UCAS code: X310
2017 Entry: 104-120 points
*UCAS has changed the way they calculate the tariff for courses starting in September 2017. Find out more about the new tariff.
A GCSE A*- C or 9-4 pass in English Language is required.
3 years full-time; 6 years part-time
If English is not your first language:
Year 1/Level 4: IELTS 6.0 (including 6.0 in writing) or equivalent
Course Tuition Fees and Additional Costs
UK/EU/Channel Islands and Isle of Man
2017 Entry Full-time £9,250** p/a
Part-Time fees are calculated on a pro rata basis of the full-time fee for a 120 credit course. The fee for a single credit is £77 and a 15 credit module is £1,156. Part-time students can take up to a maximum 90 credits per year, so the maximum fee in a given year will be the government permitted maximum fee of £6,939.
Total Cost: £27,750** (3 years)
2017 Entry Full-time £11,600** p/a
Total Cost: £34,800** (3 years)
for more information, click here
- Core texts: Books and other reading materials are very important to the Education Studies programme. Multiple copies of core text are held within the library and e-books are identified where possible, however due to limited availability students are recommended to purchase a copy for their own use. It is possible for students to second-hand copies. Cost £100 per academic year.
- Field trip: Second year students have the option to visit local schools and will be responsible for paying their own travel costs. Cost £0-20 per trip.
- Field trip: Third year students will have the opportunity to attend a field trip in London, and will be responsible for paying their own travel costs. Cost £35-70 per trip.
To find out what general costs are included or excluded in the course fees, such as textbooks and travel expenses, please click here
Study abroad (optional):
Taught elements of the course take place on the King Alfred Campus or at West Downs, Winchester
Suitable for applicants from:
UK, EU, World
100% of students are satisfied with the quality of the course (https://unistats.direct.gov.uk)
100% of students were in work or study six months after finishing (https://unistats.direct.gov.uk)
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.
*Indicative Fees for 2017/18 Home and EU students are £9,250 per year. Whilst the inflationary fee increases in tuition fees and student support loans have been announced by the Minister, they are still subject to formal parliamentary approval and the approval of The University of Winchester Board of Governors. International fees are still subject to approval from the University of Winchester Board of Governors.
Students may wish to pursue the three year BA (Hons) Education Studies (Early Childhood) pathway or the four year Intergrated Masters MEd Stud (Hons) Education Studies (Early Childhood) pathway.
Alongside core modules, students have the opportunity to work with other areas of study - race, gender, power, ecology and inclusion - and to apply these to early childhood. A variety of themes are drawn upon to explore early childhood in relation to ideas and political developments which have contributed to changing conceptions about family life and forms of caring for the young, both in the context of schools and in the wider culture.
Study in Year 1 is foundational and aims to provide a general level of contextual understanding for subsequent study. Students are encouraged to reflect on their own educational experiences, comment on how these experiences have influenced them and begin to familiarise themselves with the names and terms that impact current educational theory. The knowledge gained is built upon in Years 2 and 3. Students engage with social, political and cultural perspectives - building on knowledge and critically deploying it in relation to real-world situations.
- 1944-88: The Acts
- Reflections on Autobiography
- Educators and Society
- Political Perspectives on Education
- Introducing Early Childhood
- Learning from the Renaissance
- Educators and Schooling
- Principles in Inclusive Education
- Education: Social and Political Thought
- Education: Ethics and Political Thought
- Theorising Early Childhood
- What is a Child?
- Thinking about 'Race'
- Independent Study
- Women, Power and Education
- Theorising Education and Ecology
- Impairments, Disability and Inclusion: Engaging with Critical Issues
- Theories of Discipline
- Progressive Education
- Thinking the Holocaust
- Power of the Teacher
- Spirituality and Education
- Technology and Education
- Education and Isolation
- Knowing through Observation
- Globalisation and Comparative Education
- Art and Education
- Educational Systems
- Physical Education
- Constructing Identity: Teachers' Lives and Pupils' Stories
- Theorising Special and Inclusive Education
- What was a Teacher? Histories of Teacher Education
- 'Pioneers and Separate Spheres' Gender and History of Education 1789-1923
- Social Inclusion and Exclusion
- Sexuality: Education, Policy and Practice
- Philosophies of Learning and Teaching: Meaning, Information and Existence
- The Teacher: Power and Pedagogy
- Dissertation/Extended Independent Study
- Early Years Education
- Construction of Gender Roles in Schools
- Current Issues in Education
- Democracy and Education
- Independent Study
- Loss of Childhood
- Critiquing Higher Education
- Constructing the Other; Race, Ethnicity, Religion
- Educating the Teenage Consumer
- The Inclusive Educator: Values, Virtues and Practice
- Philosophy of the Teacher
- Discipline and the Soul
- The Natural Universe and Ecology
- Holocaust Education
- Marxisms and Schooling
- Psychoanalytic Ideas and Education
- Exclusion in and from Schooling: Critical Reflections on Teaching, Policy and Theory
- Life, Death and Education
- Utopia and Education
- Natural Educations
- Education and the Arab-Islamic World
- Film as Education
- Reconceptualising Early Childhood Education (RECE)
- Contemporary Theory and Practice in Early Childhood
- Deconstructing Philosophies of Teaching and Learning
- Early Childhood in a Changing World
- Philosophy, Education and the Learning Person
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 University aims to shape 'confident learners' by enabling students to develop the skills to excel in their studies here and be transferable to further studies or the employment market. 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. lectures, 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.
Education is arguably one of the most significant influences on our personal development and on the world around us. Consequently Education Studies at the University of Winchester ensures that the course does not just teach about education but is in itself intrinsically educational. We take the view that all 'higher education' should aim to create thinking, questioning, and caring people able to play a fulfilling and critical role in all aspects of their lives. Learning and teaching are not something we just study, they constitute the experience of higher education, because what we learn and how we learn are intrinsically related. We know that excellent teacher/student relationships are the key to motivation, enjoyment and success, and to feeling valued as an individual within educational institutions. We hold these relationships to be the cornerstone of everything we do.
Dr Marie Morgan's research and teaching areas are in Philosophy, Holocaust Studies and Higher Education.
Dr Shaun Best's research and teaching interests are in the areas of identity, biography and social theory.
Dr Emile Bojesen has particular interests in philosophies of democracies and communication, education and literature.
Dr Simon Boxley is the Programme Leader for Education Studies programmes and undertakes research in the relationship between ecology and education, educational policy and politics, and 'race' and ethnicity in education.
Dr Alexis Gibbs' research interests are in educational theory, higher education, and dialogue.
Dr Jaclyn Murray's research centres on cultural diversity and identity formation in early childhood education with a strong focus on social justice, and she leads the Early Childhood pathway.
Diana Sousa's research interests include lifelong and comparative education, education and democracy and early childhood education.
Dr Stephanie Spencer is Head of Department. She specialises in history of education, gender and education and oral history.
Dr Caroline Stockman research interests include technology and employability. She is the Employability Project Manager for Education Studies
Dr Wayne Veck researches in the area of Inclusive Education, and leads the special and Inclusive Education Pathway.
For more information about our regulations for this course, please see our Academic Regulations, Policies and Procedures library
The University is committed to providing timely and appropriate feedback to students on their academic progress and achievement, enabling them to reflect on their progress and plan their academic and skills development effectively. Students are also encouraged to seek additional feedback from their course tutors and lecturers.
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.
Graduates pursue careers within teaching, social services, and the caring profession.
For more information about graduate employment visit From Freshers to Future - what will yours be?
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.
Unlike most Education Studies degrees, many of our students do not move straight from our course into teacher training. Some do, and those who seek a PGCE place immediately upon completion of our degree almost always get one. But the majority of our graduates find that the degree has opened their eyes to other possibilities. In the first instance, many decide to work in support roles in schools and early years settings, sometimes with children with special needs, often in challenging settings like pupil referral units or special schools; some work with young offenders or in prisons. We sometimes find our graduates making a career in caring professions, in law, in international development or charity work, in politics or in research. At the end of the course, many of our graduates feel they need more, and continue on into postgraduate level qualifications.
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.