UCAS code: LL55
2018 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
3 years full-time; 6 years part-time
If English is not your first language:
Year 1/Level 4: IELTS 6.0 overall with a minimum of 5.5 in writing or equivalent
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
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.
- Books In student's second and third year of study, some optional modules may require students to purchase one 'set' text per year. £15.00 per textbook
- Books and other reading materials are very important to the Education, Youth and Community Studies programme. Most can be purchased second hand or are available from the library. However, students would benefit from being able to spend £100 a year on books and other reading materials. £100.00
- Trip - There will be optional visits to schools for students in some optional modules in their second year. The cost of travel and expenses will need to be covered by the student. £0.00 - £20.00
- Trip - There are some optional field trips to educational sites in students third year of study. There is one optional module which includes visits to museum sites as part of the curriculum. Students may incur travel costs for trips as part of other optional modules in their third year, Students will be responsible for paying their own travel and expenses. £25.00 - £70.00 per trip
- Overseas Trip In the second year of study, students may have the option to go on a Seminar Study Abroad trip; this is in Canada and would be a week-long trip. £1000.00 approx
- DSB Check A DSB check is required for the Volunteering module and Reflective Practice Module - students cover the cost of this. £44.00 currently
- Books and other reading materials are very important to the Education, Youth and Community programme. In the students second year of study, students will be required to purchase core texts for two mandatory modules. £100 approx.
- 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
- Students will be required to cover the cost of printing hard copies of assignments for submission. £65 per year.
- In the final year of study, students will be required to print and bind two copies of their dissertation. £15 approx.
To find out what general costs are included or excluded in the course fees, such as textbooks and travel expenses, please click here
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.
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 well-being 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 for those who wish to take 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. The programme offers a means of engaging 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 how 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 programme is ideal for those interested in: exploring the purpose, value, misuse and complexities of education and learning; deepening their knowledge of young people; have career aspirations to teach or to work with children and/or young people; 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 supports employability.
The breadth and flexibility of this degree enables students to select their module choices around their own developing specialist areas of interest.
- 1944-88: The Acts
- Educational Reflections*
- Principles in Education
- Literacies in Higher Education*
- Development in Childhood and Adolescence
- Communicating with Individuals and Groups
- Understanding Inequality
- Community and Community Development
*Students take two of these modules as designated by the Programme
- Introducing Early Childhood*
- Introducing Special and Inclusive Education*
*with the permission of the Programme Leader, Introducing Early Childhood or Introducing Special and Inclusive Education may be taken instead of 1944-88: The Acts
- Social and Political Thought
- Social and Political Thought 2
- Social Research
Students choose from the following 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
- Volunteering in Education Studies
- 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
- Safeguarding Children and Young People
Students choose from the following 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
- 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 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.
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.
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: 960 hours
- Placement: 12 hours
*Please note these are indicative hours for the course.
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)*:
- 45 per cent coursework
- 32 per cent written exams
- 23 per cent practical exams
Year 2 (Level 5)*:
- 85 per cent coursework
- 2 per cent written exams
- 13 per cent practical exams
Year 3 (Level 6)*:
- 90 per cent coursework
- 0 per cent written exams
- 10 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 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.
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.