Whilst following this programme, you will be able to study whilst you are working in an early years setting. There is an expectation of a minimum of 16 hours per week (paid or voluntary). This allows you to combine academic study with work-based learning. The two years will enable you to gain 240 academic credits, with the potential for progression onto a related BA Hons (Top UP) degree at Kingston University.
The course covers a range of aspects of child development, education and care more detail about specific modules can be found in the section below
The college works in partnership with Kingston University and nine partner colleges: Brooklands College (Weybridge campus); Kensington and Chelsea College; NESCOT; NEWTEC; Richmond College; South Thames College; West Thames College; Whitefield Academy Trust and Guildford College. The School of Education at Kingston University is consistently rated among the top education departments in the country by the Guardian UK University league tables.
We actively support students with additional learning needs, for example dyslexia.
Students will study the following Level 4:-
- QF 4000 Personal And Professional Development Through Reflective Practice (Core, 30 credits): 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.
- QF4010 Child Development, Observation And Assessment (Core, 30 credits): 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.
- QF4020 Child Protection And Ethical Practices Of Working With Children (Core, 30 credits): 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.
- QF4030 Inclusive Education and Interprofessional Perspectives (Core, 30 credits): 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
Students will study the following Level 5:-
- Historical and International Perspectives of Early Years Education (Core, 30 credits): 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
- Early Years Pedagogy and Practice (Core, 30 credits): 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.
- Effective Communication Skills (Core, 30 credits): 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.
- Special Project (Core, 30 credits): 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
Introductory Course Information
Award: Foundation Degree Early Years (FdA) Early Years (Sector Endorsed)
Awarding body: Kingston University
UCAS Code: X110
Location of study: South Thames College, Wandsworth Campus
Course duration: 2 years full- time -see work placements
Academic year: September 2019 until July 2021
Days of the week: You will be expected to attend for 1 evening a week.
Part time study: N/A
Work placements: This is a sector-endorsed Early Years Foundation Degree. This course enables you to ‘learn as you earn’ by combining a minimum of 16 hours workplace learning with part-time study in the college.
Timestables: Timetables are normally available one month before registration.
Course Costs and Financial Support
Fees: For the academic year 2019-20 the tuition fees for this course are:
UK/EU students: £5,300
Overseas/International students: £XXXX
The following course-related costs are not included in the fees:
- Additional printing over and above the annual allowance
- The cost of books and equipment that you might wish to purchase.
Teaching and Learning
Teaching includes lectures, work-based learning activities, presentations, tutorials, online learning, workshops and seminars. In addition you will be supported by a work-based professional advocate and tutors in your respective colleges.
When not attending timetabled teaching sessions (lectures, seminars, workshops, labs, studios etc), you will be expected to continue learning independently through self-study.
Typically, this will involve reading journal articles and books, working on individual and group projects, undertaking research in one of the University's libraries, preparing coursework assignments or revising for examinations or tests.
Your independent learning is supported by a range of excellent facilities including the libraries and the University's virtual learning environment, Canvas.
Progress is measured by assignments, demonstration of professional competence in work-based situations, and practical demonstrations that apply the knowledge you have gained. There are no written exams.
The amount of time you will spend in practice learning will depend on your arrangement with the school. The different settings for learning provide important opportunities to work collaboratively with peers, tutors and teachers. Your work in both university and school environments which will help develop your understanding of teaching.
You'll be assessed through a combination of assignments, presentations, tests, exams and project reports.
- Level 3 Early Years qualification (or equivalent).
- Employment in an appropriate setting (either paid or voluntary) for at least 16 hours per week for the duration of the course.
- Normally two years' experience in an appropriate setting.
- The selection process involves interview at your chosen college, selection exercises and a current DBS check
- We will consider a range of alternative qualifications or experience that is equivalent to the typical offer.
Early Years Additional Requirements
Suitable applicants will be invited to interview, where they will be required to further demonstrate their suitability for the course by written work and further discussion on an issue/perspective that exist within Early years practice
Credit transfer and accreditation of prior learning or experience:
Accreditation of Prior Experiential Learning (APEL) is offered for those who are unsure of the current value of their qualifications. We actively welcome applications from mature students from a variety of backgrounds. We are seeking people who wish to enthuse and motivate young children as well as developing further their own knowledge, skills and understanding in young children's care and education
International Student Entry Requirements
All non-UK applicants must meet our English language requirements. For this course it is Academic IELTS of 6.5 overall with special conditions in all elements. Please make sure you read our full guidance about English language requirements, which includes details of other qualifications we'll consider.
Applicants who do not meet the English language requirements may be eligible to join our pre-sessional English language course.
Applicants from one of the recognised majority English speaking countries (MESCs) do not need to meet these requirements.
For international students, you will need an IELTS score of 5.5 (minimum 5.0 in each section) or equivalent. Find out more in the international pages.
There may be materials you need to help with your studies. You'll either make a one-off payment for these when you enrol, or you'll buy them during the course. Your tutor will talk to you about this at interview or in your first class (if you don't need an interview).
Depending on your course and circumstances, you may be able to get funding to help with materials fees. Please check with us when you come in for interview or enrolment.
This qualification is valued by employers and is seen as a mark of your professional excellence and expertise, enabling you to develop your career and opportunities.
Your course will be delivered at your local college. Once you have successfully completed this foundation degree at level 5, you can take a further year's study and top-up your qualification to a BA(Hons) degree at level 6 at Kingston University.
Once you have completed this FdA, followed by the BA(Hons) top-up, you will be well-placed to pursue postgraduate opportunities and enhance your professional development in education and related fields. Many graduates return to Kingston University for postgraduate and continuing professional development studies. These include Early Years Initial Teacher Training leading to Early Years Teacher Status (EYTS), the Postgraduate Certificate in Education (PGCE) leading to Qualified Teacher Status (QTS)
All courses run subject to demand and the content listed here should be used as a guide only. Course content may vary according to a range of factors such as course duration, campus, teaching staff and requirements from awarding bodies. Check our course and fee guidelines for further details.
Apply for this course
Childcare and Early Years
Counselling, Therapy and Psychology
Health and Safety
Health and Social Care
Humanities and Social Sciences
Key Information Set
What can I earn?
I enrolled on the Childcare Level 1 course in September 2016, managed to complete the Certificate in Childcare Level 2 in July 2017 after an intensive six months’ course and I will be completing the Level 3 Childcare in 2018 whilst also juggling my family commitments with four children and doing some night shifts in a residential care home.
I am very grateful for having had the chance to join the courses and ultimately want to open up my own nursery setting once I have gained more experience in the field.