be required.

Modular structure

The modules listed below are for the academic year 2020/21 and represent the course modules at this time. Modules and module details (including, but not limited to, location and time) are subject to change over time.

Year 0 modules include:

  • This module currently runs:
    • autumn semester
    • spring semester

    This module aims to:
    1. clarify what is meant by critical thinking, reasoning and argument
    2. explore the importance of examining knowledge critically in academic practice
    3. provide the opportunity for students to apply their understanding to academic practices in their particular pathways
    4. develop students’ critical thinking and reasoning skills so that they are able to assess, appreciate and defend a variety of beliefs and values, in particular:
    • encouraging students to consider the importance of different points of view
    • encouraging students to recognise the complexity surrounding many issues
    • developing a rational approach to analysing and evaluating argument
    • developing the skills needed to form and defend well-reasoned arguments, both orally and in writing

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  • This module currently runs:
    • summer studies
    • spring semester

    This module will follow a task based approach involving a process of critically examining an issue, historical or current. Students will be involved in the process of identifying an issue and conduct research into it to gain a critical understanding.

    There is a focus on collaborative group work during which students explore a past and/or potential intervention to the issue.

    Students will critically reflect on the process and their own learning.

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  • This module currently runs:
    • spring semester - Tuesday afternoon

    The module aims to enable students to:
    • Understand a range of key concepts in early childhood
    • Develop an understanding of early childhood education and care
    • Gain an emerging understanding of being an early childhood professional
    • Understand the importance of challenging inequalities

    Read full details
  • This module currently runs:
    • summer studies
    • autumn semester

    This module aims to:

    1. To introduce students to the study of media, crime and ‘race’.

    2. To enable students to develop their reading and seminar skills and to respond critically and analytically to a range of texts.

    3. To enable students to search, find and use appropriate digital resources, and further develop and consolidate academic skills to enhance their learning experience.

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  • This module currently runs:
    • spring semester
    • autumn semester

    This module explores introductory ideas around the themes of self and society, in order to:
    - introduce students to academic study in the Social Sciences and Humanities at H.E level
    - encourage students to reflect on their own identities, as well as their skills and qualities and how they might further develop them through their H.E studies
    - introduce and develop academic literacy, critical thinking and analytical skills through engagement with and production of a range of short Social Science and Humanities themed texts
    - introduce reflective practice and support students to become effective, self-aware learners
    - introduce and develop digital literacy skills
    - develop organisational, planning and time management skills
    - guide students to constructively use feedback to improve academic work

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  • This module currently runs:
    • spring semester
    • autumn semester

    This core module aims to enable students to:
    • Investigate the basic principles of research
    • Critically analyse published research
    • Develop and practise research skills
    • Develop writing skills required for effective report writing
    • Develop strategies to use feedback to improve writing

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  • This module currently runs:
    • summer studies
    • spring semester

    This core module aims to enable students to:
    • Increase their knowledge and awareness of current research in their subject area
    • Source and critically analyse published research in their area of interest
    • Further develop and practise research skills
    • Further develop writing skills required for effective report writing
    • Further develop strategies to use feedback to improve writing

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  • This module currently runs:
    • summer studies
    • spring semester

    This module aims to:

    - Improve academic literacy through essay writing and feedback in the context of Social Science and Humanities debates
    - Develop critical analysis and evaluation of academic source material
    - Select and integrate source material appropriately in academic writing
    - Develop students’ voice in academic writing
    - Integrate reflective practice throughout the essay writing process
    - Further develop organisational, planning and time management skills
    - Guide students to constructively use feedback to improve academic work

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Year 1 modules include:

  • This module currently runs:
    • all year (September start) - Tuesday morning
    • all year (January start) - Tuesday afternoon

    This module introduces and supports basic academic skills and is an essential professional practice requirement in enabling students to develop competency within the early years’ setting. It is intended to enable students to begin to develop self-awareness in order to support and understand how personal values, attitudes, and qualities impact their future roles as early years practitioners. The module will enable students to work with young children whilst understanding the importance of working in partnership with colleagues, parents and other professionals. The module will include an assessed practical placement leading to preparation for Professional Practice 2 which will support future employability in this sector.

    This module offers an introduction to academic skills and working with children between 3-5 years and aims to help students:
     Make connections between their learning across modules within the professional context of early childhood studies
     Reflect on personal value systems and begin to develop reflective practice
     Develop knowledge and an understanding of the need, through observation, to plan, implement and reflect
     Consider the professional skills required within an early years’ setting including communication, teamwork, partnership with parents within the context of an anti-bias approach;
     Develop an awareness and understanding of the historical, social and political context of early childhood services and of the cultures, principles and values that underpin early childhood practice.
     Prepare students for placement experience by beginning to engage with the application/exploration of Level 3 Early Years’ Educator Standards

    Read full details
  • This module currently runs:
    • all year (September start)
    • all year (September start) - Monday evening
    • all year (January start) - Monday evening

    This module introduces study skills and ideas of academic discourse and audience. It will give students the opportunity to note, practise and reflect on their own strategies and skills for learning and study and in relation to theories of learning and practice in early childhood. There will be an overview of the range of professionals who work with babies, young children and their families.

    This module offers an orientation to higher education and aims to help students:
     Relate their own learning to the professional context of early childhood studies and to theories of how babies and young children learn;
     Make connections between work based and academic knowledge and develop skills in all aspects of academic discourse;
     Consider the professional skills required within an early years’ setting including communication, teamwork, partnership with parents and an anti-bias approach;
     Develop an awareness and understanding of the historical, social and political context of early childhood services and of the cultures, principles and values that underpin early childhood practice.
     Develop digital literacy skills which relate to their role as students and which are transferrable to their future roles as early years practitioners.

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  • This module currently runs:
    • all year (September start)
    • all year (September start) - Monday morning
    • all year (January start) - Monday afternoon

    In this module, students will study significant theories underpinning child development from birth to six in the context of human development, and models of observation and assessment. It will introduce students to a range of theoretical perspectives from developmental psychology, psycho-analytic and neuro-scientific theory and research, for considering babies’ and young children’s development. It will underline the inter-relatedness of personal, social, emotional, physical, linguistic and cognitive development and discuss the role of relationships, movement, talk, exploration and self-concept in development. Some of the issues associated with child development theory and assessment, such as cultural bias and gender differences will be explored. The importance for early childhood professionals of accessing the views of parents and carers on their children’s development will be considered.

    This core module aims to enable students to:
     Understand the integrated nature of young children’s development from birth to six years old
     Consider how cultural and social contexts impact on babies’ and young children’s development and learning
     Study a variety of developmental perspectives including developmental psychology, neuroscience and psychoanalytical theory
     Further develop their knowledge of key theorists and how their concepts inform our understanding of personal, social, emotional, physical, linguistic and cognitive development
     Study, implement and evaluate different observational techniques

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  • This module currently runs:
    • all year (September start) - Monday afternoon
    • all year (September start)
    • all year (January start) - Tuesday morning

    This module will consider concepts of health and well-being in infancy and early childhood and the multiple factors that contribute to a child’s welfare. The impact of ill health and disability on early learning and on families will be considered and the individual, socio-cultural and environmental aspects of well-being for young children and their families will be examined.

    The module will consider providing for young children’s well-being and protection as part of a continuum of best practice and the position of health promotion within the early childhood curriculum will be explored. Students will examine the early year’s practitioners’ role in promoting healthy choices and in the identification and protection of babies and young children from neglect and abuse. Students will become acquainted with current health promotion and child protection policies and legislation and with the range of health and welfare services that exist for children and families in need of support.

    This module addresses a key aspect of professional knowledge in the early years field and aims to enable students to:
     Introduce the historical, social and cultural contexts of health and welfare provision for young children and of current policy and legislative frameworks
     Develop an understanding of the position of health promotion and safeguarding within the early childhood curriculum
     Identify and examine some of the health care and welfare issues raised when working with babies and young children and their families
     Raise awareness of the breadth of individual, social and environmental aspects of health, safety and well-being
     Develop professional competence in professional decision making and partnership working in relation to safeguarding babies’ and young children’s health and well-being.

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  • This module currently runs:
    • all year (September start)
    • all year (September start) - Tuesday afternoon
    • all year (January start) - Monday morning

    This module introduces students to a range of historic and popular views on play and its relationship to learning.

    This core module aims to enable students to:
     Reflect on theories of play and their cultural contexts for children from birth to six
     Analyse the work of key theorists in relation to historic and theoretical views on play
     Consider the different roles that adults (including parents and carers) undertake in supporting, fostering and enhancing children’s play and learning
     Explore ways of providing an environment, both indoors and outdoors, that supports and enhances children’s individual learning through play, giving due consideration to issues of gender, class, race and disability and family form

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Year 2 modules include:

  • This module currently runs:
    • all year (September start)
    • all year (September start) - Thursday evening
    • all year (September start) - Thursday afternoon
    • all year (September start) - Friday afternoon

    This module will examine approaches to the early childhood curriculum in England and a selection of other countries and how these curricula relate to a range of theories of learning and pedagogical approaches. The development of and relationship between pedagogy and curriculum will be located within social and political contexts and the practical implementation of curriculum approaches will be explored.

    Aims of the module:
    This core module aims to enable students to:
     Develop their knowledge and understanding of a range of theories of how babies and young children learn.
     Study a range of pedagogical approaches and curriculum models for the 0-6 age range, from the UK and from selected other countries.
     Locate theories of learning and curriculum approaches within historical, socio-cultural and political contexts and consider curriculum as a social construct
     Develop skills in implementing a broad and balanced, child-centred curriculum

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  • This module currently runs:
    • autumn semester
    • autumn semester - Thursday morning
    • autumn semester - Friday morning

    This module considers and addresses issues of inequality, in particular race, culture, special educational needs, disability, gender, social class and poverty. It will examine legislation and guidance underpinning this. It will also consider the importance of challenging such inequalities within practice to ensure high quality provision for the care and education of babies, young children, families and staff.

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  • This module currently runs:
    • spring semester
    • spring semester - Thursday morning
    • spring semester - Friday morning

    In this module students will develop an understanding of children’s right globally. It will explore the UN Convention of the Rights of the Child and examine children’s rights in today’s complex world.

    The aim of the module is to enable students to:
    - Examine legislation (both historical and current) designed to protect human rights and, in particular, the advocacy rights of children.
    - Examine the rights of young children.
    - Critically evaluate the role of the significant adults/agencies in ensuring children have their rights respected.

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  • This module addresses a key aspect of professional knowledge in the early years field and aims to enable students to:
     Study current research and theories of language acquisition and early communication
     Understand first and subsequent language acquisition and examine important current debates about multilingualism and cultural identity
     Establish the connection between language, symbolic representation and early learning
     Critically consider the relationship between effective early years practice and provision and multilingualism.

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  • No module details available
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  • This module currently runs:
    • all year (September start)
    • all year (September start) - Friday morning
    • all year (September start) - Thursday afternoon

    This module introduces an enquiry-based approach to learning for both adults and children. As early years’ practitioners, it is expected that students should be curious, autonomous learners, demonstrating reflective practice, critical thinking, problem solving and professional competence in supporting young children’s learning and development within an ever changing world. Such learning fosters a critical enquiry orientation which is central not only to academic studies, but to later workplace practice, where active engagement in the problem-solving process will be an essential professional tool. The module offers sound theoretical and practice based knowledge of enquiry based learning, which allows students to evaluate and develop their professional effectiveness.

    This core module enables students to:
     Understand the integrated nature of enquiry-based learning for adults and young children
     Consider the impact of enquiry-based learning on students and young children as lifelong learners
     Study key theoretical and pedagogical approaches in relation to enquiry-based learning.
     Engage in small scale enquiry in relation to practice.

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  • This module currently runs:
    • autumn semester
    • autumn semester - Thursday morning
    • autumn semester - Friday afternoon

    This module aims to consolidate students’ knowledge of the Early Years Foundation Stage and as an introduction to the National Curriculum Key Stage 1, including relevant policy documents. The module will enable students to develop appropriate subject knowledge, skills and attitudes identified in statutory requirements and non-statutory guidance nationally and internationally. The areas of learning and development will be explored within the EYFS and Key Stage 1 frameworks. The module will engage students to examine critically the EYFS and Key Stage 1 requirements, and to plan, lead and evaluate activities and learning opportunities in order to contribute to children’s development and learning. Study of the EYFS and Key Stage 1 curriculum will reflect the holistic nature of early years’ practice and the role of practitioners as facilitators in children’s learning.

    This module addresses a key aspect of professional knowledge in the early years field and aims to enable students to:
     Have an in-depth knowledge of the current thinking which underpins approaches to EYFS and Key Stage 1 curricula nationally and internationally.
     Discuss recent policy developments in the area of these curricula
     Demonstrate a sound understanding of the different areas of learning and development in the early years curricula including the issues of progression and differentiation, including Key Stage 1.
     Consider how the main principles, and the importance of observation and assessment in the EYFS and Key Stage 1 lay the foundation for future reflective practice.

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  • This module currently runs:
    • autumn semester
    • spring semester
    • spring semester - Friday afternoon
    • spring semester - Thursday morning

    This module aims to enable students to:
     Study babies’ and young children’s perceptual, cognitive and representational development
     Develop an understanding of babies and young children’s creative development and systems of representation cross-culturally.
     Consider approaches to curriculum implementation that support the creativity and learning of babies and young children
     Understand the practitioner’s role and develop skills in planning and developing environments and opportunities that support babies’ and young creative play and learning.

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  • This module currently runs:
    • all year (September start) - Wednesday morning

    This module will enable students to
     Meet the professional standards for early childhood care and education
     Become a proficient and critically reflective practitioner
     Further develop the necessary skills, experience and understanding required to observe, plan, deliver and review their practice across the early years curriculum
     Plan for and implement an holistic and anti-bias approach to children’s play and learning
     Work collaboratively with parents and have an understanding of working effectively in teams and with other professionals
     Meet and promote children's health, welfare and safety needs and the conditions that enable them to flourish.

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Year 3 modules include:

  • This module currently runs:
    • all year (September start)
    • all year (September start) - Friday

    Students undertake a piece of independent research and study an area of particular interest in early childhood studies.

    This module offers an opportunity for independent study and aims to enable students to:
     Develop further professionally by pursuing a line of study which arises out of an aspect of her/his work with young children.
     Extend professional competence by developing a critical understanding of the relationship between theory and early childhood practice
     Gain experience of the processes and methodological and ethical issues involved in conducting and completing a piece of research
     Design, execute and evaluate a small-scale research project and experience supervised independent study of an extended nature.
     Develop further professionally by pursuing a line of study which arises out of an aspect of her/his work with young children.
     Extend professional competence by developing a critical understanding of the relationship between theory and early childhood practice
     Develop some of the skills required for post graduate study

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  • This module currently runs:
    • all year (September start)
    • all year (September start) - Monday morning
    • all year (September start) - Monday afternoon

    This module will critically evaluate a range of theories and current perspectives on the distinctive features of leading practice within early years. This will include the various ways of managing, supporting and developing teams. It will examine the role of the early years practitioner in leading and improving practice. Working in partnership with parents and other professionals will also be examined. It will investigate the various concepts of families and parenting in a historical and socio-cultural context.

    This core module enables students to:
     Examine the role of leaders, practitioners and other professionals when leading practice and developing quality provision.
     Observe, reflect on, and critically analyse practice in relation to young children’s well-being.
     Critically evaluate concepts of families and parenting in a historical and socio-cultural context.
     Consider the key role of parents and the key person in supporting children’s wellbeing, learning and development.
     Examine a range of theories in relation to leadership and leading practice, particularly in developing and supporting teams.
     Explore the range of professionals involved in the provision of early years services and explore some of the challenges and barriers faced when working with other professionals.

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  • This module currently runs:
    • autumn semester
    • autumn semester - Monday morning
    • autumn semester - Monday evening

    This module focuses upon the main research methodologies used in the study of early childhood, preparing students for their own research projects as well as enabling them to read and critique the research of others.

    This core module aims to enable students to:

    - Develop the ability to describe, analyse and constructively critique the major research methodologies in the field of early childhood studies
    - Develop an awareness of ethics in relation to research
    - Apply skills in designing their own research projects
    - Develop skills in critiquing published research

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  • This module currently runs:
    • spring semester
    • spring semester - Monday morning
    • spring semester - Monday evening

    This module aims to examine a range of theories relating to social constructions of childhood and the implications of this for Early Years practice. It will consider representations of children and childhood, including those in the media. It will consider a range of historical, cultural, philosophical and theoretical perspectives on early childhood such as feminism and post-modernism and including lived global childhoods and majority world perspectives

    This module aims to enable students to:
     Examine social constructions of infancy and childhood and the implications of these for Early Years practice
     Critically evaluate how infants, children and childhood are represented
     Consider the global, cultural, historical and economic context of early childhood and how issues of discrimination and inequality impact on young children’s lives
     Examine contemporary debates in relation to early childhood

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  • This module currently runs:
    • all year (September start) - Wednesday morning

    This module will cover consolidation of the EYFS Framework; develop students’ understanding of the Key stage 1 curriculum, managing transitions from Early Years Foundation Stage to Key Stage 1, critical evaluation of practice and leading a staff professional discussion. Students will demonstrate inclusive practice when supporting children with EAL, and work collaboratively with the SENCO or other professionals and parents/caregivers. Students are required to observe, plan and implement aspects of the Key stage 1 curriculum and review their practice.

    This module will enable students to
    • Have a systematic knowledge and understanding of the nature and scope of the Core and Foundation Subjects as specified in Key Stage 1.
    • Meet the professional standards to work with Key Stage 1 children
    • Become a critically- reflective, effective and flexible practitioner who can raise children’s achievements
    • Consolidate and further develop the necessary skills, experience and understanding required to observe, plan, deliver and review their practice across the Key Stage 1 curriculum
    • Plan for and implement an holistic and anti-bias approach to children’s learning
    • Work effectively and collaboratively with parents and have an understanding of working effectively in teams and with other professionals
    • Meet and promote children's health, welfare and safety needs and the conditions that enable them to flourish.

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Where this course can take you

On graduation you’ll be able to pursue a range of careers within early childhood settings, including health and social care, education or advisory roles with public bodies.

There will also be opportunities to enter postgraduate studies, either through a master’s degree or a PGCE teaching qualification.

What is a degree with a foundation year?

This is a four-year degree course with a built-in foundation year (Year 0). It's the perfect route into university if you don't meet the necessary entry requirements for the standard undergraduate degree. You'll graduate with a full undergraduate degree with the same title and award as those who studied the three-year course.

Additional costs

Please note, in addition to the tuition fee there may be additional costs for things like equipment, materials, printing, textbooks, trips or professional body fees.

Additionally, there may be other activities that are not formally part of your course and not required to complete your course, but which you may find helpful (for example, optional field trips). The costs of these are additional to your tuition fee and the fees set out above and will be notified when the activity is being arranged.

Discover Uni – key statistics about this course

Discover Uni is an official source of information about university and college courses across the UK. The widget below draws data from the corresponding course on the Discover Uni website, which is compiled from national surveys and data collected from universities and colleges. If a course is taught both full-time and part-time, information for each mode of study will be displayed here.

How to apply

January 2021: This course is available to start in January. UK/EU applicants: Call our hotline on 0800 032 4441 or complete our fast-track application form. International applicants: Select the relevant entry point and click 'apply direct'.

Applying for 2021

If you're a UK/EU applicant applying for full-time study you must apply via UCAS unless otherwise specified.

UK/EU applicants for part-time study should apply direct to the University.

Non-EU applicants for full-time study may choose to apply via UCAS or apply direct to the University. Non-EU applicants looking to study part-time should apply direct to the University. If you require a Tier 4 (General) student visa, please be aware that you will not be able to study as a part-time student at undergraduate level.



When to apply

The University and Colleges Admissions Service (UCAS) accepts applications for full-time courses starting in September from one year before the start of the course. Our UCAS institution code is L68.

If you will be applying direct to the University you are advised to apply as early as possible as we will only be able to consider your application if there are places available on the course.

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