BA (Hons) Education, Youth and Community Studies

The decision means EU students applying for an undergraduate or master's course at an English university or further education institution in the 2018 to 2019 academic year will continue to have access to student loans aThrough a focus on theoretical perspectives drawn from themes such as gender, citizenship, inclusion, childhood and young people, representation, technology and power, Education, Youth and Community Studies at Winchester combines the study of education in its widest possible sense with the development of a critical awareness of research, policy and practice in relation to young people, and their families.  Students explore a range of contexts relevant to education and to working with young people whilst also considering education as a lever for social and political change.d grants, even if the course concludes after the UK's exit from the EU. *Subject to Validation

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BA (Hons) Education, Youth and Community Studies at University of Winchester

UCAS code: LL55

Entry Requirements 

Typical offer:

2017 Entry: 104-120 points

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

Additional entry requirements: A Disclosure and Barring Service (DBS) check is required for some optional modules at a cost of £44

Degree duration:

3 years full-time; 6 years part-time

International Baccalaureate:

25 points

If English is not your first language:

Year 1/Level 4: IELTS 6.0 (including 6.0 in writing) or equivalent 

Course Tuition Fees and Additional Costs

UK/EU/Channel Islands and Isle of Man

2017 Entry Full-time £9,250** p/a
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 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 £6,939.
Total Cost: £27,750** (3 years)

International Students

2017 Entry Full-time £11,600** p/a
Total Cost: £34,800** (3 years)

For further details, click here

Additional costs:

Optional costs: A Disclosure and Barring Service (DBS) check is required for some optional modules at a cost of £44

 

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

Location: 

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.

*'Validation' is the process by which the University approves a new programme to ensure that it provides a distinct, high-quality academic experience for students, that enables them to acquire the necessary academic knowledge, understanding, general and subject-specific skills required to pursue a graduate level career. In the unlikely event that a programme is not validated then we will do our best to find you an alternative programme within the University. 

**Indicative Fees for 2017/18 Home and EU students are £9,250 per year. Whilst the inflationary fee increases in tuition fees and student support loans have been announced by the Minister, they are still subject to formal parliamentary approval and the approval of The University of Winchester Board of Governors. International fees are still subject to approval from the University of Winchester Board of Governors.

This programme not only examines education in the context of classroom practice, current policy and a range of real life settings but also in its historical, sociological, cultural, political and philosophical contexts. Through a focus on young people, it explores the many influences which affect their learning, development, health and wellbeing and draws on expertise from a wide range of relevant disciplines including education, philosophy, politics, health, sociology, psychology, anthropology, criminology and social care.

This programme is a rigorous degree and an excellent preparation if you wish to undertake a PGCE. It also develops a holistic understanding of the knowledge and skills needed for multidisciplinary team working in a range of communities and work settings.

You engage with a range of theoretical perspectives from ancient Greece to the present. These perspectives are examined in such ways as to enable you to think deeply not only about developments in educational theory, but also about the changes in ideas concerned with family life; appropriate ways of caring for others; expectations of educational provision; expectations of wider provision for young people and their families; and ideas about who we are and how we should relate to others in the world.

Research, enquiry and the development of your critical thinking skills are central to this programme. The course is ideal if you are interested in exploring the purpose, value, misuse and complexities of education and learning; deepening your knowledge of young people; have career aspirations to teach or to work with children and/or young people; or are interested in areas explored in the programme but are as yet undecided upon a specific career pathway.

Opportunities for voluntary work and working alongside children and young people in real life settings enable you to link theory and policy with practice which will inform career choices and support employability. The breadth and flexibility of this degree enable you to select your module choices around your own developing specialist areas of interest.

Year 1

Core modules:

  • Introducing Higher Education
  • Development in Childhood and Adolescence
  • Communicating with Individuals and Groups
  • Understanding Inequality
  • Community and Community Development

Optional modules:

  • Reflections
  • Educators
  • Principles in Education
  • Introducing
  • Early Childhood
  • Introducing Special and  Inclusive Education
  • 1944-88: The Acts

Year 2

Core modules:

  • Social and Political Thought
  • Social and Political Thought 2
  • Social Research

Optional modules:

  • What is a Child?
  • Thinking about 'Race' (A)
  • Thinking about 'Race' (B)
  • Independent Study
  • Theorising Early Childhood
  • Impairments, Disability and Inclusion: Engaging with Critical Issues
  • Theories of Discipline
  • 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 Inclusive Education 
  • Volunteering for Education Studies 
  • 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
  • Interprofessional Practice
  • Inclusion and Exclusion in Education
  • Children and Young People in Transition 
  • The School Curriculum 
  • Health and Care of Young Children
  • Volunteering with Children, Young People and Communities 
  • Working with Young People
  • Health Issues for Young People
  • Children and Young People and Physical Activities 

Year 3

Core modules:

  • Dissertation

Optional modules:

  • Construction of Gender Roles in Schools
  • Current Issues in Education
  • Democracy and Education
  • Independent Study
  • Loss of Childhood
  • Early Years Education
  • Critiquing Higher Education
  • Constructing the 'Other;'Race', Ethnicity, Religion 
  • Educating the Teenage Consumer
  • The Inclusive Educator: Values, Virtues and Practice
  • Philosophy of the Teacher
  • 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  
  • Safeguarding Children and Young People
  • Preparing for Professional Practice
  • Parents and Carers
  • Reflective Practice
  • Substance Use and Misuse
  • Outdoor Education 
  • Deviance and Crime
  • Young Parents
  • Children and Young People's Mental Health

Please note the modules listed are correct at the time of publishing, for full-time students entering the programme in Year 1. Optional modules are listed where applicable. Please note the University cannot guarantee the availability of all modules listed and modules may be subject to change. For further information please refer to the terms and conditions at www.winchester.ac.uk/termsandconditions

The University aims to shape 'confident learners' by enabling students to develop the skills to excel in their studies here and be transferable to further studies or the employment market. Staff and students form a community of learners who, together and independently, seek to generate and exchange knowledge. Over the duration of the course, students develop independent and critical learning, building confidence and expertise progressively through independent and collaborative research, problem-solving, and analysis with the support of staff. Students take responsibility for their own learning and are encouraged to make use of the wide range of available learning resources available.

In addition to the formally scheduled contact time (i.e. lectures, seminars etc), students are encouraged to access academic support from staff within the course team, personal tutors and the wide range of services to students within the University.

The University is committed to providing timely and appropriate feedback to students on their academic progress and achievement, enabling them to reflect on their progress and plan their academic and skills development effectively. Students are also encouraged to seek additional feedback from their course tutors and lecturers.

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.

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 enter careers in a wide range of areas including educational roles within public services; teaching; working in extended schools; business; service industries; charities and voluntary organisations; early years settings; libraries; museums; health services; services for young people; and children's services

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

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.

Employability 

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.

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 International@winchester.ac.uk or call +44 (0)1962 827023

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