Education (Top-up) (Top-up) BA (Hons)

UCAS code X303

Location

Stoke-on-Trent campus

Stoke-on-Trent campus

This BA (Hons) Education course (with optional Early Years specialism) has been designed and developed as a final ‘top-up’ year progression route for work-based students who have completed a foundation degree in Education or Early Childhood Studies.

If you are working or volunteering in an educational setting and are engaged in work with children, young people or adults, then this course could be for you.

The course focuses on you as a learning practitioner, providing an opportunity to build on knowledge and experience of working in education through study at higher education level. You’ll develop your skills as a reflective practitioner, making connections between your professional practice and academic study. It’s designed to be flexible to your personalised needs, interests and experience and builds on current and previous practice within your workplace setting.

It will deepen your professional understanding and subject knowledge and build your self-confidence and belief in yourself as a professional learning practitioner.

The course requires online attendance for teaching sessions, seminars and tutorials and is designed to fit around your work (paid or voluntary) within an educational setting.

Teaching sessions are delivered online on a Monday late afternoon/early evening.

Key features of the course:

  • Choose to study modules with a specific focus on Early Years provision and practice or modules with a more general focus on Education. There are separate pathways to the same degree.
  • A focus on you as a learning practitioner, helping you to build self-confidence, self-knowledge and self-belief, and an understanding of your own skills, attributes and abilities.
  • A flexible approach to learning using online teaching sessions for convenience.
  • Opportunities to choose the context for your module assessments which are linked to your own practice within your own setting.

These courses are distanced learning courses and are therefore, delivered fully online.

Educators working with older and professional learners may also wish to consider our BA Top-Up Post-Compulsory Education and Training Course: Education (with Post-Compulsory Education and Training) (Top-up) - Staffordshire University (staffs.ac.uk) 

If you are working or volunteering in an educational setting and are engaged in work with children, young people or adults, then this course could be for you.

The course focuses on you as a learning practitioner, providing an opportunity to build on knowledge and experience of working in education through study at higher education level. You’ll develop your skills as a reflective practitioner, making connections between your professional practice and academic study. It’s designed to be flexible to your personalised needs, interests and experience and builds on current and previous practice within your workplace setting.

It will deepen your professional understanding and subject knowledge and build your self-confidence and belief in yourself as a professional learning practitioner.

The course requires online attendance for teaching sessions, seminars and tutorials and is designed to fit around your work (paid or voluntary) within an educational setting.

Teaching sessions are delivered online on a Monday late afternoon/early evening.

Key features of the course:

  • Choose to study modules with a specific focus on Early Years provision and practice or modules with a more general focus on Education. There are separate pathways to the same degree.
  • A focus on you as a learning practitioner, helping you to build self-confidence, self-knowledge and self-belief, and an understanding of your own skills, attributes and abilities.
  • A flexible approach to learning using online teaching sessions for convenience.
  • Opportunities to choose the context for your module assessments which are linked to your own practice within your own setting.

These courses are distanced learning courses and are therefore, delivered fully online.

Educators working with older and professional learners may also wish to consider our BA Top-Up Post-Compulsory Education and Training Course: Education (with Post-Compulsory Education and Training) (Top-up) - Staffordshire University (staffs.ac.uk) 

On successful completion of study, we will issue the following award: BA (Hons) Education

On successful completion of study, we will issue the following award: BA (Hons) Education

Blended learning

If you apply for the blended learning route all sessions and some tutorials will be conducted online via Microsoft Teams. However, you will have opportunities to come onto campus for Face-to-Face tutorials throughout the year.

Please note, if you apply for this route, you may be able to access a maintenance loan as well as the SFE loan. 

Distance learning

If you apply for the Distance Learning route all sessions and tutorials will be conducted online via Microsoft Teams. 

Please note, if you apply for this route, you will not be able to access a maintenance loan but may still be able to access the SFE Loan. 

Blended learning

If you apply for the blended learning route all sessions and some tutorials will be conducted online via Microsoft Teams. However, you will have opportunities to come onto campus for Face-to-Face tutorials throughout the year.

Please note, if you apply for this route, you may be able to access a maintenance loan as well as the SFE loan. 

Distance learning

If you apply for the Distance Learning route all sessions and tutorials will be conducted online via Microsoft Teams. 

Please note, if you apply for this route, you will not be able to access a maintenance loan but may still be able to access the SFE Loan. 

Course content

This course is designed to enhance your career opportunities, so work-based reflection and development forms a major part of the overall course content.

Throughout the course, you’ll engage in:

  • Work-based tasks and research
  • Creation of resources to support learning
  • Observation of the practice of professionals
  • Reflection on organisational practice
  • Wider understanding of sector practice

You’ll develop a broad understanding and knowledge of how education can take place in a variety of organisations and locations, and how education can be delivered outside of the traditional classroom to enhance the learning journey.

As part of the course you’ll have the opportunity to engage in a small-scale research project on a topic that is relevant to your current practice and interests.

Throughout the programme you’ll be encouraged to reflect critically; to listen carefully to the views of others; to question values and opinions; to investigate evidence and you’re your own informed conclusions. You’ll be encouraged to develop as an independent learner and to extend your skills of collaborating and negotiation.

This course is designed to enhance your career opportunities, so work-based reflection and development forms a major part of the overall course content.

Throughout the course, you’ll engage in:

  • Work-based tasks and research
  • Creation of resources to support learning
  • Observation of the practice of professionals
  • Reflection on organisational practice
  • Wider understanding of sector practice

You’ll develop a broad understanding and knowledge of how education can take place in a variety of organisations and locations, and how education can be delivered outside of the traditional classroom to enhance the learning journey.

As part of the course you’ll have the opportunity to engage in a small-scale research project on a topic that is relevant to your current practice and interests.

Throughout the programme you’ll be encouraged to reflect critically; to listen carefully to the views of others; to question values and opinions; to investigate evidence and you’re your own informed conclusions. You’ll be encouraged to develop as an independent learner and to extend your skills of collaborating and negotiation.

Academic year

Modules

The tables provide an indicative list of the modules that make up the course for the current academic year. Each module is worth a specified number of credits. Our teaching is informed by research, and modules change periodically to reflect developments in the discipline. We aim to ensure that all modules run as scheduled. If for any reason a module cannot be run we will advise you as soon as possible and will provide guidance on selecting an appropriate alternative module where available.

Year 1 compulsory modules
Changes And Developments In Education 20 credits
Doing Education Differently 20 credits
Individual Study Project 40 credits
The Reflective Practitioner 40 credits

Modules

The tables provide an indicative list of the modules that make up the course for the current academic year. Each module is worth a specified number of credits. Our teaching is informed by research, and modules change periodically to reflect developments in the discipline. We aim to ensure that all modules run as scheduled. If for any reason a module cannot be run we will advise you as soon as possible and will provide guidance on selecting an appropriate alternative module where available.

Year 1 compulsory modules
Changes And Developments In Education D/L 20 credits
Doing Education Differently D/L 20 credits
Individual Study Project D/L 40 credits
The Reflective Practitioner D/L 40 credits

Entry requirements

Applicants for the Education or Early Years specialism must be employed (either paid or voluntary) within an education or early years setting for at least four hours per week.

For the Education and Early Childhood Studies pathway, the course has been designed for those with an appropriate Foundation Degree in Education or Early Childhood Studies. Applications for the Education or Early Years specialism will be considered from students with at least 240 credits, of which a minimum of 120 must be at Level 5 from a relevant course e.g. HND, ECS.

Applicants for the Education or Early Years specialism must be employed (either paid or voluntary) within an education or early years setting for at least four hours per week.

For the Education and Early Childhood Studies pathway, the course has been designed for those with an appropriate Foundation Degree in Education or Early Childhood Studies. Applications for the Education or Early Years specialism will be considered from students with at least 240 credits, of which a minimum of 120 must be at Level 5 from a relevant course e.g. HND, ECS.

We understand that you might have experienced a challenging run up to higher education and may have not met the entry requirements as listed. If this is the case don’t worry, contact us and our team of expert advisors can guide you through the next stages of application, or help you find the perfect course for your needs.

For equivalent entry requirements in your home country, please see the information on our country pages.

Choose your country

Check our entry and English language requirements for your country.

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Careers

You will be provided with opportunities to prepare you for employment.

Our graduates work in a range of careers in educational settings, children’s centres, care and family support, educational administration and management, play work and learning support. Many enter teaching through PGCE, Schools Direct, Schools Direct salaried and School-Centred Initial Teacher Training (SCITT) routes.

Others have progressed to postgraduate study, such as Early Years Teacher, and Masters programmes.

All students have access to Career Connect, our dedicated careers team.

Teaching and assessment

Teaching

The teaching and learning strategies have been carefully designed to maximise the opportunity for you to use and reflect upon your employment in the education/early years sector. Learning and teaching strategies will include; whole and small group discussion via Teams/Zoom, problem-based learning, case studies, individual research, verbal questioning, experiential practical learning for example, facilitated learning observation, one-to-one tutorials, critical reflective practice, observation of other professionals and guest speakers.

The teaching approach will often be activity based and participatory and students are expected to take a full and responsible part. You will also be required to complete work related tasks in all modules. This will give you the opportunity to link theoretical perspectives to your setting, and enable you to reflect on values, practices, assumptions and policies, nationally, and locally.

Through our Virtual Learning Environment ‘Blackboard’ you’ll have access to course materials, lecture notes, PowerPoint presentations and reading lists, so you can manage your time effectively.

The teaching and learning strategies have been carefully designed to maximise the opportunity for you to use and reflect upon your employment in the education/early years sector. Learning and teaching strategies will include; whole and small group discussion via Teams/Zoom, problem-based learning, case studies, individual research, verbal questioning, experiential practical learning for example, facilitated learning observation, one-to-one tutorials, critical reflective practice, observation of other professionals and guest speakers.

The teaching approach will often be activity based and participatory and students are expected to take a full and responsible part. You will also be required to complete work related tasks in all modules. This will give you the opportunity to link theoretical perspectives to your setting, and enable you to reflect on values, practices, assumptions and policies, nationally, and locally.

Through our Virtual Learning Environment ‘Blackboard’ you’ll have access to course materials, lecture notes, PowerPoint presentations and reading lists, so you can manage your time effectively.

Assessment

The assessment tasks set over the duration of the programme have been designed to develop and build upon a wide range of personal professional skills, whilst strongly reinforcing links between theory and practical application. Some modules have more than one assessment task and will be linked to the teaching and learning methods of the modules.

Formative assessment will underpin all teaching and learning, and enable the tutors to identify problems, offer feedback and feed forward to maximise the effectiveness of the learning process. Engagement with vocational learning is also formatively assessed through presentations of work-related learning, developing practical resources and producing reviews of policy and practice. Most of the formative assessment and self-assessment will be conducted through professional dialogue with tutors and with peers through structured online learning conversations.

The assessment tasks set over the duration of the programme have been designed to develop and build upon a wide range of personal professional skills, whilst strongly reinforcing links between theory and practical application. Some modules have more than one assessment task and will be linked to the teaching and learning methods of the modules.

Formative assessment will underpin all teaching and learning, and enable the tutors to identify problems, offer feedback and feed forward to maximise the effectiveness of the learning process. Engagement with vocational learning is also formatively assessed through presentations of work-related learning, developing practical resources and producing reviews of policy and practice. Most of the formative assessment and self-assessment will be conducted through professional dialogue with tutors and with peers through structured online learning conversations.

Learning support

In addition to the excellent support you will receive from your course teaching team, our central Academic Skills team provides group and one-to-one help to support your learning in a number of areas. These include:

  • study skills such as reading, note-taking and presentation skills
  • written English, including punctuation and grammatical accuracy
  • academic writing and how to reference
  • research skills
  • critical thinking and understanding arguments
  • revision, assessment and examination skills
  • time management

Additional support

Our Student Inclusion Services support students with additional needs such as sensory impairment, or learning difficulties such as dyslexia.

Feedback

You will normally receive feedback on coursework assessments within 20 working days following the date of submission. Examination feedback may take a variety of formats. However, as a minimum, generic feedback will be made available to all students who take written examinations.

You will normally receive feedback on coursework assessments within 20 working days following the date of submission. Examination feedback may take a variety of formats. However, as a minimum, generic feedback will be made available to all students who take written examinations.

Fees

For the course starting on 8 September 2025 the tuition fees are:

Study option UK / Channel Islands
Full-time £6,930 per year of study

For the course starting on 8 September 2025 the tuition fees are:

Study option UK / Channel Islands
Full-time £7,110 per year of study

UK and Channel Island students: This tuition fee is agreed subject to UK government policy and parliamentary regulation. If the UK government passes appropriate legislation, the fee for subsequent years of study may increase in each academic year. But this increase will not exceed the rate of inflation as measured by RPIX**. Any change in fees will apply to both new and continuing students. The University will notify students of any change as early as possible. Further information about fee changes would be posted on the University’s website once this becomes available.

**RPIX is a measure of inflation equivalent to all the items in the Retail Price Index (RPI) excluding mortgage interest payments.

Accommodation and living costs

Accommodation and living costs are not included in our fees. 

Sources of financial support

If you are looking to access SFE funding for your course please be aware that for DL routes you cannot apply for the maintenance funds.  For further money advice and guidance please contact student-support@staffs.ac.uk

Scholarships and additional funding

As an undergraduate student at Staffordshire, you may be eligible for additional financial support through one of our scholarships and bursaries. You can visit our funding page to find out more and check your eligibility.

Scholarships and additional funding

As an undergraduate student at Staffordshire, you may be eligible for additional financial support through one of our scholarships and bursaries. You can visit our funding page to find out more and check your eligibility.

Our students

The tutor was absolutely fantastic

The tutor was absolutely fantastic and supportive – and I think what worked really well is me studying around full-time work. I had a Tuesday evening study so it worked really nicely around my Teaching Assistant role that I was doing at the time. 

It was difficult, but the support that I had off our lecturer was fantastic. They’d worked in education for a number of years so they understood how it worked.  

Marcel Phillips

BA (Hons) Education Studies

Apply

Location Award Study option Start date
Stoke-on-Trent campus BA (Hons) Full-time, long top-up 8 September 2025 Apply now

Rules and regulations

If you are offered a place at University of Staffordshire, your offer will be subject to our rules, regulations and enrolment conditions, which may vary from time to time.

Students of University of Staffordshire enter into a contract with us and are bound by these rules and regulations, which are subject to change. For more information, please see: University Policies and Regulations.

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Early Childhood Studies BA (Hons)

Optional pathways in Mental Health and Wellbeing, Education for Our Sustainable World, Special Educational Needs and Disabilities.

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