Education and Childhood Studies

BA (Hons)

Part-Time

Course overview

Spend time with us thinking into and around childhood, primary education and schooling before applying to train for your future career.

Teacher education and training is a pressured environment. You will be helped, for example in our own primary PGCE, to develop the knowledge, skills and resilience that you will need to put the learning and development of each child in your classroom first. But, this leaves little time to consider primary education and schooling in their deeper and wider contexts.

Moreover, the study of childhood, primary education and schooling, is not, and should not be seen as only relevant to those going on to teach. Our invitation, therefore, is to develop with us in the following ways:

  1. Become critical in thinking about the approaches to primary education and schooling.
  2. Consider the meanings of education and schooling on the individual, family and society.
  3. Develop as a critically reflective learner as you prepare for your future career.

Each year, you will study with students from Education Studies:

  • The deeper meanings of education and society
  • How to develop your own learning in higher education and how to take this learning into becoming a future professional.

Distinctive to your course, however, will be a key strand running through each year in which you will study primary education and schooling through the curriculum.



Please note that this course is currently being rewritten and the modules that follow will change.


Module guide

Core Modules: Level 4
  • Critical Engagement with Equality and Identity in Education: An Introduction

    The primary aim of this module is to enable students to focus on critical examination of how we understand and engage with the concept of inequality, particularly its hidden nature within the contexts of education and educational achievement.

  • Families, Schools and the Formation of Identity through Education: An Introduction

    In an advanced Western society, we are educated within an organised, complex system of educational institutions from and within which identities are shaped. How are our individualities and identities formed within this system and how can we study the relationships between these institutions to gain understandings of the process and outcomes of identity formation?

  • Human Development

    This module will explore the growth and development of the whole individual in interaction with his / her environment. Students will consider features of different aspects of human development, from birth to death, using a range of theories and perspectives.

  • Research 1: An Introduction

    This introductory module aims to provide students with a basic understanding of the research process. The qualitative and quantitative research paradigms will be discussed as well as a variety of methods used by researchers.

  • Specialist Key Issues : An Introduction to Education and Early Childhood

    This module will introduce core themes relating to the study of young children. Key themes to be investigated and debated will include attachment and independence, implications for daycare, trust, communication skills and friendship and how these link to children's wellbeing.

  • Understanding Learning

    This module will enable you to appreciate how learning has been studied and conceptualised, including an understanding of theories of cognitive development. Secondly it will develop an awareness of how you can develop and manage your own learning and gain confidence in your ability to use appropriate and effective study skills.

Core Modules: Level 5
Core Modules: Level 6
  • Children's Rights: National and International Contexts

    This module is based upon a critical exploration of children's rights with the focus on rights to education, protection, human rights and participation.

  • Investigative Approaches to the Curriculum

    In this module students will engage with both broad issues raised by the purposes of the Primary Foundation Stage Curriculum and also with a narrower individually-selected subject area.

  • Inclusive Practice in Childhood

    This module explores a range of evidence and theoretical perspectives which inform our understanding of the culture of inclusion and the implications for practitioners in early years.

  • Special Study

    This module is designed to enable students to deepen their knowledge of one of the key themes in Education Studies. Students will choose and research a focus of individual study exploring and analysing conflicting evidence, approaches and theoretical viewpoints in the chosen area.

  • Undergraduate Major Project

    The Undergraduate Major Project serves to demonstrate the student's acquisition of the discipline-related knowledge and skills that have formed the content of all preceding modules and to show that the University's expectations of all its graduates have been met.

Assessment

Assessment will take place through a variety of methods including: essays and extended prose, presentations, placement proposals and reports, portfolios of evidence and reflective journals, patchwork texts, participation in web-discourse, reflective analyses and evaluations.

Facilities

Our University offers well-equipped lecture theatres and seminar rooms. Our Faculty has a number of specialist rooms including: two dedicated art rooms, one equipped for design and technology, and two collaborative ICT learning suites.

Study abroad options

There are opportunities for studying abroad; however, this is not a requirement of the course.

Special features

Individual modules from this course are available as part of our Associate Student provision.

Associated careers

The skills, understanding and experience you acquire on this course can help prepare you for a wide range of possible careers in education including teaching. Many possible careers will require some form of postgraduate training.
UCAS Tariff points: 200
Additional Requirements: Non-Academic Conditions: CRB Checks required GCSE(s) Required: 5 GCSEs at grade C or above including English
Entry requirements listed are for September 2013 entry. Entry requirements for other intakes may differ.

Please note all tariff points must come from A levels. Points from AS levels cannot be counted towards the total tariff points required for entry to this course.

Our published entry requirements are a guide only and our decision will be based on your overall suitability for the course as well as whether you meet the minimum entry requirements.

Other acceptable qualifications
  • BTEC National Diploma in a related subject with 200 UCAS points (MMP grade)
  • 14-19 Diploma in a related subject with 200 UCAS points (MMP grade)
  • 30 level 3 credits at merit level from an Access to Higher Education Diploma available from colleges of further education. Please ensure that Level 2 in Numeracy is included if you do not have GCSE Mathematics or Science at grade C or above. This will cover all the entry requirements, provided the full course is successfully passed
  • Advanced GNVQ/AVCE in a related subject with merit grade
  • OU Credits will also be accepted in lieu of A Levels (60 credits would be expected in related subjects)
  • National Literacy and numeracy tests at Level 2 or 3 will be accepted in lieu of GCSE Maths and English (but not instead of a GCSE)
Please be advised that if you wish to apply for a PGCE course on completion of this course a minimum of a C grade in English (B grade recommend) is required.

From the above information we will calculate requirements for Scottish/Irish Highers, International, European and Welsh Baccalaureate equivalents so that they are all equitable. We will also accept tariff points from other qualifications on the UCAS tariff such as the Cambridge Pre-U (subject requirements will be assumed to be the same as for A Level).

If you do not meet the entry requirements, we would recommend you contact your local further education colleges, to ascertain which suitable courses they offer.

Applying

All applications must go via UCAS. We only accept applications between September and 15 January for the following intake year. Late applications will only be considered if places are available.

International applicants

International students are welcome to apply, but should allow extra time for visa applications to be processed, and for the International Office assessments. Students may like to consider an online option if travel to the UK presents problems. Please see below for details on equivalent qualifications.

The Disclosure and Barring Service (DBS) formerly Criminal Records Bureau (CRB)

An enhanced level Disclosure and Barring Service (DBS) disclosure is a check with police forces and local authorities in the UK to ascertain whether or not you are suitable to work with certain groups of vulnerable people. These checks are required to be carried out on all prospective students to ensure the safety of our client group.

Further information on DBS disclosure will be sent at a later date if you are successful and firmly accept your place at Anglia Ruskin University.

We welcome applications from International and EU students. Please select one of the links below for English language and country-specific entry requirement information.

How to apply

Locations

Duration

4-6 Years

Teaching times*

Mon, Tues and Wed 9.00-6.00pm

Available starts

September

Student finance

Open Day

Saturday 22 June
Undergraduate Open Day

Advice & support

Employability

Faculty

Health, Social Care & Education

Department

Education

Contact us

UK and EU applicants:International applicants:

 

*Teaching days and times are for guidance only and are subject to change each academic year. We advise all applicants to wait until they are in receipt of their timetable before making arrangements around their course times.

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