- Childhood Studies achieved 100% overall satisfaction as rated by final-year undergraduate students in the 2017 National Student Survey
- Convert your foundation degree to a full BA (Hons) to open up further career opportunities
- Take a convenient work-based route into teaching or advanced work with children
- Course teaching is scheduled to fit around your work and family life
If you’re passionate about working with children aged 0-11, either working towards qualifying as a primary teacher or connecting with and supporting families as an early years practitioner, Childhood Studies equips you with the knowledge and skills to achieve your goals. Building on your foundation degree in Childhood Studies or another relevant Level 5 qualification, this programme is a useful stepping stone as you develop your career.
In order to broaden and deepen your knowledge and understanding of issues affecting children and their families, you examine recent research relating to childhood care and education, compare and contrast policy, curricula and practice in the UK with those in other countries, and develop research skills. You also acquire the skills to work in a range of complex settings.
As you learn to evaluate your own work practices and experiences and discuss others’ experiences and opinions, you are equipped to examine and debate current issues in the field. You continue your 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 teaching is not usually scheduled during school half-terms.
This one-year course (two years part-time) includes core modules on Inclusion: Autistic Spectrum Differences, Towards a Graduate Career Working with Children and Families and Positive Psychology. Additionally, choose from optional modules such as Primary Curriculum and Pregnancy to Three.
After graduating from Childhood Studies, you can pursue careers as leaders in early years settings, progress to further training as teachers, or take up one of a wide range of graduate roles working with children and families.
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.
94.4% of our 2015/16 graduates (first degree and other undergraduate courses) were in employment and/or further study six months after completing their course (Destinations of Leavers from Higher Education survey).
Pre-approved for a Masters
If you study a Bachelor Honours degree 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.
ABOUT THIS COURSE
Suitable for Applicants from:
Learning and Teaching
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
Taught elements of the course take place on our King Alfred Campus or at our West Downs, Winchester
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.
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.
*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.
For more information about our regulations for this course, please see our Academic Regulations, Policies and Procedures
Foundation degree in a relevant subject.
A GCSE A*-C or 9-4 pass in English Language is required.
If English is not your first language: IELTS 6.0 overall with a minimum of 5.5 in writing) or equivalent
Course Enquiries and Applications
Telephone: +44 (0) 1962 827234
UK and EU Students: Send us a message
Explore our campus and find out more about studying at Winchester by coming to one of our Open Days.
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)
Year 1: Level 4
Semester 1 Credits
A critically informed understanding of the process of research is a vital part of an Honours degree.
This module is particularly structured to provide students who work with children and families with an initial understanding of the features of small scale research. The module will develop the students’ knowledge of independent research through a series of: practical workshops, seminars, formative feedback sessions and an assessed assignment.
Each aspect of the module is designed to facilitate collaborative learning.
As a result of this module students will be in a strong position both to evaluate research carried out by others and to carry out research in their own workplace.
|Towards a Graduate Career Working with Children and Families||10|
Students on the BA(Hons) Childhood Studies work with children and families and are at varying stages of their careers. This module is designed to support them in applying for posts, continued study or other opportunities for extending their work, in a competitive market.
The module will bring them up to date with current recruitment practices for both employment and for graduate study and with key factors at play in developing a graduate role. Students will gain insight into what employers and course providers are looking for. They will consider how to ‘operationalise ‘and provide personal examples of the work-relatedskills developed in an Honours programme. They will reflect on how to showcase their values, knowledge, skills and experience so that they can demonstrate the impact they can make on outcomes for children and families.
Advice will be provided on preparing an application e.g. writing a curriculum vitae, writing a personal statement, responding to job competency requirements and preparing a presentation. Interviews will also be discussed.
|Pre-School into School||20|
This module will look in detail at the research underlying the current curriculum framework for the 3-5 age
|Inclusion: Autistic Spectrum Differences||20|
This module will concentrate mainly on autistic spectrum differences (asd) but will employ this example to examine in depth issues relating to many additional needs. Categorisation of needs will be discussed, including contrasting views from the disciplines of medicine and educational psychology. The advantages and disadvantages of ‘labelling’ will be discussed from the perspective of children and young people themselves, their parents and their teachers/practitioners.
A number of different theoretical understandings of autism will be explored and considered in relation to practical strategies to support these children and their families. Gender issues will be discussed with examination of statistics relating to diagnosis and consideration of the possibility that the difficulties some girls experience are not being recognised and addressed. There will be a particular emphasis on the voice of the child/young person.
Semester 2 Credits
‘Positive Psychology is the study of positive emotion, of engagement, of meaning, of positive accomplishment, and of good relationships’ (Seligman, 2011).
This module adopts an experiential approach and introduces students to the Positive Psychology Movement through a series of exercises advocated by Seligman, the founding father of the movement. By reflecting on the impact of the approach on their own well-being, students will move on to considering its application in their work with children and families, drawing from the extensive recent literature on the topic.
Critiques of the approach will be evaluated and students will be expected to formulate balanced arguments on the potential role of Positive Psychology in their work.
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.
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.
Course Tuition Fees
UK/EU/Channel Islands and Isle of Man
Full-time entry | £4,500
Part-time entry | £2,250 per annum
Total Cost | £4,500
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:
Copies of core texts are held within the library and e-books are identified where possible, however often students wish to purchase some books for their own use. It is possible for students to buy second-hand copies. Cost £50.
Students will need to cover the cost of printing assignments throughout the year. Cost £30.
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 page.
Key course details
- UCAS code
- 1 year full-time (maximum one day a week attendance); 2 years part-time
- Typical offer
- Foundation degree in a relevant subject.
- King Alfred or West Downs, Winchester