|Course Title||Professional Development in Early Years BA (Hons) Top-up|
The Professional Development in Early Years BA (Hons) top up is an exciting course taught at Bury College University Centre and validated by the University of Bolton. It is ideal if you have successfully completed a Foundation Degree in Early Years and Childhood Studies and allows you to develop a greater understanding of the psychology and philosophy of education and explore educational leadership in greater depth. You will also have the opportunity to undertake detailed research into an educational issue and complete a dissertation. The programme will provide the opportunity to progress on to postgraduate courses in teacher education and other related fields and to take up employment opportunities in the field of education. Please note that this course does not lead directly to Qualified Teacher Status (QTS).
Whilst the course does not lead directly to Qualified Teacher Status, the Top-up does allow access to career pathways that require a full honours degree. Previous graduates have taken up posts through Schools Direct or new employment opportunities within education, as well as progressing onto postgraduate courses in teacher education and other related fields.
Entry requirements include:
Topics covered include:
Students are assessed through a combination of formative and summative assessments. The summative assessments consist of both written assignments and assessed presentations.
This course incorporates a range of teaching activities including informal discussions and presentations, as well as workshops to develop essential research skills and visits from outside speakers on career progression routes.
All students receive an initial allocation of 600 credits per academic year for printing and photocopying, additional credits can be purchased if required.
To view the course fees please click here.
Four A Level students from Bury College attended an overnight conference for high-achieving young women, hosted by Murray Edwards College, University of Cambridge.