UCAS code: M33A
Foundation degree in a relevant subject.
1 year full-time (maximum one day a week attendance); 2 years part-time
If English is not your first language:
IELTS 6.0 (including 6.0 in writing) or equivalent
Suitable applicants will normally be invited to share some of their written work from their FdA and attend an interview (this does not apply to applicants from the University of Winchester's FdA Childhood Studies)
Course Tuition Fees and Additional Costs
2016 Entry (Full-time) | £4,000
2016 Entry (Part-time) | £2,000 p/a
Total Cost | £4,000
To find out what general costs are included or excluded in the course fees, such as text books and travel expenses, please click here
Taught elements of the course take place on the King Alfred Campus or at West Downs, Winchester
Suitable for applicants from:
This programme provides an important stepping stone for those wanting a work-based route to becoming a teacher.
Innovations in this programme include modules focused on Employability, Positive Psychology and Pregnancy to Three.
How to apply:
Full-time applicants: UCAS
Part-time applicants: Direct Entry Application Form
Students on the course have made the following positive comments:
- "The lecturers were brilliant"
- "By doing the degree, I've become a more reflective practitioner"
- "It's enhanced my practice"
The above quotations are taken from the programme video on this page.
Pre-approved for a Masters:
University of Winchester students studying Bachelor Honours degrees are pre-approved to start a Masters degree at Winchester. To be eligible students must apply by the end of March in their final year and meet the entry requirements of their chosen Masters degree.
Terms and Conditions
For more information about the University of Winchester's terms and conditions click here.
The Childhood Studies (top-up) is a Level 6 work-based learning programme that builds on Level 5 work-based learning qualifications, for example the Foundation degree in Childhood Studies at Winchester.
Students broaden and deepen their knowledge and understanding of a range of issues pertaining to children aged 0-11 and their families - gaining an understanding of the ecology of childhood and building competencies to work within a range of complex practical settings.
Students compare and contrast policy, curricula and practice in the UK with those in other countries; examine recent research relating to childhood care and education; and develop research skills. Through these means, and through discussion of students' experience in their work settings, students are enabled to adopt a critical stance to current issues in the field.
Students continue their work in the sector alongside attending taught sessions at the University one day a week. The programme is designed to fit with work and family commitments and the delivery pattern links closely with local school terms - for example, the University sessions are not usually scheduled during school half-terms.
- Inclusion: Autistic Spectrum Differences
- Pre-school into School
- Towards a Graduate Career Working with Children and Families
- Research Design
- Positive Psychology
- Primary Curriculum
- Pregnancy to Three
For further information about modules, please view the course leaflet (see right hand side).
Please note the modules listed are correct at the time of publishing, for full-time students entering the programme in Year 1. Optional modules are listed where applicable. Please note the University cannot guarantee the availability of all modules listed and modules may be subject to change. For further information please refer to the terms and conditions at www.winchester.ac.uk/termsandconditions
The programme is delivered using a range of teaching approaches including seminars, practical classes, external visits, work-based learning and guided independent study.
Work-based learning earns credit within the programme and needs to be reflected upon and related to theory in a systematic way. Students are provided with a framework for this reflection through the taught components of the programme.
This work-based learning degree aims to shape ';confident learners'; by enabling students to develop the skills to excel in their studies here and in the workplace. The degree is explicitly designed to be delivered in a way that puts into practice the key concepts about promoting effective learning that the programme advocates practitioners should be employing with children, and to highlight the links to students throughout.
Staff and students form a community of learners who, together and independently, seek to generate and exchange knowledge. Over the duration of the course, students develop independent and critical learning, building confidence and expertise progressively through independent and collaborative research, problem solving, and analysis with the support of staff. Students take responsibility for their own learning and are encouraged to make use of the wide range of available learning resources available.
In addition to the formally scheduled contact time (i.e. seminars etc.), students are encouraged to access academic support from staff within the course team, personal tutors and the wide range of services to students within the University.
Key features of the student experience are:
- Linking theory with practice in their workplaces
- Making a range of visits to extend their experience and learning from fellow students who work in a range of relevant settings and roles
- Guest speakers
The degree is situated in the Department of Interprofessional Studies and, in addition to the core programme team, has input from other members of the Department as visiting speakers, for example a member of the Social Work team. The Department benefits from being within the Faculty of Education, Health and Social Care which has a particularly strong reputation for its teacher training programmes. Students therefore have access to a high degree of professional expertise from a number of backgrounds. Many of their tutors have active involvement in relevant research.
Karen Morris, Programme Leader
Any student whose attendance falls below 50% in a given module, and who has not got extenuating circumstances, will have a cap of 40% on assignments for that module.
For more information about our regulations for this course, please see our Academic Regulations, Policies and Procedures library
The assessment strategy has been carefully designed to support student confidence and achievement and assessments have been designed taking account of the Research on Transforming the Experience of Students through Assessment (TESTA, online; Jessop, Lawrence and Clarke, 2011).
The assessments relating to University-based modules use relatively few types of assessment to enable students to use feedback on one type of assessment to inform the next assignment of the same type. Formative assessment is used throughout the programme, and particularly in the early modules of each level, to scaffold students'; learning. Demands for student autonomy increase as students progress through each level.
In the assessment of work-based practice modules, a much wider range of assessment is employed, including records of visits, observations, planning and evaluating activities, piloting of materials/approaches, reflective accounts and presentations/demonstrations to a variety of audiences. These celebrate, extend and enrich the often very strong creative and practical skills possessed by students. Some of the tasks that make up the work-based practice assessments are set as directed tasks throughout the taught modules, so students can be carrying out a range of practical activities that contribute to assessment throughout the year.
At the University of Winchester validated programmes may adopt a range of means of assessing your learning. An indicative, and not necessarily comprehensive, list of assessment types you might encounter includes essays, portfolios, supervised independent work, presentations, written exams, or practical performances. The University is committed to ensuring that all students have an equal opportunity to achieve module learning outcomes. As such, where appropriate and necessary, students with recognised disabilities may have alternative assignments set that continue to test how successfully they have met the module's learning outcomes. Further details on assessment types used in the programme you are interested in can be found on the course page, by attending an Open Day/Evening, or contacting our teaching staff.
Students may be graduate leaders in early years settings or they may progress on to a variety of forms of teacher education or to a range of other graduate roles in the Children's workforce.
For more information about graduate employment visit From Freshers to Future - what will yours be?
The Destinations of Leavers from Higher Education (DLHE) record collects information about what those completing university go on to do six months after graduation. The Careers Service undertakes DLHE on an annual basis through surveys and a data collection process. DLHE is designed and strictly controlled by HESA.
While DLHE provides accurate information about first destinations, this data needs to be viewed with some degree of care. Six months after leaving university is often a time of much uncertainty and change for leavers; many will be unsure of their long-term career plans and may take a temporary job or time out. The destinations of graduates only six months out of university do not necessarily reflect longer term career success and are therefore a crude measure of employability. Therefore, DLHE data should be viewed as merely a 'snapshot' of one particular year's experiences at a specific point in time.
At the University of Winchester, we are committed to ensuring all our students gain employability skills to enable you to enter graduate level jobs and pursue the profession of your choice, for more information please read the Employability Statement.