Undergraduate Programme Specification
BA Early Childhood Studies
Academic Year 2021/22
A programme specification is required for any programme on which a student may be registered. All programmes of the University are subject to the University's Quality Assurance processes. All degrees are awarded by Queen's University Belfast.
Programme Title | BA Early Childhood Studies | Final Award (exit route if applicable for Postgraduate Taught Programmes) |
Bachelor of Arts | |||||||||||
Programme Code | ECS-BA-S | UCAS Code | X310 | HECoS Code |
100457 - Early childhood studies - 100 |
ATAS Clearance Required | No | |||||||||||||
Mode of Study | Full Time | |||||||||||||
Type of Programme | Single Honours | Length of Programme | Full Time - 3 Academic Year(s) | Total Credits for Programme | 360 | |||||||||
Exit Awards available |
Institute Information
Teaching Institution |
Stranmillis University College |
School/Department |
Stranmillis University College |
Quality Code Higher Education Credit Framework for England |
Level 6 |
Subject Benchmark Statements The Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies |
Early childhood studies (2019) |
Accreditations (PSRB) |
Regulation Information
Does the Programme have any approved exemptions from the University General Regulations N/A |
Programme Specific Regulations The award of an honours degree in BA (Early Childhood Studies) will be based on the results of all modules taken at Stage 1/Level 1 equally weighted, contributing 10% of the final mark; Stage 2/Level 2 equally weighted, contributing 30% of the final mark, and all modules at Stage 3/Level 3 equally weighted, contributing 60% of the final mark. |
Students with protected characteristics N/A |
Are students subject to Fitness to Practise Regulations (Please see General Regulations) Yes |
Educational Aims Of Programme
The degree aims to provide the field of early years with qualified professionals who will be competent in their undertaking of the complex roles inherent in working with young children in the range 0 – 8 years, in the variety of contexts, which constitute the employment opportunities for the resulting graduates.
On completion of the programme the student will be able to:
Respond to the local and national requirement for a course which will meet the need for high quality training to a graduate qualification for a range of professionals in the field of 'Educare';
Break down barriers between professionals thus reducing the risk that the needs of children and their families will not be fully met;
Meet the needs of the client group by providing a wide range of knowledge, skill, experience and expertise drawn from relevant professional perspectives which they require;
Provide a structure which will be sufficiently flexible to meet client needs but also provide a degree of coherence and cohesiveness that is supportive of its members and gives the group its identity;
Recognise and build on the richness and variety of the experience, knowledge and skills course members will bring as a valuable resource, and to acknowledge this formally by accrediting prior learning;
Provide opportunities for all participants to increase and develop their key and transferable skills;
Strengthen the links between theory and practice and through placement /work-based opportunities and experience, develop the concept of the reflective practitioner by building in support and opportunities for reflection on and analysis of practice;
Provide core modules which all students will take and which will enable students to develop a cohesive group identity and to understand the issues central to working with young children in a variety of contexts;
Employ a range of teaching methods, including lectures, seminars, projects, discussion, video, visits, research and practice placements in order to supply students with a stimulating learning experience which will develop their analytical, oral and written skills;
Use the 'group' as an integral part of the course in which members act as a support network and critical community;
Meet the specialist needs of students in planning a programme of study building on the core modules and allowing freedom to plan individual menus;
Encourage the reflection and recording of the students' professional development by means of the Reflective Practice Portfolio, hereafter identified as the RPP, enabling students to become self-critical and reflective practitioners;
Place high status on practical placements and professional roles undertaken by course members linking assessment to workplace and practical placements thus enabling students to be given credit for the application of their knowledge and the demonstration of their competence in varied professional settings;
Engage with a wide variety of students from non-traditional backgrounds and with a variety of entrance qualifications and professional experience;
Capitalise on the experience which exists within the existing bodies of Early Years professionals working in fields of education, welfare and health;
Encourage each student to be an advocate for children.
Learning Outcomes
Learning Outcomes: Cognitive SkillsOn the completion of this course successful students will be able to: |
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Have exercised analytical, critical and problem solving skills in the context of theory within the discipline, methods of enquiry, applications and interventions; |
Teaching/Learning Methods and Strategies A number of supportive structures within teaching, learning and assessment methods form the basis of students’ developing cognitive skills in the area of Early Childhood Studies. Both teaching and learning methods actively encourage students to develop their analytical and critical thinking skills. Students are frequently required to consider aspects of both practice and theoretical perspective. Problem solving activities, for example in the shape of case study considerations, form the basis of a significant number of seminar activities. Through these, students learn to apply their knowledge and understanding to situations, both real and imaginary, thus requiring the use of their cognitive abilities. Methods of Assessment Assessment methods are focused across the programme on the requirement to communicate information in an accessible form which can be understood by different audiences; thus allowing the students to demonstrate their developing specialist cognitive skills. |
Have displayed the capacity to communicate information in an accessible and understandable manner through both the written and spoken word, to different audiences and for different purposes; |
Teaching/Learning Methods and Strategies A number of supportive structures within teaching, learning and assessment methods form the basis of students’ developing cognitive skills in the area of Early Childhood Studies. Both teaching and learning methods actively encourage students to develop their analytical and critical thinking skills. Students are frequently required to consider aspects of both practice and theoretical perspective. Problem solving activities, for example in the shape of case study considerations, form the basis of a significant number of seminar activities. Through these, students learn to apply their knowledge and understanding to situations, both real and imaginary, thus requiring the use of their cognitive abilities. Methods of Assessment Assessment methods are focused across the programme on the requirement to communicate information in an accessible form which can be understood by different audiences; thus allowing the students to demonstrate their developing specialist cognitive skills. |
Have directed their own learning and thinking; |
Teaching/Learning Methods and Strategies A number of supportive structures within teaching, learning and assessment methods form the basis of students’ developing cognitive skills in the area of Early Childhood Studies. Both teaching and learning methods actively encourage students to develop their analytical and critical thinking skills. Students are frequently required to consider aspects of both practice and theoretical perspective. Problem solving activities, for example in the shape of case study considerations, form the basis of a significant number of seminar activities. Through these, students learn to apply their knowledge and understanding to situations, both real and imaginary, thus requiring the use of their cognitive abilities. Methods of Assessment Assessment methods are focused across the programme on the requirement to communicate information in an accessible form which can be understood by different audiences; thus allowing the students to demonstrate their developing specialist cognitive skills. |
Have developed the capacity to think independently and to collaborate within a critical community of learning; |
Teaching/Learning Methods and Strategies A number of supportive structures within teaching, learning and assessment methods form the basis of students’ developing cognitive skills in the area of Early Childhood Studies. Both teaching and learning methods actively encourage students to develop their analytical and critical thinking skills. Students are frequently required to consider aspects of both practice and theoretical perspective. Problem solving activities, for example in the shape of case study considerations, form the basis of a significant number of seminar activities. Through these, students learn to apply their knowledge and understanding to situations, both real and imaginary, thus requiring the use of their cognitive abilities. Methods of Assessment Assessment methods are focused across the programme on the requirement to communicate information in an accessible form which can be understood by different audiences; thus allowing the students to demonstrate their developing specialist cognitive skills. |
Have developed research skills and engaged with information retrieval, small-scale research design, data collection and analysis. |
Teaching/Learning Methods and Strategies A number of supportive structures within teaching, learning and assessment methods form the basis of students’ developing cognitive skills in the area of Early Childhood Studies. Both teaching and learning methods actively encourage students to develop their analytical and critical thinking skills. Students are frequently required to consider aspects of both practice and theoretical perspective. Problem solving activities, for example in the shape of case study considerations, form the basis of a significant number of seminar activities. Through these, students learn to apply their knowledge and understanding to situations, both real and imaginary, thus requiring the use of their cognitive abilities. Methods of Assessment Assessment methods are focused across the programme on the requirement to communicate information in an accessible form which can be understood by different audiences; thus allowing the students to demonstrate their developing specialist cognitive skills. |
Learning Outcomes: Knowledge & UnderstandingOn the completion of this course successful students will be able to: |
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Have engaged in in-depth investigations of the context and development of early childhood services in Northern Ireland, the United Kingdom and a variety of international contexts; |
Teaching/Learning Methods and Strategies The approach adopted to teaching, learning and assessment will provide students with experiences which are progressive as the programme moves forward. Students will be encouraged to move to a position of independent learning through a series of guided experiences. Learning at Level 1 will concentrate on providing a foundation to each student’s understanding of the child and the highly complex role of an Early Years practitioner as they engage in the reciprocal nature of the learning and exchange of knowledge occurring between adults and children. Learning will, subsequently, progress to deal with issues of enhanced practitioner knowledge and understanding through to skills of critical analysis and interpretation. From this position in Level 1 students will be encouraged in a learning journey towards individualised development, marked by the capacity to critically analyse their own practice. Methods of Assessment Assessment will match the learning outcomes of the various modules and seeks to provide both formative and summative feedback to students at all stages. A variety of methods are chosen to allow the broad base of learning outcomes to be examined and also the range of students’ backgrounds, interests and styles of learning to be accommodated. |
Have sought to gain knowledge and understanding of the processes of early childhood education and care from a variety of professional perspectives; |
Teaching/Learning Methods and Strategies The approach adopted to teaching, learning and assessment will provide students with experiences which are progressive as the programme moves forward. Students will be encouraged to move to a position of independent learning through a series of guided experiences. Learning at Level 1 will concentrate on providing a foundation to each student’s understanding of the child and the highly complex role of an Early Years practitioner as they engage in the reciprocal nature of the learning and exchange of knowledge occurring between adults and children. Learning will, subsequently, progress to deal with issues of enhanced practitioner knowledge and understanding through to skills of critical analysis and interpretation. From this position in Level 1 students will be encouraged in a learning journey towards individualised development, marked by the capacity to critically analyse their own practice. Methods of Assessment Assessment will match the learning outcomes of the various modules and seeks to provide both formative and summative feedback to students at all stages. A variety of methods are chosen to allow the broad base of learning outcomes to be examined and also the range of students’ backgrounds, interests and styles of learning to be accommodated. |
Have developed an understanding of the policies and procedures related to important aspects of practice in early childhood education and care, for example, safeguarding and child protection; |
Teaching/Learning Methods and Strategies The approach adopted to teaching, learning and assessment will provide students with experiences which are progressive as the programme moves forward. Students will be encouraged to move to a position of independent learning through a series of guided experiences. Learning at Level 1 will concentrate on providing a foundation to each student’s understanding of the child and the highly complex role of an Early Years practitioner as they engage in the reciprocal nature of the learning and exchange of knowledge occurring between adults and children. Learning will, subsequently, progress to deal with issues of enhanced practitioner knowledge and understanding through to skills of critical analysis and interpretation. From this position in Level 1 students will be encouraged in a learning journey towards individualised development, marked by the capacity to critically analyse their own practice. Methods of Assessment Assessment will match the learning outcomes of the various modules and seeks to provide both formative and summative feedback to students at all stages. A variety of methods are chosen to allow the broad base of learning outcomes to be examined and also the range of students’ backgrounds, interests and styles of learning to be accommodated. |
Have participated in a critical community of learning, thereby enhancing their knowledge and understanding of the importance of the adult’s role in the lives of young children. |
Teaching/Learning Methods and Strategies The approach adopted to teaching, learning and assessment will provide students with experiences which are progressive as the programme moves forward. Students will be encouraged to move to a position of independent learning through a series of guided experiences. Learning at Level 1 will concentrate on providing a foundation to each student’s understanding of the child and the highly complex role of an Early Years practitioner as they engage in the reciprocal nature of the learning and exchange of knowledge occurring between adults and children. Learning will, subsequently, progress to deal with issues of enhanced practitioner knowledge and understanding through to skills of critical analysis and interpretation. From this position in Level 1 students will be encouraged in a learning journey towards individualised development, marked by the capacity to critically analyse their own practice. Methods of Assessment Assessment will match the learning outcomes of the various modules and seeks to provide both formative and summative feedback to students at all stages. A variety of methods are chosen to allow the broad base of learning outcomes to be examined and also the range of students’ backgrounds, interests and styles of learning to be accommodated. |
Learning Outcomes: Subject SpecificOn the completion of this course successful students will be able to: |
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Have engaged in a multi-professional approach as they understand and respond to the issues central to working with young children and their families in a variety of settings and communities; |
Teaching/Learning Methods and Strategies The developing subject specialism of Early Childhood Studies has created a context for specific skills to be developed among the range of professionals who interact with children and their families. Thus the degree course seeks to use teaching, learning and assessment methods which highlight for students how important their developing competence is. In relation to this subject area a number of issues can be highlighted which are specifically addressed to enhance the unique perspective which is presented by the degree course. Teaching methods seek to illuminate these issues for students and highlight the areas which can be best addressed through multi-disciplinary working practices. Thus, teaching takes account of a broad spectrum of expertise in the field, presenting a holistic picture of child development issues, education practices, and health and care concerns. Teaching also utilises liaison with other fields of study and professionals through accessing a variety of perspectives on issues to present a rounded picture of the skills necessary to progress in this area. Methods of Assessment Assessment methods, especially the RPP, encourage students to evaluate the uniqueness of their learning in this developing field of study and to use skills of reflection and evaluation to challenge and expand their thinking and practice. |
Have liaised competently with a wide variety of agencies in the fields of education, social welfare and health and thereby effectively applied childcare policies and responded to legislative demands; |
Teaching/Learning Methods and Strategies The developing subject specialism of Early Childhood Studies has created a context for specific skills to be developed among the range of professionals who interact with children and their families. Thus the degree course seeks to use teaching, learning and assessment methods which highlight for students how important their developing competence is. In relation to this subject area a number of issues can be highlighted which are specifically addressed to enhance the unique perspective which is presented by the degree course. Teaching methods seek to illuminate these issues for students and highlight the areas which can be best addressed through multi-disciplinary working practices. Thus, teaching takes account of a broad spectrum of expertise in the field, presenting a holistic picture of child development issues, education practices, and health and care concerns. Teaching also utilises liaison with other fields of study and professionals through accessing a variety of perspectives on issues to present a rounded picture of the skills necessary to progress in this area. Methods of Assessment Assessment methods, especially the RPP, encourage students to evaluate the uniqueness of their learning in this developing field of study and to use skills of reflection and evaluation to challenge and expand their thinking and practice. |
Have responded to the needs of children and families in relation to child care issues; |
Teaching/Learning Methods and Strategies The developing subject specialism of Early Childhood Studies has created a context for specific skills to be developed among the range of professionals who interact with children and their families. Thus the degree course seeks to use teaching, learning and assessment methods which highlight for students how important their developing competence is. In relation to this subject area a number of issues can be highlighted which are specifically addressed to enhance the unique perspective which is presented by the degree course. Teaching methods seek to illuminate these issues for students and highlight the areas which can be best addressed through multi-disciplinary working practices. Thus, teaching takes account of a broad spectrum of expertise in the field, presenting a holistic picture of child development issues, education practices, and health and care concerns. Teaching also utilises liaison with other fields of study and professionals through accessing a variety of perspectives on issues to present a rounded picture of the skills necessary to progress in this area. Methods of Assessment Assessment methods, especially the RPP, encourage students to evaluate the uniqueness of their learning in this developing field of study and to use skills of reflection and evaluation to challenge and expand their thinking and practice. |
Have developed the capacity to be an advocate for children; |
Teaching/Learning Methods and Strategies The developing subject specialism of Early Childhood Studies has created a context for specific skills to be developed among the range of professionals who interact with children and their families. Thus the degree course seeks to use teaching, learning and assessment methods which highlight for students how important their developing competence is. In relation to this subject area a number of issues can be highlighted which are specifically addressed to enhance the unique perspective which is presented by the degree course. Teaching methods seek to illuminate these issues for students and highlight the areas which can be best addressed through multi-disciplinary working practices. Thus, teaching takes account of a broad spectrum of expertise in the field, presenting a holistic picture of child development issues, education practices, and health and care concerns. Teaching also utilises liaison with other fields of study and professionals through accessing a variety of perspectives on issues to present a rounded picture of the skills necessary to progress in this area. Methods of Assessment Assessment methods, especially the RPP, encourage students to evaluate the uniqueness of their learning in this developing field of study and to use skills of reflection and evaluation to challenge and expand their thinking and practice. |
Have developed and utilised skills in relation to child observation, thereby gaining deep insights into the lives of children, families and communities; |
Teaching/Learning Methods and Strategies The developing subject specialism of Early Childhood Studies has created a context for specific skills to be developed among the range of professionals who interact with children and their families. Thus the degree course seeks to use teaching, learning and assessment methods which highlight for students how important their developing competence is. In relation to this subject area a number of issues can be highlighted which are specifically addressed to enhance the unique perspective which is presented by the degree course. Teaching methods seek to illuminate these issues for students and highlight the areas which can be best addressed through multi-disciplinary working practices. Thus, teaching takes account of a broad spectrum of expertise in the field, presenting a holistic picture of child development issues, education practices, and health and care concerns. Teaching also utilises liaison with other fields of study and professionals through accessing a variety of perspectives on issues to present a rounded picture of the skills necessary to progress in this area. Methods of Assessment Assessment methods, especially the RPP, encourage students to evaluate the uniqueness of their learning in this developing field of study and to use skills of reflection and evaluation to challenge and expand their thinking and practice. |
Learning Outcomes: Transferable SkillsOn the completion of this course successful students will be able to: |
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Have the ability to communicate; |
Teaching/Learning Methods and Strategies The teaching, learning and assessment of the full range of transferable skills are integrated across all levels of the degree programme. Teaching in subject specific contexts allows students to experience each of the transferable skills in a progressive way. Seminar, workshop and tutorial activities, in particular, provide a context in which these skills can be fostered as students interact, debate, collaborate and discuss a range of issues pertinent to the module under study. Methods of Assessment The assessment methods employed across the range of modules affords the opportunity to examine and quantify each student’s developing capacity in this area. For example, the initial and reflective accounts of student learning required in each section of their RPP confront students with the opportunity to monitor their own progress and set and evaluate targets in relation to their learning. |
Have the capacity to apply number; |
Teaching/Learning Methods and Strategies The teaching, learning and assessment of the full range of transferable skills are integrated across all levels of the degree programme. Teaching in subject specific contexts allows students to experience each of the transferable skills in a progressive way. Seminar, workshop and tutorial activities, in particular, provide a context in which these skills can be fostered as students interact, debate, collaborate and discuss a range of issues pertinent to the module under study. Methods of Assessment The assessment methods employed across the range of modules affords the opportunity to examine and quantify each student’s developing capacity in this area. For example, the initial and reflective accounts of student learning required in each section of their RPP confront students with the opportunity to monitor their own progress and set and evaluate targets in relation to their learning. |
Have the skill to employ information technology appropriately; |
Teaching/Learning Methods and Strategies The teaching, learning and assessment of the full range of transferable skills are integrated across all levels of the degree programme. Teaching in subject specific contexts allows students to experience each of the transferable skills in a progressive way. Seminar, workshop and tutorial activities, in particular, provide a context in which these skills can be fostered as students interact, debate, collaborate and discuss a range of issues pertinent to the module under study. Methods of Assessment The assessment methods employed across the range of modules affords the opportunity to examine and quantify each student’s developing capacity in this area. For example, the initial and reflective accounts of student learning required in each section of their RPP confront students with the opportunity to monitor their own progress and set and evaluate targets in relation to their learning. |
Have the aptitude to work with others; |
Teaching/Learning Methods and Strategies The teaching, learning and assessment of the full range of transferable skills are integrated across all levels of the degree programme. Teaching in subject specific contexts allows students to experience each of the transferable skills in a progressive way. Seminar, workshop and tutorial activities, in particular, provide a context in which these skills can be fostered as students interact, debate, collaborate and discuss a range of issues pertinent to the module under study. Methods of Assessment The assessment methods employed across the range of modules affords the opportunity to examine and quantify each student’s developing capacity in this area. For example, the initial and reflective accounts of student learning required in each section of their RPP confront students with the opportunity to monitor their own progress and set and evaluate targets in relation to their learning. |
Have the recognition of their own role in improving their own learning and performance; |
Teaching/Learning Methods and Strategies The teaching, learning and assessment of the full range of transferable skills are integrated across all levels of the degree programme. Teaching in subject specific contexts allows students to experience each of the transferable skills in a progressive way. Seminar, workshop and tutorial activities, in particular, provide a context in which these skills can be fostered as students interact, debate, collaborate and discuss a range of issues pertinent to the module under study. Methods of Assessment The assessment methods employed across the range of modules affords the opportunity to examine and quantify each student’s developing capacity in this area. For example, the initial and reflective accounts of student learning required in each section of their RPP confront students with the opportunity to monitor their own progress and set and evaluate targets in relation to their learning. |
Have the facility to problem solve; |
Teaching/Learning Methods and Strategies The teaching, learning and assessment of the full range of transferable skills are integrated across all levels of the degree programme. Teaching in subject specific contexts allows students to experience each of the transferable skills in a progressive way. Seminar, workshop and tutorial activities, in particular, provide a context in which these skills can be fostered as students interact, debate, collaborate and discuss a range of issues pertinent to the module under study. Methods of Assessment The assessment methods employed across the range of modules affords the opportunity to examine and quantify each student’s developing capacity in this area. For example, the initial and reflective accounts of student learning required in each section of their RPP confront students with the opportunity to monitor their own progress and set and evaluate targets in relation to their learning. |
Have the ability to study effectively; |
Teaching/Learning Methods and Strategies The teaching, learning and assessment of the full range of transferable skills are integrated across all levels of the degree programme. Teaching in subject specific contexts allows students to experience each of the transferable skills in a progressive way. Seminar, workshop and tutorial activities, in particular, provide a context in which these skills can be fostered as students interact, debate, collaborate and discuss a range of issues pertinent to the module under study. Methods of Assessment The assessment methods employed across the range of modules affords the opportunity to examine and quantify each student’s developing capacity in this area. For example, the initial and reflective accounts of student learning required in each section of their RPP confront students with the opportunity to monitor their own progress and set and evaluate targets in relation to their learning. |
Have the capacity to begin to develop skills in relation to entrepreneurship; |
Teaching/Learning Methods and Strategies The teaching, learning and assessment of the full range of transferable skills are integrated across all levels of the degree programme. Teaching in subject specific contexts allows students to experience each of the transferable skills in a progressive way. Seminar, workshop and tutorial activities, in particular, provide a context in which these skills can be fostered as students interact, debate, collaborate and discuss a range of issues pertinent to the module under study. Methods of Assessment The assessment methods employed across the range of modules affords the opportunity to examine and quantify each student’s developing capacity in this area. For example, the initial and reflective accounts of student learning required in each section of their RPP confront students with the opportunity to monitor their own progress and set and evaluate targets in relation to their learning. |
Have the development of an awareness of career planning; |
Teaching/Learning Methods and Strategies The teaching, learning and assessment of the full range of transferable skills are integrated across all levels of the degree programme. Teaching in subject specific contexts allows students to experience each of the transferable skills in a progressive way. Seminar, workshop and tutorial activities, in particular, provide a context in which these skills can be fostered as students interact, debate, collaborate and discuss a range of issues pertinent to the module under study. Methods of Assessment The assessment methods employed across the range of modules affords the opportunity to examine and quantify each student’s developing capacity in this area. For example, the initial and reflective accounts of student learning required in each section of their RPP confront students with the opportunity to monitor their own progress and set and evaluate targets in relation to their learning. |
Module Information
Stages and Modules
Module Title | Module Code | Level/ stage | Credits | Availability |
Duration | Pre-requisite | Assessment |
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S1 | S2 | Core | Option | Coursework % | Practical % | Examination % | ||||||
Children's Health & Wellbeing | SEC1003 | 1 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Children's Learning Intentions | SEC1004 | 1 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Foundations in Social & Developmental Learning | SEC1014 | 1 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Childhood in Society | SEC1010 | 1 | 10 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Professional Experience 1 | SEC1006 | 1 | 20 | YES | YES | 24 weeks | N | YES | 95% | 5% | 0% | |
Aspects of Professional Experience 1 | SEC1026 | 1 | 10 | YES | YES | 12 weeks | N | YES | 95% | 5% | 0% | |
Child Development | SEC1016 | 1 | 30 | YES | YES | 24 weeks | N | YES | 0% | 30% | 70% | |
European Mobility | SEC2082 | 2 | 60 | YES | 12 weeks | N | YES | 0% | 100% | 0% | ||
Management, Leadership & Professionalism | SEC2017 | 2 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Fundamental Movements | SEC2014 | 2 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Diversity & Inclusion | SEC2009 | 2 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Children in the Early Years Environment | SEC2010 | 2 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Professional Experience 2 | SEC2006 | 2 | 20 | YES | YES | 24 weeks | N | YES | 95% | 5% | 0% | |
Curiosity Creativity and the Child | SEC2031 | 2 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Aspects of Professional Experience 2 | SEC2007 | 2 | 10 | YES | YES | 12 weeks | N | YES | 100% | 0% | 0% | |
Early Years Curriculum (3-8 years) | SEC2030 | 2 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Partnership with Children and Families | SEC2035 | 2 | 10 | YES | 6 weeks | N | YES | 100% | 0% | 0% | ||
Research Methods | SEC2036 | 2 | 10 | YES | 6 weeks | N | YES | 100% | 0% | 0% | ||
International Perspectives | SEC3043 | 3 | 20 | YES | 12 weeks | N | YES | 50% | 0% | 50% | ||
Developing Professionalism | SEC3008 | 3 | 20 | YES | YES | 12 weeks | N | YES | 100% | 0% | 0% | |
Advanced Understanding of Diversity and Inclusion | SEC3009 | 3 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Advanced Social & Developmental Learning | SEC3010 | 3 | 20 | YES | YES | 12 weeks | N | YES | 100% | 0% | 0% | |
Undertaking a Small-Scale Project in Early Childhood | SEC3001 | 3 | 40 | YES | YES | 24 weeks | N | YES | 100% | 0% | 0% | |
Safeguarding Young Children | SEC3048 | 3 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Early Years Intervention Birth to Three | SEC3050 | 3 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% |
Notes
SEC1006 is a prerequisite for SEC2006. Core modules SEC2017, SEC2035 and SEC2036 are subsumed within SEC2082.