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COURSE OVERVIEW

  • 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.

Careers

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% of our 2016/17 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:

UK

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

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.

The University library is open seven days a week, 24 hours a day.

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.

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.

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

 

Entry Requirements

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

Applicants to this course are expected to attend an interview at the University. Our Admissions Team will be in contact with further information about the format of the interview on receipt of your application.

Applicants from outside the UK can be interviewed via Skype if preferred.

Course Enquiries and Applications

Telephone: +44 (0) 1962 827234
UK and EU Students: Send us a message

Visit us

Explore our campus and find out more about studying at Winchester by coming to one of our Open Days.

Additional Requirements

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

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.

Pre-School into School 20

This module will look in detail at the research underlying the current curriculum framework for the 3-5 age
group, comparing and contrasting the English framework with that elsewhere. Current English policy and
practice around transition into school will be critically evaluated, drawing on research findings and alternative models.

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.

Research Design 30

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.

Positive Psychology 20

‘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.

Optional Modules
  • Primary Curriculum – 20 Credits
  • Pregnancy to Three – 20 Credits

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.

Semester 2 Credits

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.

Pre-School into School 20

This module will look in detail at the research underlying the current curriculum framework for the 3-5 age
group, comparing and contrasting the English framework with that elsewhere. Current English policy and
practice around transition into school will be critically evaluated, drawing on research findings and alternative models.

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.

Research Design 30

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.

Positive Psychology 20

‘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.

Optional Modules
  • Primary Curriculum – 20 Credits
  • Pregnancy to Three – 20 Credits

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.

Optional Credits

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.

Pre-School into School 20

This module will look in detail at the research underlying the current curriculum framework for the 3-5 age
group, comparing and contrasting the English framework with that elsewhere. Current English policy and
practice around transition into school will be critically evaluated, drawing on research findings and alternative models.

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.

Research Design 30

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.

Positive Psychology 20

‘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.

Optional Modules
  • Primary Curriculum – 20 Credits
  • Pregnancy to Three – 20 Credits

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* 

If you are a UK or EU student starting your degree in September 2018:

UK/EU/Channel Islands and Isle of Man

Full-time entry | £4,500
Part-time entry | £2,250 per annum

Total Cost | £4,500

2019 costs will be published shortly.

*After changes made in Parliament, all higher education providers must now register with a brand new HE Regulator (the Office for Students) for their students to be eligible for student support in the 2019-20 academic year. The OfS will start publishing providers on its Register from July 2018. We have made an application to register and expect a decision by September 2018. Whilst we don't anticipate any issues with our registration, no provider will be able to confirm whether student finance is available until it has a decision from the OfS. Visit www.officeforstudents.org.uk for more information. 

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

Core texts

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. Indicative cost £50.

Mandatory

Printing

Printing and Binding: We are proud to offer free printing for all students to ensure that printing costs are not a potential financial barrier to student success. The University of Winchester and Winchester Student Union are champions of sustainability and therefore ask that all students consider the environment and print fairly. Students may be required to pay for the costs of dissertation binding. Indicative cost is £1.50-£3.

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
M33A
Duration
1 year full-time (maximum one day a week attendance); 2 years part-time
Typical offer
Foundation degree in a relevant subject.
Location
On campus, Winchester