The Childhood Studies Foundation Degree gives you the opportunity to integrate study and setting-based practices, enhancing your knowledge, and furthering your academic and professional learning.
Flexible in its format and led by specialist academics and experienced childhood practitioners, this course enables you to work and study at the same time.
During the course, you'll reflect on a range of issues that affect the development of children and young people. You’ll develop your academic study skills and cement your understanding of areas such as human growth as well as language development.
Teaching is delivered on a ‘twilight’ basis after 5pm at our Canterbury Campus.
Become a childhood practitioner through this innovative, practice-based course which offers you the best of both worlds. You'll build your knowledge and earn a qualification whilst actively engaged in practice.
If you are working on a paid or voluntary basis with children and young people in a setting such as a school, nursery, youth group or library service, or working in childcare or foster care, this course is a great option.
From being immersed in the educational setting and engaged in academic study, you’ll deepen your knowledge and understanding of how children and young people learn in different contexts.
Through inquiry, debate, reflection, and a purposeful integration of literature and current evidence related to child development and special educational needs and disabilities, you’ll make meaningful connections to develop your practice and impact.
You'll examine child development from a range of perspectives exploring psychology, sociology, policy and the history of education. You'll study the relationship between theories of child development and practical application in the workplace.
The practical nature of this course means you'll be able to apply newly acquired knowledge directly to your work, as an evidence-informed professional. You’ll explore a range of areas of child development, including human growth, cognition, language development, and learning behaviour. You’ll develop practical research skills to prepare you for an independent study, under the guidance of a supervisor.
Applicants are required to hold a qualification at A level (or an equivalent Level 3 qualification). HLTA status may also be accepted as a Level 3 equivalent qualification.
If you do not meet the level 3 entry requirements, but have the appropriate work experience, you may be offered an opportunity to join the course, subject to the agreement of your employer. In this case, you will be required to take and pass the Orientation module prior to starting, for which there is charge.
You must have a GCSE pass in English Language at grade 4 / grade C or above (or GCSE equivalency) prior to entry on the Foundation Degree course.
For those intending to continue into teacher training, you are also advised to make yourself aware of the GCSE entry requirements for this career route, as mandated by the Department for Education.
You must be employed (paid or voluntary) in a role working with children or young people in an educational setting for at least 15 hours per week throughout the course. Employment is a formal condition of admission, so you must be able to evidence your ability to meet this requirement via a signed Stakeholder Agreement from an employer PRIOR to the start of the course. There is no option to request a placement through the university as this is not part of the course structure.
Experience of working for six months (or an equivalent time) in a paid or a voluntary capacity, prior to entry, with children or young people in an educational setting is also required and should be evidenced on the application form. However, alternative relevant experience will be considered.
You will also need active support of an employer, who must sign your application form and Stakeholder agreement. It is essential that an employer is fully aware of the course expectations and demands, in order to provide you with the access and guidance that you need to undertake your studies. Where possible, this should include a mentor.
It is a requirement that all applicants have a current satisfactory Disclosure and Barring Service (DBS) check from their employer, which will be evidenced through the signed Stakeholder Agreement.
Find out more information about entry requirements.
If you have any questions about entry requirements for this course, please contact our Course Enquiry Team.
If you are an international student, then find out about our specific English language requirements on our website. You can also find specific information for your country to help with your application.
As well as the core modules, you may also have the opportunity to study a number of option modules in your second and third year. Option modules will not be pre-selected for you. We provide examples of option modules. The availability of specific option modules may vary from year to year. The offer of an option will be subject to a minimum number of students choosing the module to ensure the appropriate student experience. The offer of option modules may also be affected by staff availability. It means we cannot guarantee the availability of a particular optional module. However, we will ensure you have a choice of option modules.
The Childhood Studies course is innovative in its design, as it has been able to integrate significant setting-based learning hours into each module, alongside scheduled teaching and events, online and 'asynchronous' learning opportunities, alongside daytime, twilight and weekend activities.
This has enabled students to work and study alongside each other, and actively 'knit' theory and practice together, with increasing sophistication.
Each 20 credit module requires 200 hours of study, and in Childhood Studies this has been distributed across the educational-setting hours, academic direction, and Independent Study.
Each module is organised to provide a rich range of learning tasks, reflective activities, PAT support, and independent study guidance, which will not only assure the breadth and depth of your academic assignments, but build your professional and academic identity to influence the practice in your setting.
Each module has the equivalent of 35 hours of academic direction and 75 hours in setting, undertaking learning activities alongside your duties, and 90 hours of independent study.
Academic direction is the term given to a range of academic inputs, and includes:
Academic direction is also integrated into the setting activities through 'work-based tasks', which call for observation and inquiry into theory and practice (see next tab).
Typically, all taught sessions are conducted face-to-face at your specified location.
You are expected to engage with the pre-reading or pre-tasks each week, so this should be factored into your weekly planning. You will be required to engage with some online learning activities during each module, but the nature of these will vary across modules.
Given the precision of the allocation of hours in this innovative course design, attendance is mandatory. The expectations are:
The Saturday events are open to all students as part of a wider offer of academic direction, independent study, and professional or academic development.
Attendance and engagement will be closely monitored by your PAT, the Year Lead, and the Course Director, as we know that there is a direct relationship between attendance and engagement, with attainment, progress, and student wellbeing.
As such, any non-attendance or non-engagement with scheduled events will be raised with you for discussion by your PAT, to identify what support you might need.
Having the support of your employer is vital to your success, and having a mentor can enhance your learning further. This is something that should be discussed with an employer if they are keen to support you on the course.
The work-based elements of your learning hours are integral to your progress, and the tasks that you undertake in setting provide the evidence and stimuli for your academic development.
Therefore, assuring that your colleagues are aware of the requirement to observe, investigate, and reflect on policies and practices in your setting. It is also beneficial to discuss ways in which the school can benefit from your developing knowledge and insight throughout the course.
All students must provide a signed Stakeholder Agreement from their employer (whether paid or voluntary) that acknowledges their support for you, as well as record the satisfactory DBS clearance once conducted (before the start of the course).
The 'work-based tasks' (WBTs) are incredibly valuable and are a key to student success on this course. The WBTs are inquiry based activities, specifically designed to prompt observations and reflections from theory and practice into the same space. This is what facilitates the increasingly informed analysis of practice, evidence, and wider literature, to empower you to raise your ideas and curiosities with others.
The WBTs are a vehicle for 'meaning making' and identifying connections between different perspectives and ideas. These WBTs become the stimulus and the evidence for academic assignments, as well as the ongoing dialogue with PATs, peers, and colleagues, about evidence informed professional practices.
The 75 hours of setting-based learning per module is therefore a blend of setting-related duties and learning opportunities, and purposeful engagement with the WBT expectations for each module.
Independent study can take a wide range of forms, and effective use of this aspect of the module learning hours can have a significant impact on the quality of academic assignments, and the persuasiveness of professional discussions. The content should be predominantly academic material, but the rest could be more diverse.
Over the length of a module, 90 hours of independent study could take the forms of:
Students who immerse themselves in the narratives and debates on a topic will acquire a broad perspective and a rich understanding.
As an undergraduate course with a significant setting-based requirement, the Childhood Studies course has been designed to enable you to apply your learning to all areas of activity.
Emily LauCourse Director
Your progress and attainment will be assessed formally and informally at certain points in the course, and assessed work will be graded against the specific module objectives and the quality criteria for the level.
Your academic work will be formally assessed through assignment submissions at the end of each module. These are not all essay assignments, as we use a range of methods, including individual presentations, poster, e-portfolios, resource design, and case studies to vary the ways through which you can demonstrate your learning. There is no formal examination assessment at the end of a level.
Every module has been carefully designed to assure that each element of your learning, from taught sessions and academic direction activities, work-based tasks and independent study, all provide you with the content, arguments, and skills to meet the module objectives and demonstrate them in the assignment.
Therefore, work-based activities are appended to assignments (where appropriate) as a means of demonstrating the breadth and depth of your learning and evidence. Therefore, it is essential that employers are aware of the importance of supporting and enabling you to undertake your setting-based inquiries, as part of your academic studies.
Your PAT will also engage you in ongoing professional and academic dialogue to enable you to reflect on this learning and distill your ideas.
On successful completion of the foundation degree, you may choose to continue to develop your knowledge and understanding of childhood studies by progressing to the BA (Hons) Childhood Studies, a one-year top up. This is a popular choice, especially for those keen to progress into teaching careers or graduate study, and for those who wish to explore leadership courses or specialist career pathways.
Alternatively, you may wish to study another area, such as social work or speech and language, or another specialist area or course in the field of child development, families, or communities.
The 2025/26 annual tuition fees for this course are:
UK | Overseas | |
---|---|---|
Full-time | £8,450 | £14,160 |
Tuition fees for all courses are payable on an annual basis, except where stated. The fees represented here are for study with Canterbury Christ Church University. If you are looking to study at a partner institution, please visit their website for fees information.
Please read the 2025/26 Tuition Fee Statement for further information regarding tuition fees and year on year fee increases.
Home (UK) Fees
Home (UK) tuition fees for standard undergraduate degree and PGCE courses at Canterbury Christ Church University are currently set in line with the maximum tuition fee cap set by the UK Government.
Canterbury Christ Church University expects the 2025/26 tuition fees for standard undergraduate degree (excluding Foundation Year 0) and PGCE courses for Home students to be set at the current maximum tuition fee cap of £9,250. However, this is subject to any changes to this maximum tuition fee cap, or any other changes to regulated undergraduate tuition fees, that might be subsequently approved by Parliament for the academic year.
Overseas/International Fees
Undergraduate / PGCE tuition fees for international students are not set by the UK Government.
This course is available at multiple campuses so please be aware that some courses run during the day and some run in the evenings (twilight – 5PM onwards). This is not displayed on UCAS so please ensure you select the correct location. Locations and time are as follows:
If you have selected the incorrect course please get in contact with the Undergraduate Admissions team on 01227 925555 or ugadmissions@canterbury.ac.uk and they will be able to change this.
There needs to be a minimum of 15 students to be able to run the cohort. If we are unable to attract enough students then the cohort will not run. Where we are unable to run a cohort, we will contact anybody affected via the email address given on the application form. We would normally expect to offer those affected the opportunity to join the next cohort of the course at either at the original location, or at an alternative venue (once again, this is subject to the minimum number of students being recruited).
You are expected to work in child-based setting (this can be a paid or voluntary role) for a minimum of 15 hours per week. If you are not able to find work in a child-based setting, you may not be able to complete your studies.
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