COURSE SPECIFICATION

Course Aim and Title Foundation Year for Early Childhood

Studies, Education and Special Needs
Intermediate Awards Available Cert HE, Dip HE, BA
Teaching Institution(s) UEL
Alternative Teaching Institutions N/A
(for local arrangements see final
section of this specification)
UEL Academic School Cass School of Education and Communities
UCAS Code X312 Early Childhood Studies
X300 Education Studies
XC61 Special Education
Professional Body Accreditation N/A
Relevant QAA Benchmark Early Childhood Studies 2014
Statements
Additional Versions of this Course N/A
Date Specification Last Updated March 2019

Entry Requirement
At UEL we are committed to working together to build a learning community
founded on equality of opportunity - a learning community which celebrates the rich
diversity of our student and staff populations. Discriminatory behaviour has no
place in our community and will not be tolerated. Within a spirit of respecting
difference, our equality and diversity policies promise fair treatment and equality of
opportunity for all. In pursuing this aim, we want people applying for a place at UEL
to feel valued and know that the process and experience will be transparent and
fair and no one will be refused access on the grounds of any protected
characteristic stated in the Equality Act 2010.

This first year of a four-year extended degree and can be studied one-year full-time
or two-years part-time. Applicants who are school leavers should normally have
120 UCAS points gained at A2, AS, BTEC National or CACHE level 3. Students
should normally have a Grade C GCSE pass in English or be able to offer
alternative qualifications (for example Level 2 Key Skills in Communication)

In the case of applicants whose first language is not English, then IELTS 5.5 with a
minimum of 5.5 in all components (or equivalent) is required. International
qualifications will be checked for appropriate matriculation to appropriate UK level
three courses.

Applicants without formal qualifications but with significant demonstrable life or

work experience are encouraged to join the course and are considered on an
individual basis through interview.

Course Aims and Learning Outcomes

This course is perfect if you want to be fast tracked to a BA (Hons) degree but you
do not have the standard entry requirements for degree level study or the
appropriate practice qualification. This course prepares students for successful
transition to any of the Early Childhood, Special Education Needs, and Education
Degree Course. It provides a broad framework of key academic and personal
skills along with subject specialist knowledge and skills to then enable a successful
progression onto any of the three-year BA (Hons) courses offered within the School
of Professional Services and specifically the Education Cluster. It will provide a
supportive and stimulating environment for students and is an opportunity to
devote time and resources to developing the necessary academic and personal
skills to be successful at degree level study.

This course is designed to give you the opportunity to:

• Provides instruction and guidance in study skills essential for degree-level

study
• Provides a transition route onto any of the BA (Hons) courses on to Early
Childhood, Special Education Needs and Education
• Offers extensive study skills and personal development support.
• Enjoy a stimulating and engaging introduction to studying Early childhood,
Education and Special Educational Needs
• Develop the necessary practical, intellectual and communication skills to
ensure a successful transition to Level 4
• Become a part of the wider higher education community whilst you study for
access to a degree course
• Prepare students for future employability and enhance their personal,
academic and professional development

Learning and Teaching

What you will learn:

Knowledge
• The necessary personal and academic skills to be successful at Level 3
• A broad-based introduction to some of the key concepts and theories
relevant to studying early childhood
• How to manage one’s own learning and personal development

Thinking skills
• How to apply what you have learnt to familiar and unfamiliar contexts
• How to critically reflect on your own learning and performance
• How to identify different points of view in specified texts
• How to summarise arguments
• How to make informed judgements and distinctions between fact and
opinion
• How to develop your own point of view in relation to specified texts
Subject-Based Practical skills
• Skills of understanding and analysing issues in early childhood
• Use of information technology and the internet for information retrieval and
presentation
• Ability to conduct informed debate on current social issues
Skills for life and work (general skills)
• How to organise and manage a workload effectively
• How to locate and select sources of information for written work/research
• How to work collaboratively
• How to give oral presentations
• How to apply skills gained both with autonomy and direct supervision

Assessment
Undertaken individually and in groups, assessment will comprise essays,
coursework, reports, debates and computer-based assignments. Regular formative
assessment tasks will provide the opportunity for students to monitor their own
understanding and engagement, prior to the final assessment activity.

In order to be successful at level 3 and proceed to level 4, students are required to

obtain pass-level (40%) or better in all 6 modules (at first or second attempt).

Students with disabilities and/or particular learning needs should discuss

assessments with the Course Leader to ensure they are able to fully engage with
all assessment within the course.

Examples of forms of assessment include coursework, presentations, and case

studies.

Knowledge is assessed by
• written Assignments
• subject Knowledge Audits
• exams
• setting based portfolio
• teaching observations

Thinking skills are assessed by

• written assignments
• exams
• setting based portfolio

Practical skills are assessed by

• written assignments
• exams
• debates
• presentations

Skills for life and work (general skills) are assessed by

• written assignments
• skills tests
• portfolio
Students with disabilities and/or learning needs should discuss assessments with
the Course Leader to ensure they are able to fully engage with all assessment
within the course.

Work or Study Placements

Placements are a key element of this course and will enable you to clearly link
theory within the course, thereby allowing for viable links to practice and offering a
comprehensive understanding and application of subjects taught. This will
enhance employability and offer you the chance to develop their critical thinking
and reflective skills based on practical application and integrate theory and
practice.

Course Structure
By joining the Foundation year Level 3 course, full time students embarking on an
extended 4-year course in Early Childhood, Special Education Needs or Education
Studies will enjoy all the benefits of membership as a UEL student body from the
beginning of this course. The course is made up of modules that are each credit
weighted.

The module structure of this course:

Available
Credit
Module Core/Option by Distance
Level Module Title Weighting
Learning?
Code
Y/N
Metal Wealth:
Introduction to
3 ED3095 academic and 20 Core N
professional identity/
practice
Introduction to Early
3 ED3090 Childhood, Special 20 Core N
Needs and Education
Social, Emotional and
3 ED3094
Mental Health 20 Core N

Placements in Context
3 ED3091
-Play and learning 20 Core N

Skills for Academic and

3 ED3093
Professional Writing 20 Core N

Research in Practice:
3 ED3092
Live Project 20 Core N

The overall credit-rating of this course is 480 credits. If for some reason you are
unable to achieve this credit you may be entitled to an intermediate award, the level
of the award will depend on the amount of credit you have accumulated. You can
read the University Student Policies and Regulations on the UEL website.

Course Specific Regulations

The Foundation year which is the first year of a four-year degree provides a broad
framework of key academic and personal skills along with subject specialist
knowledge skills to enable a successful progression to Level 4 onto one of the 3-
year BA (Hons) courses within the Education Cluster. The course provides a
supportive and stimulating environment for students and is an opportunity to
devote time and resources to developing the necessary academic and personal
skills to be successful at degree level study.

The Course:

• Provides instruction and guidance in study skills essential for degree-level

study
• Provides a transition route onto any of the BA (Hons) courses within the
Education Cluster
• Offers extensive study skills and personal development support.

Typical Duration
The expected duration of this course is 1 year full-time or 2 years part-time at level
3 followed by 3 years at undergraduate level (total 4 years). If you are studying
part time the typical duration is 2 years at level 3 followed by 5 years at
undergraduate level (total 7 years).

The teaching year begins in September and ends in June and a typical student, in
full-time attendance mode of study, will register for 120 credits in an academic year.
A student in a part-time mode of study may register for up to 90 credits in an the
first academic year.

Further Information
More information about this course is available from:
• The UEL web site (www.uel.ac.uk)
• The course handbook
• Module study guides
• UEL Manual of General Regulations (available on the UEL website)
• UEL Quality Manual (available on the UEL website)
• School web pages

All UEL courses are subject to thorough course approval procedures before we
allow them to commence. We also constantly monitor, review and enhance our
courses by listening to student and employer views and the views of external
examiners and advisors.
Additional costs:
There will be some additional travel costs when studying particular modules which
require field trips, observations of learning in the community or volunteering. The
costs here would be for the travel to and from the non-university setting. Details of
these as advertised well in advance in lectures and via the Virtual Learning
Environment. The number of visits and places will be confirmed during the first
week of study.

Alternative Locations of Delivery

N/A