Foundation Degree (FdA) Childhood Studies

Key Details

  • Available at:
  • Course type:
    Degrees (Higher Education)
  • Study Mode:
    Part-time, Full-time
  • Level:
  • Programme Area:
    Health, Social Care and Childcare
  • Course Length:

    Full-time: 2 years, 2 evenings per week (typically 4.00 - 9.00 pm); Part-time: 4 years, 1 evening per week (typically 4.00 - 9.00pm)

  • UCAS Codes:
  • Awarding Body:
    Bangor University
  • Bilingual:


Course Description

Are you currently working with, supporting learning or looking to work with children, and looking to develop your skills and knowledge? Could a degree in Childhood Studies help you to advance your career?

This Foundation Degree is suitable for those who work or want to work with children in a wide range of roles. The programme is particularly suitable for those adults who are currently working or looking to work in an early years setting or at Key Stages 1, 2 or 3 in local schools.

The degree builds on personal and professional experience and allows you to gain new and advanced skills. It also helps you to reflect and recognise more clearly the skills you currently have.

The FdA Childhood Studies follows an academic and vocational assessment route with work-based learning tasks. There is a requirement for all learners to either work in a relevant role or complete 360 hours or work placement in a relevant role during the programme and by the end of level five.

Additional information

More detailed information on Modules is to be found in the ‘Additional Campus/Course Information’ section.


Visit the Financial Support and Finance page for more information.

Additional costs may be associated with the following:

  • DBS requirement

More detailed information on other costs associated with your course and work placements/work experience (if applicable) will be outlined in the programme validation document and explained to you at your interview.

Start date


Entry Criteria

The admission requirements are the same for the full time and the part-time routes of both Awards. All students will need to meet the following criteria:

  • Current practitioners in a relevant field of practice or willingness and suitability to embark on work experience within a relevant field of practice during the course.

Academic requirements:

  • It is possible for experienced practitioners to enter the programme with NVQ 3 or equivalent workplace Level 3 qualifications.
  • Relevant level three qualifications (UCAS points tariff 64)

Those without academic qualifications are considered on an individual basis in accordance with GLlM’s and Bangor University Regulations.

Language requirements:

  • GCSE pass at Grade C/4 or above in Welsh or English 1st Language (or Key/Essential Skill equivalent)
  • For applicants without these qualifications, evidence of literacy skills at a suitable level to meet the demands of the programme successfully, will need to be demonstrated

GCSEs for Teacher Training:

Those intending to use the FdA/BA (Hons) Childhood Studies as a route into teaching will need to have, or will need to achieve, the relevant GCSEs prior to a subsequent post graduate application.


This programme has been designed as a response to the Welsh Government agenda that Higher Education programmes provide those working with children and young people the skills and attributes needed to provide ‘quality care’ and a ‘skilled workforce’.

The FdA Childhood Studies follows an academic and vocational assessment route with work-based learning tasks. There is a requirement for all learners to either work in a relevant role or complete 360 hours or work placement in a relevant role during the programme and by the end of level five.

Disclosure and Barring Service (DBS) enhanced clearance and absence of offences which would preclude placement in the sector.

A reference is required stating that relevant current employment or placement hours are secured.

If your qualifications do not meet the entry requirements listed above, we would still encourage you to apply for the course you're interested in, as many of our courses will consider learners based on their previous work and skills experience rather than their qualifications.


The course is delivered through a blend of the following

  • Lectures
  • Tutorials
  • Guest speakers
  • Group discussion
  • Independent research
  • Student centred learning
  • Virtual learning environment (MOODLE)

Students are responsible for organising their own work experience if it is a requirement on their programme, and they will be supported by the course team.


Full-time: 2 years, 2 evenings per week (typically 4.00 - 9.00 pm); Part-time: 4 years, 1 evening per week (typically 4.00 - 9.00 pm)


For specific course enquiries, please contact:

Sam Ellis (Programme Leader):

Kelly Ansell (Administration):

For general enquiries about our degrees, please contact:


The course is assessed through a blend of the following:

  • Essays
  • Activity plans
  • Observations
  • Skills portfolio
  • Research proposal
  • Poster presentations
  • Individual and group oral presentations
  • Reflections
  • Case study analysis


Where relevant, assessments will be marked and returned to students with constructive and developmental feedback. Effective feedback combines information which enables students to understand the strengths and limitations of their past performance, and information which enables them to recognise how future performance can be improved. Students will be provided with feedback in a timely manner and this feedback will justify how the grade has been awarded. Students will have the opportunity to reflect on the feedback given and identify their strengths, things they found challenging and areas for development that they will feed forward to their next assessment. Feedback will include linking evidence to assessment criteria to demonstrate how the student will have met the learning outcomes.


Completion of this course provides opportunities for career enhancement in a variety of childhood and learning support areas. You will be prepared for promotion, more responsibility in your current job or a change in career.

You may also choose to progress onto Level 6 and complete the BA (Hons) degree in Childhood Studies.

Teaching (primary, secondary and Further Education) - this programme does not lead to Qualified Teacher Status (QTS) but may provide an opportunity for graduates to proceed to QTS via Postgraduate Certificate in Education or other QTS awarding route

Campus Information Rhos-on-Sea

This Foundation Degree offers education to people who already work in the childhood studies field, in a variety of formal and informal roles. It contains a comprehensive range of modules, covering core subject areas and specialist vocational areas.

The course is designed to help you progress your career by giving you the training that employers value. Most importantly, it gives you a combination of practical skills and academic understanding. This improves your expertise by helping you critically reflect on your own professional work.

Throughout your studies you will be equipped with the vocational skills that are needed by employers in the Early Years and Learning Support professions, or wherever there is a childhood and learning support dimension to employment. You will build upon your current skills and you will gain a recognised qualification to verify your capabilities.

Unit Information

The course consists of the following modules:

Year 1 (Level 4)

Child Development (20 credits, compulsory)

The module aims to identify and describe norms of typical child development and link these, through observation, to a consideration of individual developmental needs. It will identify and define a wide range of developmental theories for children and explain how they are used in a range of childcare and learning support contexts. In addition, it will identify and define the role of the adult in supporting child development. (Observation 100%)

Child Centred and Inclusive Practice (10 credits, compulsory)

The module offers students a grounding in the principles of child centred and inclusive practice approaches and allows students to explore how child centred and inclusive practice can be implemented individually by practitioners and collectively by organisations. (Essay 100%)

Play and Learning (20 credits, compulsory)

The module offers students a grounding in identifying the play needs and preferences of children and young people, the adult role in planning and supporting to meet the play needs of children and young people and an understanding of the importance of providing a play based curriculum. (Individual presentation 60%, Activity Plan 40%)

Safeguarding Children (20 credits, compulsory)

This module aims to provide students with an insight of the legal, ethical and professional practice that governs safeguarding children and young people. This module will provide students with an understanding of key theories and current contemporary themes within the current safeguarding agenda. In addition, students will gain knowledge of the principles and practices of safeguarding children and young people, with particular reference to how and why the practice of reporting and recording of child abuse is paramount within childhood and learning settings. (Essay 60%, Group Presentation 40%)

The Child in Society (20 credits, compulsory)

To provide a basic introduction to sociology and develop student’s understanding and knowledge of the sociology of childhood. Students will be encouraged to draw upon a number of established sociological theories in order to understand and critically explore issues surrounding ‘childhood’ and ‘the child’ and investigate the ways in which children and childhood have been viewed historically. Finally, students will have the opportunity to examine how children and childhood are affected by recent social changes. (Essay 50%, Individual Presentation 50%)

Personal and Professional Development (20 credits, compulsory)

This module aims to enable learners to extend their knowledge and skills relating to practice, developing reflexivity, enhanced confidence and decision-making skills. You will be encouraged to develop autonomy and personal responsibility within your professional role and for your own personal development to enable you to make a positive contribution to the lives of children and young people; their learning, development and well-being. (Presentation 40%, Log of hours 10%, Reflective Diary 50%)

Academic Skills for Practitioners (10 credits, compulsory)

This module aims to develop the study skills of the learners, enabling the production of sound academic writing, the introduction of critical thought and basic research skills. It will enable students to develop skills in academic writing, the use of academic conventions, information research, reflection and the management and organisation of their work. (Portfolio 100%)

Year 2 (Level 5)

Development and Learning (20 credits, compulsory)

This module aims to provide students with the ability to analyse and interpret a wide range of learning theories. It will consider what is involved in effective early learning and explore the impact of the theories on practice. Students will also evaluate behavioural theories and assess their application in developing positive behaviours in an early childhood or an educational setting. (Essay 60%, Case Study 40%)

Supporting Children and Young People with Additional Learning Needs (10 credits, compulsory)

This module aims to provide students with an understanding of the term Additional Learning Needs (ALN) and also, an insight into the different types of ALN that may result in children and young people requiring support. This module will also consider the importance of acknowledging how children and young people may feel, this will include reference to health and well-being, emotional resilience and the theories and frameworks used to support ALN. In addition, this module will provide an insight into external and personal factors that can further impact upon the child or young person with ALN. (Essay 50%, Individual Presentation 50%)

Supporting Teaching and Learning (20 credits, compulsory)

This module will provide learners with an overview of current educational policy and strategy whilst recognising the competing educational perspectives and assessing the links with current educational priorities. Students will interpret models, strategies, frameworks and initiatives that support teaching and learning and how these are applied in practice. (Individual Written Assignment 60%, Group Project 40%).

Leadership in Practice (20 credits, compulsory)

This module provides students with an overview of leadership philosophies and theories within which they can justify the effectiveness of management and leadership within childhood and learning support settings, and the impact that leadership has on the quality of outcomes for children, young people and their families. (Reflective Diary 100%)

Communicating and Working Together (10 credits, compulsory)

This module explores different models of working in partnership and identifies the values that underpin accepted good practice including promoting and maintaining partnerships and breaking down barriers to engagement. To include an appreciation of issues surrounding learning disability and mental health when working with the family and professional partnerships. (Essay 70%, Poster Presentation 30%)

Personal and Professional Development (20 credits, compulsory)

This module aims to enable learners to carry out a number of knowledge based and employment related tasks required to meet the standards described in the Higher Level National Occupational Standards. During this module, you will further develop the skills needed to achieve Early Years Practitioner Status, focusing on working with families. You will have extensive opportunities in practice to develop your understanding of a range of frameworks used in settings, developing skills in creating supportive environments for the provision of play, care, educational and learning opportunities. You will also engage in assessment and planning processes. (Individual Portfolio 100%)

Research Skills (20 credits, compulsory)

This module aims to enable students, through experiential learning, to apply a range of research skills appropriate to the study of health and social care, and well-being. It will require students to demonstrate enhanced skills in academic writing and information research and to apply a range of valid research methodologies and instruments. Students will also develop an understanding of ethics and learn how to give consideration to the importance of ethics within research. In addition, the module will focus upon the construction of convincing arguments through the application of valid research, analysis and evaluation. Research Proposal 100%

Career Opportunities

  • Child-Carer
  • Nursery Worker
  • Leadership and Management
  • Teaching
  • Family Support Worker
  • Learning Mentor
  • Primary School Teacher
  • Secondary School Teacher
  • Special Educational Needs Teacher
  • Social Worker
  • Teaching Assistant
  • Youth Worker
  • Child Psychotherapist
  • Children's Nurse
  • Community Development Worker
  • Counsellor
  • Educational Psychologist
  • Speech and Language Therapist

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