UCAS code: V190
2017 Entry: 104-120 points
*UCAS has changed the way they calculate the tariff for courses starting in September 2017. Find out more about the new tariff.
An A level A* - C pass is required in one of the following: History, Archaeology, Classical Civilisation, History of Art, Economics, Politics, English
A GCSE A*- C or 9-4 pass in English Language is required.
3 years full-time; 6 years part-time
26 points including 5 points at Higher Level
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)
2017 Entry Full-time £11,600** p/a
Total Cost: £34,800** (3 years)
For further details click here
- Books: Some modules require students to have access to books with an approximate cost of £100 if bought new over the course of a year (but texts can often be purchased at considerably reduced rates second hand). Mandatory modules might also require some core texts. Cost £150 per year.
- Printing: Students will be required to cover the cost of printing hard copies of assignments for submission, although the university is moving towards online submission. Students may also need to pay for poster printing on some modules and they will have to pay dissertation printing and binding costs in Year 3. Printing costs would be approximately £30 per year for assignments, £10 for posters in Year 1 and £5-£10 for dissertations, depending on the number of colour pages students decide to use.
- Dissertation work: Students working on dissertations in Year 3 may incur costs (mainly travel) of visiting archives, dependent upon the specific nature of the dissertation and availability of online resources for a specific subject. This would typically involve either travel to a local archive (e.g. Southampton, Portsmouth or further afield if the student chooses to study a locality away from Winchester) or a national archive, usually in London (TNA, British Library, Women's Library, etc.). If the dissertation work is based in Winchester then costs will be far less.
- Field Trip: Optional week long History Fieldtrip in Year 2 - costs vary depending on location and number of students going on the trip. Costs vary between £300-£700.
- Placement: If students decide to complete an optional History Work/Volunteering Placement it may incur travel costs, which are dependent upon where the student undertakes the placement (if local it may be zero, but costs go up when public transport is used to travel). Students will have a say in where their placement is located. £0 - £300, dependent on location of placement and number of visits required.
*If you have any questions regarding these costs please contact the programme for more details- history firstname.lastname@example.org
To find out what general costs are included or excluded in the course fees, such as textbooks and travel expenses, please click here
Study abroad (optional):
America; Europe (Bulgaria) via Erasmus; Asia (Japan)
Work placement/field trips:
Previous students have secured placements at The Mary Rose and the British Museum. Students also have the opportunity to take part in trips to France, Spain or Poland to visit sites of former concentration camps in Krakow and Oswiecim.
There is a student-led History society which organises trips to sites of historical interest and talks by a variety of academic speakers.
100% of students are satisfied with the quality of the course (https://unistats.direct.gov.uk)
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.
**Subject to revalidation
'Revalidation' is the process by which the University refreshes its existing provision. Revalidation assesses the quality and standards of the programme to ensure it continues to provide a distinct, high-quality academic experience for students, enabling them to acquire the necessary academic knowledge, understanding, general and subject-specific skills required to pursue a graduate level career.
Terms and Conditions
For more information about the University of Winchester's terms and conditions click here.
**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.
In Year 1, you are introduced to the study of history at degree level where you encounter different aspects of history, both chronologically and geographically, and explore a variety of historical periods and cultures from Britain and around the globe, including Asia, Europe and the Americas, from the Classical period to the present day. It explores the nature of history as a discipline, its changing assumptions, methods and definitions, and the current concerns of historians.
Study focuses on different approaches, the acquisition of research skills and knowledge that forms the basis of more specialised study in Years 2 and 3. Transferable skills that are developed include undertaking oral presentations, both as part of a group and individually, which sit alongside essays, examinations and shorter assignments like the creation of posters and blogs. You choose from a range of optional modules in Year 2 that focus on the Medieval World and either focus on how to use original documents (in translated and printed form where appropriate) or explore, through thematic approaches, continuity and change over a long period of time.
In Year 3, optional modules take the form of Depth Studies and Comparative Studies. An understanding of methodology is developed by Depth Studies, which establish a comprehensive knowledge of a particular period by evaluating the use of primary and secondary sources and any issues associated with them as evidence. An area of historical concern across more than one country and culture is examined by Comparative Studies modules.
- Case Studies I: Sources and Approaches in History
- Perspectives on the Past, Part I
- Case Studies II: Independent Study Project
- Perspectives on the Past, Part II
- Introductory Study: Early Medieval Britain 400-1066
- Introductory Study: Early Modern Europe
- Introductory Study: Europe 1300-1500
- Introductory Study: English History 1272-1500
- Introductory Study: The Classical World 500-31BC
- Introductory Study: Roman Britain
- Introductory Study: Tudor and Early Stuart England 1500-1660
- International Introductory Module: Origins of Greek Civilisation: from Aegean Bronze Age to Archaic Greece (2000-600 BC)
- Introductory Module: Europe in the High Middle Ages (c.800 - c.1200)
- Introductory Study: Barbarians, Byzantines, and Beyond (400-814CE)
- Introductory Study: The United States
- Introductory Study: Twentieth Century Europe
- Introductory Study: Victorian Britain 1815-1914
- Introductory Study: East Asia 1900-present
- Introductory Study: Rise and Fall of Modern Empires, 1783 - 1997
- Introductory Study: Uniting the Kingdom? Britain, 1660-1837
- Introductory Module: Europe in Long Nineteenth Century, 1789-1914
- Introductory Module: Modern Europe, 1789-2001
- Introductory Module: Seventeenth century England
- Introductory Study: Britain in the Twentieth Century
- Introductory Study: Europe and The Americas (1763-1914) - change and interchange
- Reading History
- Practising History
- Independent Study Module
- Work Placement
- Group Project
- Field Trip
- Volunteering in History
- Culture and Society in 5th Century Athens
- The World of Alexander the Great
- Greco-Roman Egypt 331-31 BC
- Culture and Society in Republican Rome 506-44 B.C.
- The Carolingian Renaissance
- The Vikings and the Frankish World
- The Investiture Contest
- Norman Sicily, ca 1000-1197
- English Monasticism
- The First English Empire: c. 1100 to c. 1350
- The Reign of King John
- Culture and Society in Late Medieval England
- The Golden Age of Spain
- Political Medievalisms
- Religion, Politics & Society in Early Tudor England, 1485-1558
- The Symposium: Ancient Greek Drinking Culture
- Sport and Leisure in Classical Greece and Rome
- Classical World on Film
- The Age of the Vikings
- Post-Carolingian Rulership
- The Crusades
- Societies at War - England and France, 1189-1529
- Textiles in the Medieval World
- Food and Drink in Medieval and Early Modern England
- The Urban History of Europe from the Black Death to the Industrial Revolution c.1350-1700
- The Renaissance Court: Power. Politics and Patronage
- Gender in Europe and North America, c. 1500-1914
- Culture, Society and Economy in Early Modern England
- Exploring Past Localities
- Middle English: Texts in Context
- Old English I
- Dissertation in History
- Writing History
- History and the Public Sphere
- Work Placement
- Depth Study: Greek Rhetoric: The Sophists and Lysias & Demosthenes
- Depth Study: Epic Literature and History: Homer and Herodotus
- Depth Study: The Pax Romana
- Depth Study: Alfred the Great
- Depth Study: Ruling England in the Second Viking Age, Part I: Kingdoms Lost and Won and Part II: Political Cultures
- Depth Study: The Norman Conquest
- Depth Study: The Emergence of the Italian City Communes (c.1050-c.1150) and The Dominance of the Italian City Communes (c.1150-c.1250).
- Depth Study: Norman Worlds I (Normandy and the British Isles) and II (Southern Italy and Crusader Kingdoms)
- Depth Study: The Anglo-Norman Civil War, 1120-1148 and 1148-1162
- Depth Study: The Hundred Years' War 1337-1453
- Depth Study: The Wars of the Roses 1450-1499
- Depth Study: The Medieval Life Cycle: Youth and Age
- Depth Study: The Italian Wars 1494-1516 and 1521-1559
- Depth Study: The Henrician & Edwardian Reformation and the Marian Counter-Reformation
- Depth Study: The French Wars of Religion 1562-1598
- Depth Study: Civil War and Revolution in the British Isles
- Comparative Study: Murder in the Ancient City
- Comparative Study: Plutarch's Parallel Lives
- Comparative Study: Greek and Roman Epic
- Comparative Study: Greek and Roman Comedy Theatre
- Comparative Study: Gender and Authority in Early Medieval Europe
- Comparative Study: Medieval Hostageships
- Comparative Study: Warfare in the Medieval West from the Ninth to the Twelfth Century
- Comparative Study: The Middle Ages in Computer Games
- Comparative Study: Chivalry
- Comparative Study: The Black Death in Europe
- Comparative Study: Religious Reform in Sixteenth-Century Europe
- Comparative Study: The Monstrous Regiment: Gender and Authority in Early Modern Europe
- Comparative Study: Supernatural and Witchcraft Beliefs in the British Isles, Continental Europe and America c.1450-1800
- Comparative Study: Nation Making in Early Modern Europe
For further information about modules, please view the course leaflet (see right hand side).
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.
Professor Mark Allen
Interests: nineteenth and twentiethcentury British history; history and computing. As Programme Leader responsible for the day-to-day running of the undergraduate programme Mark Allen is more than happy to answer queries from prospective students.
Professor Chris Aldous
Interests: twentieth-century Japanese history; medical history; environmental history. As Head of Department, Chris is more than happy to answer queries from prospective students.
Dr Natalya Chernyshova
Interests: Soviet and Russian history; modern Eastern Europe.
Professor Louise Curth
Interests: Sixteenth-Eighteenth Century medical and veterinary history, the history of print culture and advertising.
Interests: eighteenth, nineteenth and twentieth-century American history; Cold War; European fascism.
Dr Carey Fleiner
Interests: classical Greece and Rome; the Carolingian Renaissance.
Dr Robert Gray
Interests: environmental history, nineteenth century Hungary.
Dr Xavier Guégan
Interests: Cultural Political and Social Colonial and anti-Colonial History; British India and the wider Empire; French Colonial Empire, especially Algeria; global connections and ideas within the colonial and post-colonial world.
Dr Douglas Hamilton
Reader in History. Interests: Caribbean, the Atlantic World, Representations of Slavery, Abolition and Emancipation.
Dr Robert Houghton
Interests: Early Medieval European history, urban history of Medieval Italy.
Dr Graciela Iglesias Rogers
Interests: Britain, Europe and the Americas between the 18th and 20th centuries, the Global Hispanic World and Transnational History.
Dr Ryan Lavelle
Interests: Politics and warfare in AngloSaxon and Norman England; early medieval Europe; the Age of the Vikings.
Dr Eoghan Moloney
Interests: history and culture of the Classical period, 4th century BC and ancient Macedon.
Dr Rebecca Oakes
Interests: Late Medieval population studies; social history of late medieval Britain; history of medieval education.
Dr Emiliano Perra
Interests: History, memory and representation, particularly of the Holocaust and Genocide; television and history; modern European History.
Dr James Ross
Interests: late Medieval England, particularly military, financial and administrative records and late medieval English politics.
Dr Simon Sandall
Interests: the social and cultural history of England in the Sixteenth and Seventeenth Centuries, the English Civil Wars and Local History.
Professor Trish Skinner
Reader in History. Interests: European History from 300-1200, especially Italy, women and gender, Jewish History and the History of Medieval Health and Medicine.
Dr Kate Weikert
Interests: Early Medieval northwest Europe, gender and authority in England and Normandy c 900-1200.
Dr Ellie Woodacre
Interests: Early Modern European political and cultural history, France, Spain and the Italian Renaissance, Gender and Rulership.
If a student attends less than 25% of a module (three out of three classes) and no extenuating circumstances apply, marks will be capped at 40%.
For more information about our regulations for this course, please see our Academic Regulations, Policies and Procedures library
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.
Graduates work in museums and heritage sites. Others work within teaching, retailing, the arts, marketing and local, regional and national Government.
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.