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Education (Early Years) BA(Hons)

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    Overview

    Current government reforms in education are focused on early childhood development and the importance of high-quality early years provision in providing the foundations that prepare young children for the best start in life. So, if you’re currently an early years practitioner, aspiring to develop high quality practice and are passionate about working with children and their families, then this course could be for you.

    Why Education (Early Years)?

    • You’ll have the opportunity to explore a variety of issues in relation to children and early childhood, including health and wellbeing, education, learning and development and to look at wider topics such as safeguarding, society and early years practice. We’ll help you develop as a reflective, evidence-based practitioner.
    • We’ll ensure you develop the essential practical and professional skills to work with children and families in the early years, including the ability to work collaboratively with parents, colleagues and other professionals. You’ll have the opportunity to demonstrate your commitment to equality of opportunity and inclusive, anti-discriminatory practice.
    • Your place of work forms a key element of the course allowing you to put theory into practice. To ensure flexibility and access for those working within schools and other childcare settings during the week, teaching on this course typically takes place on Saturdays, approximately 8 per academic year.
    • You’ll be taught by an outstanding team of teachers. You’ll also have access to our extensive professional and academic network which feeds directly into course design and delivery and to excellent facilities and specialist equipment. 95% of graduates from Education and Early Years BA(Hons) are in work and/or further study within fifteen months of graduation*.

    The top five job titles advertised in the UK for graduate roles associated with Education (Early Years) BA(Hons) are Nursery Practitioners, Early Years Practitioners, Early Years Teachers, Nursery Assistants and Nursery Managers.*

    Lightcast data extracted from Graduate Career Explorer – job postings from Dec 2023 to Nov 2024 showing jobs advertised associated with a selection of relevant graduate. *(HESA Graduate Outcomes 21/22. UK Domicilied).

    Entry requirements

    112 UCAS tariff points from a combination of A Levels or Level 3 qualifications in Early Childhood, Learning Support or a related educational area.

    Merit in T Level

    • Access to Higher Education Diploma with 45 Level 3 credits at Merit or above.
    • 112 UCAS tariff points from International Baccalaureate qualifications.
    • If you already have a level 4 or higher qualification such as NVQ level 4 or 5 or Foundation Degree relating to the course you will be considered for entry directly into Year 2 or above.

    In addition you must also:

    • Have GCSE English Language at grade 4 or above (grade C or above if awarded under the previous GCSE grading scheme), or equivalent.
    • Be in employment or voluntary work in an appropriate registered setting (for a minimum of 120 hours per year) and have support from your employer.

    You must also demonstrate during interview that you have sufficient general academic skills to be able to undertake the course.

    If your first language is not English, you will need to meet the minimum requirements of an English Language qualification. The minimum for IELTS is 6.0 overall with no element lower than 5.5, or equivalent. Read more about the University’s entry requirements for students outside of the UK on our International Entry Requirements page.

    Other suitable experience or qualifications will be considered. For further information please see the University's minimum entry requirements.

    Course Detail

    Core modules:

    Academic Skills for Study

    In the module, you will development your academic study and communication skills necessary for successful study at degree level. This will include study skills related to critical reading and writing, planning, referencing, working independently, working with others and presenting ideas.

    The Professional Practitioner

    Activities in this module will nurture independent learning and emphasise the importance of a holistic approach to enhancing professionalism and practice through structured workplace learning. You will explore work-based learning opportunities together with occupational and professional concepts, principles and techniques, including reflective practice and using established analytical tools. You will develop and maintain a systematic approach to evidencing and reviewing practical work. There will be an emphasis on setting workplace learning objectives, reflective practice and the use of learning agreements.

    Theories of Learning and Development

    In this module, you will learn about significant theories and research which underpin development and learning for children, young people and adults. You will explore a range of key concepts to explain the basis of development and learning and identify the different dimensions of development (cognitive, linguistic, social, moral). You will consider these aspects of development in their cultural and social context and in an international context. You will focus on different transitions that children and young people must make as they develop into adulthood.

    Core modules:

    SEND: Understanding policy and practice

    You’ll study current understanding of SEND and its impact on inclusion. You’ll examine the statutory and regulatory context for SEND equality and the implications for practice. In addition, you’ll investigate the needs arising from specific SEND conditions, and what this means for educational practice in a range of settings. You’ll also explore how children and young people with SEND and their families are supported to engage with support services and the factors that may influence this partnership working. Assessment typically involves production of an academic poster and a critical evaluation report.

    Safeguarding in Practice

    Teaching and learning within this module will raise your awareness of current legislation, policies and procedures which exist to promote children and young people’s rights and to keep them safe. You will develop the knowledge, skills and qualities required to work with children, young people, their families and carers and other professionals in safeguarding contexts; and critically explore broader safeguarding concepts (such as CSE and PREVENT).

    Enhanced Professionalism in Practice

    This module will nurture your independent learning and emphasise the importance of a holistic approach to enhancing your own professionalism and practice through structured workplace learning. You will explore work-based learning opportunities/employability together with occupational and professional concepts, principles and techniques, including reflective practice and using established analytical tools. You will develop and maintain a systematic approach to evidencing and reviewing your professionalism/employability. There will be an emphasis on you setting your own work related learning objectives, developing reflective practice and using learning agreements.

    Core modules:

    Developing Language, Literacy and Numeracy

    In this module you will develop your understanding of language acquisition, literacy development and maths development in children, young people, and adults. You will learn about specific aspects of literacy and maths development, such as second language acquisition, language impairment dyslexia, and dyscalculia. You will learn about how best to support a range of learners in developing their communication, literacy and numeracy skills.

    Person -centred Approaches

    You'll study current policy and legislation related to person-centred approaches within education, health and care settings for children and young people with individual learning needs or special educational needs and disabilities (SEND). You'll explore the theoretical underpinning of person-centred practice and evaluate a range of approaches. You'll also examine the role of the practitioner in supporting and developing person-centred practice, exploring issues including working with families, developing early communication skills, solution focused approaches, and the voice of the child or young person. This module allows you to explore a range of research methodologies and ethics and carry out a small scale piece of research about person-centred practice.

    Learning in the Early Years Foundation Stage

    This module will develop your understanding of how children’s learning can be effectively supported, including child-led approaches, play-based learning, and holistic approaches to early childhood education and care practice. You will learn about the implications of the concept of inclusion, the principles of both medium and short term planning and a variety of perspectives on planning and teaching.

    Core modules:

    Researching the Major Study

    This module forms the first part of a two module package (along with Major Study in Education) which constitutes the project that demonstrates the application of the skills and knowledge acquired within the course. It leads to a project plan which will be implemented in the second module. The focus is on preparatory and background activities leading to a detailed project proposal.

    Major Study in Education

    This module builds on the Researching the Major Study module. You will undertake a substantial piece of work (dissertation) on a relevant topic in education, which is of particular interest and relevance to your practice. Your dissertation may be literary (an in-depth study of theories, texts, themes), empirical, based on the design, development and evaluation of an enterprise or resource or a combination which has been negotiated with your tutor.

    Understanding Children's Health and Wellbeing

    Through this module you will explore different aspects of the health and well being of children and young people and become equipped to evaluate the wider public health agenda, national trends and supporting legislation. You will evaluate how legislation, policy, research and health promotion models support the chosen promotion and how this may impact on children or young people’s lives.

    You study three modules each year. These place an emphasis on work-based practice. Module content gives you the opportunity to gain the underpinning knowledge in a range of essential early years subjects. We’ll help you to develop your skills as a reflective practitioner and to improve your academic ability.

    You’ll be encouraged to develop your own particular interests by choosing an option module after Year 3.

    You’ll be taught through a series of lectures, seminars, tutorials and interactive workshops. Teaching on this course typically takes place on Saturdays at the University campus to ensure flexibility and access for those working within school and other childcare settings during the week.

    You’ll also have a personal tutor who’ll be assigned to you throughout your degree to support your ongoing wellbeing and ensure that you have a positive learning experience.

    Assessments vary and include essays, developing creative and teaching resources to support children’s learning, student-led seminars, presentations and timed tests.

    Your module specification/course handbook will provide full details of the assessment criteria applying to your course.

    Feedback (usually written) is normally provided on all coursework submissions within three term time weeks – unless the submission was made towards the end of the session in which case feedback would be available on request after the formal publication of results. Feedback on exam performance/final coursework is available on request after the publication of results.

    Please note:

    This course has been set up in line with the National Occupational Standards for the Level 6 Early Years Educator as set out by the National College of Teaching and Leadership. This ensures currency and recognition in the sector.

    1. The University of Huddersfield has been rated Gold in all three aspects of the Teaching Excellence Framework (TEF) 2023. We were the only university in Yorkshire and the Humber and the North West to achieve Gold ratings in all three aspects of the TEF among those announced in September 2023. In fact only 13 Universities, out of the 96 that were announced in September 2023, were Gold in all three ratings.

    2. Further proof of teaching excellence: our staff rank in the top three in England for the proportion who hold doctorates, who have higher degrees, and hold teaching qualifications (HESA 2024). So, you’ll learn from some of the best, helping you to be the best.

    3. We are first in the country for National Teaching Fellowships, which mark the UK’s best lecturers in Higher Education, winning a total of 22 since 2008 (2023 data).

    4. We won the first Global Teaching Excellence Award, recognising the University’s commitment to world-class teaching and its success in developing students as independent learners and critical thinkers (Higher Education Academy, 2017).

    Student work
    Early Years room
    Tutor support
    Lockside building
    Open Access computer room
    Teaching session

    Discover more about the course

    Your Career

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    Inspiring Graduate

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    Student Support

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    Further Study

    Learn about pursuing a Master’s or PhD at Huddersfield.

    Research Excellence

    See how our innovative research shapes what you'll learn.

    Important information

    We will always try to deliver your course as described on this web page. However, sometimes we may have to make changes as set out below.

    Changes to a course you have applied for

    If we propose to make a major change to a course that you are holding an offer for, then we will tell you as soon as possible so that you can decide whether to withdraw your application prior to enrolment.

    Cancellation of a course you have applied for

    Although we always try and run all of the course we offer, we may occasionally have to withdraw a course you have applied for or combine your programme with another programme if we consider this reasonably necessary to ensure a good student experience, for example if there are not enough applicants to ensure you have a good learning experience. Where this is the case we will notify you as soon as reasonably possible and we will contact you to discuss other suitable courses with us we can transfer your application to. If we notify you that the course you have applied to has been withdrawn or combined, and you do not wish to transfer to another course with us, you may cancel your application and we will refund you any deposits or fees you have paid to us.

    Changes to your course after you enrol as a student

    We will always try to deliver your course and other services as described. However, sometimes we may have to make changes as set out below:

    Changes to option modules

    Where your course allows you to choose modules from a range of options, we will review these each year and change them to reflect the expertise of our staff, current trends in research and as a result of student feedback or demand for certain modules. We will always ensure that you have a range of options to choose from and we will let you know in good time the options available for you to choose for the following year.

    Major changes

    We will only make major changes to the core curriculum of a course or to our services if it is necessary for us to do so and provided such changes are reasonable. A major change in this context is a change that materially changes the services available to you; or the outcomes, or a significant part, of your course, such as the nature of the award or a substantial change to module content, teaching days (part time provision), classes, type of delivery or assessment of the core curriculum.

    For example, it may be necessary to make a major change to reflect changes in the law or the requirements of the University’s regulators; to meet the latest requirements of a commissioning or accrediting body; to improve the quality of educational provision; in response to student, examiners’ or other course evaluators’ feedback; and/or to reflect academic or professional changes within subject areas. Major changes may also be necessary because of circumstances outside our reasonable control, such as a key member of staff leaving the University or being unable to teach, where they have a particular specialism that can’t be adequately covered by other members of staff; or due to damage or interruption to buildings, facilities or equipment.

    Major changes would usually be made with effect from the next academic year, but this may not always be the case. We will notify you as soon as possible should we need to make a major change and will carry out suitable consultation with affected students. If you reasonably believe that the proposed change will cause you detriment or hardship we will, if appropriate, work with you to try to reduce the adverse effect on you or find an appropriate solution. Where an appropriate solution cannot be found and you contact us in writing before the change takes effect you can cancel your registration and withdraw from the University without liability to the University for future tuition fees. We will provide reasonable support to assist you with transferring to another university if you wish to do so.

    Termination of course

    In exceptional circumstances, we may, for reasons outside of our control, be forced to discontinue or suspend your course. Where this is the case, a formal exit strategy will be followed and we will notify you as soon as possible about what your options are, which may include transferring to a suitable replacement course for which you are qualified, being provided with individual teaching to complete the award for which you were registered, or claiming an interim award and exiting the University. If you do not wish to take up any of the options that are made available to you, then you can cancel your registration and withdraw from the course without liability to the University for future tuition fees and you will be entitled to a refund of all course fees paid to date. We will provide reasonable support to assist you with transferring to another university if you wish to do so.

    When you enrol as a student of the University, your study and time with us will be governed by a framework of regulations, policies and procedures, which form the basis of your agreement with us. These include regulations regarding the assessment of your course, academic integrity, your conduct (including attendance) and disciplinary procedure, fees and finance and compliance with visa requirements (where relevant). It is important that you familiarise yourself with these as you will be asked to agree to abide by them when you join us as a student. You will find a guide to the key terms here, along with the Student Protection Plan, where you will also find links to the full text of each of the regulations, policies and procedures referred to. You should read these carefully before you enrol. Please note that this information is subject to change and you are advised to check our website regularly for any changes before you enrol at the University. A person who is not party to this agreement shall not have any rights under or in connection with it. Only you and the University shall have any right to enforce or rely on the agreement.

    The Office for Students (OfS) is the principal regulator for the University.

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