UCAS code: X201
2016 Entry: 260-300 points
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.
4 years full-time; 8 years part-time
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
2016 Entry Full-time £9,000 p/a
Part-Time £1,125 per 15 credit module. The number of credits available per module may vary. Students can take up to a maximum 90 credits per year, so the maximum fee in a given year will not exceed the government permitted rate of £6,750.
Total Cost £36,000 (4 years)
2016 Entry Full-time £11,300 p/a
Part-Time £1,410 per 15 credit module. The number of credits available per module may vary. Students can take up to a maximum 90 credits per year.
Total Cost £45,200 (4 years)
For further details click here
Optional costs - books and other reading materials are very important to the Education Studies programme. Most can be purchased second hand or are available from the library. However, student would benefit from being able to spend £100 a year on books and other reading materials.
Some optional field trips are organised on occasion, the nature of the trip would determine the cost. Year 2 students have the option to visit local schools. Students pay their own travel costs. Year 3 students have the option of a field trip to London, with travel costs typically falling between £35-£70.
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):
Taught elements of the course take place on the King Alfred Campus or at West Downs, Winchester
Suitable for applicants from:
UK, EU, World
94% of students are satisfied with the quality of the course (https://unistats.direct.gov.uk)
An Integrated Masters is a four-year, full-time programme consisting of three years of study at undergraduate degree level followed by one year of study at Masters level, usually with increased emphasis on professional relevance.
For those programmes where an Integrated Masters option is available, students may exit the programme at the end of three years (full-time) and graduate with a Bachelor degree with Honours or, subject to reaching a suitable standard of achievement, may proceed to the fourth year studying at Masters level (Level 7).
Terms and Conditions
For more information about the University of Winchester's terms and conditions click here.
Students may wish to pursue the three year BA (Hons) Education Studies pathway or the four year Integrated Masters MEd Stud (Hons) Education Studies pathway.
The Education Studies programme is both a rigorous academic degree and an excellent preparation for those who wish to take a PGCE.
It not only examines educational practice in the context of classroom practice and current policy but also in its historical, sociological, cultural, political and philosophical contexts. Consequently, the programme offers a means of engaging with educational theory from ancient Greece to the present. These perspectives are examined in such ways as to enable students to think deeply not only about developments in educational theory, but also about the changes in ideas concerned with family life; appropriate ways about caring for others; expectations of educational provision; and ideas about who we are and how we should relate to others in the world. This programme is fundamentally based in texts and theory - there is no required practical component. However, some students select an optional volunteering module in their second year of full time study which allows them to accredit academic reflection on a self-arranged placement.
Students interrogate the educational process as a whole and seek answers to questions about the purpose, value, misuse and difficulties of education and learning.
The MEd Stud course extends the Education Studies approach into Level 7 (Year 4), and engages with research methods and philosophy of educational research. Students have an opportunity to gain Masters credits as they deepen and extend their understanding of programme content through an extended dissertation.
- 1944-88: The Acts
- Reflections on Autobiography
- Educators and Society
- Political Perspectives on Education
- Introducing Early Childhood
- Learning from the Renaissance
- Educators and Schooling
- Principles in Inclusive Education
- Education: Social and Political Thought
- Education: Ethics and Political Thought
Students may choose from a range of optional modules from the list below:
- What is a Child?
- Thinking about 'Race'
- Independent Study
- Theorising Early Childhood
- Women, Power and Education
- Theorising Education and Ecology
- Impairments, Disability and Inclusion: Engaging with Critical Issues
- Theories of Discipline
- Progressive Education
- Thinking the Holocaust
- Power of the Teacher
- Spirituality and Education
- Technology and Education
- Education and Isolation
- Knowing through Observation
- Globalisation and Comparative Education
- Art and Education
- Educational Systems
- 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
- Philosophies of Learning and Teaching: Meaning, Information and Existence
- The Teacher: Power and Pedagogy
- Dissertation/Extended Independent Study
Students may choose from a range of optional modules from the list below:
- 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
- The Natural Universe and Ecology
- Holocaust Education
- Marxisms and Schooling
- Psychoanalytic Ideas and Education
- Exclusion in and from Schooling: Critical Reflections on Teaching, Policy and Theory
- Life, Death and Education
- Utopia and Education
- Natural Educations
- Education and the Arab-Islamic World
- Film as Education
- Reconceptualising Early Childhood Education (RECE)
- Contemporary Theory and Practice in Early Childhood
- Deconstructing Philosophies of Teaching and Learning
- Early Childhood in a Changing World
- Philosophy, Education and the Learning Person
- Quantitative Methods in Social Research (a)
- Qualitative Methods in Social Research (a)
- Philosophical Approaches to Educational Research
- Dissertation Preparation
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.
Dr Marie Morgan's research and teaching areas are in Philosophy, Holocaust Studies and Higher Education.
Dr Shaun Best's research and teaching interests are in the areas of identity, biography and social theory.
Dr Emile Bojesen has particular interests in philosophies of democracies and communication, education and literature.
Dr Simon Boxley is the Programme Leader for Education Studies programmes and undertakes research in the relationship between ecology and education, educational policy and politics, and 'race' and ethnicity in education
Dr Alexis Gibbs' research interests are in educational theory, higher education, and dialogue
Dr Jaclyn Murray's research centres on cultural diversity and identity formation in early childhood education with a strong focus on social justice, and she leads the Early Childhood pathway.
Diana Sousa's research interests include lifelong and comparative education, education and democracy and early childhood education.
Dr Stephanie Spencer is Head of Department. She specialises in history of education, gender and education and oral history.
Dr Caroline Stockman research interests include technology and employability. She Is the Employability Project Manager for Education Studies.
Dr Wayne Veck researches in the area of Inclusive Education, and leads the special and Inclusive Education Pathway
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 enter educational roles within public services, business, service industries, personnel, libraries, museums, and charities.
For more information about graduate employment visit From Freshers to Future - what will yours be?
For more information about graduate employment for the Education Studies and Liberal Arts department
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, the data need 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.