UCAS code: X310
2018 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 overall with a minimum of 5.5 in writing or equivalent
Course Tuition Fees and Additional Costs
UK/EU/Channel Islands and Isle of Man
If you are a UK or EU student starting your degree in September 2018, the first year will cost you £9,250. For international students, the first year fee is £12,950. Based on this fee level, the indicative fees for a three-year degree would be £27,750 for UK and EU students and £38,850 for International students. Remember, you don't have to pay any of this upfront if you are able to get a tuition fee loan from the UK Government to cover the full cost of your fees each year. You can find out more here. If finance is a worry for you, we are here to help. Take a look at the range of support we have on offer. This is a great investment you are making in your future, so make sure you know what is on offer to support you.
2018 Entry Full-time £9,250 p/a.
Total Cost: £27,750 (3 years) | £28,450 (sandwich option)
UK/EU 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 £77.08 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 £6,938
2018 Entry Full-time £12,950** p/a
Total Cost: £38,850** (3 years) | £39,550** (sandwich option)
International 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 £107.92 and a 15 credit module is £1,620. Fees for students from Vestfold University College in Norway (who receive a 10% reduction) and NLA are £11,655.
**International fees are still subject to approval from the University of Winchester Board of Governors.
- 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
As rated by final year undergraduate students in the 2017 National Student Survey, Education Studies (Early Childhood) achieved greater than 90 per cent overall satisfaction.
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.
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
- Political Perspectives on Education
- Introducing Early Childhood
- Learning from the Renaissance
- Educational Reflections
- Principles in Education
- Introducing Special and Inclusive Education
- Literacies in Higher Education
- Education: Social and Political Thought
- Education: Social and Political Thought 2
- Theorising Early Childhood
Optional modules (please use bullet points)
- What is a Child?
- A Thinking about 'Race'
- B Thinking about 'Race'
- Independent Study
- Education: Social and Political Thought
- Impairments, Disability and Inclusion
- Theories of Discipline
- Theorising Progressive Education
- Thinking the Holocaust
- Technology and Education
- Knowing through Observation
- Globalisation and Comparative Education
- 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
- The Teacher: Power and Pedagogy
- Education and Work
- Education & Nature: learning in the Anthropocene
- Education Beyond Left and Right
- Culture/ Education
- Education and Christianity
- Philosophies of Education
- Volunteering in Education Studies
- Early Years Education A or B
Optional modules (please use bullet points)
- 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 and Religion
- Educating the Teenage Consumer
- The Inclusive Educator: Values, Virtues and Practice
- Discipline and the Soul
- Holocaust Education
- Marxisms and Schooling
- Exclusion in and from Schooling: Critical Reflections on Teaching, Policy and Theory
- Life, Death and Education
- Utopia and Education
- Education and the Arab-Islamic World
- Film as Education
- Reconceptualising Early Childhood Education (RECE)
- Contemporary Theory and Practice in Early Childhood
- Early Childhood in a Changing World
- Philosophy, Education and the Learning Person
- Deconstructing Philosophies of Education
- Education and Jewish Though
- Education, Ecologies & Ethics
- Critiquing Inclusive Educational Practice
- Critiquing the Museum Experience
- The Language of Inclusion in Education
- Education, Inclusion and Refugees
- Evaluating Educational Research
- Liberal Education
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 will notify applicants of any changes made to the core modules listed above.
Our aim is to shape 'confident learners' by enabling you to develop the skills needed to excel in your studies here and as well as onto further studies or the employment market.
You are taught primarily through a combination of lectures and seminars, allowing opportunities to discuss and develop your understanding of topics covered in lectures in smaller groups.
In addition to the formally scheduled contact time such as lectures and seminars etc.), you are encouraged to access academic support from staff within the course team, your personal tutor and the wide range of services available to you within the University.
Over the duration of your course, you will be expected to develop independent and critical learning, progressively building confidence and expertise through independent and collaborative research, problem-solving and analysis with the support of staff. You take responsibility for your own learning and are encouraged to make use of the wide range of available learning resources available.
Your overall workload consists of class contact hours, independent learning and assessment activity.
While your actual contact hours may depend on the optional modules you select, the following information gives an indication of how much time you will need to allocate to different activities at each level of the course.
Year 1 (Level 4): Timetabled teaching and learning activity*
- Teaching, learning and assessment: 240 hours
- Independent learning: 960 hours
Year 2 (Level 5): Timetabled teaching and learning activity*
- Teaching, learning and assessment: 216 hours
- Independent learning: 960 hours
- Placement: 24 hours
Year 3 (Level 6): Timetabled teaching and learning activity*
- Teaching, learning and assessment: 192 hours
- Independent learning: 1008 hours
*Please note these are indicative hours for the course.
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
Our validated courses 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.
We ensure 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 on the course you are interested in can be found on the course page, by attending an Open Day or Open Evening, or contacting our teaching staff.
Percentage of the course assessed by coursework
The assessment balance between examination and coursework depends to some extent on the optional modules you choose. The approximate percentage of the course assessed by different assessment modes is as follows:
Year 1 (Level 4)*:
- 69 per cent coursework
- 6 per cent written exams
- 25 per cent practical exams
Year 2 (Level 5)*:
- 81 per cent coursework
- 0 per cent written exams
- 19 per cent practical exams
Year 3 (Level 6)*:
- 90 per cent coursework
- 0 per cent written exams
- 10 per cent practical exams
*Please note these are indicative percentages and modes for the programme.
We are committed to providing timely and appropriate feedback to you on your academic progress and achievement in order to enable you to reflect on your progress and plan your academic and skills development effectively. You are also encouraged to seek additional feedback from your course tutors.
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.