Early Years Education (two-year accelerated degree) - BA (Hons) - Undergraduate course | London Metropolitan University
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Early Years Education (two-year accelerated degree) - BA (Hons)

Add to my prospectus Why study this course? More about this course Entry requirements Modular structure After the course How to apply Meet the team Visit us

Why study this course?

Our Early Years Education BA (Hons) degree is a fast-track route to a career in teaching. The degree can be completed in just two years rather than the traditional three and qualifies you for graduate entry into a PGCE or an alternative qualified teacher status (QTS) programme.

You'll be guaranteed an interview if you choose to pursue a PGCE or QTS course at London Met after you've graduated. London Met has a long history of providing early childhood training and teacher education, as one of the first universities to offer a degree in early childhood studies. London Met recognises that this course is often taken in order to become a teacher in a school, this two-year, accelerated degree programme was developed to support career progression towards that goal.

More about this course

This two-year long, full honours degree will equip you with the skills and knowledge to become a professional working teacher. This course is an excellent opportunity to join the education workforce in rapid time.

You will gain a secure knowledge in all aspects of children and childhood. The course emphasises links between theory and practice, and develops academic skills and knowledge. You'll explore and debate a range of contemporary issues and current policy. This accelerated degree will help you to implement effective practice with children and families, and to act as an advocate for their rights and wellbeing. 

The early childhood studies course team includes writers and researchers at the forefront of the field, who are passionately committed to enabling, empowering and inspiring you. You'll learn how to make transformational changes to the lives of children, families and communities.

Assessment

You'll be assessed through a range of methods, based on coursework. These include presentations, portfolios, posters and essays.

Professional accreditation

This two-year accelerated degree will prepare you to apply for an Early Years PGCE with qualified teacher status, which is accredited by the National College for Teaching and Leadership.

Fees and key information

Course type Undergraduate
UCAS code X323
Entry requirements View
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Entry requirements

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

  •  a minimum of three A levels with grades BBC (or a minimum of 112 UCAS points from an equivalent Level 3 qualification, eg BTEC National, OCR Diploma or Advanced Diploma)
  • GCSE English and either Maths or science at grade C/grade 4 or above (or equivalent grade)

Because this course is designed to equip its graduates to progress to a postgraduate programme offering QTS, there is the expectation that applicants possess the qualifications they need for this posgraduate programme before commencing their undergraduate degree.

If you do not hold a GCSE at grade C or above in both Mathematics and a science, you will need to gain this in order to be considered for a PGCE. Students graduating from the degree who hold a GCSE grade C or equivalent in English, Mathematics and a science are guaranteed an interview for a PGCE or equivalent route to QTS at London Met.

All applicants must be able to demonstrate proficiency in the English language. Applicants who require a Tier 4 student visa may need to provide a Secure English Language Test (SELT) such as Academic IELTS. For more information about English qualifications please see our English language requirements.

Accelerated study

With this accelerated degree you could progress to a PGCE / QTS course after two years rather than three. The course will support your preparation for the skills tests required for a PGCE / QTS course. Students graduating from the degree and who hold a GCSE grade C or equivalent in English, mathematics and a science are guaranteed an interview for a PGCE or equivalent route to QTS at London Met.

You may also be able to progress to a PGCE/EYTS course after two years, rather than three. Currently this course is employment based.

Modular structure

The modules listed below are for the academic year 2018/19 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 1 modules include:

  • This module currently runs:
    • spring semester - Tuesday

    This module aims to enable students to:
    - Understand the rights of children and ways to support them to ensure that these rights are met at both national and international levels.
    - Explore how different legislation and policies are used to advocate the rights of the child and the roles of advocates within both national and international context.
    - Develop a clear understanding of the importance of safeguarding of children and its impact on children’s wellbeing.
    - Understand types of abuse, early intervention, and the benefits of it, and also ways to identify, assess and support children and families.
    - Be aware of the historical and contemporaneous legislature and initiatives within the UK context

    Read full details.
  • This module currently runs:
    • spring semester - Monday

    This core module addresses a key aspect of professional knowledge in the early years field and aims to enable students to:

    • Study relevant legislation, curriculum frameworks, codes of practice and official guidance in all areas of social inequalities;
    • Understand the development of diverse identities in children and explore issues of stigmatisation, labelling, stereotyping and discrimination;
    • Consider that children’s experience of childhood will be mediated by class, race, gender, culture, language, sexual orientation, age and disability through reflecting on their own identities and experiences;
    • Develop an understanding of the concepts of inclusion and diversity as they relate to both children and adults in their sphere of work and to critically reflect on their own practice in seeking to address inequalities;
    • Consider the children as active in shaping their own childhood and how practitioners can develop a listening culture in settings.

    Read full details.
  • This module currently runs:
    • autumn semester - Monday

    This module aims to enable students to:
    - Experience, and develop confidence with, a range of academic skills
    - Recognise areas for development relating to their own learning
    - Understand key concepts relating to education research
    - Explore the use of research relating to education
    - Engage with a range of academic literature

    Read full details.
  • This module currently runs:
    • autumn semester - Tuesday

    This core module aims to enable students to:
    - Understand the integrated nature of young children’s development and learning from birth to three years
    - Consider how cultural and social contexts impact babies’ and young children’s development and learning
    - Study a variety of developmental perspectives including developmental psychology, neuroscience and psychoanalytical theory and play
    - Further develop their knowledge of key theorists and how their concepts inform our understanding of personal, social, emotional, physical, linguistic and cognitive development
    - Understand the value of different types of play in learning.

    Read full details.
  • This module currently runs:
    • summer studies - Monday

    This module is designed to enable students to undertake a period of work-based learning, in relation to their course at level 5, within an appropriate organisation, and to gain credit for that learning. Students will have the opportunity to apply, to test and to extend the knowledge that they have gained at all levels of their course. In so doing, students will be able to enhance and extend their understanding of professional educational practice. The module will also afford them the opportunity to gain professional experience of an appropriate education-related work environment.

    Students will be expected to find and organize their own placement in an educational setting where they get insight into professional teaching and learning practice. Objectives of the placement might be in relation to professional standards, how teaching and learning is facilitated, or intended outcomes of interventions.

    The module is framed by Kolb’s (1984) learning style model, the four-stage learning cycle: planning – reflecting – interpreting – identifying next steps. This cycle will inform both the module structure and the assessment strategy.
    At the beginning of the module, students will attend a series of workshops where they will be briefed on the module and undergo induction. Guidance on securing a placement will be offered in conjunction with the career service, including inputs on personal and professional development.
    Students will need to have their work-based learning agreement approved, before they take up the opportunity to gain practical experience.

    During the work-experience, students will reflect on their observations and actions with respect of the objectives of their learning agreement and wider professional standards. There will be two or three feedback sessions allowing students to discuss their own practice and learning.

    Towards the end of the work-based learning period there will be a series of workshops to support students’ interpretation of their experience in relation to theory and professional educational practice.

    Students will also be offered scheduled opportunities to prepare for the QTS skills tests prior to application for PGCE places (or equivalent).

    References
    Kolb, D. (1984) Experiential learning experience as a source of learning and development, New Jersey: Prentice Hall.

    Read full details.

Year 2 modules include:

  • This module offers an opportunity for independent study and aims to enable students to:
    - Undertake a professional placement with children in an education setting
    - Develop further professionally by pursuing a line of study which arises out of an aspect of her/his work with children.
    - Extend professional competence by developing a critical understanding of the relationship between theory and practice
    - Introduce some of the major positions/philosophies in relation to research methods
    - Develop an understanding of the major research methodologies used in the field of early years/primary education
    - Develop an awareness of ethics in relation to research Design, execute and evaluate a small-scale action research project and experience supervised independent study of an extended nature.
    - Develop some of the skills required for post-graduate study

    Read full details.
  • In this module students will learn about range of curriculum models and their underpinning philosophical and pedagogical principles within national and international contexts. The difference between curriculum and syllabus will be explored by examining different approaches to relational and play pedagogy and the implications of these approaches in practice. These, in turn, will shape students view of what children should be taught (the curriculum) and how they should be taught (pedagogy).

    This module aims to enable students to:
    - Study range of curriculum models and approaches within social and political context.
    - Explore the underpinning philosophical views of the child and pedagogical principles within UK and other countries
    - Examine relational and play pedagogy and the tension between theory and practice.
    - Develop an understanding of the difference between curriculum and syllabus in practice and its impact on children’s learning.

    Read full details.
  • This module aims to enable students to:
    - Develop an in-depth knowledge of current policy, themes ad issues relating to children, childhood, and early years education.
    - Critically examine the ways current policy, themes and issues relating to early years are shaped/impacted by the global, economic, cultural, and political contexts.
    - Consider the impact of current policy, issues, and themes on young children’s’ lives.
    - Explore contemporary issues [local and national] which directly impact on practice within early years education.

    Read full details.
  • The aims of this module are to:

    • Examine childhood as an historically and culturally constructed phenomenon and understand the role of institutions and professional practice in reproducing those constructions;
    • Explore the intersections of social variables with childhood and the position of children as social actors;
    • Reflect on ways that settings can and do respond to difference;
    • Introduce students to the spatial turn across the social sciences and its affordances in offering insight into children’s lives;
    • Equip students with practical and workable approaches to research enquiry with and by children.

    Read full details.
  • This module aims to enable students to:
    - Understand the integrated nature of young children’s development and learning from three to six years
    - 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 and play
    - Further develop their knowledge of key theorists and how their concepts inform our understanding of personal, social, emotional, physical, linguistic, and cognitive development
    - Understand the value of representation in early learning.

    Read full details.

Year 1 modules include:

  • Criticality in reading, writing and argument
  • Children's rights and advocacy
  • Early years curriculum, learning and development
  • Global perspectives on inclusive practice
  • Professional practice experience

Year 2 modules include:

  • Children from birth to three
  • Early years policy, contemporary issues and themes
  • The social worlds of children
  • Action research and placement enquiry

Students are expected to attend university two full days per week. Attendance at a placement/related work experience is also required.

After the course

This BA (Hons) Early Years Education is primarily focused on progression to the role of classroom teacher for children aged between three and seven, following subsequent completion of the PGCE Early Years with QTS. However, it also supports those wishing to enter other professional roles within the early childhood sector, including senior roles within nursery settings and advisory roles within local authorities or government departments. As a full honours degree it opens up options for postgraduate study and career development across a number of fields concerned with children and their well-being.

Our graduates pursue careers in:

  • Early years and primary teaching [after completing a one-year PGCE]
  • Social work [after completion of a two-year MA Social Work]
  • Early years settings
  • Charities and Local Community projects
  • Further and Higher Education lecturing
  • Government, private and voluntary sectors

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.

Fees

These fees and the fee waiver are subject to confirmation of government student funding for accelerated degree students. At present, the University is waiting to find out how much government funding will be made available per year to accelerated degree students from the 2019-20 academic year.

Unistats - key information set

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How to apply

Apply to us for September 2018

It's not too late to start this course in September.

Applying for a full-time undergraduate degree starting this September is quick and easy - simply call our Clearing hotline on .

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 for part-time study should apply direct to the University, but please note that if you require a Tier 4 visa you are not able to study on a part-time basis.

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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