Foundation Degrees

Congratulations on being offered a place on one of our Foundation Degrees. Read on to find out about the enrolment process and important fees and finance information.

Course preparation and information: FdA Early Years Education and Leadership

Pre-course task one

Please see the section for Training Needs Assessment which is based on the Teaching Standards (Early Years). Work through this and give yourself an honest appraisal. The results of this analysis will help you to identify 3 – 5 targets, which you will use to create an action plan for Year 1. Completing this task will help you identify key areas for your professional development and will be used for Part B of Module FEL 1000.

Pre-course task two

Start exploring the following themes and gather information that will help you during the first year of your studies:

  • Theoretical perspectives on how children learn;
  • The value of working with parents in the Early Years;
  • Contemporary issues related to early reading;
  • Current research and new developments in Early Years practice.

Suggested Reading

The following key texts will help you develop your theoretical understanding of Early Years practice. You are not expected to purchase any of these texts, but you may choose to acquire one or two to begin studying over the summer.

  • Bruce, T. (2015) Early Childhood Education 5th Edition. London: Sage.
  • Department for Education (2014) Statutory framework for the early years foundation stage. Setting the standards for learning, development and care for children from birth to five. Department for Education.
  • Department for Education (2012) Development Matters in the Early Years Foundation Stage (EYFS). London: Early education.
  • Dukes, C. Smith, M. (2014) Provision and Progress for Two Year Olds. London: Sage.
  • Elfer, P. Goldschmeid, E. Selleck, D. (2012) Key Persons in the Early Years. Building Relationships for Quality Provision in Early Years Settings. London: Routledge.
  • Nutbrown, C. and Clough, P. (2014) Early Childhood Education. History, Philosophy and Experience. Second Edition. London: Sage.
  • Page, J., Nutbrown, C. and Clare, A. (2013). Working with Babies and children from birth to three. Sage.

Programme start dates:

 

  • Ormskirk – Monday 21 September : 1pm – 6pm
  • Holy Cross – Wednesday 23 September :  4pm – 9pm

Training Needs Assessment: FdA Early Years Education and Leadership

This self-reflective assessment is designed to give you an insight into your personal strengths and areas for development. It is a subjective process and your needs will change throughout the course. Don’t be surprised if some initial strengths eventually become areas for development as you learn more about practice standards and requirements. Use the information from this TNA to establish priorities for your personal development during the year and action plan how you will obtain evidence showing progress towards the Standards.

How to score:

On a scale of 1-5 (where 1 is low level and 5 is the highest level), try to assess your skills, knowledge and understanding of the identified aspects of early years practice and leadership. Record your relevant scale-point next to each bullet point in each standard. Add up the total number of points for each standard section. Your scores will give you an indication of the areas to prioritise for your professional development.

Standard 1: Set high expectations which inspire, motivate and challenge all children

  • Establish and sustain a safe and stimulating environment where children feel confident and are able to learn and develop.  Record 1-5.
  • Set goals that stretch and challenge children of all backgrounds, abilities and dispositions
  • Demonstrate and model the positive values, attitudes and behaviours expected of children

Standard 2: Promote good progress and outcomes by children

  • Be accountable for children’s progress, attainment and outcomes
  • Demonstrate knowledge and understanding of how babies and children learn and develop
  • Know and understand attachment theories, their significance and how effectively to promote secure attachments
  • Lead and model effective strategies to develop and extend children’s learning and thinking, including sustained shared thinking
  • Communicate effectively with children from birth to age five, listening and responding sensitively
  • Develop children’s confidence, social and communication skills through group learning
  • Understand the important influence of parents and/or carers, working in partnership with them to support the child’s well-being, learning and development

Standard 3. Demonstrate good knowledge of early learning and EYFS

  • Have a secure knowledge of early childhood development and how that leads to successful learning and development at school
  • Demonstrate a clear understanding of how to widen children’s experience and raise their expectations
  • Demonstrate a critical understanding of the EYFS areas of learning and development and engage with the educational continuum of expectations, curricula and teaching of Key Stage 1 and 2
  • Demonstrate a clear understanding of systematic synthetic phonics in the teaching of early reading
  • Demonstrate a clear understanding of appropriate strategies in the teaching of early mathematics

Standard 4. Plan education and care taking account of the needs of all children

  • Observe and assess children’s development and learning, using this to plan next steps
  • Plan balanced and flexible activities and educational programmes that take into account the stage of development, circumstances and interests of children
  • Promote a love of learning and stimulate children’s intellectual curiosity in partnership with parents and/or carers
  • Use a variety of teaching approaches to lead group activities appropriate to the age range and ability of children
  • Reflect on the effectiveness of teaching activities and educational programmes to support the continuous improvement of provision

Standard 5. Adapt education and care to respond to the strengths and needs of all children

  • Have a secure understanding of how a range of factors can inhibit children’s learning and development and how best to address these
  • Demonstrate an awareness of the physical, emotional, social, intellectual development and communication needs of babies and children, and know how to adapt education and care to support children at different stages of development
  • Demonstrate a clear understanding of the needs of all children, including those with special educational needs and disabilities, and be able to use and evaluate distinctive approaches to engage and support them
  • Support children through a range of transitions
  • Know when a child is in need of additional support and how this can be accessed, working in partnership with parents and/or carers and other professionals

Standard 6. Make accurate and productive use of assessment

  • Understand and lead assessment within the framework of the EYFS framework, including statutory assessment requirements
  • Engage effectively with parents and/or carers and other professionals in the on-going assessment and provision for each child
  • Give regular feedback to children and parents and/or carers and other professionals to help children progress towards their goals

Standard 7. Safeguard and promote the welfare of children, and provide a safe learning environment

  • Know and act upon the legal requirements and guidance on health and safety, safeguarding and promoting the welfare of the child
  • Establish and sustain a safe environment and employ practices that promote children’s health and safety
  • Know and understand child protection policies and procedures, recognize when a child is in danger or at risk of abuse, and know how to act to protect them

Standard 8. Fulfil wider professional responsibilities

  • Promote equality of opportunity and anti-discriminatory practice
  • Make a positive contribution to the wider life and ethos of the setting
  • Take a lead in establishing a culture of co-operative working between colleagues, parents and/or carers and other professionals
  • Model and implement effective education and care, and support and lead other practitioners including Early Years Educators
  • Take responsibility for leading practice through appropriate professional development for self and colleagues
  • Reflect on and evaluate the effectiveness of provision, and shape and support good practice
  • Understand the importance of and contribute to multi-agency team working

Enrolment

Enrolment is an online process that you must go through at the beginning of the year to become a member of the University, release your finance from the Student Loans Company (if applicable) and activate your IT/Library account and benefit from all its services.

Enrolment will open on Tuesday 3 September. More detailed information about this will be added to this page and also sent to you via email closer to the time.

Fees and Finance

Fees and Finance
A tuition fee is charged for each academic year of your course.

You can apply to Student Finance England/Wales/Northern Ireland/EU, or the Student Awards Agency for Scotland, for a repayable loan to help cover the cost of this fee.

If you have not yet applied, you should do so immediately at www.gov.uk/student-finance. The process can take some time, so it is important that you do not delay.

IMPORTANT: Once you have submitted your application to Student Finance you should regularly check the ‘To Do List’ on your Student Finance online account. Please ensure you provide all evidence requested by Student Finance. Payment will be withheld until this has been received, processed and final checks have been completed.

If your funding has not been fully approved by the time you enrol on your course then you must provide the University with proof of your application.  Please email a copy of the summary page of your Student Finance application or Customer Reference Number from Student Finance to TuitionFees@edgehill.ac.uk.

Self-funding Students
Tuition fees must be either paid in full at the start of each academic year or paid by recurring card payment in three equal instalments.

In order to be fully registered on your course you must have either paid your tuition fees in full or set up your recurring card payment.  Please note you will only be able to set up your recurring card payment 24 hours after you complete enrolment, once this time has elapsed please go to: //payments.edgehill.ac.uk/paytuition.

For further information related to payments contact the Fees, Scholarships and Bursaries Team at TuitionFees@edgehill.ac.uk.

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