The Childhood and Youth pathway of our Professional Studies Foundation Degree is designed to meet the needs of people working with children and young people between 9 and 24 years of age in formal or informal educational settings. You may be working as a Family Support Worker, working alongside young people needing support in schools, working in health services or working within the voluntary sector. We have had students studying on this course who were employed, for example, as Behavioural Support Officers, Early Help Workers or as part of a Youth Offending Team.
The Childhood and Youth Foundation degree can lead to the BA (Hons) Professional Studies (Childhood and Youth) progression route.
Duration: 2 years
Start Date: September
Typical Offer: A minimum of one year’s experience (preferably two) in an appropriate setting (voluntary or paid role)
Institution Code: B38
UCAS Code: L590
About Childhood & Youth at BGU
Our Professional Studies Foundation Degree offers three sector specific pathways, and is intended for adults working, volunteering or leading practice within a range of children’s services. We value the knowledge and experience you have gained so far in your career in the workplace, and want to expand on this with you to enhance the support provided for young children.
This work focused degree is a combination of practice-based learning and campus-based sessions which run once a week, so that you are able to continue in employment throughout the course. The degree is designed to improve and develop students’ personal and professional communication skills, allows you to professionalise your approach and further your personal growth. The programme increases knowledge and understanding of how children and young people learn and mature by developing new ways of working and challenges existing assumptions.
You will work with a range of experienced academic staff and be supported through peer-led groups, directed tasks and interactive web-based resources. The foundation degree award is organised into two levels, each comprising four modules, to be completed in two years. Each module is awarded 30 credits.
What You Will Study
In your first year, you will examine principles of learning as an introduction to higher education and investigate the complex relationship between guidance, practice and meeting individual needs. You will explore your role within your chosen sector to support your professional formation and modules covering inter-agency working, children’s development and social interactions will support your practice knowledge.
During the second year, you will study modules covering inclusion, the role of informal learning, and the rights of children and young people to continue to develop your practice knowledge. You will also undertake a small-scale research project as part of your second year modules.
A variety of assessment methods are used including group and individual presentations, debate, written assignments such as essays and reports and portfolios of work focused learning. All assessments allow you to reflect on your practice and theory as you evidence your learning.
- Typically, a minimum of one year’s experience in practice with a minimum of two days a week
(minimum of 12 hours per week accumulating to 360 hours per year of study in a relevant role, either as an employee or a volunteer). In exceptional cases, it might be appropriate to recruit students directly from a Level 3 apprenticeship or other course in which it
can be demonstrated that there is a significant element of professional practice. In such a case, this decision will be based on the interview and the suitability of the applicant;
- Typically a Level 3 Diploma, NVQs, access to HE programmes, subject/vocational qualifications;
- Written support from the head teacher/workplace manager in which the applicant works or volunteers;
- A successful interview and successful completion of a written task for all students accepted onto the course.
In accordance with University conditions, students are entitled to apply for Accredited Prior Learning, AP(C)L, based on relevant credit at another HE institution or credit Awarded for Experiential Learning, (AP(E)L). The Code of Practice can be found here and the forms can be found here.
If you have any questions about the entry requirements for this course, please contact our Enquiries team for advice on +44 (0) 1522 583658 or email firstname.lastname@example.org.
BGU is committed to widening access and participation and we adhere to a strict policy of non-discrimination.
Accreditation for Prior Learning
If you’ve recently completed or studied a particular module as part of a previous qualification, this may mean that you’re not required to undertake a particular module of your BGU course. However this must be agreed in writing and you must apply for this.
Careers and Further Study
Many of our Foundation degree graduates take on higher level roles specialising in areas such as family liaison, special education needs, managing settings in youth work, mentoring or roles in the wider community and with local authorities. The degree has evolved to respond to the demand for graduate professionals set by the government through the professionalisation of the children’s and youth workforce.
The majority of students advance onto our Progression Routes to take their qualifications onto honours degree level. Like the Foundation degree these Progression Routes allow you to study and continue to work.
Fees and Funding
A lot of student finance information is available from numerous sources, but it is sometimes confusing and contradictory. That’s why at BGU we try to give you all the information and support we can to help to throughout the process. Our Student Advice team are experts in helping you sorting out the funding arrangements for your studies, offering a range of services to guide you through all aspects of student finance step by step. Click here to find information about fees, loans and support which will help to make the whole process a little easier to understand.
How To Apply
Foundation Degree course applicants must apply via UCAS.
All applications to study for a higher education course at universities and colleges in the UK are made through UCAS using Apply (an online application systems available at www.ucas.com). The application fee for this service is £23 sterling for more than one choice, or £12 sterling for a single choice.
Application via UCAS will allow for immediate update into our systems and therefore allow for much quicker processing time. It will also allow applicants to track the position of their application easily and so provide an improved student experience.
For all applicants, there are full instructions at www.ucas.com to make it as easy as possible for you to fill in your online application, plus help text where appropriate.
If you require further information and advice, you can contact the UCAS Customer Service Unit on +44 (0) 871 468 0468, open Monday to Friday, 08:30 – 18:00 (UK time).
- Tools for Learning – Helping you to begin to think about how you learn and understanding how children and young people learn
- Philosophies, Policy and Provision – This modules challenges some of the assumptions of why we do things the way we do them and look at the policy agendas behind aspects of practice.
- The Individual in Society – You’ll broadly address child development and look at physiology, psychology and sociology
- Collaborative Practice – Discuss the advantages and disadvantages of working in multi-agency teams and noting where the strengths and pitfalls lie when supporting children’s needs.
- Inclusion – A thought provoking module which challenges assumptions about how inclusion may be viewed – exploring equality, disability and inclusion
- Practitioner Research – Undertake a small-scale research project that will be focused on an aspect of your practice
- Informal Learning – Explore different contexts for informal learning and the skills involved in motivating the young people you are working with
- Rights of Children and Young People in Practice – The rights agenda will be addressed in this module and the practical ways explored to involve young people in decision making and supporting social justice
Sacha Mason – Academic Coordinator for Professional Studies
Sacha Mason is the programme leader for the Professional Studies Foundation Degree programme and the associated progression routes. She joined Bishop Grosseteste University in 2008 following a successful career in further education and in the primary school sector. Sacha is a Fellow of the Higher Education Academy and her current research and publication interests focus on sex and relationship education and academic literacies.
Sacha teaches on and coordinates the Foundation degree in Professional Studies programme and the BA (Hons) Professional Studies Progression Routes. Her teaching interests include research, early years education and personal, social and emotional development with a particular focus on sex and relationship education. Sacha joined Bishop Grosseteste University in 2008 following 8 years working in Further Education and a teaching career in the primary school sector.
Rachael Fell-Chambers teaches on the Foundation Degree and the BA honours programme in Professional Studies. Rachael joined Bishop Grosseteste University in 2009 following 12 years working in a number of Local Authority departments including the youth service, social care and alternative provision. Her last role was Strategic Lead for 14-19 across Nottingham City. Rachael is a Fellow of the Higher Education Academy and her current research and publication interests focus on alternative education and young people.
Read Rachael’s full profile here
Nyree Nicholson teaches across the three pathways on the Professional Studies Foundation and Honours Degrees. She joined Bishop Grosseteste University in 2015. Prior to this Nyree worked as a Programme Leader within another Higher Education intuition. Nyree worked with the Early Years Sector for eleven years also working as a foster carer for twenty years.
Read Nyree-Anne’s full profile here
Tara teaches on the FdA and BA (Hons) (top up) Applied Studies across all pathways (Learning Support, Early Childhood and Children and Youth). She joined Bishop Grosseteste in 2012 as a Visiting Tutor working on the FdA and BA (top up) Applied Studies, undergraduate Early Childhood Studies, Education Studies and SENI programmes before taking up a full time position in 2015. Prior to this Tara worked as the Assessment Manager for an Early Years Professional Status provider and a Programme Leader of a FdEd and BA (Hons) (top up) Early Childhood Studies within another Higher Education institution.
Read Tara’s full profile here
Angela teaches on the Foundation Degree and the BA honours programme in Professional Studies. She has professional experience within a number of different roles and settings. These include secondary school teaching, family support training, youth and community work and SureStart Children Centre leadership.
Read Angela’s full profile here
Head of School
Dr Graham Basten – Head of School of Social Sciences
Graham holds a PhD from the UK Government’s Institute of Food Research and has researched and lectured extensively over the past 10 years on clinical biochemistry, nutrition and folate at the Universities of Sheffield and Nottingham (UK). He was previously Acting Head at the School of Allied Health Science at De Montfort University (DMU) and a DMU Teacher Fellow. As a principal lecturer in Clinical Chemistry he has written four textbooks and published several journal articles. Graham has completed the award winning DMU Leadership, Management and Development Programme, as well as a series from the LFHE. He is an advocate of authentic leadership, 360 feedback, action learning sets and SDI.
Dawn – FdA Professional Studies (Childhood and Youth) student
My favourite thing about the course would have to be the learning! It’s so interesting and I love learning new things and then being able to go back and put it into practice. I also love BGU – the lecturers are brilliant, it’s friendly and the location is lovely. It’s been a good few years since I’ve been at school myself and the lecturers have made it a really fun experience. For someone of my age to come back in a learning environment and be made to feel welcome and included – it’s been brilliant. I am also finding that I can relate a lot of what I’m learning to my personal life which I find exciting. There’s so much that I’ve understood through this course that can be applied to my development and my relationship with my own children.
Giving the children a voice is one of the best things I have learnt through this course. I really enjoy that and I love how I can relate it to both my settings in schools and youth work. Currently, they are both active in projects which highlight the importance of stating your opinions and being heard in a variety of ways, such as presentations, student council, Young Inspectors and suggestion boxes – I’m enjoying being a part of that and making a difference.
I would definitely recommend this course! Doing this has really made me realise that I love being a youth worker and I love working with these children. It’s really helped developed me professionally and personally, and I’m able to put everything I’m learning straight into my settings.