BA (Hons) Education Studies and Drama

Education Studies and Drama offers students an opportunity to combine a deeper understanding of teaching and facilitation with the subject specific skills of Drama.

BA (Hons) Education Studies and Drama at University of Winchester

UCAS code: WX43

Entry Requirements* 

Typical offer: 

2018 Entry: 96-112points 

*UCAS has changed the way they calculate the tariff for courses starting in September 2017. Find out more about the new tariff.

A GCSE A*-C or 9-4 pass in English Language is required.

Degree duration: 

3 years full-time; 6 years part-time

IELTS 6.0 overall with a minimum of 5.5 in writing

Course Tuition Fees and Additional Costs

UK/EU/Channel Islands and Isle of Man

If you are a UK or EU student starting your degree in September 2018, the first year will cost you £9,250. For international students, the first year fee is £12,950. Based on this fee level, the indicative fees for a three-year degree would be £27,750 for UK and EU students and £38,850 for International students. Remember, you don't have to pay any of this upfront if you are able to get a tuition fee loan from the UK Government to cover the full cost of your fees each year. You can find out more here. If finance is a worry for you, we are here to help. Take a look at the range of support we have on offer. This is a great investment you are making in your future, so make sure you know what is on offer to support you. 

2018 Entry Full-time £9,250 p/a.

Total Cost: £27,750 (3 years) 

UK/EU Part-Time fees are calculated on a pro rata basis of the full-time fee for a 120 credit course. The fee for a single credit is £77.08 and a 15 credit module is £1,156. Part-time students can take up to a maximum 90 credits per year, so the maximum fee in a given year will be the government permitted maximum fee of £6,938

International Students

2018 Entry Full-time £12,950** p/a
Total Cost: £38,850** (3 years)

International part-time fees are calculated on a pro rata basis of the full-time fee for a 120 credit course. The fee for a single credit is £107.92 and a 15 credit module is £1,620. Fees for students from Vestfold University College in Norway (who receive a 10% reduction) and NLA are £11,655.

**International fees are still subject to approval from the University of Winchester Board of Governors.


Additional costs: 


  • Books - In the second and third year of study, some Education Studies optional modules may require students to purchase one 'set' text per year. £15 per text.
  • Books - Drama Core Texts are available from the University Library; however some students prefer to purchase their own copies. Some Core Texts can be bought second hand, or as an ebook which can often reduce this cost. £50-60
  • Trip - There will be visits to schools for students in their second year.  The cost of travel and expenses will need to be covered by the student. £0. - £20 
  • Trip - There are some optional field trips to educational sites in the third year of study. There is one optional module which includes visits to museum sites as part of the curriculum.  Students will be responsible for paying their own travel costs and expenses. £35. - £70 per trip 
  • DBS check - Students will need to pay for the Disclosure and Barring Service fee if they chose an optional Drama module where they carry out work in a school or other community context. This will either be in the second or third year of study. £44 current cost of check.
  • If students undertake placements as part of their Drama optional module choices in Years 2 & 3. They are responsible for their travel costs.  £50-60



  • Books - and other reading materials are very important to the Education Studies programme. In the students second year of study, students will be required to purchase core texts for two mandatory modules. £100.
  • Printing - In students first year of study, they will be required to produce and print a poster for one of their Level 4 assignments. £10.
  • Printing - Students will be required to cover the cost of printing hard copies of assignments for submission. £65. Per year
  • Printing and binding - in the final year of study, students will be required to print and bind two copies of their dissertation. £15. 
  • There are some organised incursions and excursions to see performances.  Some tickets are free.  Other ticket costs are kept to a minimum.  Sometimes travel costs to travel to theatre will need to be paid by the student. £30.

To find out what general costs are included or excluded in the course fees, such as text books and travel expenses, please click here

Other Information


Taught elements of the course take place on the King Alfred Campus or at West Downs, Winchester

Suitable for applicants from:

UK, EU, World

Pre-approved for a Masters:

University of Winchester students studying Bachelor Honours degrees are pre-approved to start a Masters degree at Winchester. To be eligible students must apply by the end of March in their final year and meet the entry requirements of their chosen Masters degree.

Terms and Conditions

For more information about the University of Winchester's terms and conditions click here

Education Studies at Winchester specialises in looking at educational themes, ideas and practices in the widest possible sense through educational theories and philosophies. Students explore a range of contexts from the classroom and the learner's experience through to education as a lever for social and political change. Theoretical perspectives are drawn from themes which include gender, citizenship, representation, truth, power, childhood and inclusion.

Modern, philosophical, cultural, social, psychological and historical perspectives are all used as analytical tools to help examine educational debates and a wide variety of educational themes and concepts. Students interrogate the educational process as a whole and seek answers to questions about the purpose, value, misuse and difficulties of education and learning.

Complementing this, Drama has a contemporary focus but reviews the histories and traditions of theatre and performance, and interrogates what is meant by these in the twenty-first century. The extent to which drama is a tool for social change, and how it can be used within the educational system to enhance learning, can be explored.

Throughout the programme, students continually develop their critical thinking an emphasis on text-based approaches to staging and devising theatre, along with approaches to applied and community drama. Each approach is explored  in relation to various theories including theatre histories, social and cultural perspectives, major movements and theatre practitioners.

In Year 1, Drama modules offer students insight into the history of drama, the context in which dramatic production has taken place, how to make theatre, the political underpinning of texts and practices, and the ways in which texts and performances are viewed and interpreted. In Years 2 and 3, students extend their practical and critical skills emerging as independent learners.

Year 1

Core modules:

  • 1944-88: The Acts
  • Educational Reflections
  • Educators
  • Principles in Education
  • Literacies in Higher Education
  • Theatre Histories
  • Making

Optional modules

• ES1211 Introducing Early Childhood*
• ES1415 Introducing Special and Inclusive Education*
 *with the permission of the Programme Leader, Introducing Early Childhood or Introducing Special and Inclusive Education ead of 1944-88: The Acts

Year 2

Core modules:

  • Education: Social and Political Thought 
  • Education: Social and Political Thought 2

Optional modules

  • What is a Child?
  • A Thinking about 'Race'
  • B Thinking about 'Race'
  • Independent Study
  • Theorising Early Childhood
  • Education: Social and Political Thought
  • Impairments, Disability and Inclusion
  • Theories of Discipline
  • Theorising Progressive Education
  • Thinking the Holocaust
  • Technology and Education
  • Knowing through Observation
  • Globalisation and Comparative Education
  • Physical Education
  • Constructing Identity: Teachers' Lives and Pupils' Stories
  •  Theorising Special and Inclusive Education
  • What was a Teacher? Histories of Teacher Education
  •  'Pioneers and Separate Spheres' Gender and History of Education 1789-1923
  • Social Inclusion and Exclusion
  • Sexuality: Education, Policy and Practice
  • The Teacher: Power and Pedagogy
  • Education and Work
  • Education & Nature: learning in the Anthropocene
  • Education Beyond Left and Right
  • Culture/ Education
  • Education and Christianity
  • Philosophies of Education
  •  Play
  •  Volunteering in Education Studies
  • C20th Ghosts: Theatre, Time, Identities
  •  Shakespeare and Ideology
  • Production Project
  • Popular Performance
  • Theatre and Cultural Difference
  • Controversy and Censorship
  •  Theatre as Cultural Action
  • Role of the Actor - Intermediate
  • Role of the Actor - Advanced
  • Theatre-in-Education, Drama-in-Education and Children's Theatre
  • Digital Performance
  • Writing For Performance
  • Puppetry and Object Manipulation
  • Physical Theatres
  • Performance Criticism
  • Open Project
  • Musical Theatre in the U.K. and U.S.A
  • Immersive Performance
  • Contemporary Cultural  Heritage
  • Transcultural Practices

Year 3

Core modules:

  • Disserataion in Education Studies


  • Extended Independent Project in Drama

Optional modules:

  • Construction of Gender Roles in Schools
  • Current Issues in Education
  • Democracy and Education
  • Independent Study
  • Loss of Childhood
  • A Early Years Education
  • B Early Years Education
  • Critiquing Higher Education
  • Constructing the Other: Race, Ethnicity and Religion
  • Educating the Teenage Consumer
  • The Inclusive Educator: Values, Virtues and Practice
  • Discipline and the Soul
  • Holocaust Education
  • Marxisms and Schooling
  • Exclusion in and from Schooling: Critical Reflections on Teaching, Policy and Theory
  • Life, Death and Education
  • Utopia and Education
  • Education and the Arab-Islamic World
  • Film as Education
  • Reconceptualising Early Childhood Education (RECE)
  • Contemporary Theory and Practice in Early Childhood
  • Early Childhood in a Changing World
  • Philosophy, Education and the Learning Person
  • Deconstructing Philosophies of Education
  • Education and Jewish Thought
  • Education, Ecologies & Ethics
  • Critiquing Inclusive Educational Practice
  • Critiquing the Museum Experience
  • The Language of Inclusion in Education
  • Education, Inclusion and Refugees
  • Evaluating Educational Research
  • Liberal Education
  • Group Project
  • Group Project: Theatre as Cultural Action
  • Performance Now: Debates and Discourses
  • Performance Now: Advanced Research Practice
  • Creative Entrepreneurship and Production
  • Body Parts
  • Theatre Stories
  • Women, Theatre and Autobiography
  • British Theatre 1945-2015
  • Volunteering


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 The University will notify applicants of any changes made to the core modules listed above. 

Our aim is to shape 'confident learners' by enabling you to develop the skills needed to excel in your studies here and as well as onto further studies or the employment market.

You are taught primarily through a combination of lectures and seminars, allowing opportunities to discuss and develop your understanding of topics covered in lectures in smaller groups.

In addition to the formally scheduled contact time such as lectures and seminars etc.), you are encouraged to access academic support from staff within the course team, your personal tutor and the wide range of services available to you within the University.

Independent learning

Over the duration of your course, you will be expected to develop independent and critical learning, progressively building confidence and expertise through independent and collaborative research, problem-solving and analysis with the support of staff. You take responsibility for your own learning and are encouraged to make use of the wide range of available learning resources available.

Overall workload

Your overall workload consists of class contact hours, independent learning and assessment activity.

While your actual contact hours may depend on the optional modules you select, the following information gives an indication of how much time you will need to allocate to different activities at each level of the course.

Year 1 (Level 4): Timetabled teaching and learning activity*

  • Teaching, learning and assessment: 252 hours
  • Independent learning: 948 hours

Year 2 (Level 5): Timetabled teaching and learning activity*

  • Teaching, learning and assessment: 240 hours
  • Independent learning: 948 hours
  • Placement: 12 hours

Year 3 (Level 6): Timetabled teaching and learning activity*

  • Teaching, learning and assessment: 228 hours
  • Independent learning: 972 hours

*Please note these are indicative hours for the course. 

Further information

For more information about our regulations for this course, please see our Academic Regulations, Policies and Procedures library 

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.

Percentage of the course assessed by coursework

The assessment balance between examination and coursework depends to some extent on the optional modules you choose. The approximate percentage of the course assessed by different assessment modes is as follows:

Year 1 (Level 4)*:

  • 38 per cent coursework
  • 4 per cent written exams
  • 58 per cent practical exams

Year 2 (Level 5)*:

  • 73 per cent coursework
  • 0 per cent written exams
  • 27 per cent practical exams

Year 3 (Level 6)*:

  • 87 per cent coursework
  • 0 per cent written exams
  • 13 per cent practical exams

*Please note these are indicative percentages and modes for the programme.


We are committed to providing timely and appropriate feedback to you on your academic progress and achievement in order to enable you to reflect on your progress and plan your academic and skills development effectively. You are also encouraged to seek additional feedback from your course tutors.

At the University of Winchester validated programmes 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. The University is committed to ensuring that 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 in the programme you are interested in can be found on the course page, by attending an Open Day/Evening, or contacting our teaching staff.

Graduates work as teachers, education officers in theatres and venues or as practitioners working in theatre, Theatre-in-Education, community drama, applied contexts and drama therapy.

For more information about graduate employment visit From Freshers to Future - what will yours be? 


The Destinations of Leavers from Higher Education (DLHE) record collects information about what those completing university go on to do six months after graduation. The Careers Service undertakes DLHE on an annual basis through surveys and a data collection process. DLHE is designed and strictly controlled by HESA.

While DLHE provides accurate information about first destinations, this data needs to be viewed with some degree of care. Six months after leaving university is often a time of much uncertainty and change for leavers; many will be unsure of their long-term career plans and may take a temporary job or time out. The destinations of graduates only six months out of university do not necessarily reflect longer term career success and are therefore a crude measure of employability. Therefore, DLHE data should be viewed as merely a 'snapshot' of one particular year's experiences at a specific point in time.

At the University of Winchester, we are committed to ensuring all our students gain employability skills to enable you to enter graduate level jobs and pursue the profession of your choice, for more information please read the Employability Statement.

Course Enquiries and Applications

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

International Students

International students seeking additional information about this programme can send an email to or call +44 (0)1962 827023

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