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Early Years Foundation Degree FdA

Where taught Attendance UCAS code Campus code Year of entry
Brooklands College – Weybridge campus 2 years full time (employment based) X110 L 2017
Kensington and Chelsea College 2 years full time (employment based) X110 T 2017
Kingston College 2 years full time (employment based) X110 K 2017
NESCOT 2 years full time (employment based) X110 O 2017
NEWTEC 2 years full time (employment based) X110 U 2017
Richmond College 2 years full time (employment based) X110 R 2017
South Thames College 2 years full time (employment based) X110 S 2017
West Thames College 2 years full time (employment based) X110 W 2017
Whitefield Schools and Centre 2 years full time (employment based) X110 X 2017

Please apply for this course via the UCAS website using the relevant code. You must also contact your chosen college directly.

Why choose this course?

This sector-endorsed foundation degree is a two-year higher education degree course that will enable you to combine academic study with work-based learning. If you are working in an early years setting this course will provide a training pathway for you to study at your local college.

What you will study

The course covers all areas of the care and development of children that are necessary for working in the early years sector. It offers a route for experienced and committed early years practitioners to progress from level 3 to a foundation degree.

Module listing

Please note that this is an indicative list of modules and is not intended as a definitive list. Those listed here may also be a mixture of core and optional modules.

Year 1

  • This module is a core requirement of the Special Educational Needs and Inclusive Practice Foundation Degree. The content will examine the knowledge and skills required of higher education and will explore the meaning of academic terminology. Students will examine what constitutes reflective practice in a work based environment and will be encouraged to identify their previous knowledge and experience and to recognise intrinsic and extrinsic influences on their practice. The main features of the module include the introduction of theory and the interface with work based learning. Students will be supported in recognising their strengths and areas for enhancement enabling them to reflect on their professional development.

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  • This module is a core requirement for students taking the Foundation Degree in Early Years or Early Years: Leadership and Management. This module offers students the opportunity to examine in detail child development theories and key influential pioneers of current practice. They will explore a range of relevant formative and summative assessment techniques in order to identify and plan for learning and developmental pathways within statutory curriculum guidance for children from birth to seven years of age.

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  • This module is a core requirement for students taking the Foundation Degree in Special Educational Needs and Inclusive Practice. This module introduces students to the legal and ethical requirements for ensuring that all children are protected and make progress in learning and development. Students will examine challenging case studies and will explore strategies for communicating and working effectively with children, their families and other professionals to ensure that the child's needs are met.

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  • This module is a core requirement for students taking the Foundation Degree in Early Years. This module introduces students to the legal requirements for ensuring that children who have additional needs continue to make progress through the curriculum. It explores strategies for target setting and for communicating and working effectively with children, their parents and other involved professionals to ensure that the child's developmental needs are met. The module also raises awareness of the impact inclusion can have on working practices and procedures.

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Year 2

  • This module is an exciting opportunity for students to explore key influencing historical and international theories and systems that are evident in current early years practice. The programme has been designed to enhance students' skills in research and critical analysis enabling them to make informed contributions to lively debate and discussion recognising aspects of their practice that may have originated from authoritative historical and international influences.

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  • This is a core module for students undertaking the Foundation Degree in Early Years. The module introduces students to effective pedagogy and practice with theoretical underpinning in the Early Years Foundation Stage. Students will be encouraged to examine and critically evaluate 'tools' for learning and how these can enhance practice for the early years setting in which they are employed.  Students will engage in planning and evaluating learning activities in order to enhance pedagogical practice. In addition they will explore how professional practice may be enhanced through critical awareness and analysis of support systems such as ICT.

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  • This module enables students to identify and develop effective communication skills for different audiences and different contexts. Students will explore theory underpinning the acquisition of effective communication skills through a variety of written, verbal, visual and auditory media. Students will have the opportunity to practice the development of communication skills through the use of different contexts such as role play scenarios, reports and presentations. The module will enable students to recognise the flexibility required to address different contextual situations and to develop the communication skills necessary to meet the demands of early years roles and responsibilities.

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  • This is a core module for students undertaking the Early Years or Early Years: Leadership and Management Foundation Degree. The module enables students to utilise their Personal Development Plan in order to extend their professional development in a chosen area of practice within the early years field. The module supports students to implement an independent, systematic enquiry in order to critically reflect upon an aspect of pedagogy and/or practice and to initiate changes that may improve the educational experiences of young children.

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Key information set

The scrolling banner(s) below display some key factual data about this course (including different course combinations or delivery modes of this course where relevant).

We aim to ensure that all courses and modules advertised are delivered. However in some cases courses and modules may not be offered. For more information about why, and when you can expect to be notified, read our Changes to Academic Provision.

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School of Education
Tel: +44 (0)20 8417 5145
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Location

This course is taught at Brooklands College (Weybridge campus); Kensington and Chelsea College; Kingston College; NESCOT; NEWTEC (East London Childcare Institute); Richmond upon Thames College; South Thames College; West Thames College; Whitefield Schools and Centre

Ask a question about this course

School of Education
Tel: +44 (0)20 8417 5145
Email us

Location

This course is taught at Brooklands College (Weybridge campus); Kensington and Chelsea College; Kingston College; NESCOT; NEWTEC (East London Childcare Institute); Richmond upon Thames College; South Thames College; West Thames College; Whitefield Schools and Centre

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Ask a question about this course

School of Education
Tel: +44 (0)20 8417 5145
Email us

Location

This course is taught at Brooklands College (Weybridge campus); Kensington and Chelsea College; Kingston College; NESCOT; NEWTEC (East London Childcare Institute); Richmond upon Thames College; South Thames College; West Thames College; Whitefield Schools and Centre

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