Early Years Education & Professional Practice with Early Years Practitioner Status (EYPS) - BA (Hons) Degree

The bilingual degree is focussed on developing your academic and practical understanding of early childhood in a bilingual context. Whilst most of the programme will be delivered through the medium of English, up to 40 credits of the bilingual course is available in the medium of Welsh, including Welsh medium personal tutor support and Welsh medium placement opportunities.

Assessments can be submitted in English or in Welsh. The course is designed to meet the increasing demand for graduates who have bilingual capabilities and qualifications.

To graduate with the bilingual award, students must take at least 40 credits (33%) in each year through the medium of Welsh. Students following this route will also qualify for The Incentive Scholarship worth up to £1500 over the three years.

This degree can be studied as a three-year full-time degree or a four-year full-time degree that includes a year of foundational study. Our foundation year is intended to prepare you for your subsequent years of studying, offering you the chance to strengthen your skills, knowledge and confidence.

The foundation year will be relevant to:

1. Students who aspire to enrol onto the first year of a social science-based honours degree programme, who have not achieved the standard entry requirements to enter at year one of the chosen degree.
2. Students who have not studied subjects that provide the necessary background within the scientific disciplines required to enter at year one of the chosen degree.

The foundation year is only available in English.

Find out more about the foundation year.

Please note: You will need to apply using a specific UCAS code if you wish to undertake the 4 years including foundation.

Year One

Mastering Academic Skills*

This module focuses on developing understanding of the skills required for successful academic writing including critical analysis of sources and being a critical thinker. The importance of reflection and using feedback will also be explored. Such skills will be used and built upon throughout the programme.

Child Development*

The Child Development module will help to develop understanding of the factors which influence growth and development in children. Key theories and concepts of child development, including physical, cognitive, emotional, and social growth from birth to adolescence will be introduced. Foundational skills in observing, analysing, and interpreting children’s developmental milestones and behaviours will be explored and applied in a practice. The influence of the family, community, culture, and policy will be examined in order to determine if and how this can affect child development.

Safeguarding and the Wellbeing of Children

Safeguarding and the Wellbeing of Children module will provide opportunities to develop knowledge in relation to the identification of policy and practice relating to the protection and safeguarding of children. The concepts of young children’s well-being in terms of both their physical and mental health will be explored along with the factors which impact upon children’s well-being. This is then be linked to an exploration of the impact of government policies and strategies/initiatives on children’s well-being and their role in informing practice.

The Emerging Early Years Practitioner*

This module will identify theoretical perspectives related to professional practice in the Early Years and provide strategies to allow links to be made between theory and practice. As your Early Years Practitioner journey begins the importance of the leader in ensuring quality care and education will be examined. The National Occupational Standards related to Early Years practice will be explored in examples shared of how these can be achieved within placement settings.

The Play Work Approach

This module allows for the achievement of the Play Wales Level 2 award in Playwork Practice (L2APP). The module will provide understanding of the importance of play in children’s learning and holistic development and the role of the play work practitioner within this. Theoretical theories which underpin play and play work practice, linking to national and international concepts and perspectives will be explored. The role of the adult, supporting and facilitating play opportunities, organisational responsibilities including risk management and the need to ensure inclusive practice within settings which provide play will be examined. Reflective practice is an important aspect of this module and will be related to practical play work experiences.  

Children’s Worlds and Empowering Children

The Children’s Worlds and Empowering Children module presents a range of discourses of early childhood, placing an emphasis on the notion of multiple knowledges and ways of interpreting the world. It will provide an overview of different discourses and social theories, exploring how early childhood has been constructed from a range of philosophical, psychological, global, cultural and socio-political perspectives. Policy and legislation in relation to children’s rights, from a UK and global perspective will be considered and evaluated. Contexts in which children’s rights are enacted, reflecting on the role of practitioners, settings, families and society in supporting children’s access to their rights will be discussed.

Professional Development Placement 1*

This module aims to enable students to develop initial skills through active observation in the placement setting. It will allow for clear links to be made between the theoretical aspects presented within other modules and actual practice. Professional Development Placement 1 will contribute towards the achievement of the National Occupation Standards (NOS) whilst spending approximately 240 hours in an Early Years placement setting organised by the university.

Year Two

Becoming a Researcher

This module will develop the ability to critically engage with peer reviewed academic sources. A range of methodological approaches and innovative research tools will be evaluated to provide experience in their implementation and analysis of data. Critical issues in relation to undertaking research including ethical issues and gaining informed consent/assent will also be examined as part of module content.

The Child, Family and Society

The Child, Family and Society module will focus on a range of societal policies and practice impacting on children and their early childhood experiences as well as families and society. The concept of the family will be explored along with an appreciation of the diversity of family groups that children live in and different parenting styles. The role of social media and the use of technology on the child, family and society will also form part of this module.

Numbers, Words and Wires in the Modern World

This module will explore the processes and theoretical perspectives of language acquisition, early mathematical and scientific enquiry development. A range of factors including digital technologies and online resources will be evaluated in terms of both opportunities and the challenges these present for young children living in the digital age. The role of the adult will be explored in relation to structuring conceptual understanding for language and mathematical development.

The Developing Early Years Practitioner*

This module will develop a critical understanding of professional practice, incorporating the promotion of active involvement with parents, carers, families and communities. It will develop and build upon the importance of the Early Years leader/manager in promoting the benefits of collaborative working. There will also be opportunities to develop and build upon reflective practice and writing whilst developing further knowledge and understanding of the National Occupational Standards (NOS) for Early Years practice.

Embracing Inclusion: Developing Best Practice for All*

The Embracing Inclusion: Developing Best Practice for All module will critically examine the key principles and practice of inclusion in the Early Years, including the role of the Early Years Practitioner. Key legislation and policy will be critically evaluated alongside an analysis of the key issues related to children with additional learning needs. In order to support inclusion and children with additional learning needs and an exploration and evaluation of planning and organisation of interventions and strategies will be examined.

Leadership and Management

This module will enable you to evidence your leadership capabilities and will lead to a recognised ILM Level 5 Certificate in Leadership and Management which will prove to be beneficial in future leadership roles. As part of the module, you will focus on different ways to motivate people in the workplace, the characteristics needed to become an effective leader and how to lead innovation and change in the workplace as a potential middle manager. You will also have the opportunity to develop your presentation skills in a professional manner. As part of this module, you will have access to the ILM Leadership and Management website which contains a range of supporting materials that will enable you to develop your leadership and management skills for the future.

Professional Development Placement 2*

This module aims to support students to continue the development of their practice skills within a different setting to the one at level 4, but still within the Early Years sector. It will build on the theoretical aspects presented within other modules and actual practice. Professional Development Placement 2 will continue to contribute towards the achievement of the National Occupation Standards (NOS) whilst spending approximately 240 hours in an Early Years placement setting organised by the university.

Year Three

Independent Project*

This module will allow you to develop your ability to research independently in an area of specific interest to you related to the Early Years. In particular, you will be able to select, rationalise and implement an extended written project and then to coherently, and fully, present the project in an academic style. There is an element of choice within this module in relation to the type of project you would like to develop, allowing you the opportunity to make this very personal to your own interests and skills. The project will need to be positioned within the context of relevant theory, policy and / or practice. You will receive guidance and support from your supervisor throughout the project.

Demonstrating Innovation in the Early Years

Demonstrating Innovation in the Early Years will allow for the development of skills to reflect on implementing value creation processes and identifying key qualities that enable success. There will be opportunities within the module to enhance confidence, agency, and entrepreneurial effectiveness, fostering the ability to drive positive change. A critical evaluation of the professional significance of enterprise and entrepreneurship, particularly in Early Years contexts will be explored as well as innovative solutions to sector challenges such as inclusion and resource constraints. This will then permit the development of creative, practical strategies to improve outcomes for children, families, and communities, by engaging with real-world scenarios. An overarching aim of the module focuses on preparations to lead with adaptability, creativity, and purpose in Early Years professional practice.

Supporting Creativity in the Early Years*

The content of this module will allow for the exploration of key policies and frameworks that support creativity, imagination, and innovation, with a focus on their relevance to the New Curriculum for Wales and Early Years pedagogy. A critical examination of the challenges of embedding creativity and imagination in early years practice will be undertaken alongside consideration of the possible tensions between policy and real-world applications. The role of play-based learning and child-centred approaches in early years settings will be analysed alongside a reflection of the practical strategies for fostering creativity and imagination in young children.

The Competent Early Years Practitioner*

The Competent Early Years Practitioner module will provide the skills to support learning and continuous professional development with an emphasis on the creation and participation in communities of practice. This will allow for the demonstration of the skills required for leading and supporting effective early years education and care provision. This will be linked to extending knowledge and understanding of the requirements of the National Occupational Standards (NOS) in preparation for future employment in Early Years settings.

Professional Development Placement 3*

This module aims to consolidate knowledge, skills and experience, within a different setting to the ones at level 4 and 5, through active participation in the placement setting. It will consolidate the theoretical aspects presented within other modules and actual practice. Professional Development Placement 3 will continue to contribute towards the achievement of the National Occupation Standards (NOS) whilst spending approximately 220 hours in an Early Years placement setting organised by the university.

*Module available through the medium of Welsh

The Early Years Education and Professional Practice programme is predominantly delivered through face-to-face learning and teaching on campus. Some online learning and teaching sessions are included in the programme as appropriate.

The variety of teaching approaches are designed to accommodate a range of learning needs and include individual and group activities during on campus seminar sessions. Use is also made of guest speakers from the Early Years sector to provide additional teaching and learning opportunities.

Work-based placements are a key feature of the programme and are embedded throughout each year. They take place in a range of partnership settings including private nurseries and primary schools. Whilst on placement, on-going support is provided by a mentor in the setting as well as the University Tutor who will carry out an observation in practice.

Each 20-credit module has approximately 200 hours of study attached to it with 48 of these being delivered in taught sessions such as pre-recorded lectures, seminars and workshops. Approximately 52 hours are assigned for directed study and preparation tasks which are set as part of the pre-recorded lectures and taught sessions. The remaining 100 hours are self-directed study where students undertake the reading required for the module and complete their required assessment.

Every student is assigned a personal tutor when they begin the course and this tutor supports them for the entirety of their degree. There are scheduled tutorial meetings that students attend, but tutors also operate an open-door policy which allows students to access them outside the scheduled meetings. The university has well-established student support provision for students who have additional learning needs and also is equipped to deal with any issues that arise during the course of a student’s studies.

The modules are supported through the use of the University’s Virtual Learning Environment, Moodle, which is web based and so is accessible anywhere via the internet. All programme-based material is held here, including lecture and seminar presentations, assessment information and additional reading or resources. Tutors also use Moodle to email students with information and updates. In addition, as part of the Leadership and Management module in Year 2, you will have access to the ILM website for supporting materials and resources.

The staff on this programme are from a range of backgrounds including play work, support work, health and teaching. They are committed to providing a high quality, supportive learning environment. ​ ​They are committed to providing a high-quality learning environment where everyone is valued and supported to reach their potential. The staff are research active and are often called upon to be actively involved in the development of supporting resources for practitioners in the Early Years sector.

Assessments are designed to maximise learning and provide realistic opportunities to demonstrate knowledge. Essays, resource creation, blog debates, workshops, presentations, observation and online portfolios are some of the methods used to assess your knowledge, skills and understanding of module content. You will be given the submission dates for assessments at the start of each module, as well as an assessment overview grid for the whole of the academic year to help plan and manage your time effectively. You will receive individual feedback on your assignments that identifies strengths and areas for improvement. This can be in written and oral form. Whilst on placement, you will receive oral feedback from the placement mentors on a daily basis as well as written feedback following a visit from your University Tutor.

Throughout the programme, a great deal of emphasis is placed on the development of employability skills. These are generated both through experience in work-based placements; within the teaching and learning environment and through a range of community engagement projects. In addition to the main programme content, you will have opportunities to further develop your knowledge, skills and experience in a range of other areas, as available. These could include equality and diversity, bullying, sign language, Welsh language development, first aid etc.

Our graduates access a range of jobs and employment opportunities upon completion of the programme. These include careers in areas that specifically focus on Early Years learning and development as well as associated aspects. Typical career destinations include owning your own play centre, nursery management, educational welfare and community health support workers. Graduates have also pursued careers in family support work, social care and play therapy.

The inclusion of the Play Wales Level 2 Award in Playwork Practice (L2APP) and the Level 5 Certificate in Leadership and Management which is endorsed by the Institute of Leadership and Management (ILM) will also contribute to enhancing your employability skills.

Progression to PGCE Teacher Training

We are pleased to guarantee an interview for the PGCE Primary Course at Cardiff Met for all graduates of this programme (subject to the course being open with UCAS). An Honours degree minimum classification of a 2:2 is currently required, and the statutory entry requirements for training in Wales (including Grade C / Grade 4 or equivalent at GCSE for English language or Welsh Language (First Language), Mathematics or Mathematics – Numeracy and Science) must also be met.​

Opportunities for further postgraduate study at Cardiff Met are also available through the MA Education programme that we offer.

Typical Offers

• Tariff points: 104
• Contextual offer: See our contextual offers page.
• GCSE: Preferably five GCSEs at Grade C / 4 or above to include English Language / Welsh First Language, Mathematics / Mathematics – Numeracy.
• English Language Requirement: Academic IELTS 6.0 overall with at least 5.5 in all elements, or equivalent.
• A level subjects: Minimum three A levels to include grades CCC. No specific subjects required. Welsh Advanced Skills Baccalaureate considered as a third subject.
• BTEC National / Cambridge Technical Extended Diploma: MMM
• T Level: Merit.
• Access to Higher Education Diploma: No specific subjects required.
• International Baccalaureate (IB) Diploma: No specific subjects required.
• Irish Leaving Certificate: 2 x H2. No specific subjects required. Higher level subjects only considered with a minimum grade H4.
• Scottish Advanced Highers: Grade DD. No specific subjects required. Scottish Highers are also considered, either on their own or in combination with Advanced Highers.
• Other requirements: DBS.

Combinations of the above qualifications are accepted if they meet our minimum requirements. If your qualifications aren’t listed, please contact Admissions or refer to the UCAS Course Search.

Further information on Overseas qualifications can be found here.

If you are a mature applicant, have relevant experience or RPL that you would like us to consider, please contact Admissions.

How to Apply

Further information on how to apply can be found here.

For general enquiries please contact the Admissions Team on 029 2041 6044 or email askadmissions@cardiffmet.ac.uk.

For course specific enquiries, please contact Cheryl Anthony:

• Email: canthony@cardiffmet.ac.uk
• Telephone: 029 2041 6583

For Welsh Medium enquiries, please contact Laura Dobson:

• Email: ldobson@cardiffmet.ac.uk​

The bilingual degree is focussed on developing your academic and practical understanding of early childhood in a bilingual context. Whilst most of the programme will be delivered through the medium of English, up to 40 credits of the bilingual course is available in the medium of Welsh, including Welsh medium personal tutor support and Welsh medium placement opportunities.

Assessments can be submitted in English or in Welsh. The course is designed to meet the increasing demand for graduates who have bilingual capabilities and qualifications.

To graduate with the bilingual award, students must take at least 40 credits (33%) in each year through the medium of Welsh. Students following this route will also qualify for The Incentive Scholarship worth up to £1500 over the three years.

This degree can be studied as a three-year full-time degree or a four-year full-time degree that includes a year of foundational study. Our foundation year is intended to prepare you for your subsequent years of studying, offering you the chance to strengthen your skills, knowledge and confidence.

The foundation year will be relevant to:

1. Students who aspire to enrol onto the first year of a social science-based honours degree programme, who have not achieved the standard entry requirements to enter at year one of the chosen degree.
2. Students who have not studied subjects that provide the necessary background within the scientific disciplines required to enter at year one of the chosen degree.

The foundation year is only available in English.

Find out more about the foundation year.

Please note: You will need to apply using a specific UCAS code if you wish to undertake the 4 years including foundation.

Year One

Mastering Academic Skills*

This module focuses on developing understanding of the skills required for successful academic writing including critical analysis of sources and being a critical thinker. The importance of reflection and using feedback will also be explored. Such skills will be used and built upon throughout the programme.

Child Development*

The Child Development module will help to develop understanding of the factors which influence growth and development in children. Key theories and concepts of child development, including physical, cognitive, emotional, and social growth from birth to adolescence will be introduced. Foundational skills in observing, analysing, and interpreting children’s developmental milestones and behaviours will be explored and applied in a practice. The influence of the family, community, culture, and policy will be examined in order to determine if and how this can affect child development.

Safeguarding and the Wellbeing of Children

Safeguarding and the Wellbeing of Children module will provide opportunities to develop knowledge in relation to the identification of policy and practice relating to the protection and safeguarding of children. The concepts of young children’s well-being in terms of both their physical and mental health will be explored along with the factors which impact upon children’s well-being. This is then be linked to an exploration of the impact of government policies and strategies/initiatives on children’s well-being and their role in informing practice.

The Emerging Early Years Practitioner*

This module will identify theoretical perspectives related to professional practice in the Early Years and provide strategies to allow links to be made between theory and practice. As your Early Years Practitioner journey begins the importance of the leader in ensuring quality care and education will be examined. The National Occupational Standards related to Early Years practice will be explored in examples shared of how these can be achieved within placement settings.

The Play Work Approach

This module allows for the achievement of the Play Wales Level 2 award in Playwork Practice (L2APP). The module will provide understanding of the importance of play in children’s learning and holistic development and the role of the play work practitioner within this. Theoretical theories which underpin play and play work practice, linking to national and international concepts and perspectives will be explored. The role of the adult, supporting and facilitating play opportunities, organisational responsibilities including risk management and the need to ensure inclusive practice within settings which provide play will be examined. Reflective practice is an important aspect of this module and will be related to practical play work experiences.  

Children’s Worlds and Empowering Children

The Children’s Worlds and Empowering Children module presents a range of discourses of early childhood, placing an emphasis on the notion of multiple knowledges and ways of interpreting the world. It will provide an overview of different discourses and social theories, exploring how early childhood has been constructed from a range of philosophical, psychological, global, cultural and socio-political perspectives. Policy and legislation in relation to children’s rights, from a UK and global perspective will be considered and evaluated. Contexts in which children’s rights are enacted, reflecting on the role of practitioners, settings, families and society in supporting children’s access to their rights will be discussed.

Professional Development Placement 1*

This module aims to enable students to develop initial skills through active observation in the placement setting. It will allow for clear links to be made between the theoretical aspects presented within other modules and actual practice. Professional Development Placement 1 will contribute towards the achievement of the National Occupation Standards (NOS) whilst spending approximately 240 hours in an Early Years placement setting organised by the university.

Year Two

Becoming a Researcher

This module will develop the ability to critically engage with peer reviewed academic sources. A range of methodological approaches and innovative research tools will be evaluated to provide experience in their implementation and analysis of data. Critical issues in relation to undertaking research including ethical issues and gaining informed consent/assent will also be examined as part of module content.

The Child, Family and Society

The Child, Family and Society module will focus on a range of societal policies and practice impacting on children and their early childhood experiences as well as families and society. The concept of the family will be explored along with an appreciation of the diversity of family groups that children live in and different parenting styles. The role of social media and the use of technology on the child, family and society will also form part of this module.

Numbers, Words and Wires in the Modern World

This module will explore the processes and theoretical perspectives of language acquisition, early mathematical and scientific enquiry development. A range of factors including digital technologies and online resources will be evaluated in terms of both opportunities and the challenges these present for young children living in the digital age. The role of the adult will be explored in relation to structuring conceptual understanding for language and mathematical development.

The Developing Early Years Practitioner*

This module will develop a critical understanding of professional practice, incorporating the promotion of active involvement with parents, carers, families and communities. It will develop and build upon the importance of the Early Years leader/manager in promoting the benefits of collaborative working. There will also be opportunities to develop and build upon reflective practice and writing whilst developing further knowledge and understanding of the National Occupational Standards (NOS) for Early Years practice.

Embracing Inclusion: Developing Best Practice for All*

The Embracing Inclusion: Developing Best Practice for All module will critically examine the key principles and practice of inclusion in the Early Years, including the role of the Early Years Practitioner. Key legislation and policy will be critically evaluated alongside an analysis of the key issues related to children with additional learning needs. In order to support inclusion and children with additional learning needs and an exploration and evaluation of planning and organisation of interventions and strategies will be examined.

Leadership and Management

This module will enable you to evidence your leadership capabilities and will lead to a recognised ILM Level 5 Certificate in Leadership and Management which will prove to be beneficial in future leadership roles. As part of the module, you will focus on different ways to motivate people in the workplace, the characteristics needed to become an effective leader and how to lead innovation and change in the workplace as a potential middle manager. You will also have the opportunity to develop your presentation skills in a professional manner. As part of this module, you will have access to the ILM Leadership and Management website which contains a range of supporting materials that will enable you to develop your leadership and management skills for the future.

Professional Development Placement 2*

This module aims to support students to continue the development of their practice skills within a different setting to the one at level 4, but still within the Early Years sector. It will build on the theoretical aspects presented within other modules and actual practice. Professional Development Placement 2 will continue to contribute towards the achievement of the National Occupation Standards (NOS) whilst spending approximately 240 hours in an Early Years placement setting organised by the university.

Year Three

Independent Project*

This module will allow you to develop your ability to research independently in an area of specific interest to you related to the Early Years. In particular, you will be able to select, rationalise and implement an extended written project and then to coherently, and fully, present the project in an academic style. There is an element of choice within this module in relation to the type of project you would like to develop, allowing you the opportunity to make this very personal to your own interests and skills. The project will need to be positioned within the context of relevant theory, policy and / or practice. You will receive guidance and support from your supervisor throughout the project.

Demonstrating Innovation in the Early Years

Demonstrating Innovation in the Early Years will allow for the development of skills to reflect on implementing value creation processes and identifying key qualities that enable success. There will be opportunities within the module to enhance confidence, agency, and entrepreneurial effectiveness, fostering the ability to drive positive change. A critical evaluation of the professional significance of enterprise and entrepreneurship, particularly in Early Years contexts will be explored as well as innovative solutions to sector challenges such as inclusion and resource constraints. This will then permit the development of creative, practical strategies to improve outcomes for children, families, and communities, by engaging with real-world scenarios. An overarching aim of the module focuses on preparations to lead with adaptability, creativity, and purpose in Early Years professional practice.

Supporting Creativity in the Early Years*

The content of this module will allow for the exploration of key policies and frameworks that support creativity, imagination, and innovation, with a focus on their relevance to the New Curriculum for Wales and Early Years pedagogy. A critical examination of the challenges of embedding creativity and imagination in early years practice will be undertaken alongside consideration of the possible tensions between policy and real-world applications. The role of play-based learning and child-centred approaches in early years settings will be analysed alongside a reflection of the practical strategies for fostering creativity and imagination in young children.

The Competent Early Years Practitioner*

The Competent Early Years Practitioner module will provide the skills to support learning and continuous professional development with an emphasis on the creation and participation in communities of practice. This will allow for the demonstration of the skills required for leading and supporting effective early years education and care provision. This will be linked to extending knowledge and understanding of the requirements of the National Occupational Standards (NOS) in preparation for future employment in Early Years settings.

Professional Development Placement 3*

This module aims to consolidate knowledge, skills and experience, within a different setting to the ones at level 4 and 5, through active participation in the placement setting. It will consolidate the theoretical aspects presented within other modules and actual practice. Professional Development Placement 3 will continue to contribute towards the achievement of the National Occupation Standards (NOS) whilst spending approximately 220 hours in an Early Years placement setting organised by the university.

*Module available through the medium of Welsh

The Early Years Education and Professional Practice programme is predominantly delivered through face-to-face learning and teaching on campus. Some online learning and teaching sessions are included in the programme as appropriate.

The variety of teaching approaches are designed to accommodate a range of learning needs and include individual and group activities during on campus seminar sessions. Use is also made of guest speakers from the Early Years sector to provide additional teaching and learning opportunities.

Work-based placements are a key feature of the programme and are embedded throughout each year. They take place in a range of partnership settings including private nurseries and primary schools. Whilst on placement, on-going support is provided by a mentor in the setting as well as the University Tutor who will carry out an observation in practice.

Each 20-credit module has approximately 200 hours of study attached to it with 48 of these being delivered in taught sessions such as pre-recorded lectures, seminars and workshops. Approximately 52 hours are assigned for directed study and preparation tasks which are set as part of the pre-recorded lectures and taught sessions. The remaining 100 hours are self-directed study where students undertake the reading required for the module and complete their required assessment.

Every student is assigned a personal tutor when they begin the course and this tutor supports them for the entirety of their degree. There are scheduled tutorial meetings that students attend, but tutors also operate an open-door policy which allows students to access them outside the scheduled meetings. The university has well-established student support provision for students who have additional learning needs and also is equipped to deal with any issues that arise during the course of a student’s studies.

The modules are supported through the use of the University’s Virtual Learning Environment, Moodle, which is web based and so is accessible anywhere via the internet. All programme-based material is held here, including lecture and seminar presentations, assessment information and additional reading or resources. Tutors also use Moodle to email students with information and updates. In addition, as part of the Leadership and Management module in Year 2, you will have access to the ILM website for supporting materials and resources.

The staff on this programme are from a range of backgrounds including play work, support work, health and teaching. They are committed to providing a high quality, supportive learning environment. ​ ​They are committed to providing a high-quality learning environment where everyone is valued and supported to reach their potential. The staff are research active and are often called upon to be actively involved in the development of supporting resources for practitioners in the Early Years sector.

Assessments are designed to maximise learning and provide realistic opportunities to demonstrate knowledge. Essays, resource creation, blog debates, workshops, presentations, observation and online portfolios are some of the methods used to assess your knowledge, skills and understanding of module content. You will be given the submission dates for assessments at the start of each module, as well as an assessment overview grid for the whole of the academic year to help plan and manage your time effectively. You will receive individual feedback on your assignments that identifies strengths and areas for improvement. This can be in written and oral form. Whilst on placement, you will receive oral feedback from the placement mentors on a daily basis as well as written feedback following a visit from your University Tutor.

Throughout the programme, a great deal of emphasis is placed on the development of employability skills. These are generated both through experience in work-based placements; within the teaching and learning environment and through a range of community engagement projects. In addition to the main programme content, you will have opportunities to further develop your knowledge, skills and experience in a range of other areas, as available. These could include equality and diversity, bullying, sign language, Welsh language development, first aid etc.

Our graduates access a range of jobs and employment opportunities upon completion of the programme. These include careers in areas that specifically focus on Early Years learning and development as well as associated aspects. Typical career destinations include owning your own play centre, nursery management, educational welfare and community health support workers. Graduates have also pursued careers in family support work, social care and play therapy.

The inclusion of the Play Wales Level 2 Award in Playwork Practice (L2APP) and the Level 5 Certificate in Leadership and Management which is endorsed by the Institute of Leadership and Management (ILM) will also contribute to enhancing your employability skills.

Progression to PGCE Teacher Training

We are pleased to guarantee an interview for the PGCE Primary Course at Cardiff Met for all graduates of this programme (subject to the course being open with UCAS). An Honours degree minimum classification of a 2:2 is currently required, and the statutory entry requirements for training in Wales (including Grade C / Grade 4 or equivalent at GCSE for English language or Welsh Language (First Language), Mathematics or Mathematics – Numeracy and Science) must also be met.​

Opportunities for further postgraduate study at Cardiff Met are also available through the MA Education programme that we offer.

Typical Offers

• Tariff points: 104
• Contextual offer: See our contextual offers page.
• GCSE: Preferably five GCSEs at Grade C / 4 or above to include English Language / Welsh First Language, Mathematics / Mathematics – Numeracy.
• English Language Requirement: Academic IELTS 6.0 overall with at least 5.5 in all elements, or equivalent.
• A level subjects: Minimum three A levels to include grades CCC. No specific subjects required. Welsh Advanced Skills Baccalaureate considered as a third subject.
• BTEC National / Cambridge Technical Extended Diploma: MMM
• T Level: Merit.
• Access to Higher Education Diploma: No specific subjects required.
• International Baccalaureate (IB) Diploma: No specific subjects required.
• Irish Leaving Certificate: 2 x H2. No specific subjects required. Higher level subjects only considered with a minimum grade H4.
• Scottish Advanced Highers: Grade DD. No specific subjects required. Scottish Highers are also considered, either on their own or in combination with Advanced Highers.
• Other requirements: DBS.

Combinations of the above qualifications are accepted if they meet our minimum requirements. If your qualifications aren’t listed, please contact Admissions or refer to the UCAS Course Search.

Further information on Overseas qualifications can be found here.

If you are a mature applicant, have relevant experience or RPL that you would like us to consider, please contact Admissions.

How to Apply

Further information on how to apply can be found here.

For general enquiries please contact the Admissions Team on 029 2041 6044 or email askadmissions@cardiffmet.ac.uk.

For course specific enquiries, please contact Cheryl Anthony:

• Email: canthony@cardiffmet.ac.uk
• Telephone: 029 2041 6583

For Welsh Medium enquiries, please contact Laura Dobson:

• Email: ldobson@cardiffmet.ac.uk​