STUDY

This module provides students working in early years education with the opportunity to develop a broad range of personal, professional, academic, and research skills. It is designed to support your transition into higher education and to enhance your future career development through reflective and evidence-informed practice. You will be introduced to key academic and research approaches, including formal methods of enquiry and a variety of methodologies currently used in early childhood and education research. The module places strong emphasis on developing effective study skills, such as reading and interpreting research, and communication skills that will support your success throughout the programme.

A central aim of this module is to encourage you to develop professionally and reflect critically on your current practice. You will be supported to create meaningful personal development plans aligned with the programme’s expectations and your own professional goals. At this stage of the course, the focus is on building the foundational knowledge and skills needed to support children’s learning and development. You will begin to engage with reflective and research- based thinking to inform your own learning and enhance your practice. These skills are highly valued by employers and are essential for those working with children and families in educational settings.

0-11 years is a rapid period of development and growth for children, and these early experiences can have a major impact on their future life chances. This module introduces you to understanding the holistic and contextual nature of children’s development and wellbeing. You will be equipped with knowledge and understanding of key child development theories and contemporary perspectives of child development. The module focuses on key broad areas of development: Cognitive, Physical, and brain development, Language, and Personal, Social and Emotional Development. By the end of the module you will have a clear understanding of the importance of considering children and child development holistically, situated in their wider sociocultural environments, and a firm grounding in children’s development theory which they can draw from to apply to practice situations. This module will require you to link their knowledge and understanding of theory to supporting holistic development in practice. You will consider the broad concept of wellbeing and reflect on supporting wellbeing in practice.

This module introduces you to key ideas and debates about childhood from sociological, cultural, and historical perspectives. It encourages critical engagement with dominant Western conceptions of childhood by exploring how cultural, social, political, and economic factors shape children’s lives across diverse global contexts. Using a range of approaches, you will examine themes such as children’s rights, education, work, play, family structures, and global inequalities, placing emphasis on children’s voices and lived experiences. The module challenges traditional constructions of childhood, including notions of vulnerability, innocence, and dependency, and explores debates such as the “disappearance of childhood.”

By engaging with perspectives from both the Global South and North, you will develop an understanding of the plurality of childhoods and reflect on the diversity of children’s lives. This module supports the development of critical thinking and cultural awareness, enabling you to appreciate how global discourses and rights frameworks influence understandings of childhood in different settings.

This practice-based module explores the rich diversity of needs that children present in Early Years and Primary settings, recognising that every child is unique in their development, experiences, and ways of learning. The module takes a holistic and inclusive approach, considering how practitioners can effectively support a wide range of needs, be they cognitive, emotional, social, physical, cultural, or linguistic, within the context of inclusive education. In Early Years and Primary environments, practitioners encounter a broad spectrum of diversity, including children with special educational needs and disabilities (SEND), those learning English as an additional language (EAL), children from varied cultural and socio-economic backgrounds, and those who may have experienced trauma or adverse childhood experiences. This module equips you with the knowledge, skills, and reflective capacity to respond to these diverse needs with sensitivity, creativity, and professionalism. You will critically engage with key concepts, definitions, and frameworks of inclusion and diversity, drawing on current policy, theory, and research. The module will examine how inclusive pedagogy can be embedded in everyday practice, curriculum design, and learning environments to ensure all children feel valued, supported, and able to thrive. Through reflective practice, you will be encouraged to draw on your own experiences in educational settings, share examples of effective inclusive strategies, and identify challenges and barriers to inclusion. The role of the practitioner as an advocate for equity and belonging will be a central theme, with emphasis on collaboration with families, communities, and multi-agency professionals.

This year long 0 credit module introduces you to professional practice in early years education and supports the development of foundational Knowledge, Skills and Behaviours (KSBs) required for Early Years Teachers. As you begin their journey, this module provides a structured framework for reflecting on practice, applying theory, and evidencing progress in their workplace. It encourages you to explore your role as practitioners, understand the expectations of professional conduct, and begin to build a portfolio of evidence that demonstrates competence across the EYTS standards. The module runs throughout the academic year and is closely aligned with the taught modules but goes beyond these to enable you to make meaningful connections between academic content and practice. Through mentor support, workshops, and reflective tasks, you will begin to develop their professional identity and understand the importance of inclusive, child-centred practice.

This module explores the role of play as a pedagogical approach across diverse global contexts. Recognising that play is central to children’s learning across the 0–11 age range, you will critically examine how play is understood, valued, and implemented in early years and primary education contexts worldwide. Drawing on a range of international theorists, pioneers, and pedagogical philosophies, the module encourages you to reflect on your own practice and compare it with global approaches to play-based learning. Through interdisciplinary inquiry, you will evaluate how cultural, social, and educational contexts shape play provision and pedagogy, and consider how enabling environments support meaningful learning experiences. The module fosters critical reflection, collaborative learning, and the development of professional insight into how play can be used to support inclusive, responsive, and effective teaching practices.

Education policy is shaped by political ideologies and broader social priorities. This module explores how shifting political values have influenced the development of education policy in the UK, from the post-World War II period to the present day. You will be introduced to key political ideologies and critically engage with the policy landscape, tracing major reforms and the values that underpin them. Through the examination of topics such as the welfare state, neoliberalism, marketisation, the National Curriculum, Ofsted, standardised testing, and curriculum accountability, you will consider how policy is used to shape educational priorities and outcomes. The module also addresses contemporary challenges including school attendance, SEND provision, funding pressures, and children’s mental health, alongside relevant education and welfare legislation. The module aims to develop our critical thinking and analytical skills, encouraging you to consider how policies affect children, families, and educational professionals. In doing so, you will reflect on the relationship between policy, practice, and power, and the role of education in shaping society.

This module explores the interconnected roles of health promotion and safeguarding in supporting the wellbeing of children aged 0–11 across early years and primary education settings. It recognises that promoting children's physical, emotional, and social wellbeing is not only a core responsibility of educational practitioners but also a vital preventive strategy in reducing risk and enhancing outcomes. You will critically examine how educational environments contribute to health promotion through trauma-informed, inclusive, and holistic practices. Topics such as nutrition, oral hygiene, emotional resilience, and nurturing care routines will be explored in relation to current policy, legislation, and practice. The module also considers the role of professionals in identifying and responding to ongoing health needs, and the importance of empowering children and families through rights-based approaches. Building on this foundation, the module examines safeguarding as a responsive framework activated when concerns arise. You will engage with safeguarding legislation, categories of abuse, indicators of harm, and the ethical and professional responsibilities involved in protecting children. The module emphasises the importance of multi-agency collaboration, contextual safeguarding, and lessons learned from serious case reviews to inform practice and policy. By integrating health promotion and safeguarding within a single framework, the module encourages you to reflect on your role in both preventing harm and responding to it. It supports the development of critical thinking, ethical awareness, and professional judgement, enabling you to navigate complex scenarios and contribute to safe, supportive, and inclusive learning environments.

This module is designed to enable you to develop a critical understanding of research methods and methodologies, with a particular emphasis on how research actively informs and shapes early years and primary education practice. You will explore the dynamic relationship between research and professional decision-making, gaining insight into how evidence-based approaches can enhance pedagogical effectiveness and outcomes for children. Through critical engagement with a range of qualitative, quantitative, and mixed-methods research designs, you will evaluate the strengths, limitations, and practical applications of various methodologies. They will apply this knowledge in the development of their own research proposal, justifying their methodological choices with reference to relevant theoretical frameworks and current educational research. The module provides a comprehensive introduction to diverse research strategies, including ethical considerations and the role of the practitioner-researcher. Reflexivity, both as a researcher and as a practitioner, is embedded throughout, encouraging you to critically examine your own positionality, values, and assumptions in relation to the research process. A key focus of the module is on bridging the gap between theory and practice. You will be supported in developing reflective skills that enable them to interpret and apply research findings to real-world educational contexts. In doing so, they will cultivate a research-informed mindset that empowers them to contribute to ongoing professional development, innovation, and evidence-based practice in early years and primary settings. This module enables you to develop a research proposal on a topic of their choosing supporting their progression to level 6 study and conducting and independent research project.

This 0 credit year-long module builds on the foundational Knowledge, Skills and Behaviours (KSBs) developed in Year 1 and supports you in deepening their engagement with the Early Years Teacher Standards. As you progress, you are expected to take greater responsibility for your professional development and demonstrate increasing autonomy in planning, leading, and evaluating learning experiences. The module runs across the academic year and includes structured placement activities, mentor feedback, and reflective tasks. You will work collaboratively with colleagues and apply inclusive pedagogical approaches. The module also supports you in preparing for supplementary placements to ensure experience across the full 0–8 age range. Through workshops and practice-based tasks, you will continue to build your portfolio of evidence and reflect critically on your impact as developing teachers.

Understanding children’s mental health needs is crucial for practitioners working with children and young people as it has a significant impact on other areas of development, social and educational participation and inclusion. Children with special educational needs and disabilities (SEND) often need support in regulating emotions and managing vulnerable mental health. The module provides opportunities to gain an understanding of children’s mental health from a holistic bio-psycho-social perspective. You will be able to work collaboratively to analyse complex practice situations. Based on the developed understanding of mental health risk factors, individual vulnerability and available intervention approaches, you are encouraged to apply their knowledge in developing support strategies for children’s mental health needs. You will apply underpinning theory and practice reflections in relation to supporting children’s wellbeing in a range of settings. The module will explore the principles and practices of therapeutic play-based and creative arts interventions used in mental health promotion, prevention and therapy. You will experience a range of non-directive therapeutic play techniques including sand tray, puppetry and drama, therapeutic storytelling, working with clay, messy and sensory play, to enable children to tell their stories and make sense of their world. Within workshop settings, you will have the opportunity to reflect on how these mediums may support children within their settings.

This Independent Project module provides final year apprentices with the opportunity to undertake a substantial piece of self-directed research or professional enquiry related to children and young people in education practice. It recognises the interdisciplinary nature of the field, drawing on education, psychology, health, sociology, social policy, and law. The module supports a flexible approach to research that reflects the complex realities of children’s lives and Early Childhood Education. You may choose to explore your project through qualitative, quantitative, or mixed methods of research, undertake a rapid systematic literature review, secondary data analysis and/or complete a practice- or work-based project within a relevant setting. This flexibility allows you to align your project with personal interests, professional aspirations, and placement experiences while demonstrating academic rigor and ethical awareness. Ultimately, the module fosters your development as ethical, independent, and reflective practitioners and researchers, well-positioned to contribute to improving outcomes for children, young people, and families across Early Years ‘settings. The Independent Project will form the basis for the Apprenticeship Assessment presentation in the gateway period.

This practice-based Level 6 module supports you working towards the Early Years Teacher’s Standards. It provides a critical space for you to reflect on prior practice experience, consolidate their professional identity, and demonstrate the graduate-level knowledge, skills, and behaviours (KSBs) expected of a graduate practitioner and preparing for leadership roles. You will engage critically with the roles of reflective practice, continued professional development, and theoretical frameworks in shaping high-quality early years and primary education pedagogy. The module supports you in mapping your progress against the Early Years Teacher’s Standards and preparing evidence for the Apprenticeship Assessment through observation, reflection, and professional dialogue. Building upon prior practice experience, the module focuses on your professional development by encouraging critical evaluation and enhancement of your own practice. Through structured self-evaluation, you will identify strengths and areas for growth, connecting your practice to national policy, relevant frameworks, and professional expectations. Designed to operate in partnership with workplace mentors and settings, this module ensures authentic, applied learning and contributes directly to the Apprenticeship Assessment requirements.

In the final year of the apprenticeship, this module supports you in consolidating your professional identity and preparing for Apprenticeship Assessment (AA). You will continue to map your experiences to demonstrating the required knowledge, skills, and behaviours (KSBs). You are expected to demonstrate full competence across the Early Years Teacher’s Standards and present a comprehensive portfolio of evidence. The module includes structured workshops, mentor support, and reflective tasks focused on professional leadership, impact, and readiness for being an Early Years Teacher. You will undertake an alternative placement in a health or social care setting to broaden your understanding of child and family support. The module also supports you in preparing for the AA presentation and professional discussion. By the end of the module, you will be confident in your ability to meet the Early Years Teacher’s Standards and transition into qualified roles within the early years sector.

This module enables you to consolidate your learning and demonstrate full competence against the Level 6 Early Years Teacher [ST1077] apprenticeship standard through preparation and assessment activities. The focus is on guiding you to critically reflect and evidence your professional practice, align evidence with the required knowledge, skills, and behaviours, and Early Year’s Teacher Standards and prepare effectively for the Apprenticeship Assessment (AA). The module sits within the gateway period (3 months) and you will synthesise prior learning and workplace experience into coherent outputs that meet industry expectations and the AA requirements. You will engage in activities that strengthen your ability to articulate professional decisions, evaluate complex scenarios, and evidence impact in line with the standard. Emphasis is placed on developing confidence in presenting work-based achievements, responding to professional discussions, and completing the AA components to a high standard. Previous modules feed directly into the AA, this includes all practice-based modules across the course, and namely Independent Project and Leading as a Graduate Practitioner at level 6 will prepare you to be ready for the AA. By completing this module, you will fulfil the AA and be recognised as successfully completely the degree apprenticeship and as ready to be qualified as Early Years Teachers, fulfilling the requirements for the Early Years Teacher Status, the degree, and the Apprenticeship Standard.