BA (Hons)

Education Studies and Early Childhood with Foundation Year

X31X

Research shows that early childhood education plays a critical role in cognitive development and later life. The Education Studies (Early Childhood) degree is perfect if you want to analyse in-depth why those early learning processes are so vital.

Scrabble board with the words School, Learn and Math

Course overview

Although some of the philosophical and pedagogical theories you study are the same as on the BA Education Studies degree at Winchester, the focus is always on how to apply them to the early years. Alongside core modules, you learn about how other factors influence early childhood learning, including race, gender, power, technology, culture, ecology and inclusion.

One factor that makes this such a fascinating area for study is the intense political disagreement about all aspects of early education. On our course, you assess a range of political ideas about family life and caring for the young that have had far-reaching effects on schooling and wider society.

A Foundation Year is the perfect way to boost your academic skills, build your confidence and develop your wider subject knowledge so you can succeed at Winchester. This course offers an extra year of study at the start (Year 0) which leads onto a full degree programme (Years 1, 2 and 3).

A Foundation Year is ideal if you are returning to education after a break; haven’t quite achieved the entry qualifications required; are wanting more support during the transition to studying at university; or are unsure about which subject you wish to pursue.

In Year 0, you will study a set of modules from across the Faculty of Education which are designed to develop your academic and practical skills. This broader focus in your first year introduces you to studying at university level and provides you with a better understanding of Education Studies and Early Childhood and related subjects.

You will experience a variety of teaching methods including lectures, discussion-based seminars and independent study. You will also receive support to boost your academic skills to prepare you for the rest of your time at Winchester. Find out more and hear from our Foundation Year students at winchester.ac.uk/foundation

In Year 1, you learn to familiarise yourself with the important names and terms in educational theory and you are encouraged to reflect on how your own educational experiences have influenced you.

In Years 2 and 3, you learn more about the impact of different social, political and cultural perspectives on early childhood learning. The course gives you a lot of flexibility to follow your interests. In Year 2, you can choose from a range of optional modules as diverse as What is a Child?, Play, or Progressive Education. In this second year, you can also choose to do volunteering for academic credit.

In Year 3, you write your dissertation on a topic of your choice – examples of 2017 dissertations include the role of the parent in the nature/nurture debate, the impact of life scripts in early childhood, and the relation between physical education and academic performance. You also pursue optional modules which may include the Loss of Childhood, Early Childhood in a Changing World, or Film in Education. By the end of the programme, you graduate as a well-rounded, critical thinker in early childhood theory.

The Education Studies and Early Childhood BA is the right degree for you if you have a wide interest in education and early childhood. You may be thinking about teaching, but at this stage you are looking to keep your options open. The programme tutors form a dedicated and enthusiastic team who look forward to meeting you and talking about your ambitions.

What you need to know

Course start date

September

Location

Winchester campus

Course length

  • 4 years full-time

Apply

X31X

Typical offer

48 points

Fees

From £9,250 pa

Course features

  • Acquire a deep understanding of why early years education is so important
  • Enjoy the freedom to follow up your own interests with a wide range of optional modules
  • Voluntary work in your second year counts towards academic credit
  • Focus on your employment prospects, whether you are looking to pursue a teaching career or other support roles in schools and early years settings

Course details

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 and the wide range of services available to you within the University.

Independent learning

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.

Overall workload

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 0 (Level 3): Timetabled teaching and learning activity*
  • Teaching, learning and assessment: 228 hours
  • Independent learning: 912 hours
Year 1 (Level 4): Timetabled teaching and learning activity*
  • Teaching, learning and assessment: 252 hours
  • Independent learning: 948 hours
Year 2 (Level 5): Timetabled teaching and learning activity*
  • Teaching, learning and assessment: 240 hours
  • Independent learning: 960 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. 

Location

Taught elements of the course take place on campus in Winchester.

Teaching hours

All class based teaching takes places between 9am – 6pm, Monday to Friday during term time. Wednesday afternoons are kept free from timetabled teaching for personal study time and for sports clubs and societies to train, meet and play matches. There may be some occasional learning opportunities (for example, an evening guest lecturer or performance) that take places outside of these hours for which you will be given forewarning.

Assessment

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 0 (Level 3)*:
  • 83% coursework
  • 0% written exams
  • 17% practical exams
Year 1 (Level 4)*:
  • 60% coursework
  • 6% written exams
  • 34% practical exams
Year 2 (Level 5)*:
  • 87% coursework
  • 0% written exams
  • 13% practical exams
Year 3 (Level 6)*:
  • 89% coursework
  • 0% written exams
  • 11% practical exams

*Please note these are indicative percentages and modes for the programme.

Feedback

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.

Further information

For more information about our regulations for this course, please see our Academic Regulations, Policies and Procedures.

Modules

Please note the modules listed are correct at the time of publishing. The University cannot guarantee the availability of all modules listed and modules may be subject to change. The University will notify applicants of any changes made to the core modules listed. For further information please refer to winchester.ac.uk/termsandconditions

Modules

Developing Academic Skills and a Sense of Vocation

This module is designed to support students with the transition to university, the development of the academic skills and attributes necessary for successful future study and the foundations of a developing sense of vocation. Through a carefully structured and scaffolded series of seminars and workshops, students will be supported in building their self-awareness of, and confidence in, themselves as active learners. Delivered in the context of their subject area and aligned with the development of academic skills and attributes required across all Foundation Year modules, workshops will focus on academic skills such as referencing, selecting and using valid academic resources, reading/researching for academic purposes, using feedback constructively and gaining confidence in contributing to discussions and debates. Coordinated assessment points across the Foundation Year experience enables this module to provide students with ongoing support and opportunities to practice and develop their skills and confidence with a range of written and oral assessment types relevant to their subject area as they progress through the year.

Important Thinkers and the Big Questions

This module introduces students to invaluable meanings and understandings that are gained from being at university and participating in wider intellectual discussions and debates. Within the context of each Discipline foundation year, students are introduced to a range of thinkers and questions that have important in various ways across the discipline. Designed to further encourage the foundations of intellectual curiosity and critical thinking within and beyond their own subject, students will come to understand that inter and cross disciplinarity has an essential role to play in the academy and to their own intellectual progression.

Educational Issues and Debates

This module introduces students to the study of education as an academic discipline through exploring a range of educational approaches, theorists and themes. Students will be introduced to general and specialist fields of educational study and research including early childhood and special educational needs. Across a range of contexts including personal experience, contemporary issues in education and the meaning of education in its broadest sense, students will be introduced to a range of educational questions and concerns and begin to understand the ways in which wider social, cultural, and political issues are entwined with, and impact upon, education.

Modules

1944-88: The Acts

This module provides an in-depth analysis of the 1944 and 1988 Education Acts. It looks at the historical and political backgrounds to the Acts, investigates the ideologies which lay behind the Acts, and looks at the influence of and reaction to them amongst different groups. The ideologies of the Acts are compared and related to the wider social and political context in which they originate. The module reflects on notions of educability, equality, selection and differentiation. It will explore how those notions have been related to differing philosophical and political views and how they have been implemented in relation to different economic models of education including the education market. The implications of changes in early years education are considered in relation to the ideologies underpinning the Acts. The introduction of Special Education Needs into the state provision of education in the 1944 Act is also considered. The module also raises questions about education and social and cultural reproduction. Students are encouraged to reflect upon the two Acts in the light of their own views about education provision and their own experience of education.

 

Political Perspectives on Education

This module will ensure that students are well informed on a range of political concepts and perspectives. This is essential if they are, later in the programme, to make reasoned judgements on a variety of contemporary issues related to policy across the range of educational provision, including beyond the UK. The first half of this module introduces key concepts in political positioning. The second half of the module enables students to undertake a theoretical engagement with the question of children as citizens. 

Introducing Early Childhood

Exploring a range of issues and themes relevant to early childhood experience, this module interrogates the ‘Early Childhood Studies’ (ECS) discipline in its political, professional and academic dimensions, and how ECS has been culturally constructed as a phenomenon of the Academy and of the Early Education and Care professions. The module considers what our construction(s) might mean, and what might be driving those constructions, at individual and societal levels.  Before we can begin to achieve some clarity about what ‘early childhood’ might be or mean, we need to challenge many of our most taken-for-granted assumptions about such phenomena as ‘development’, ‘quality’, ‘learning’, ‘play’ etc. In successfully ‘deconstructing’ and ‘unlearning’ at least some of these assumptions, an opening-up of a critical space for deepening our understanding of the phenomenon of early childhood for the rest of the degree programme will have been achieved.

Educational Reflections

This module enables students to reflect meaningfully on their own educational experiences and provides an opportunity for collaborative work.  Through studying a range of educational theorists, students will be introduced to various approaches to teaching and learning which will a) provide a point of departure and foundation for future study and b) provide a means through which they can reflect on their own educational experiences and those of others.  In addition, students will be encouraged to explore and question what ‘educational experience’ might mean beyond formal, institutional settings.

Literacies in Higher Education

‘Reading’ Education Studies requires more of the ‘reader’ than the basic ability to translate symbols on a page into words. The module provides an introduction into interpreting and referencing a range of resources which may include newspapers, films, internet websites, television, radio, fine art, popular art, ephemera, academic journals, novels, non-fiction books and music. In doing so, students will develop a broad range of higher education literacies. It will also prompt an exploration of what it means to be a higher education student in the larger context of society, including the implications and responsibilities which are the core of this new identity.

Educators

The module combines an introduction to the ideas and theories of various educators concerned with education.  Some of the educators encountered will offer ideas about education directly in relation to schooling whilst others offer insights into education in its broader sense.  The range of educators examined will represent particular interests of course tutors and will introduce students to the breadth of content they will encounter during their studies. Drawing on a diverse range of figures from various fields, including the arts, religion, and philosophy, this module asks students, not only to engage with the insights and teachings of each of the individuals they encounter, but also with the very question of what it means to be an educator and to educate.

Principles in Education

This module encourages you to discuss issues in education not just by asserting what you think to be right, but by working with a set of principles which enable you to make a sustained and coherent argument to defend and explain your position. You will be introduced to a series of differing forms of schooling and distinct educational practices in relation to educational contexts, issues and situations. Students are provided with opportunities to engage in independent and group research to examine these practices and issues. The module draws upon Kant’s notion of a universal principle to inform a substantive engagement with educational concepts, contexts and practices.  

Introducing Special and Inclusive Education

This module introduces important policy, theory and debate in the fields of special and inclusive education. As it considers perspectives on various impairments, the module draws on insights and ideas from medical literature, and sociology. In this way, substantive questions in special and inclusive education are addressed. We will explore how might educational institutions most effectively respond to students with impairments. This exploration will lead us to investigate differences between impairment and disability and what it might mean to be an inclusive educator.

Modules

Theorising Early Childhood

A module for the Early Childhood degree pathway, module readings are related, first, to two early key texts – John Locke's essay 'Some Thoughts on Education' and J.-J. Rousseau's Émile; and second, to the more contemporary writings of Jean Piaget and Lev Vygotsky. The underpinning theme is the ‘Nature/Nurture debate’, which comprises a continually growing body of theory and argument that attempts to identify a set of fundamental causes said to 'determine' human nature, with the debate getting its name from these two supposedly opposed sources of causation. This highly topical debate provides a general reference point for most theoretical studies of early childhood education because the child is either thought to be 'plastic' and malleable in terms of possible outcomes (the nurture assumption), or relatively fixed in its characteristics – even pre-determined – before its birth (the nature assumption).

Education: Social and Political Thought (1)

In this module, students will be introduced to a range of thinkers who have argued for education as a tool for social and political reform. The emphasis in this first module will be on the notion of education as enlightenment, both in ancient and modern versions. The goal is to extend our understanding of education beyond the classroom and into the wider world. It will, of necessity, introduce many important social and political issues, and will provide perspectives that can be employed in other optional modules.

Education: Social and Political Thought (2)

The thinkers that were encountered in Education: Social and Political Thought (1) set out clear visions for how education might best contribute to the relations between an individual and their society. In doing so, they somewhat took for granted the foundational and universal character of concepts such as truth, reason, freedom and knowledge, and how these could be realised through education. This second module aims to show how more recent theorists exposed these concepts as themselves being open to question, in terms of who controlled them, who had access to them, and how we all relate to them. This module disrupts some of the ‘grand narratives’ constructed by philosophers since the time of Plato and explores the significance of these disruptions for education.

Optional Modules
  • What is a Child? - 15 Credits
  • Thinking about 'Race' - 15 Credits
  • Independent Study - 15 Credits
  • Impairments, Disability and Inclusion - 15 Credits
  • Theories of Discipline - 15 Credits
  • Progressive Education - 15 Credits
  • Thinking the Holocaust - 15 Credits
  • Technology and Education - 15 Credits
  • Globalisation and Comparative Education - 15 Credits
  • Physical Education - 15 Credits
  • Theorising Special and Inclusive Education - 15 Credits
  • What was a Teacher? Histories of Teacher Education - 15 Credits
  • 'Pioneers and Separate Spheres' Gender and History of Education
  • 1789-1923 - 15 Credits
  • Social Inclusion and Exclusion - 15 Credits
  • Sexuality: Education, Policy and Practice - 15 Credits
  • The Teacher: Power and Pedagogy - 15 Credits
  • Education and Work - 15 Credits
  • Education & Nature: learning in the Anthropocene - 15 Credits
  • Education Beyond Left and Right - 15 Credits
  • Culture/ Education - 15 Credits
  • Education and Christianity - 15 Credits
  • Philosophies of Education - 15 Credits
  • Play - 15 Credits
  • Education for the ‘new age’ – 15 Credits
  • Volunteering for Education Studies - 15 Credits

Optional

Theorising Early Childhood

A module for the Early Childhood degree pathway, module readings are related, first, to two early key texts – John Locke's essay 'Some Thoughts on Education' and J.-J. Rousseau's Émile; and second, to the more contemporary writings of Jean Piaget and Lev Vygotsky. The underpinning theme is the ‘Nature/Nurture debate’, which comprises a continually growing body of theory and argument that attempts to identify a set of fundamental causes said to 'determine' human nature, with the debate getting its name from these two supposedly opposed sources of causation. This highly topical debate provides a general reference point for most theoretical studies of early childhood education because the child is either thought to be 'plastic' and malleable in terms of possible outcomes (the nurture assumption), or relatively fixed in its characteristics – even pre-determined – before its birth (the nature assumption).

Education: Social and Political Thought (1)

In this module, students will be introduced to a range of thinkers who have argued for education as a tool for social and political reform. The emphasis in this first module will be on the notion of education as enlightenment, both in ancient and modern versions. The goal is to extend our understanding of education beyond the classroom and into the wider world. It will, of necessity, introduce many important social and political issues, and will provide perspectives that can be employed in other optional modules.

Education: Social and Political Thought (2)

The thinkers that were encountered in Education: Social and Political Thought (1) set out clear visions for how education might best contribute to the relations between an individual and their society. In doing so, they somewhat took for granted the foundational and universal character of concepts such as truth, reason, freedom and knowledge, and how these could be realised through education. This second module aims to show how more recent theorists exposed these concepts as themselves being open to question, in terms of who controlled them, who had access to them, and how we all relate to them. This module disrupts some of the ‘grand narratives’ constructed by philosophers since the time of Plato and explores the significance of these disruptions for education.

Optional Modules
  • What is a Child? - 15 Credits
  • Thinking about 'Race' - 15 Credits
  • Independent Study - 15 Credits
  • Impairments, Disability and Inclusion - 15 Credits
  • Theories of Discipline - 15 Credits
  • Progressive Education - 15 Credits
  • Thinking the Holocaust - 15 Credits
  • Technology and Education - 15 Credits
  • Globalisation and Comparative Education - 15 Credits
  • Physical Education - 15 Credits
  • Theorising Special and Inclusive Education - 15 Credits
  • What was a Teacher? Histories of Teacher Education - 15 Credits
  • 'Pioneers and Separate Spheres' Gender and History of Education
  • 1789-1923 - 15 Credits
  • Social Inclusion and Exclusion - 15 Credits
  • Sexuality: Education, Policy and Practice - 15 Credits
  • The Teacher: Power and Pedagogy - 15 Credits
  • Education and Work - 15 Credits
  • Education & Nature: learning in the Anthropocene - 15 Credits
  • Education Beyond Left and Right - 15 Credits
  • Culture/ Education - 15 Credits
  • Education and Christianity - 15 Credits
  • Philosophies of Education - 15 Credits
  • Play - 15 Credits
  • Education for the ‘new age’ – 15 Credits
  • Volunteering for Education Studies - 15 Credits

Modules

Dissertation

The dissertation will be a piece of independent research undertaken by the student resulting in an 8,000 – 10,000 word project. 

Early Years Education (A)

In part 1, key thinkers relevant to early childhood education (ECE) – Max Weber, key psychoanalytic thinkers Susan Isaacs, John Bowlby and Donald Winnicott, and Michel Foucault – are examined. These theorists provide ideas for illuminating current policy trajectories, including the contemporary English Early Years Foundation Stage (EYFS), aiding the construction of cogent analyses, critiques and alternatives. The structure and content of the revised EYFS Guidance (2011) and the Foundation Stage Profile are also explored.

Early Years Education (B)

Weeks 7–11 see the study of some important writer-practitioners in post-Enlightenment European ECE – Froebel, Steiner, Montessori and Malaguzzi. Each has developed ideals and approaches which can be used to interrogate the Foundation Stage Guidance/Profile and the revised EYFS Curriculum. Themes common to these four educators are explored in week 11, in a session aimed at supporting the development of students’ applying their work to the contemporary English policy-making landscape, and for informing assignment 2.

Optional Modules
  • Current Issues in Education - 15 Credits
  • Independent Study - 15 Credits
  • Loss of Childhood - 15 Credits
  • Critiquing Higher Education A - 15 Credits
  • Critiquing Higher Education B - 15 Credits
  • Constructing the Other: Race, Ethnicity and Religion - 15 Credits
  • Educating the Teenage Consumer - 15 Credits
  • The Inclusive Educator: Values, Virtues and Practice - 15 Credits
  • Philosophy of the Teacher – 15 Credits
  • Discipline and the Soul - 15 Credits
  • Holocaust Education - 15 Credits
  • Marxisms and Schooling - 15 Credits
  • Exclusion in and from Schooling – 15 Credits
  • Life, Death and Education A - 15 Credits
  • Life, Death and Education B - 15 Credits
  • Utopia and Education A - 15 Credits
  • Utopia and Education B - 15 Credits
  • Education and the Arab-Islamic World A - 15 Credits
  • Education and the Arab-Islamic World B - 15 Credits
  • Film as Education A - 15 Credits
  • Film as Education B - 15 Credits
  • Reconceptualising Early Childhood Education (RECE) - 15 Credits
  • Contemporary Theory and Practice in Early Childhood - 15 Credits
  • Childhood in a Changing World - 15 Credits
  • Philosophy, Education and the Learning Person - 15 Credits
  • Deconstructing Philosophies of Education - 15 Credits
  • Education, Ecologies & Ethics - 15 Credits
  • Critiquing Inclusive Educational Practice - 15 Credits
  • Critiquing the Museum Experience - 15 Credits
  • The Language of Inclusion in Education A - 15 Credits
  • The Language of Inclusion in Education B - 15 Credits
  • Education, Inclusion and Refugees A - 15 Credits

Optional

Dissertation

The dissertation will be a piece of independent research undertaken by the student resulting in an 8,000 – 10,000 word project. 

Early Years Education (A)

In part 1, key thinkers relevant to early childhood education (ECE) – Max Weber, key psychoanalytic thinkers Susan Isaacs, John Bowlby and Donald Winnicott, and Michel Foucault – are examined. These theorists provide ideas for illuminating current policy trajectories, including the contemporary English Early Years Foundation Stage (EYFS), aiding the construction of cogent analyses, critiques and alternatives. The structure and content of the revised EYFS Guidance (2011) and the Foundation Stage Profile are also explored.

Early Years Education (B)

Weeks 7–11 see the study of some important writer-practitioners in post-Enlightenment European ECE – Froebel, Steiner, Montessori and Malaguzzi. Each has developed ideals and approaches which can be used to interrogate the Foundation Stage Guidance/Profile and the revised EYFS Curriculum. Themes common to these four educators are explored in week 11, in a session aimed at supporting the development of students’ applying their work to the contemporary English policy-making landscape, and for informing assignment 2.

Optional Modules
  • Current Issues in Education - 15 Credits
  • Independent Study - 15 Credits
  • Loss of Childhood - 15 Credits
  • Critiquing Higher Education A - 15 Credits
  • Critiquing Higher Education B - 15 Credits
  • Constructing the Other: Race, Ethnicity and Religion - 15 Credits
  • Educating the Teenage Consumer - 15 Credits
  • The Inclusive Educator: Values, Virtues and Practice - 15 Credits
  • Philosophy of the Teacher – 15 Credits
  • Discipline and the Soul - 15 Credits
  • Holocaust Education - 15 Credits
  • Marxisms and Schooling - 15 Credits
  • Exclusion in and from Schooling – 15 Credits
  • Life, Death and Education A - 15 Credits
  • Life, Death and Education B - 15 Credits
  • Utopia and Education A - 15 Credits
  • Utopia and Education B - 15 Credits
  • Education and the Arab-Islamic World A - 15 Credits
  • Education and the Arab-Islamic World B - 15 Credits
  • Film as Education A - 15 Credits
  • Film as Education B - 15 Credits
  • Reconceptualising Early Childhood Education (RECE) - 15 Credits
  • Contemporary Theory and Practice in Early Childhood - 15 Credits
  • Childhood in a Changing World - 15 Credits
  • Philosophy, Education and the Learning Person - 15 Credits
  • Deconstructing Philosophies of Education - 15 Credits
  • Education, Ecologies & Ethics - 15 Credits
  • Critiquing Inclusive Educational Practice - 15 Credits
  • Critiquing the Museum Experience - 15 Credits
  • The Language of Inclusion in Education A - 15 Credits
  • The Language of Inclusion in Education B - 15 Credits
  • Education, Inclusion and Refugees A - 15 Credits

Entry requirements

48 points

48 UCAS tariff points

In addition to the above, we accept tariff points achieved for many other qualifications, such as the Access to Higher Education Diploma, Scottish Highers, UAL Diploma/Extended Diploma and WJEC Applied Certificate/Diploma, to name a few. We also accept tariff points from smaller level 3 qualifications, up to a maximum of 32, from qualifications like the Extended Project (EP/EPQ), music or dance qualifications. To find out more about UCAS tariff points, including what your qualifications are worth, please visit UCAS.

In addition to level 3 study, the following GCSE’s are required:

GCSE English Language at grade 4 or C, or higher. Functional Skills at level 2 is accepted as an alternative, however Key Skills qualifications are not. If you hold another qualification, please get in touch and we will advise further.

If you will be over the age of 21 years of age at the beginning of your undergraduate study, you will be considered as a mature student. This means our offer may be different and any work or life experiences you have will be considered together with any qualifications you hold. UCAS have further information about studying as a mature student on their website which may be of interest.

If English is not your first language, a formal English language test will most likely be required and you will need to achieve the following:

  • IELTS Academic at 5.5 overall with a minimum of 5.5 in all four components (for year 1 entry)
  • We also accept other English language qualifications, such as IELTS Indicator, Pearson PTE Academic, Cambridge C1 Advanced and TOEFL iBT

If you are living outside of the UK or Europe, you can find out more about how to join this course by contacting our International Recruitment Team via our International Apply Pages.

2024 Course Tuition Fees 

  UK / Channel Islands /
Isle of Man / Republic of Ireland

International

Year 1 £9,250 £16,700
Year 2 £9,250 £16,700
Year 3 £9,250 £16,700
Year 4 £9,250 £16,700
Total £37,000 £66,800
Optional Sandwich Year* £1,850 £3,340
Total with Sandwich Year £38,850 £70,140

Additional tuition fee information

If you are a UK student starting your degree in September 2024, the first year will cost you £9,250**. Based on this fee level, the indicative fees for a four-year degree would be £37,000 for UK 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. 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.

UK 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 £6,935.

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 £139.14 and a 15 credit module is £2,087.

* Please note that not all courses offer an optional sandwich year. To find out whether this course offers a sandwich year, please contact the programme leader for further information.

**The University of Winchester will charge the maximum approved tuition fee per year.

Additional costs

As one of our students all of your teaching and assessments are included in your tuition fees, including, lectures/guest lectures and tutorials, seminars, laboratory sessions and specialist teaching facilities. You will also have access to a wide range of student support and IT services.

There might be additional costs you may encounter whilst studying. The following highlights the mandatory and optional costs for this course:

Optional

Assignments

In the student’s first year of study, students may be required to complete a poster assignment in one of the core modules. Indicative cost is £8.

In the second year, an optional module on Play requires the student to construct a play resource. Indicative cost is £5.

Books

In student’s second year of study, students are recommended to purchase four set books which are available second-hand. Indicative cost is £20.

Trip

Some optional modules in the second and third year may include non-mandatory external visits to locations in Hampshire or London. The cost of travel and expenses will need to be covered by the student and depending on location. Indicative cost is £5-£40.

Volunteering Placement

Volunteering in the second year may incur travel costs that need to be covered by the student and depends on the location of departure and destination. Students may choose their own placement setting (in a school or other institution with charitable status) in agreement with the Volunteering Module Leader and Volunteering Placement Co‐ordinator.

Mandatory

Printing and Binding

The University is pleased to offer our students a printing allowance of £5 each academic year. This will print around 125 A4 (black and white) pages. If students wish to print more, printer credit can be topped up by the student. The University and Student Union are champions of sustainability and we ask all our students to consider the environmental impact before printing.

Disclosure and Barring Service

A Disclosure and Barring Service (DBS) clearance check may be required if you undertake a placement, volunteering, research or other course related activity where you will have contact with children or vulnerable adults. The requirement for a DBS check will be confirmed by staff as part of the process to approve your placement, research or other activity. The indicative cost is £40.

SCHOLARSHIPS, BURSARIES AND AWARDS

We have a variety of scholarship and bursaries available to support you financially with the cost of your course. To see if you’re eligible, please see our Scholarships and Awards.

CAREER PROSPECTS

Our graduates pursue careers in teaching, social services, and the caring professions. Some do PGCEs, but most find the degree has opened their eyes to other possibilities. Many work in support roles in schools and early years settings, sometimes with children with special needs and often in challenging settings like pupil referral units or special schools. Others go into local government, international development or charity work.

The University of Winchester ranks in the top 10 in the UK for graduates in employment or further study according to the Graduate Outcomes Survey 2023, HESA.

Pre-approved for a Masters

If you study a Bachelor Honours degrees with us, you will be pre-approved to start a Masters degree at Winchester. To be eligible, you will need to apply by the end of March in the final year of your degree and meet the entry requirements of your chosen Masters degree.

OUR CAREERS SERVICE
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