Male teaching student with primary school children doing a classroom activity

Available with:

  • Foundation Year


Course Summary

The education landscape plays a critical role in children’s cognitive and emotional development, and how they progress through later life. This non-QTS course specialises in the transformative power within both the Primary Education and Early Childhood sectors, and is perfect if you wish to discuss, discover, and analyse in -depth why learning experiences are vital. 

You will explore contemporary thinking relating to play, social and emotional development, and the philosophy of childhood and education. Early education creates intense discussion across political and societal landscapes, exposing tensions between care and education. This course supports you to analyse and assess a range of political and societal ideas about family life and teaching and caring for children that have far-reaching impacts on their schooling and wider society.  

This course offers you a great deal of flexibility and supports you to follow your professional interests. In your second year, you will be well-poised to choose a pathway to specialise in either Early Childhood or in Primary Education, and we tailor modules so that they deepen and widen your knowledge in these areas. 

We’re particularly proud of our third-year offering; in this year you will author a personal (and often inspirational) research project. Examples of dissertations include how gender influences toy choices, perceptions of sign language between parents and practitioners, healthy eating in a school environment, and the ‘Justifiable Lie’: the magic of Santa!

Why you’ll Love it


What you’llStudy

This Foundation Year will provide you with a broad subject knowledge base that will introduce you to the key themes and perspectives relating to your chosen degree. You will also develop the academic skills needed to succeed in your degree area, such as academic writing, referencing and public speaking.

Module content:

  • Reading and writing critically.
  • Constructing and evaluating an argument.
  • Note-taking techniques for reading and listening.
  • Understanding plagiarism and academic integrity.
  • Introduction to reflective practice.
  • Preparing for, and delivering, powerpoint presentations.
  • Referencing and citation.
  • Summarising and paraphrasing written sources.
  • Literature searching.
  • Report writing.
  • The culture and expectations of higher education.
  • The assessment process including the role of assessment criteria and feedback.
  • The nature of research journal publishing.

Whilst much of the content above is generic, students will be encouraged to situate skills within the context of the undergraduate discipline they are entering, which leads to some variation in emphasis for certain skills.


Module aims:

1.To raise awareness of the range of study skills required for successful higher education studies, including the process of academic writing, reading strategies, seminar skills, organisation of time and materials, planning for and meeting deadlines, understanding and responding to feedback.

2. To introduce students to concepts such as plagiarism, academic integrity and appropriate use of artificial intelligence tools.

3. To facilitate an effective transition into higher education by exploring, and providing guidance in, the key elements of successful undergraduate studentship including students' understanding of taking responsibility for their own learning.

4. To teach students how to undertake a literature, visual or data review for their discipline and be able to differentiate between a valid, reliable source and an unsubstantiated or irrelevant source.  

Module content:

  • Research and planning skills.
  • Becoming familiar with topics that comprise their undergraduate degree subject.
  • Developing a knowledge base for a discipline of study.
  • Identifying areas of interest.
  • Application and development of critical analytical skills.
  • Development of self-directed study.
  • Use of learning resources.

Module aims:

1. To develop students' skills in planning and writing an essay.

2. To familiarise students with the process of tutor supervision for a written piece of work.

3. To give students an opportunity to focus on a topic within their undergraduate degree subject.

4. To write a piece of work that allows the student to broaden and deepen knowledge on a topic of their choice.

5. To prepare and deliver an academic poster presentation outlining the student's research topic.

Module content:

  • Society, social structures and socialisation 
  • Social scientific ideas, theories and ‘lenses’ on society 
  • Social scientific research and basic research methods  
  • Digitalisation of society, smartphone technology and social media platforms 
  • Consumerism and consumer culture – definitions, impacts and debates 
  • Inequalities related to gender, social class, ‘race’ and ethnicity, and LGBTQ+ communities 
  • Social issues and problems related to knife crime, riots and uprisings, prostitution and sex work   
  • Social justice, power and movements for social change

Module aims:

1. To examine contemporary society from some key perspectives of social science.

2. To introduce students to research in the social sciences.

3. To introduce students to contemporary themes and issues in the social sciences.

 

Module content:

  1. What is social work? Differentiate between professional social workers and the wider social care workforce. Explore the role of the social worker in relation to inter-professional working.
  2. The impact of legislation on social work practice and decision making.
  3. The core roles of social workers e.g. assessment of need, intervention and review.
  4. History of social work in the UK and the complex relationship between policy and professional social work. 
  5. Social Work England professional standards, British Association of Social Work Code of ethics.
  6. Interpersonal communication skills; development of self-awareness and of own communication skills.

 


Module aims:

To provide an introduction for students into the values, knowledge and skills required to become a registered social worker.

Module content:

  • The role and historical context of Psychology
  • Social Psychology in human interaction
  • Development across the lifespan
  • Biological Psychology: the basics of the brain and behaviour
  • Introduction to mental health
  • Stress and stress management 


Module aims:

1. To introduce students to some of the perspectives in Psychology

2. To enable students to apply Psychology to professional practice

3. To explore a current issue in Psychology

Students undertake numerous modules, creating foundations of knowledge and theory, whilst exploring children’s holistic development, and the factors which impact their ability to learn. For the Early Years pathway, assessed placements prepare you with a Level 3 Early Years Educator licence, to practice alongside your degree.

Module content:

Starting your first year at university is a new experience and it requires dedication, commitment and hard work. By making the choice to attend university you are responsible for your own learning which can be quite a change from previous study.

This module is designed specifically to introduce you to the academic and professional skills necessary to engage in Higher Education. It will walk you step by step through some of the major skills you will need to develop in order to be a successful student. 

Topics covered include how to get the most out of lectures, working as part of a team, how to find appropriate academic sources, how to use APA referencing, interpreting an assignment brief, structuring a written assignment, advancing a written argument, beginning critical analysis and wellbeing and resilience.


Module aims:

This module aims to:

  • introduce students to the academic and professional skills necessary to engage in Higher Education;
  • support students to make a successful transition to study and life at University;
  • build learning power to enable students to become effective and independent learners.

Module content:

This module will introduce you to the key skills and attributes required for successful practice in the workplace.  It will introduce you to legislative and statutory guidance for safeguarding, recognising when a person might be in danger or at risk and the procedures which must be followed.  You will be able to explore professional, generic, work-specific and transferrable skills in the workplace and set action plans and targets for professional performance.  This module will also enable you to begin the process of developing reflective practice skills and how to link theory with practice, and practice to theory.


Module aims:

This module aims to :

  • introduce students to placement learning in professional contexts which are relevant for their chosen programme of study.
  • guide students through the professional knowledge, skills and dispositions which will enable them to have an enriching placement experience and prepare them for further placement experiences at Level 5 of their programme.
  • introduce students to key elements of the University of Chester Citizen Student Strategy: it will support students in contributing to the community as engaged learners, foster a sense of the benefits of active learning and engagement with employers.

For students on the Early Childhood (0-8) pathway, the module will give the opportunity to complete elements of the Early Years Educator criteria and the Graduate Practitioner Competencies.

Module content:

This module provides a historical overview to the emergence of social justice, inclusive education, and special educational needs. Terms, perceptions, and concepts are considered, as well as the importance of reflecting on any personal bias that might impact professional practice. You will be introduced to key theories, legislation and policy and consider how this might translate into practice. Emphasis will be placed on how children and young people with special educational needs and other diverse needs can be supported and enabled in settings, in relation to both a learning and social context.


Module aims:

This module aims to:

  • examine concepts and theories relating to social justice, inclusive education, and special educational needs; 
  • explore how children and young people with diverse needs can be supported in settings and, the importance of early identification of need.

Module content:

This module aims to:

Explore how childhood is socially constructed and the ways in which children, as social agents, shape their childhoods, as well as considering the historical and social conditions that led to the introduction of a state system of schooling.

Discuss and consider the significant acts and events that marked the consolidation of state involvement and how changes in the structure of society led to advances in educational provision.

 


Module aims:

Students will be encouraged to explore historical and contemporary representations of children, and the concept of childhood. This module will then introduce the origins of a state-controlled education system where students will explore the social conditions which lead to this. Key moments in history will allow students to develop an understanding of how the past has shaped the present and will encourage comparison and contrast of current issues in education and society.

Module content:

In this module you will explore pedagogy, learning theories, key concepts and theories of play and the relationship between play and holistic development. 

You will engage with policy, practice, research and debates in relation to playful learning and thinking in the EYFS and National Curriculum.   This will include the importance of successful transitions between stages of learning.

You will explore how play and exploratory learning are used to scaffold, facilitate and extend children and young people’s learning and thinking.  


Module aims:

This module aims to:

  • examine key concepts and theories of learning and development;  
  • engage with policy, practice, research and debates in relation to playful learning and thinking:
  • explore the vital role of play in young children's learning, including how play and exploratory learning is used to scaffold, facilitate and extend learning and development.  

Module content:

Children and young people live in a social world and grow up with all kinds of different experiences which can impact on their personal, social and emotional development. In this module, you will explore the variety of factors which affect the behaviour of children and young people.  This includes topics such as attachment, self-esteem, parenting, family dynamics, temperament and personality and Special Educational Needs & Disability. 

You will also examine ways of supporting the social and emotional development of children and young people, including through multi agency working and whole setting approaches.


Module aims:

This module aims to:

  • support students in understanding the myriad factors which impact on the social and emotional development of children and young people;
  • develop insights into ways of supporting children and young people's social and emotional development.

You will become critical in your knowledge and understanding of social, political, and cultural perspectives on childhood learning, choosing a pathway that focuses on either Primary Education or Early Childhood. Modules are carefully tailored to deepen and widen your knowledge. Placements continue.

Module content:

This module introduces you to the concept and value of research for shaping effective policy, systems and practice in the child, family, young people, and education workforce. Focus will be given to the importance of ethical principles when undertaking research involving people, and you will be presented with various opportunities to design, pilot, evaluate data collection tools and examine your findings against published literature. Although quantitative and mixed methods research will be considered, emphasis will be placed on qualitative approaches, particularly those which encourage participatory research. You will develop transferrable research skills and gain confidence in formulating research questions and proposals to prepare you for your level 6 research study.


Module aims:

This module aims to:

  • promote understanding of the value of research for shaping effective policy, systems and practice in the child, family, young people, and education workforce;
  • provide an opportunity to design, pilot and evaluate data collection tools;
  • develop the knowledge, skills and confidence required for the level 6 research study. 

Module content:

This module enables students to develop the skills and attributes required for successful practice in the workplace.  Students will engage with safeguarding updates in line with current statutory and legislative guidance.  Also, there will be discussion and analysis of professional, generic, work-specific and transferrable skills in the workplace, alongside the application of team-work in practice.  Students will also be able to evaluate action plans and targets for professional performance, and review models of reflective practice.  The relationship between theory and practice, and practice with theory will also be further developed.


Module aims:

This module aims to

  • develop students’ placement learning in professional contexts which is relevant for their chosen programme of study.
  • support students through further analysis of the professional skills and values which will enable them to have an enriching placement experience.
  • reinforce students' understanding of the key elements of the University of Chester Citizen Student Strategy: it will further support students in contributing to the community as engaged learners, fostering a sense of the benefits of analysing their active learning and engagement with employers.

For students on the Early Childhood (0-8) pathway, the module will provide an opportunity to complete elements of the Early Years Educator criteria and the Graduate Practitioner Competencies.

Module content:

In this module you will consider definitions and interpretations of the concept of creativity. You will focus on recognising a range of alternative, creative and thematic approaches to delivering educational opportunities.

As part of your learning you will use problem solving methods to plan, design and prepare for creative learning opportunities.

This module will also encourage you to explore the place of creativity within the curriculum and associated barriers to creativity. Throughout the module you will scrutinise and evaluate the use of curriculum design methods and resources for all learners.


Module aims:

This module aims to support students to:

  • engage with a range of alternative, creative and thematic approaches to delivering educational opportunities;
  • analyse the place of creativity and associate barriers within curricula;
  • evaluate creative curricular approaches and resources and consider their impact on all learners.

Module content:

The traditional academic programme structure is not applicable in relation to this experiential learning opportunity. The experiential content is freely structured and determined by negotiation between the student, placement supervisor and host organisation. It is generally informed by the aims and learning outcomes and by the objective of optimising added value for both the host organisation and the student experience. 

A mid-placement review will enable peer to peer sharing of experiential learning, permit feedback and allow an analysis of the range of skills and benefits derived from the placement. It will also further develop the construction of the portfolio.  

All students will engage in the drawing up of a learning agreement on acceptance of the placement that will cover a contact plan and agreed learning outcomes with their designated academic tutor and placement coordinator.


Module aims:

This module aims to:

  • provide an opportunity for students to apply and enrich their previous theoretical knowledge and understanding of course content through observation in and insights derived from working in an organisation and professional environment 
  • enable students to develop their practical and transferable skills in a work-based environment and to experience a broad range of tasks and responsibilities relevant to their chosen setting 
  • enable students to pursue professional and personal development in a workplace environment
  • enable students to analyse practice skills required in the workplace environment as they relate to theoretical perspectives from their studies and research and vice versa.

Module content:

All children are powerful communicators; between the ages of 0-11 a vast amount of communication and language development takes place.  This module will examine the key theories which aim to explain how children (aged 0-11) acquire their language and communication skills; indeed, it examines how the roots of language and communication begin before birth by considering topics such as elements of brain development and its link to communication.

The module will also consider the phases of language acquisition through which children may progress, along with the factors that may promote or impede this including EAL. Students will learn about the development of literacy skills and how this process can be supported effectively.

Students will also learn about how adults may intervene appropriately to support the development of children's language and communication through techniques such as careful observation and assessment. How we may plan for the development of children’s language and communication through both adult and child-initiated activity is also reflected upon.  The module acknowledges that features of language and communication include both verbal and non-verbal communication and how children strive to represent their world in various forms such as drawing and writing.


Module aims:

This module aims to:

  • explore and analyse key theories of language acquisition and communication development;
  • enable students to reflect on the importance of communication for the child;
  • analyse the social and cultural contexts affecting communication and language.

Module content:

In this module, you will develop your understanding of the health and wellbeing of babies and children from birth to 11 years. The module discusses the nature of holistic health and wellbeing and identifies contemporary factors which may contribute to poor health and wellbeing and the resulting impact on babies and children. The causes and effects of health inequalities will be explored and strategies identified which aim to develop health promotion to improve the health and wellbeing of babies, young children and their families, with a focus on the role of the professional both within the setting and in conjunction with external agencies in a multi professional context.


Module aims:

This module aims to:

  • provide students with the knowledge and understanding necessary to support the health and well-being of babies and children from birth to 11 years:
  • consider a range of contemporary factors impacting on the health and wellbeing of children from birth to 11 years
  • identify and consider the roles of external professionals in addressing a range of health care issues in a multi-professional context;
  • understand requirements for basic first aid for babies and children from birth to 11 years.

Module content:

This module focuses on the central role of effective communication in the development of positive relationships with young children, with their parents, with colleagues in the workplace and with other professionals and agencies.

You will examine the importance of respectful partnerships with parents/caregivers and explore the ways in which practitioners and parents/caregivers can work together to support the learning and development of young children.

You will also consider the importance of working as a member of a team and in multi professional contexts and investigate the barriers to successful teamwork and how to address these in the workplace.  The role of the leader in early childhood settings will also be explored.


Module aims:

This module aims to:

  • support students in understanding the vital importance of positive relationships in all areas of work with young children and their families;
  • explore the central role of effective communication in the development of positive relationships with children, with their parents, with colleagues in the workplace and with other professionals and agencies;
  • introduce key concepts of leadership and management in Early Childhood Settings.

Module content:

This module focuses on the central role of effective communication in the development of positive relationships with primary age children, with their parents, with colleagues in the workplace and with other professionals and agencies.

You will examine the importance of respectful partnerships with parents/caregivers and explore the ways in which practitioners and parents/caregivers can work together to support the learning and development of primary age children.

You will also consider the importance of working as a member of a team and in multi professional contexts and investigate the barriers to successful teamwork and how to address these in the workplace.  The role of the leader in primary schools and other educational settings will also be explored.


Module aims:

This module aims to:

  • support students in understanding the vital importance of positive relationships in all areas of work with primary age children and their families;
  • explore the central role of effective communication in the development of positive relationships with children, with their parents, with colleagues in the workplace and with other professionals and agencies;
  • introduce key concepts of leadership and management in Primary Education.

You are now a more independent learner and will be able to approach modules and assessments as a critical thinker. You will be a well-rounded student, able to consider theory and practice in a nursery or school setting, and we will help you to confidently author your personal research project.

Module content:

This independent extended research project provides you with the opportunity to study an area of significance related to children, young people and/or families and communities in professional contexts. Building on concepts, theories and skills encountered within the programme, the module enables you to develop a high level of specialist knowledge which will help to prepare you for the workforce. Within an empirical context, the position of research in terms of quantitative and qualitative perspectives is justified, as is the adoption of methods of data collection.  Ethical issues within research are analysed, as are techniques of data analysis and presentation.  The application of theory is a key feature of the module which incorporates a literature review.


Module aims:

The module aims to:

  • integrate concepts, theories, knowledge, and skills encountered within the programme;
  • provide the opportunity to plan, undertake and evaluate an extended research study that helps to develop specialist knowledge and skills in preparation for the workforce. 

Module content:

  • Safeguarding updates in line with current statutory and legislative guidance
  • Discussing and analysing professional, generic, work-specific and transferrable skills in the workplace
  • Evaluating action plans and targets for professional performance
  • Models of reflective practice
  • The relationship between theory and practice and modules studied in Level 6
  • CV writing and applying for jobs/further study
  • Considering placements to date; making career plans

Module aims:

This module aims to:

  • enable students to critically reflect upon their placement learning in a professional context, relevant to their chosen programme of study;
  • support students to demonstrate the professional skills and values that will enable them to have an enriching placement experience and support their employability and future career choices;
  • extend students’ demonstration of the University of Chester Citizen Student Strategy.

Module content:

This module presents you with the opportunity to examine how marginalisation in childhood happens and its impact on young children and families. Considering a range of marginalised groups, including those less acknowledged, you will be encouraged to develop a high level of critical thinking, drawing upon sociological and psychological theories of social injustice and prejudice.

The module challenges you to question your own attitudes whilst acknowledging that policy and practice within child and family services, which are based on mainstream values and norms, can be problematic for some individuals. It also encourages you to stay abreast of social inequalities in society relating to children and families, through critiquing the role of media in reinforcing social bias and identifying how practitioners can help to empower marginalised groups.


Module aims:

This module aims to:

  • utilise sociological and psychological theories of social injustice to examine social inequalities faced by marginalised children and their families, including the role of media in introducing and reinforcing stereotypes and stigma;
  • consider ways in which practitioners can empower marginalised children and families in a range of settings.

Module content:

In Early Childhood Education and Care there are many dominant discourses which are often presented as the only way to think about Early Childhood, however this is not the case.  

In this module, you will deconstruct some of the dominant discourses in Early Childhood to understand the reasons behind them and consider a range of alternative ways of viewing Early Childhood.  You will explore a range of contemporary issues reflecting the dominant discourses of the time.


Module aims:

This module aims to:

  • develop critical thinking about Early Childhood and to identify, question and challenge those views and opinions that forget they are just one of many possible ways of viewing Early Childhood;
  • deconstruct dominant discourses and consider alternative ways of viewing Early Childhood.

Module content:

This is a rewarding module which builds upon your previous learning, enabling you to reflect upon the pedagogical knowledge and understanding gained across the course of your degree.  You will focus upon how beliefs and values can affect the principles which underpin Early Childhood practice.  The module also encourages you to think about how your own beliefs and values relate to the development of your pedagogical stance. This includes thinking philosophically and analysing the discourse that is used when exploring the principles, beliefs and values that underpin current Early Childhood Curricular Frameworks and policy.

Effective provision for young children’s learning and development in England will be examined in relation to the work of key thinkers in early education and the principles that underpinned their approach to working with young children. The context of the pedagogue and pedagogy in early childhood practice will also be considered as well as thinking about contemporary approaches to early childhood play and learning.  Throughout the module you will be expected to scrutinise and synthesise a wide range of research relating to pedagogical approaches that underpin early childhood practice.


Module aims:

This module aims to:

  • support students to engage with their own beliefs and values in order to inform a set of personally held principles that would underpin their professional pedagogical practice in Early Childhood.
  • encourage students to take a creative approach to Early Childhood pedagogy and to understand the varying factors that may impact on their choice of a pedagogical approach. 
  • analyse the discourse that is used within curricular documentation and also within legislative and statutory guidance.

Module content:

This module is the optional module for achieving the Early Childhood Graduate Practitioner Competencies and will build upon the practice skills demonstrated in previous settings.  This module will involve a placement experience in an age range of the student's choice but within the 0-8 years age range. This module expects students to work more autonomously and independently with support from the Module Tutor and setting mentor. It will provide students with the opportunity to demonstrate that they have met the following Early Childhood Graduate Practitioner competencies:

  1. Advocating for young children's rights and participation.
  2. Promote holistic child development.
  3. Work directly with young children, families and colleagues to promote health, well-being, safety and nurturing care.
  4. Observe, listen and plan for young children to support their well-being, early learning, progression and transitions.
  5. Safeguarding and child protection
  6. Inclusive Practice
  7. Partnership with parents and caregivers
  8. Collaborating with others
  9. Professional Development

Module aims:

This module aims to

  • provide students with the opportunity to demonstrate that they have met all nine Graduate Practitioner Competencies and that they can critically reflect upon their own knowledge and understanding and also their own practice.
  • enable students to articulate their future development needs as Early Childhood Graduate Practitioners.
  • equip students with an understanding of leadership and management skills.
  • support students to demonstrate independence and autonomy in the gathering of evidence required in order to meet the Graduate Practitioner Competencies.

Module content:

In Primary Education there are many dominant discourses which are often presented as the only way to think about the subject, however this is not the case.  

In this module, you will deconstruct some of the dominant discourses in Primary Education to understand the reasons behind them and consider a range of alternative ways of viewing middle childhood.  You will explore a range of contemporary issues reflecting the dominant discourses of the time.


Module aims:

This module aims to:

  • develop critical thinking about Primary Education and to identify, question and challenge those views and opinions that forget they are just one of many possible ways of viewing things;
  • deconstruct dominant discourses and consider alternative ways of viewing Primary Education.

Module content:

This is a rewarding module which builds upon your previous learning, enabling you to reflect upon the pedagogical knowledge and understanding gained across the course of your degree.  You will focus upon how beliefs and values can affect the principles which underpin Primary practice.  The module also encourages you to think about how your own beliefs and values relate to the development of your pedagogical stance. This includes thinking philosophically and analysing the discourse that is used when exploring the principles, beliefs and values that underpin current Primary Curricular Frameworks and policy.

Effective provision for children’s learning and development in England will be examined in relation to the work of key thinkers in Primary education and the principles that underpinned their approach to working with children. The context of the pedagogue and pedagogy in Primary practice will also be considered as well as thinking about contemporary approaches to childhood play and learning.  Throughout the module you will be expected to scrutinise and synthesise a wide range of research relating to pedagogical approaches that underpin Primary practice.


Module aims:

This module aims to:

  • support students to engage with their own beliefs and values in order to inform a set of personally held principles that would underpin their professional pedagogical practice in Middle Childhood.
  • encourage students to take a creative approach to Middle Childhood pedagogy and to understand the varying factors that may impact on their choice of a pedagogical approach. 
  • analyse the discourse that is used within curricular documentation and also within legislative and statutory guidance.

Who you’ll Learn from

Debbie Ravenscroft

Senior Lecturer
Debbie Ravenscroft

Jeanette Bailie

Senior Lecturer
Jeanette Bailie

Dr Heather Macdonald

Senior Lecturer, Programme Leader MA Education
Heather Macdonald

Dr Helen Eadon-Sinkinson

Programme Leader
Helen Eadon-Sinkinson

Ruth Proctor

Senior Lecturer
Ruth Proctor

How you’ll Learn

Tutors work closely with students and will guide some to publish their undergraduate work on professional degree websites or co-authoring dissertation research for journal publication. 

We also give our students several additional opportunities, including the ability to achieve a Level 3 qualification in Paediatric First Aid, which is now a requirement for staff in all Early Years settings.  

Our commitment goes beyond your undergraduate studies. Subject to achieving a 2:1 in your undergraduate degree, you will benefit from a guaranteed interview on one of our postgraduate teacher training programmes and a range of other courses that will allow you to specialise in areas such as special educational needs, leadership and creativity, as well as pursuing research interests.

Beyond the Classroom

On this course, you’ll spend time in a chosen placement where you’ll apply what you have learned to real scenarios in the workplace, giving you genuine experience and insight that will prepare you for your future career. 

Entry Requirements

104 UCAS Points

UCAS Tariff

104 points

GCE A Level 

Typical offer – CCC-BCC

BTEC 

BTEC Extended Diploma: DMM

International Baccalaureate

26 points

Irish / Scottish Highers

Irish Highers - H3 H3 H3 H4 H4

Scottish Highers - BBBB 

Access requirements

Access to HE Diploma, to include 45 credits at level 3, of which 30 must be at Merit or above

T Level 

T Level with a Pass grade and C or above in the core

Irish / Scottish Highers 

B in 4 subjects 

International Baccalaureate 

26 points from International Baccalaureate 

Access requirements 

QAA recognised Access to HE Diploma Open College Units or Open University Credits 

OCR Cambridge Technicals

OCR Extended Diploma: DMM

Extra Information

Welsh Baccalaureate Advanced and A level General Studies will be recognised in our offer.  We will also consider a combination of A Levels and BTECs/OCRs.

Please note that GCSE grade C/4 or above in English (or equivalent) is required. GCSE grades C/4 or above in Maths and Science are desirable.

All successful candidates who receive an offer of a place for this course and choose the University of Chester as their Firm choice will be required to undergo checks with regards to their suitability to practice.

A couple of months prior to admission to this course, the University will contact you to request that you complete a self-declaration form detailing any relevant convictions or other information that you believe may have an impact upon your ability to undertake work with children or vulnerable adults.  You will also receive instructions on how to complete an online application for a Disclosure and Barring Service (DBS) check through the University as a registered body, there will be a charge for this.

Please note that the University does not accept previous DBS checks from other registered bodies or the update service.

For details about the cost of the DBS and for further information please visit our DBS web pages.

Students from countries outside the UK are expected to have entry qualifications roughly equivalent to UK A Level for undergraduate study and British Bachelor's degree (or equivalent) for postgraduate study. To help you to interpret these equivalents, please click on your country of residence to see the corresponding entry qualifications, along with information about your local representatives, events, information and contacts.

We accept a wide range of qualifications and consider all applications individually on merit. We may also consider appropriate work experience.

For more information on our entry requirements, please visit International Entry Requirements.

72 UCAS Points

UCAS Tariff

72 points 

GCE A Level 

72 UCAS points from GCE A Levels to include grade D in at least one subject

BTEC 

BTEC Extended Diploma: MMP

International Baccalaureate

24 points 

Irish / Scottish Highers

Irish Highers -  H4 H4 H4 H4 H4

Scottish Highers - CCDD

 

Access requirements

Access to HE Diploma – Pass overall

T Level 

 Pass (D or E on the core)

OCR Cambridge Technicals

OCR Extended Diploma: MMP

Extra Information

Welsh Baccalaureate Advanced and A level General Studies will be recognised in our offer.  We will also consider a combination of A Levels and BTECs/OCRs.

Please note that GCSE grade C/4 or above in English (or equivalent) is required. GCSE grades C/4 or above in Maths and Science are desirable.

If you are a mature student (21 or over) and have been out of education for a while or do not have experience or qualifications at Level 3 (equivalent to A Levels), then our Foundation Year courses will help you to develop the skills and knowledge you will need to succeed in your chosen degree.

All successful candidates who receive an offer of a place for this course and choose the University of Chester as their Firm choice will be required to undergo checks with regards to their suitability to practice.

A couple of months prior to admission to this course, the University will contact you to request that you complete a self-declaration form detailing any relevant convictions or other information that you believe may have an impact upon your ability to undertake work with children or vulnerable adults.   You will also receive instructions on how to complete an online application for a Disclosure and Barring Service (DBS) check through the University as a registered body, there will be a charge for this.

Please note that the University does not accept previous DBS checks from other registered bodies or the update service.

For details about the cost of the DBS and for further information please visit our DBS web pages

 

Where you'll Study Exton Park, Chester

Fees and Funding

£9,250 per year (2024/25)

Our full-time undergraduate tuition fees for Home students entering University in 2024/25 are £9,250 a year, or £1,540 per 20-credit module for part-time study.

The University may increase these fees at the start of each subsequent year of your course in line with inflation at that time, as measured by the Retail Price Index. These fee levels and increases are subject to any necessary government, and other regulatory, approvals.

Students from the UK, Isle of Man, Guernsey, Jersey and the Republic of Ireland are treated as Home students for tuition fee purposes.

Following the UK’s exit from the EU, students from countries in the European Economic Area and the EU starting in or after the 2021/22 academic year will pay International Tuition Fees.

Students who have been granted Settled Status may be eligible for Home Fee Status and if eligible will be able to apply for Tuition Fee Loans and Maintenance Loans.

Students who have been granted Pre-settled Status may be eligible for Home Fee Status and if eligible will be able to apply for Tuition Fee Loans.

Irish Nationals living in the UK or Republic of Ireland are treated as Home students for Tuition Fee Purposes.

£13,950 per year (2024/25)

The tuition fees for international students studying Undergraduate programmes in 2024/25 are £13,950. 

This fee is set for each year of study. All undergraduate students are eligible for international and merit-based scholarships which are applicable to each year of study.  

For more information, go to our International Fees, Scholarship and Finance section.

Irish Nationals living in the UK or ROI are treated as Home students for Tuition Fee Purposes. 

Your course will involve additional costs not covered by your tuition fees. This may include books, printing, photocopying, educational stationery and related materials, specialist clothing, travel to placements, optional field trips and software. Compulsory field trips are covered by your tuition fees. 

If you are living away from home during your time at university, you will need to cover costs such as accommodation, food, travel and bills. 

 

Course / subject area specific additional costs:

  • bursa 
  • Placements are in each year of the course and there will be associated travel costs for this

The University of Chester supports fair access for students who may need additional support through a range of bursaries and scholarships.

Full details, as well as terms and conditions for all bursaries and scholarships can be found on the Fees & Finance section of our website.

Your future Career

Job Prospects

With key and transferrable skills, graduates may directly enter various professional roles including Teaching Assistant, Early Years Educator, Children and Families Support Worker, policing or charity work. 

The course also provides a foundation for further study for entry into other professions, such as teaching, children’s nursing, social work or psychotherapy. 

Careers service

The University has an award-winning Careers and Employability service which provides a variety of employability-enhancing experiences; through the curriculum, through employer contact, tailored group sessions, individual information, advice and guidance.

Careers and Employability aims to deliver a service which is inclusive, impartial, welcoming, informed and tailored to your personal goals and aspirations, to enable you to develop as an individual and contribute to the business and community in which you will live and work.

We are here to help you plan your future, make the most of your time at University and to enhance your employability. We provide access to part-time jobs, extra-curricular employability-enhancing workshops and offer practical one-to-one help with career planning, including help with CVs, applications and mock interviews. We also deliver group sessions on career planning within each course and we have a wide range of extensive information covering graduate jobs and postgraduate study.