Two Social Work students working together

Online Information Session

Join our online information session on Thursday 21st March, 5.30-6.30pm for professionals interested in the newly validated online work-based degree programme, Working with Children, Young People and Families.

 

Book now


Course Summary

Are you a professional in the children's workforce who wants to progress further in your career? Do you want the flexibility of online learning? This innovative, online course offers a springboard for your future career ambitions, enabling you to continue to influence the lives of children and young people. You will apply theory to practice, reflect on your current role and develop your academic skills. Working alongside students from other children's workforce contexts, you will share your expertise, learn from others, and develop a secure understanding of the sector, enabling you to advance your career confidently and knowledgeably. 

As well as offering our full BA honours course, we provide two further options for study on this course. You can apply to study for a Diploma in Higher Education, where you will receive 240 credits for completing Level 4 and Level 5 (Years 1 and 2). This can be completed over two years full time, or four years part time. Alternatively, you can apply to study for a Certificate in Higher Education, whereupon you will receive 120 credits, completing Level 4 (Year 1) within either a single year (full time) or two years (part time).


What you’llStudy

In Year 1 (Level 4), you will examine theories of child and adolescent development, and approaches to work-based learning, and you will undertake an evaluation of your professional context with real workplace applications, and a self-chosen research project.

Module content:

Details of the content including the subject area, the rationale and specific aims of the study are specified in the Negotiated Experiential Learning Agreement


Module aims:

This module is designed to enhance the student’s workplace practice and provides a framework for the approval and accreditation of experiential learning activities undertaken in the context of the workplace. These may take the form of discrete, identifiable projects or may be specific areas of learning that involve engagement with a wide range of work activities. For the individual practitioner, the module offers an accreditation mechanism for CPD activities; from an organisational perspective it may provide the opportunity for an employee/volunteer to engage in innovative and strategic developments for the organisation as part of his/her work role and in so doing, enhance the work of the organisation. Prior to approval, the Negotiated Experiential Learning Agreement will require the signatures of the student, the employer or professional body (where applicable) and the University of Chester sponsoring Department, confirming that the module has been negotiated and agreed upon.

 

Aims:

  • To enable students to recognise the potential of the workplace as a site of learning and to utilise the working environment effectively for this purpose.
  • To provide an opportunity for the achievement and accreditation of experiential learning in the work context.
  • To provide a mechanism that enables Higher Education to work in partnership with external organisations to facilitate accredited learning opportunities at work, meeting specific needs efficiently and economically.
  • To facilitate innovative and strategic development within the workplace for the benefit of the employing organisation and employee.
  • To enable students to enhance their workplace capability through applying - and reflecting on – the knowledge and skills gained through more theoretical study in the context of practical situations.
  • To engender in students a sympathetic understanding of the characteristics and methods of operation of the reflective practitioner.

Module content:

The content of the module will be negotiated and agreed with the individual client prior to accreditation using the specification below.     

Specifically: 

  • Organisational environments: internal and external
  • Models of the operational environment e.g. PESTEL, the ‘five forces’ model
  • The legal framework
  • The impact of government and quasi-governmental bodies
  • Environmental developments affecting the operation of organisations
  • Social, cultural and technological impacts
  • Contemporary issues e.g. economic restructuring, corporate responsibility

Module aims:

 

This module is designed to provide a framework for the approval of an area of study related to any vocational sub-discipline. It provides details of learning outcomes, content and assessment methods that are to be applied in an area of study deemed to be equivalent to a full module. It gives clients of the University an opportunity to accredit specialist learning and relevant subject specific skills, capabilities (and where appropriate, professional competencies) required at Level 4, allowing flexibility for specific content to be determined by the relevant parties.

 

  • To provide maximum potential for study in specialised areas, whilst providing a rigorous and structured framework for work related learning.
  • To give students the opportunity to develop and apply subject specific skills and knowledge required for their individual development.
  • To provide a mechanism that enables HE to work efficiently and economically in partnership with external organisations to design and deliver modules which meet specific needs.

 Specifically:

This module is designed to encourage students to develop knowledge of those factors which affect the operation of organisations, particularly those affecting their own, employing organisation. It introduces students to a range of business environment concepts and influences, including explanatory models, and on completion participants will be able to situate their employing organisation within its operational environment and account for the impact of external factors on its performance and development.

Module content:

This module focuses on developing students’ understanding of theories of childhood and adolescence and the importance of using these to inform their practice. The module will consider the subject within three broad themes, drawing on student’s own experience as well as relevant reading and discussion: 

Theme 1: The theoretical base for understanding the processes of human learning and development

Theme 2: The evolution of the concepts of ‘Childhood’ and 'Adolescence', and the implications of different historical, cultural, social, geographical and political perspectives on policy and practice

Theme 3: The changing role of the adult in children and young people's learning & development


Module aims:

This module is designed to provide a framework for the approval of an area of study related to any vocational sub-discipline. It provides details of learning outcomes, content and assessment methods that are to be applied in an area of study deemed to be equivalent to a full module. 

Generic aims

  • To provide maximum potential for study in specialised areas, whilst providing a rigorous and structured framework for work related learning.
  • To give students the opportunity to develop and apply subject specific skills and knowledge required for their individual development.
  • To provide a mechanism that enables HE to work efficiently and economically in partnership with external organisations to design and deliver modules which meet specific needs.

Specifically:

 This module aims to:

  • Develop students’ knowledge of the main theoretical perspectives through which we understand the concept of childhood, adolescence and early adulthood (age 0-25):

o   Biological

o   Sociological

o   Psychological

o   Historical

o   Geographical

  • Develop understanding of the relationship between early childhood experience, later childhood and young people’s transitions to adulthood 
  • Increase students’ awareness of how our own perceptions might influence both our understanding and practice when working with children and families 
  • Develop understanding of how varying perspectives influence social policy and practice with children and young people
  • Provide opportunities for inter-professional dialogue in order to develop their understanding of practitioners’ roles and practice in supporting children and young people’s learning and development;
  • Introduce students to how research and professional discussion can broaden and deepen our understanding of children, childhood and adolescence.

Module content:

This module provides the opportunity for students to develop their understanding of the importance of relationships in the context of children and young people’s services. The content will include;

  • Exploration of relevant theoretical concepts for developing understanding of communication and the development of professional relationships
  • Developing understanding of the importance of building trusting and respectful relationships with carers, children and colleagues
  • Situating this understanding within relevant legal, social, caring, educational and psychological contexts
  • Consideration of the work of other professionals and organisations working with children and young people and how to engage with them on a multi-agency and inter-professional basis to support children and families
  • Identifying enablers and barriers to communication and evaluate the appropriateness of different methods of communication when working with children and families
  • The role of observation and reflection in understanding communication styles and relationship-building
  • Identifying personal strengths and areas for improvement

Module aims:

The principle aims of this module are to help students to develop their understanding and be able to evaluate the central role of effective communication in the development of positive relationships with colleagues and children within the setting, with other professionals and families. Students will also develop their knowledge of the historical development of services for children, young people and their families, and how this has impacted on current policies and expectations.

As a core module, the aims are to:

  • Help students develop a clear understanding of how effective communication supports the learning and development of children and young people in their work setting;
  • Develop students’ understanding of the variety of forms and purposes of communication in developing relationships with children, colleagues, carers and other stakeholders;
  • Consider factors that inhibit effective communication and the development of positive relationships and how to ensure that inclusive approaches are used in their own and others’ practice;
  • Provide students with an opportunity to explore ways in which different agencies work together to develop and maintain positive relationships  with  children,  young  people  and their families, through inter-professional dialogue.

Module content:

This module focuses on developing students’ understanding of their own learning experience to date, their motivation and temperament for learning and the skills and resources needed for successful undergraduate study. Specifically students will engage in:

  • Personal development analysis tools, skills audit and personal review
  • Skills of reflection and critical reflection, including critical incident analysis
  • The distinctive nature of experiential learning and work-related learning
  • Assumptions analysis, learning from experience and reflective practice
  • Psychological aspects of adult development and learning
  • The nature of evidence for a purpose, e.g. c.v., portfolio, record of achievement.
  • Skills for learning in HE – using your reading in your writing, writing for different purposes; IT skills; collaborative learning; managing self
  • Needs analysis: identification of needs and the interface with personal and material resource
  • The role of feedback in personal and professional development

Module aims:

The module provides an intellectual toolkit for work-based learners and aims to ensure that students possess the skills of planning and reflective practice applicable for reflection, experiential learning at work and academic study. The module is intended to increase students’ awareness of issues to consider as an adult, self-directed learner, engaged in learning through work. It introduces a range of approaches, techniques and audit tools designed to enhance understanding of the self as a practitioner and student. 

Aims:

  • To develop students’ awareness and application of the skills and demands involved in Higher Education study
  • To engender enthusiasm for life-long learning, encouraging the development of a reflective approach to experience
  • To develop students’ awareness of approaches to work-based learning and to appropriate tools and methodologies.
  • To provide the theoretical underpinning that informs reflection on practice in the workplace
  • To allow participants the opportunity for students to assess their own potential through engaging in an exercise of self-review for professional and/or personal development
  • To develop appropriate goal setting and planning skills
  • To enable students to value their experience in relation to currencies in the world of work and academia, and build confidence in their own agency to achieve success.

Year 2 (Level 5) looks at: equality and diversity in the workplace; reflective practice in relation to workplace learning; safeguarding; health and wellbeing; and communication with children and families. You will also undertake an independent research project.

Module content:

Details including description, rationale and aims are specified in the Negotiated Experiential Learning Agreement.


Module aims:

This module is designed to enhance the student’s workplace practice and provides a framework for the approval and accreditation of experiential learning activities undertaken in the context of the workplace. These may take the form of discrete, identifiable projects or may be specific areas of learning that involve engagement with a wide range of work activities. For the individual practitioner, the module offers an accreditation mechanism for CPD activities; from an organisational perspective it may provide the opportunity for an employee/volunteer to engage in innovative and strategic developments for the organisation as part of his/her work role and in so doing, enhance the work of the organisation. Prior to approval, the Negotiated Experiential Learning Agreement will require the signatures of the student, the employer or professional body (where applicable) and the University of Chester sponsoring Department, confirming that the module has been negotiated and agreed upon. 

AIMS    

  • To provide an opportunity for the achievement and accreditation of experiential learning in the work context.
  • To provide a mechanism that enables Higher Education to work in partnership with external organisations to facilitate accredited learning opportunities at work, meeting specific needs efficiently and economically.
  • To facilitate innovative and strategic development within the work place for the mutual benefit of employer and employee.
  • To enable students to apply - and reflect on - the knowledge and skills gained through theoretical study in a practical situation.
  • To engender in students a sympathetic understanding of the methods of operation of the reflective practitioner.

Module content:

 

The content of the module will be negotiated and agreed with the individual / client prior to accreditation using the specification below.

 

Specifically:

What is Equality and Diversity? The purpose and role of Equality and Diversity in the workplace; the individual’s personal values, beliefs and attitudes to Equality and Diversity; challenging assumptions and norms; cross cultural issues and accessibility.

Human Rights and Equality Law: relationship between International Human Rights and Equality legislation;

Introduction to the Equality Act 2010: Changes to previous legislation; Overview of the nine protected characteristics; key concepts of discrimination

Promoting, Developing and Managing Equality and Diversity: relating equality and diversity concepts to the workplace; equality frameworks; good practice


Module aims:

The module (or multiples thereof) is designed to provide a framework for the approval of an area of study related to any vocational sub-discipline. It provides details of learning outcomes, content and assessment methods that are to be applied in an area of study deemed to be equivalent to a full module. It gives clients of the University an opportunity to accredit specialist learning and relevant subject specific skills, capabilities (and professional competencies where appropriate) required at Level 5, allowing flexibility for specific content to be determined by the relevant parties.

  • To provide maximum potential for study in specialised areas, whilst providing a rigorous and structured framework for work related learning.
  • To give students the opportunity to develop and apply subject specific skills and knowledge required for their individual progress.
  • To provide a mechanism that enables HE to work efficiently and economically in partnership with external organisations to design and deliver modules which meet specific needs.

Specifically:

Equality and Diversity is important in the workplace due to a constantly changing workforce. The focus of this module is the application of Equality and Diversity concepts and theories to real life situations and issues. Students will be expected to reflect critically on their own experiences in a diverse workplace and engage with issues identified in the course. It will develop participants’ engagement with relevant issues and changes in legislation that will be directly applicable to their working environment.  It will develop an understanding of the purpose and benefits of Equality and Diversity ideas as a useful tool to inform and improve inclusive organisational performance and learning

Module content:

In the professional context, practitioners need to draw on their knowledge, skills and understanding and be able to handle uncertainty and change. Practitioners need to be able to respond to sudden and long-term, sometime complex problems, whilst maintaining their professionalism. Practitioners need to expand their knowledge, skills and understanding, developing their evidence base on the one hand, but at the same time being continually able to adapt and respond to the contexts that they are working in. Refection in the workplace can support teams to develop practice and improve the quality of services for children and families. However, often, only lip-service is paid to this, and people shy away from deeper reflection, with practitioners reflecting “in a mechanical fashion without regard to their own uncertainties, questions and meaning [becoming]… ritualised, without reference to context or outcomes…. inward looking and uncritical” (Boud & Walker, 1998, p.3).

Students will therefore consider:

  • Purposes of reflective
  • Methods and models of reflection (e.g. Boud, Kolb, Rolfe, & Gibbs)
  • Organisational, cultural and personal values and beliefs, their origins and influences
  • Policy, principles and ideas that underpin current practice
  • Occupational Standards, Codes of Practice and Ethics and Professionalism
  • Organisation, team and personal reflection
  • Dealing with uncertainty and change
  • Priorities and interests – where do children fit in?

Module aims:

This module is designed to provide a framework for the approval of an area of study related to any vocational sub-discipline. It provides details of learning outcomes, content and assessment methods that are to be applied in an area of study deemed to be equivalent to a full module.

Generic aims

  • To provide maximum potential for study in specialised areas, whilst providing a rigorous and structured framework for work related learning.
  • To give students the opportunity to develop and apply subject specific skills and knowledge required for their individual development.
  • To provide a mechanism that enables HE to work efficiently and economically in partnership with external organisations to design and deliver modules which meet specific needs.

Specifically:

  • Promote student engagement with their own beliefs and values
  • Explore the national standards and codes of practice for professionals working with children and young people and the methods used for assessing practitioner competence
  • Cultivate an understanding of the historical and international influences on current views, values and policy underpinning practice with children and/or young people
  • Examine the principles that underpin current British policy relating to working with children, young people and families
  • Engage in reflection on how personal, organisational and cultural values can influence practice
  • Use a portfolio approach to personal and professional development

Module content:

This module will explore:

  • The concepts and dimensions of social, physical, emotional and spiritual health and well-being
  • Children’s Rights and the legislative context of safeguarding children’s wellbeing
  • Relevant theoretical models and research which help understanding of the relationship between health, wellbeing and inequalities during childhood and health and wellbeing later in life
  • Identifying and responding to risk and resilience factors that impact on children and young people’s development
  • Social Policy and approaches to health promotion that can be used to try and counteract health inequalities
  • Safeguarding policy and practice
  • The role of professionals, parents, carers and peers in promoting health and wellbeing
  • Strategies to promote children and young people’s health and well-being in the work context

Module aims:

The module is designed to provide a framework for the approval of an area of study related to any vocational sub-discipline. It provides details of learning outcomes, content and assessment methods that are to be applied in an area of study deemed to be equivalent to a full module.

Aims:

  • To provide maximum potential for study in specialised areas, whilst providing a rigorous and structured framework for work related learning.
  • To give students the opportunity to develop and apply subject specific skills and knowledge required for their individual progress.
  • To provide a mechanism that enables HE to work efficiently and economically in partnership with external organisations to design and deliver modules which meet specific needs.

Specifically:

There is increasing recognition of the extent to which health and wellbeing are inter-related, but that one can have a sense of ‘wellbeing’ even in the presence of ill-health.  There is substantial evidence, both nationally and internationally, which suggests that children and young people in England have some of the lowest levels of wellbeing in Europe, and that there very strong correlation between health/illness, poverty and children’s outcomes. The risks that children face, and their resilience in the face of adverse childhood experiences (ACEs), is variable, but research has identified that there are patterns of cause and impact.

This core module is designed for Level 5 students to

  • develop a critical understanding of this variation in life experience of children and the role of settings and practitioners in safeguarding and promoting their wellbeing
  • examine the legislative context for safeguarding and promoting children’s wellbeing
  • consider the responsibilities of those who work with children and families including those with specific roles and duties
  • critically evaluate their setting’s strategies to support and safeguard children’s health and wellbeing
  • develop understanding that a multi-professional approach is important, as is consideration of the voice and agency of the child.

In Year 3 (Level 6), you will learn about leading and managing teams, and multi-agency practice. You will also undertake an independent research project, and a review of personal and professional learning, as well as forward planning for career development.

Module content:

Details including description, rationale and aims are specified in the Negotiated Experiential Learning Agreement.


Module aims:

This module is designed to enhance the student’s workplace practice and provides a framework for the approval and accreditation of experiential learning activities undertaken in the context of the workplace. These may take the form of discrete, identifiable projects or may be specific areas of learning that involve engagement with a wide range of work activities. For the individual practitioner, the module offers an accreditation mechanism for CPD activities; from an organisational perspective it may provide the opportunity for an employee/volunteer to engage in innovative and strategic developments for the organisation as part of his/her work role and in so doing, enhance the work of the organisation. Prior to approval, the Negotiated Experiential Learning Agreement will require the signatures of the student, the employer or professional body (where applicable) and the University of Chester sponsoring Department, confirming that the module has been negotiated and agreed upon. 

AIMS    

  • To enable students to recognise the potential of the workplace as a site of learning and to utilise the working environment effectively for this purpose.
  • To provide an opportunity for the achievement and accreditation of experiential learning in the work context, within the work place for the benefit of the employing organisation and employee.
  • To enable students to enhance their workplace capability through applying - and reflecting on - the knowledge and skills gained through more theoretical study in the context of practical situations.
  • To engender in students a sympathetic understanding of the methods of operation of the reflective practitioner.
  • To provide a mechanism that enables Higher Education to work in partnership with external organisations to facilitate accredited learning opportunities at work, meeting specific needs efficiently and economically.
  • To facilitate innovative and strategic development.

Module content:

  • Self-management and development.
  • Critical reflection and the model of the reflective practitioner.
  • Lifelong Learning and the learning society.
  • Self-assessment.
  • Integration of learning – work and subject knowledge.
  • Personal transformation.
  • Making sense of experience – models of experiential learning
  • Learning organisations.
  • Planning for future learning and development.
  • Disseminating learning - through writing, professional networks, roles of leadership
  • Career planning

Module aims:

The module is designed to encourage students to reflect upon their pathway of learning on the WBIS programme as a whole, contextualising learning and personal development. Students are encouraged to consider progress and identify themes arising from their study on WBIS and to consider future personal and professional development opportunities in the light of their learning experiences on the programme. 

AIMS

  • To help students deconstruct and contextualise their learning experience on the WBIS programme, together with its impact on the workplace.
  • To provide a context in which students can reflect on their ability to manage their own learning and to devise plans for their future learning.
  • To engender in individual students a culture of Lifelong Learning.

Module content:

  • Practitioner-researcher contexts
  • Positions and perspectives in/of practitioner research
  • Validity, reliability, generalisability and ethics
  • Formulating a research focus
  • Sources of knowledge
  • Research purpose, research questions and data
  • Approaches to and strategies for practitioner research
  • Methods (tools and techniques) for data collection and analysis for practitioner-researchers

Module aims:

This module aims to help practitioners develop and enhance work based/related research and evidence-based working practices. Practitioners will clearly define a personal, group, professional and/or organisational area for development, and design a practitioner-research proposal which will provide the basis for further action. The design will consider issues of validity and ethics, as appropriate to the context and constraints of a single researcher (normally) situated and embedded within the workplace. The aims are to enable learners:

  • To identify a problem, issue or area for development in the workplace capable of investigation and likely to generate useable findings as the basis for future actions
  • To choose a suitable range of investigative methods appropriate to a level 6 investigation in a Negotiated Experiential Learning Module

To design a practitioner research proposal which is valid and ethical.

Module content:

The content of the module will be negotiated and agreed with the individual client prior to accreditation using the specification below.     

Specifically:

  • Definitions of management and leadership
  • Role of the manager
  • Role of the leader
  • Relationship between management and leadership
  • Theories and models of management and leadership
  • Management and leadership styles and behaviour
  • Skills and capabilities required to manage and/or lead effectively
  • Inter-personal relationships between managers and their staff
  • Task versus people (Blake & Mouton Managerial (Leadership) grid
  • Context/environmental factors
  • Managing and leading teams

Module aims:

This module is designed to provide a framework for the approval of an area of study related to any vocational sub-discipline. It provides details of learning outcomes, content and assessment methods that are to be applied in an area of study deemed to be equivalent to a full module. It gives clients of the University an opportunity to accredit specialist learning and relevant subject specific skills, capabilities (and where appropriate, professional competencies) required at Level 6, allowing flexibility for specific content to be determined by the relevant parties.

 

  • To provide maximum potential for study in specialised areas, whilst providing a rigorous and structured framework for work related learning.
  • To give students the opportunity to develop and apply subject specific skills and knowledge required for their individual development.
  • To provide a mechanism that enables HE to work efficiently and economically in partnership with external organisations to design and deliver modules which meet specific needs.

 Specifically:

  • To provide maximum potential for study in management and leadership, whilst providing a rigorous and structured framework for work related learning.
  • To give students the opportunity to develop and apply subject specific skills and knowledge required for their individual progress.
  • To provide a mechanism that enables HE to work efficiently and economically in partnership with external organisations to design and deliver learning in relation to management and leadership which meets specific needs.

Module content:

This module provides the opportunity for students to develop their understanding of;

  • The variety of concepts and terms used in the context of ‘working together’
  • Policy drivers and accountabilities for ‘working together’
  • General and specific issues encountered when working across public, private and voluntary sector organisations
  • Boundary management – between, professionals and organisations
  • Professional identity
  • Key management and leadership processes and structures involved in planning and strategic development (e.g. Children’s Trusts, Local Safeguarding Children Boards, Safeguarding Partners and successor arrangements, and other local strategic partnerships)
  • Challenges in goal setting and delivering joint projects and when working with children and families
  • Working with other sectors (e.g. adult services, housing, criminal justice system
    etc.)

Module aims:

The module is designed to provide a framework for the approval of an area of study related to any vocational sub-discipline. It provides details of learning outcomes, content and assessment methods that are to be applied in an area of study deemed to be equivalent to a full module.

Aims

  • To provide maximum potential for study in specialised areas, whilst providing a rigorous and structured framework for work related learning.
  • To give students the opportunity to develop and apply subject specific skills and knowledge required for their individual progress.
  • To provide a mechanism that enables HE to work efficiently and economically in partnership with external organisations to design and deliver modules which meet specific needs.

Specifically, the aims of this module are to:

  • Deepen students’ understanding and appreciation of structures, operations and cultures of agencies working with children and young people and their families;
  • Identify the key challenges faced by organisations, teams and individuals in managing relationships when working together for children and families;
  • Explore the interplay between policy, power and politics in the development and planning of services for children and young people and their families;
  • Critically review arrangements within and between teams and agencies in the delivery of services for children and young people and their families, including the management of multi-agency teams, Team Around the Family, Looked After Children and Case Conferences;
  • Contextualise the learning from this module in students’ own working environment 

Who you’ll Learn from

Dr Rebecca Crutchley

Senior Lecturer
Dr Rebecca Crutchley

How you’ll Learn

Teaching methods

For this online degree, you will have access to a virtual learning environment (VLE), which contains all of the learning materials for the course. Modules will be delivered termly over three 10-week terms. Across each term, one module each week will be delivered live online via a 2-hour synchronous ‘twilight’ session offering you the opportunity to interact directly with your tutor and fellow students. One module each week will offer access to 2-hours of asynchronous guided activities, offering you the flexibility to access learning materials at a time and place to suit you, with additional opportunities for collaboration and discussion via Microsoft Teams.

Monthly online group tutorials will ensure you have regular contact with your tutors and fellow students. Guidance on all of the methods for online delivery will be given at the online induction before the course starts. You will also have online access to all of the support services offered by the University of Chester.

 

Assessment

Assessment is through coursework only, and combines written assignments, reflections on learning, reflections on work-based learning case studies, presentations, posters, artefacts, and independent research projects linked to your workplace context.

Entry Requirements

104 UCAS Points

GCE A Level

CCC

BTEC

BTEC Extended Diploma: MMM

T Level

Merit

Irish/Scottish Highers

N/A

International Baccalaureate

26 points from International Baccalaureate

Access requirements

QAA recognised Access to HE Diploma Open College Units or Open University Credits

Extra Information / General Entry Requirements

Relevant Level 3 qualifications or equivalent, including:

  • Early Years Educator Level 3
  • Cache Level 3 Diploma for Early Years
  • Level 3 Diploma in CYP workforce
  • National Nursery Examination Board (NNEB)
  • GCSE Maths and English at grade C/4 or above
  • Applicants must be working in any sector of the Children and Young People's Workforce for a minimum of two days per week (paid or voluntary) to be admitted onto the course, and have a DBS check provided by your employer.
  • Interviews will be offered for students where required.

This course is exclusively available for UK students.

Where you'll Study Exton Park, Chester

Fees and Funding

£9,250 per year (2024/25)

Our full-time undergraduate tuition fees for Home students entering University in 2024/25 are £9,250 a year, or £1,540 per 20-credit module for part-time study.

The University may increase these fees at the start of each subsequent year of your course in line with inflation at that time, as measured by the Retail Price Index. These fee levels and increases are subject to any necessary government, and other regulatory, approvals.

Students from the UK, Isle of Man, Guernsey, Jersey and the Republic of Ireland are treated as Home students for tuition fee purposes.

Following the UK’s exit from the EU, students from countries in the European Economic Area and the EU starting in or after the 2021/22 academic year will pay International Tuition Fees.

Students who have been granted Settled Status may be eligible for Home Fee Status and if eligible will be able to apply for Tuition Fee Loans and Maintenance Loans.

Students who have been granted Pre-settled Status may be eligible for Home Fee Status and if eligible will be able to apply for Tuition Fee Loans.

Irish Nationals living in the UK or Republic of Ireland are treated as Home students for Tuition Fee Purposes.

This course is exclusively available for UK students

Your course will involve additional costs not covered by your tuition fees. This may include books, printing, photocopying, educational stationery and related materials, specialist clothing, travel to placements, optional field trips and software. Compulsory field trips are covered by your tuition fees. 

If you are living away from home during your time at university, you will need to cover costs such as accommodation, food, travel and bills.

The University of Chester supports fair access for students who may need additional support through a range of bursaries and scholarships.

Full details, as well as terms and conditions for all bursaries and scholarships can be found on the Fees & Finance section of our website.

Your future Career

Job prospects

This degree can be the first step towards careers in:

  • Teaching*
  • Learning Mentors
  • School SENCo*
  • Social Work*
  • Family Outreach Work
  • Speech and Language therapy*
  • Local government
  • Children’s Centre/Early Years Leadership
  • Therapeutic/Mental health roles*
  • Charities
  • Youth Work
  • Portage
  • Youth Justice

* As with all undergraduate degrees, further postgraduate study will be required for the roles highlighted.

 

Careers service

The University has an award-winning Careers and Employability service which provides a variety of employability-enhancing experiences; through the curriculum, through employer contact, tailored group sessions, individual information, advice and guidance.

Careers and Employability aims to deliver a service which is inclusive, impartial, welcoming, informed and tailored to your personal goals and aspirations, to enable you to develop as an individual and contribute to the business and community in which you will live and work.

We are here to help you plan your future, make the most of your time at University and to enhance your employability. We provide access to part-time jobs, extra-curricular employability-enhancing workshops and offer practical one-to-one help with career planning, including help with CVs, applications and mock interviews. We also deliver group sessions on career planning within each course and we have a wide range of extensive information covering graduate jobs and postgraduate study.