Childhood and Society Studies (Top-Up) BA (Hons)

3-Year Bachelor's Degree

The total service fee for this program:

€ 499

Pre payment for this program:

€ 99

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ABOUT

Progress in your career. Develop your skills in analysis, research and communication. Discover what you’re capable of.

Overview

BA (Hons) Childhood and Society Studies (Top-Up) is designed for people who want to gain a full undergraduate childhood studies degree and are working with children and/or young people.

You will develop a broader understanding of a number of childhood-related topics and use this to analyse your own practice and the practice of others in childhood settings.

If you have existing experience in early years, you can take the optional pathway in Early Childhood Graduate Practitioner Competencies and graduate with a highly-desirable degree title BA (Hons) Childhood and Society Studies with Early Childhood Graduate Practitioner Competencies, improving your employability.

Why us?

  • In September 2020, the Early Childhood Studies Degree Network announced Early Education and Childcare practitioners are now classified as Associate Professionals (Major Group 3 – Professional) instead of ‘Teaching and Childcare Support Occupations’ (Major Group 6 – Non-professional). Being Associate Professionals enhances graduates’ chances of gaining appropriate graduate/professional employment in the early childhood field
  • The inclusion of Early Childhood Graduate Practitioner Competencies is recognised as leading practice in the early years sector nationally
  • Evening classes and online learning to fit around work commitments
  • Focus on work and practical application of learning
  • Clear routes for progression to further study, including the MA Childhood and Youth Studies and PGCE courses

Course structure

When you apply to study the Childhood and Society Studies degree with us, you can choose to enrol on a part-time basis over two academic years or on a full-time basis over one academic year. An academic year is broken down into two semesters. Semester one runs from September to December and semester two runs from January to May. During your first semester of your first year, you will be required to choose one module from four options that you would potentially like to study. Using a choice ranking system, we run preferred modules that meet the required threshold of student numbers. Optional modules are then complemented by core modules.

If you choose to study on a part-time basis with us, you have the unique option to study the Early Childhood Graduate Practitioner Competencies, which is beneficial for career progression in many ways. This route incurs additional face-to-face contact time with Gayle Blackburn, our specialist Early Childhood Graduate Practitioner Competencies lead.

Currently, all students engage with learning and materials via a blend of online learning and face-to-face contact time. Whether you choose part-time or full-time study, the scheduled face-to-face learning for each semester takes place up to two evenings per week between 5pm and 9pm.

National level 6:

Choose one optional module from:

  • CHS356 Creative Teaching and Thinking (20 credits)

If you choose this module, you will be supported to develop your innovation in teaching across all stages of learning, covering a range of groups of children, from large groups to the individual child. You will be encouraged to explore and consider all areas of the curriculum and make links to both core and foundation subjects. This will strengthen your ability to develop creative teaching support strategies and activities. Current political ideology, policy and rhetoric will be explored in terms of developing a curriculum that engages all pupils of differentiated ability.

The assessment for this module is in two parts. The first part is a presentation and the second part is a written essay.

  • CHS384 The Foundation Years (20 credits)

During this module, you will consider the nature of ‘nurturing care’ and learning practices that support health, nutrition, responsive caregiving, safety and security, and early learning. You will think about some of the early intervention strategies used in the UK and abroad that aim to support families whose children are in the foundation years of childhood and that provide optimal environments for learning. Care giving/learning practices across the foundation stage years will be examined including attachment, interaction, early intervention and the importance of routines. Theoretical approaches that underpin care of practice and learning with children across the foundation stage of childhood will also be part of your learning.

The assessment for this module is in two parts. The first part is a presentation and the second part is a written essay.

  • CHS388 The Foundation Years with Early Childhood Graduate Practitioner Competencies (20 credits)

During this module, you will consider the nature of ‘nurturing care’ and learning practices that support health, nutrition, responsive caregiving, safety and security, and early learning. You will think about some of the early intervention strategies used in the UK and abroad that aim to support families whose children are in the foundation years of childhood and that provide optimal environments for learning. Care giving/learning practices across the foundation stage years will be examined including attachment, interaction, early intervention and the importance of routines. Theoretical approaches that underpin care of practice and learning with children across the foundation stage of childhood will also be part of your learning. You will also need to demonstrate, reflect and gather evidence in practice on nine Early Childhood Graduate Practitioner Competencies from birth to eight years.

The assessment for this module is in four parts. A presentation, a written rationale, an essay and a portfolio of evidence from practice. This option would span your mode of study.

To select this option, you must be on the part-time route, be employment-based and/or have 25 days placement opportunities depending on currency and timely experiences across the age range 0-8 years.

  • CHS386 Children, Young People and Digital Learning (20 credits)

This module is directed at educators at all levels of education, from early childhood to higher and adult education, with the aim of developing a common understanding of the digital competence needs of educators. This allows for differentiated learning that includes a wide range of content, strategies, techniques and approaches that personalise learning and facilitates students to achieve and realise their potential in practice. This allows for an emergent competency framework, enabling the identification, evaluation, and development of competencies within an organisation or profession. It also allows for collaborative learning as well as digital citizenship.

Core modules:

  • CHS301 Work Based Research Project (40 credits)

The research module has been designed to help you develop your understanding of the strengths and limitations of approaches of research methods and methodologies, including those you will choose for your work-based topic. On this basis, you will develop specialist understanding of an issue by carrying out an independent research project. With the support and guidance of a research supervisor, your project will investigate critical literature relating to your chosen area and implement an investigation strategy to gather research data. You will then reflect on and analyse the project outcomes, pulling everything together in one conclusion that may make recommendations for further study and or practice. You will present an account of your research project and the investigation in the form of a full dissertation.

The assessment for this module is a written dissertation.

  • CHS346 Equality and Diversity (20 credits)

Together with the module team and other students, you will unpack and discuss a wide range of issues in relation to equality and diversity in contemporary society, such as race, class, culture, religion, language, gender, sexuality, disability, mental health, income and education. Through our discussions, debates and critiques, we will explore why forms and possible causes of inequality manifest, by considering a variety of influential factors. You will also explore personal, practical, political and ethical dimensions of prejudice, discrimination, and equality in a range of contexts. This will strengthen your professional practice and your ability to critique societal responses, legislation and other provisions that are aimed at driving equality now and in the future.

The assessment for this module is a written report.

  • CHS383 Leading Practice for Children and Young People (20 credits)

Throughout this module, you will have the opportunity to explore leadership theory and how it relates to work within children and young people settings, exploring and making connections between theories and styles of leadership, working collaboratively in teams and multi-agency contexts, leading change and dealing with conflict, quality assurance, reflective practice and continued professional development, as well as leading yourself. You will be encouraged to place theory into practice and practice into theory by utilising and connecting the lecture material and readings to recorded leadership conversations with professionals across the childhood and youth sector, case studies that we provide, and where appropriate your own practice within the childhood and youth sector.

The assessment for this module is an essay.

  • CHS387 Education and Society (20 credits)

On this module, you will examine the relationship between education and society. You will be introduced to some of the key ideas and concepts of education, learning and teaching to understand how they have been shaped by historical, sociological, anthropological and philosophical perspectives. The focus of the module considers the relationship between education and society as a dynamic and comprehensive process that has social, political, economic and ecological dimensions. To do this, you will explore the processes and structures in different educational contexts to determine the impact these have on learners in social contexts. It also explores how globalisation is impacting upon education and teaching and learning.

The assessment for this module is in two parts. The first part is a group presentation, and the second part is a written essay.

Facilities

You’ll be based at the Sir Tom Cowie Campus at St Peter’s. The location benefits from dedicated library services and has superb transport links with the city centre and City Campus.

Entry requirements

To apply for this course you usually need one of the following:

  • Foundation Degree in a relevant subject (such as Education and Care)
  • 240 credits (or equivalent) of a recognised UK undergraduate award, in a relevant subject to Level 5.

Career ready

Gaining an undergraduate degree in childhood studies will boost your career prospects and allow you to progress faster. You will also be eligible to apply for a range of masters courses (level 7), such as MA Childhood and Youth Studies, Postgraduate Certificate in Education (PGCE), MSc Inequality and Society and MA Social Work, which include the option of professional qualifying pathways in Early Years or Youth Work.

 

If English is not your first language you should have at least one of the following qualifications (or equivalent) as a minimum.

International English Language Testing System (IELTS)

You need an overall score of 6.0, with at least 5.5 or higher in each component: reading, writing, listening and speaking. An alternative approved Secure English Language Test (SELT) will also be accepted if the applicant’s element scores are equivalent to those required for IELTS. After 6 April 2015, you must take your IELTS exams at one of the test centres listed on the UKVI website.

Pearson Test of English Academic

You need an overall score of 59 with no less than 59 in each skill.

Cambridge Certificate of Proficiency in English (CPE)

You need grade C or above.

Cambridge Certification in Advanced English (CAE)

You need grade C or above.

 

 

Deadlines

26 January 2022 – UCAS deadline

Applications for all UCAS Undergraduate courses, except those with a 15 October deadline, should arrive at UCAS by 6pm on 26 January 2022. This is the ‘equal consideration’ deadline, which means course providers must consider all applications received by this time equally. 

25 February 2022 – UCAS Extra opens

If you’ve used all five choices, and you’re not holding any offers, you can add another choice using Extra.

19 May 2022 – University decision deadline

If you applied by 26 January and you’re still awaiting a decision from one of your choices, we have until today to decide whether we’re making you an offer. Any choices that are still outstanding after this will be made unsuccessful.

9 June 2022 – Deadline to reply to offers

If you receive all your university decisions by 19 May, you must reply to any offers by today (except if you are using Extra to find a place), otherwise they’ll be declined.

30 June 2022 – Final day to make an application to five universities

You can still apply with up to five choices until 6pm today. After this, your application will automatically be entered into Clearing. 

4 July 2022 – Final day to apply for a course in Extra 

This is the last day to add an Extra option to your 2022 application. If you don’t hold any offers after this, you will be able to add an additional choice using Clearing. 

FREE VISA SERVICE

One of our very suitable solutions for applicants is to provide free visa services to study in this field from a pleasant country. If you need to receive free visa services, let us know your request

Expenses (GBP)

Tuition (per year)

13000

GBP

Application Fee

0

GBP

Program expenses

University & General Expenses

REQUIREMENTS

Minimum Level of Education
Min GPA (max=100)

60

IELTS
6.00

accommodation

The university offers three different student residential buildings, all of which are within walking distance from the university campuses. All students that are residing in these buildings can take advantage of the free transport that the university offers. What is more, all the dorms are equipped with facilities like fridge, Shower, toilet facilities, Wi-Fi, bed Wardrobe, Washbasin and mirror, as well as car parking and bicycle storage.
The first student residence of the university is called Scotia Quay that costs up to £95.50 per week. Each room is suitable for up to 5 students. the second one is named Panns Bank costs about £77.79 a week and is also suitable for families of four. Lastly, Clanny House also costs around £77.79 per week and is suitable for couples as well as single students.

After Graduation

All the students have the opportunity to seek help from The Careers and Employability Service, a team dedicated to helping students find proper and suitable employment either during or after their education.
Students are encouraged to take on part-time vocational roles in order to gain perspective on the reality of the labor market and also earn extra cash. As a matter of fact, the university helps and guides them during this process. It helps students find part-time jobs that do not impact their studies or temporary jobs that can be done during vacations and breaks. Students also have the chance to take part in paid or unpaid internships and job placements that are related to their field of study.
The Careers and Employability Service also helps students with finding employment after graduation. They help students with the resumes, CVs, job applications and job interviews.

فارسی

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1 ) If you want to check the admission conditions and programs of various universities, refer to the following link:

2 ) If you need help using our website, click on this link and watch the video guide :

3 ) You can also get a free consultation from our consultants by booking a free online consultation appointment.

Title:

Major:

Level:

University:

Country:

Childhood and Society Studies (Top-Up) BA (Hons)

teaching, early development, child care

3-Year Bachelor's Degree

The University of Sunderland in England

United Kingdom

499
-
499
0
99
400
  • The applicant acknowledges that he/she should read all information such as fees and other items from the university’s main website before paying fees and signing the agreement. The information on the main website of the university may be different from the information entered on the ApplyMIE.com, and MIE will not bear any responsibility if the information is inconsistent with the university main website and is not read by the applicant.
  • If there is a need for correspondence by email, the emails sent by us to the applicant will only be via email with the extension “applymie.com”.
  • Before any payment, the applicant agrees that the service fees paid are non-refundable.
  • All information such as the name must be in accordance with the passport and the person who is a party to the agreement must sign the agreement, and if another person completes and signs the agreement or the information does not match the passport, the agreement will be invalid.
  • For applicants under the age of 18, parents or legal guardian must sign the agreement, and if the applicant under the age of 18 signs the agreement, it is considered as invalid.

One of our very suitable solutions for applicants is to provide free visa services to study in this field from a pleasant country. If you need to receive free visa services, let us know your request

Tuition
Deadline

13000

Deadline

Application Fee

Deadline

0

Deadline
Minimum Level of Education
Min GPA (max=100)

60