BA (Hons)

Education and Youth Studies with Foundation Year

LL5X

Are you passionate about making a difference to the lives of young people, families and communities? Our Education and Youth Studies degree provides you with the knowledge and critical understanding to explore the nature and functions of education in relation to young people with their families and communities. If you aspire to teach or work with young people, this fascinating programme prepares you for a rewarding career in a variety of roles.

Stack of children's books with a cup on top

Course overview

Educators make a lasting impact on people’s lives. Whether you want to become a teacher or work in educational charities, publishing, local government, or the service and heritage industries, Education and Youth Studies leads to challenging and rewarding careers.  Whether your degree leads you to become a teacher, or to another graduate career working with young people and their families, you will develop the breadth and depth of knowledge and specialist skills necessary to become a critically minded, reflective professional.  You will draw on a range of disciplines including education, social policy, philosophy, health, criminology and social care to develop you as a graduate ready to work in multi-professional contexts.   

A Foundation Year is the perfect way to boost your academic skills, build your confidence and develop your wider subject knowledge so you can succeed at Winchester. This course offers an extra year of study at the start (Level 0) which leads onto a full degree programme (Levels 4, 5 and 6).

A Foundation Year is ideal if: you are returning to education after a break; haven’t quite achieved the entry qualifications required; are wanting more support during the transition to studying at university; or are unsure about which subject you wish to pursue.

In Level 0 (Foundation Year), you will study three 40 credit modules across the year.  Module One (Skills) is designed to develop and enhance your academic skills and your personal attributes.  Module Two (Breadth) is designed to develop your awareness and understanding of the wider disciplines in Education and the Humanities through exploring a range of issues, approaches, perspectives, contexts, and practices that are fundamental to studying at University. Module Three (Depth) develops your understanding in your subject in preparation for progression to Level 4 of your programme.  This broader focus in your first year supports your transition to studying at university level and prepares you for success in your undergraduate studies and beyond.

You will experience a variety of teaching methods including lectures, discussion-based seminars and independent study. You will also receive support to boost your academic skills and your developing sense of vocation to prepare you for the rest of your time at Winchester. Find out more and hear from our Foundation Year students at winchester.ac.uk/foundation.

On successful completion of your Foundation Year, you will automatically continue to Year 1 (Level 4) of the Education and Youth Studies degree programme. However, you also have the freedom to transfer to a different degree programme at this point if you wish.

When you progress to Level 4, a combination of mandatory and optional modules will enable you to explore a range of contexts from the classroom through to how education defines the world around us and is used as a lever for social and political change.  You will learn about the wide range of factors that influence why and how we educate, including: race, gender, power, health, technology, culture, ecology, inclusion and politics.

What you need to know

Course start date

Insert Month Only

Location

Winchester campus

Course length

  • 4 years full-time

Apply

LL5X

Typical offer

48 points

Fees

From £9,250 pa

Course features

  • Learn about education and young people in multiple contexts and from multiple vantage points, such as schooling, equality, communities, family life, mental wellbeing, key moments in the history of education, and education’s role in a good society
  • Develop your breadth and depth of critical knowledge, understanding and skills through an interdisciplinary approach to the study of education in its widest sense
  • Enjoy the freedom to develop your own interests through optional modules
  • Learn from a dedicated tutor team of research active education specialists

Course details

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 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 0 (Level 3): Timetabled teaching and learning activity*
  • Teaching, learning and assessment: 288 hours
  • Independent learning: 912 hours
Year 1 (Level 4): Timetabled teaching and learning activity*
  • Teaching, learning and assessment: 276 hours
  • Independent learning: 924 hours
Year 2 (Level 5): Timetabled teaching and learning activity*
  • Teaching, learning and assessment: 240 hours
  • Independent learning: 948 hours
Year 3 (Level 6): Timetabled teaching and learning activity*
  • Teaching, learning and assessment: 216 hours
  • Independent learning: 984 hours

*Please note these are indicative hours for the course.

Location

Taught elements of the course take place on campus in Winchester.

Teaching hours

All class based teaching takes places between 9am – 6pm, Monday to Friday during term time. Wednesday afternoons are kept free from timetabled teaching for personal study time and for sports clubs and societies to train, meet and play matches. There may be some occasional learning opportunities (for example, an evening guest lecturer or performance) that take places outside of these hours for which you will be given forewarning.

Assessment

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 0 (Level 3)*:
  • 83% coursework
  • 0% written exams
  • 17% practical exams
Year 1 (Level 4)*:
  • 28% coursework
  • 44% written exams
  • 28% practical exams
Year 2 (Level 5)*:
  • 87% coursework
  • 0% written exams
  • 13% practical exams
Year 3 (Level 6)*:
  • 94% coursework
  • 0% written exams
  • 6% practical exams

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

Feedback

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.

Further information

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

Modules

Please note the modules listed are correct at the time of publishing. The University cannot guarantee the availability of all modules listed and modules may be subject to change. The University will notify applicants of any changes made to the core modules listed. For further information please refer to winchester.ac.uk/termsandconditions

Modules

Developing Academic Skills and a Sense of Vocation

This module is designed to support students with the transition to university, the development of the academic skills and attributes necessary for successful future study and the foundations of a developing sense of vocation.  Through a carefully structured and scaffolded series of seminars and workshops, students will be supported in building their self-awareness of, and confidence in, themselves as active learners.  Delivered in the context of their subject area and aligned with the development of academic skills and attributes required across all Foundation Year modules, workshops will focus on academic skills such as referencing, selecting and using valid academic resources, reading/researching for academic purposes, using feedback constructively and gaining confidence in contributing to discussions and debates.  Coordinated assessment points across the Foundation Year experience enables this module to provide students with ongoing support and opportunities to practice and develop their skills and confidence with a range of written and oral assessment types relevant to their subject area as they progress through the year.

Important Thinkers and the Big Questions

This module introduces students to invaluable meanings and understandings that are gained from being at university and participating in wider intellectual discussions and debates. Within the context of each Discipline foundation year, students are introduced to a range of thinkers and questions that have important in various ways across the discipline. Designed to further encourage the foundations of intellectual curiosity and critical thinking within and beyond their own subject, students will come to understand that inter and cross disciplinarity has an essential role to play in the academy and to their own intellectual progression.

Educational Issues and Debates

This module introduces students to the study of education as an academic discipline through exploring a range of educational approaches, theorists and themes.  Students will be introduced to general and specialist fields of educational study and research including early childhood and special educational needs.  Across a range of contexts including personal experience, contemporary issues in education and the meaning of education in its broadest sense, students will be introduced to a range of educational questions and concerns and begin to understand the ways in which wider social, cultural, and political issues are entwined with, and impact upon, education 

Modules

1944-88: The Acts

This module provides an in-depth analysis of the 1944 and 1988 Education Acts. It looks at the historical and political backgrounds to the Acts, investigates the ideologies which lay behind the Acts, and looks at the influence of and reaction to them amongst different groups. The ideologies of the Acts are compared and related to the wider social and political context in which they originate. The module encourages students to reflect on notions of educability, equality, selection and differentiation. It enables students to explore how those notions have been related to differing philosophical and political views and how they have been implemented in relation to different economic models of education including the education market. The implications of changes in early years education are considered in relation to the ideologies underpinning the Acts. The introduction of Special Education Needs into the state provision of education in the 1944 Act is also considered. The module also raises questions about education and social and cultural reproduction. Students are encouraged to reflect upon the two Acts in the light of their own views about education provision and their own experience of education.

Introducing Early Childhood

Exploring a range of issues and themes relevant to early childhood experience, this module interrogates the ‘Early Childhood Studies’ (ECS) discipline in its political, professional and academic dimensions, and how ECS has been culturally constructed as a phenomenon of the Academy and of the Early Education and Care professions. The module considers what our construction(s) might mean, and what might be driving those constructions, at individual and societal levels. Before we can begin to achieve some clarity about what ‘early childhood’ might be or mean, we need to challenge many of our most taken-for-granted assumptions about such phenomena as ‘development’, ‘quality’, ‘learning’, ‘play’ etc. In successfully ‘deconstructing’ and ‘unlearning’ at least some of these assumptions, an opening-up of a critical space for deepening our understanding of the phenomenon of early childhood for the rest of the degree programme will have been achieved.

Introducing Special and Inclusive Education

This module introduces important policy, theory and debate in the fields of special and inclusive education. As it considers perspectives on various impairments, the module draws on insights and ideas from medical literature, and sociology. In this way substantive questions in special and inclusive education are addressed. We will explore how might educational institutions might most effectively respond to students with impairments. This exploration will lead us to investigate differences between impairment and disability and what it might mean to be an inclusive educator.

Educational Reflections

This module enables students to reflect meaningfully on their own educational experiences and provides an opportunity for collaborative work.  Through studying a range of educational theorists, students will be introduced to various approaches to teaching and learning which will a) provide a point of departure and foundation for future study and b) provide a means through which they can reflect on their own educational experiences and those of others. In addition, students will be encouraged to explore and question what ‘educational experience’ might mean beyond formal, institutional settings.

Literacies in Higher Education

‘Reading’ Education Studies requires more of the ‘reader’ than the basic ability to translate symbols on a page into words. The module provides an introduction into interpreting and referencing a range of resources which may include newspapers, films, internet websites, television, radio, fine art, popular art, ephemera, academic journals, novels, non-fiction books and music. In doing so, students will develop a broad range of higher education literacies. It will also prompt an exploration of what it means to be a higher education student in the larger context of society, including the implications and responsibilities which are the core of this new identity.

Educators

The module combines an introduction to the ideas and theories of various educators concerned with education. Some of the educators encountered will offer ideas about education directly in relation to schooling whilst others offer insights into education in its broader sense. The range of educators examined will represent particular interests of course tutors and will introduce students to the breadth of content they will encounter during their studies. Drawing on a diverse range of figures from various fields, including the arts, religion, and philosophy, this module asks students, not only to engage with the insights and teachings of each of the individuals they encounter, but also with the very question of what it means to be an educator and to educate.

Principles in Education

This module encourages you to discuss issues in education not just by asserting what you think to be right, but by working with a set of principles which enable you to make a sustained and coherent argument to defend and explain your position.  You will be introduced to a series of differing forms of schooling and distinct educational practices in relation to educational contexts, issues and situations. Students are provided with opportunities to engage in independent and group research to examine these practices and issues. The module draws upon Kant’s notion of a universal principle to inform a substantive engagement with educational concepts, contexts and practices.

Understanding Childhood and Adolescence

This module aims to introduce students to the typical stages in development of children and young people. Students will explore the biological, psychological and social influences which impact on development and will consider how this knowledge informs professionals in the field.

Communicating with Individuals and Groups

This module seeks to develop student knowledge and understanding of a range of theories, concepts and skills used when communicating and working with individuals and groups. It does this through a combination of discussions, lectures and practical classes which complement skill based activities undertaken with peers. These activities will help students practice and refine their communication skills with others. A commitment to reflective practice is essential if learning is to be maximised.

Understanding Inequality

People who work with children need to be committed to the principles of equality of opportunity and diversity and to the promotion of anti-discriminatory practice. This module gives students the opportunity to consider the impact of prejudice and discrimination on individuals and groups of people and how this can limit experiences, opportunities, choices, wellbeing and life chances.

Introduction to Communities

In this introductory Level 4 module, we draw on a range of academic resources to consider some of the key ideas underpinning community, and how young people live out their lives within communities. We will discuss how different kinds of communities come to exist and develop, exploring some of the benefits and challenges which residents, community members, planners and policy makers experience and engage with. We look at communities on different scales, from local neighbourhood communities with a clearly defined sense of history, place and identity, to global communities which use technology to communicate, share ideas and develop a sense of ‘belonging’ across national boundaries. We also identify some of the ways in which disadvantaged, marginal social groups experience community drawing on insights from sociology, cultural geography, gerontology, housing studies and social policy.

Modules

Education: Social and Political Thought

This is the first of the two mandatory modules for Education Studies at level 5. In this module you will be introduced to a range of thinkers who have argued for education as a tool for social and political reform. The emphasis in this first module will be on the notion of education as enlightenment, both in ancient and modern versions.  We will explore selected theorists through primary sources and you will be expected to have access to the key texts. A list of these is available on our web site. The goal of this module is to extend our understanding of education beyond the classroom and into the wider world. It will, of necessity, introduce many important social and political issues, and will provide perspectives that can be employed in other optional modules.

Education: Social and Political Thought (2)

In Education: Social and Political thought we studied attempts to offer definitive explanations of what should motivate individuals to act.  In this module we turn to theories of ethics that disrupt these accounts. The materialist interpretations of social and political relations advanced in Education: Social and Political thought are also disrupted as we consider the complexities of knowledge and power, along with the ethical dimensions of human relations. We will explore selected theorists through primary sources and you will be expected to have access to the key texts. A list of these is available on our web site. The goal of this module is to extend our understanding of education beyond the classroom and into the wider world. It will, of necessity, introduce many important ethical and political issues, and will provide perspectives that can be employed in other optional modules.

Researching Children and Young People

The module is designed to introduce students to managing and conducting a small-scale social research project. Lectures will provide an introduction to a range of research approaches which may be used, as well as considering the practical aspects of managing a research study e.g. gaining access, literature review, writing and presenting information, ethical issues and so forth. Published research relevant to children and young people and their families will be used to promote the critical reading of research and to provide examples of the various research methods and tools in order to support students in thinking about their own project ideas.

Optional Modules
  • What is a Child? - 15 Credits
  • A Thinking about 'Race' - 15 Credits
  • B Thinking about 'Race' - 15 Credits
  • Independent Study - 15 Credits
  • Theorising Early Childhood - 15 Credits
  • Impairments, Disability and Inclusion - 15 Credits
  • Theories of Discipline - 15 Credits
  • Theorising Progressive Education - 15 Credits
  • Thinking the Holocaust - 15 Credits
  • Technology and Education - 15 Credits
  • Knowing through Observation - 15 Credits
  • Globalisation and Comparative Education - 15 Credits
  • Physical Education - 15 Credits
  • Constructing Identity: Teachers' Lives and Pupils' Stories - 15 Credits
  • Theorising Special and Inclusive Education - 15 Credits
  • What was a Teacher? Histories of Teacher Education - 15 Credits
  • 'Pioneers and Separate Spheres' Gender and History of Education 1789-1923 - 15 Credits
  • Social Inclusion and Exclusion - 15 Credits
  • Sexuality: Education, Policy and Practice - 15 Credits
  • The Teacher: Power and Pedagogy - 15 Credits
  • Education and Work - 15 Credits
  • Education & Nature: learning in the Anthropocene - 15 Credits
  • Education Beyond Left and Right - 15 Credits
  • Culture/ Education - 15 Credits
  • Education and Christianity - 15 Credits
  • Philosophies of Education - 15 Credits
  • Play - 15 Credits
  • Volunteering in Education Studies - 15 Credits

Optional

Education: Social and Political Thought

This is the first of the two mandatory modules for Education Studies at level 5. In this module you will be introduced to a range of thinkers who have argued for education as a tool for social and political reform. The emphasis in this first module will be on the notion of education as enlightenment, both in ancient and modern versions.  We will explore selected theorists through primary sources and you will be expected to have access to the key texts. A list of these is available on our web site. The goal of this module is to extend our understanding of education beyond the classroom and into the wider world. It will, of necessity, introduce many important social and political issues, and will provide perspectives that can be employed in other optional modules.

Education: Social and Political Thought (2)

In Education: Social and Political thought we studied attempts to offer definitive explanations of what should motivate individuals to act.  In this module we turn to theories of ethics that disrupt these accounts. The materialist interpretations of social and political relations advanced in Education: Social and Political thought are also disrupted as we consider the complexities of knowledge and power, along with the ethical dimensions of human relations. We will explore selected theorists through primary sources and you will be expected to have access to the key texts. A list of these is available on our web site. The goal of this module is to extend our understanding of education beyond the classroom and into the wider world. It will, of necessity, introduce many important ethical and political issues, and will provide perspectives that can be employed in other optional modules.

Researching Children and Young People

The module is designed to introduce students to managing and conducting a small-scale social research project. Lectures will provide an introduction to a range of research approaches which may be used, as well as considering the practical aspects of managing a research study e.g. gaining access, literature review, writing and presenting information, ethical issues and so forth. Published research relevant to children and young people and their families will be used to promote the critical reading of research and to provide examples of the various research methods and tools in order to support students in thinking about their own project ideas.

Optional Modules
  • What is a Child? - 15 Credits
  • A Thinking about 'Race' - 15 Credits
  • B Thinking about 'Race' - 15 Credits
  • Independent Study - 15 Credits
  • Theorising Early Childhood - 15 Credits
  • Impairments, Disability and Inclusion - 15 Credits
  • Theories of Discipline - 15 Credits
  • Theorising Progressive Education - 15 Credits
  • Thinking the Holocaust - 15 Credits
  • Technology and Education - 15 Credits
  • Knowing through Observation - 15 Credits
  • Globalisation and Comparative Education - 15 Credits
  • Physical Education - 15 Credits
  • Constructing Identity: Teachers' Lives and Pupils' Stories - 15 Credits
  • Theorising Special and Inclusive Education - 15 Credits
  • What was a Teacher? Histories of Teacher Education - 15 Credits
  • 'Pioneers and Separate Spheres' Gender and History of Education 1789-1923 - 15 Credits
  • Social Inclusion and Exclusion - 15 Credits
  • Sexuality: Education, Policy and Practice - 15 Credits
  • The Teacher: Power and Pedagogy - 15 Credits
  • Education and Work - 15 Credits
  • Education & Nature: learning in the Anthropocene - 15 Credits
  • Education Beyond Left and Right - 15 Credits
  • Culture/ Education - 15 Credits
  • Education and Christianity - 15 Credits
  • Philosophies of Education - 15 Credits
  • Play - 15 Credits
  • Volunteering in Education Studies - 15 Credits

Modules

Dissertation

The dissertation will be a piece of independent research undertaken by the student resulting in an 8,000 – 10,000 word project.

Optional Modules

Current Issues in Education - 15 Credits

Independent Study - 15 Credits

Loss of Childhood - 15 Credits

Early Years Education - 15 Credits

Critiquing Higher Education - 15 Credits

Constructing the ‘Other’; ‘Race’, Ethnicity, Religion - 15 Credits

Educating the Teenage Consumer - 15 Credits

The Inclusive Educator: Values, Virtues and Practice - 15 Credits

Philosophy of the Teacher - 15 Credits

Discipline and the Soul - 15 Credits

Holocaust Education - 15 Credits

Marxisms and Schooling - 15 Credits

Exclusion in and from Schooling - 15 Credits

Life, Death and Education - 15 Credits

Utopia and Education - 15 Credits

Education and the Arab-Islamic World - 15 Credits

Film as Education - 15 Credits

Reconceptualising Early Childhood Education (RECE) - 15 Credits

Early Childhood in a Changing World - 15 Credits

Philosophy, Education and the Learning Person - 15 Credits

Deconstructing Philosophies of Education - 15 Credits

Education, Ecologies & Ethics - 15 Credits

Critiquing Inclusive Educational Practice - 15 Credits

Critiquing the Museum Experience - 15 Credits

The Language of Inclusion in Education - 15 Credits

Education, Inclusion and Refugees - 15 Credits

Evaluating Educational Research - 15 Credits

Liberal Education - 15 Credits

Philosophy, Education and Ethics - 15 Credits

The Rights of the Children and Young People - 15 Credits

Preparing for Professional Practice - 15 Credits

Rewilding Childhood in a Digital Age - 15 Credits

Working with Parents - 15 Credits

Reflective Practice - 15 Credits

Children & Young People’s Mental Health - 15 Credits

Youth Justice & Reform - 15 Credits

International Perspectives of Childhood - 15 Credits

Substance Use and Misuse - 15 Credits

Outdoor Education - 15 Credits

Teenage Pregnancy & Young Parenthood - 15 Credits

Optional

Dissertation

The dissertation will be a piece of independent research undertaken by the student resulting in an 8,000 – 10,000 word project.

Optional Modules

Current Issues in Education - 15 Credits

Independent Study - 15 Credits

Loss of Childhood - 15 Credits

Early Years Education - 15 Credits

Critiquing Higher Education - 15 Credits

Constructing the ‘Other’; ‘Race’, Ethnicity, Religion - 15 Credits

Educating the Teenage Consumer - 15 Credits

The Inclusive Educator: Values, Virtues and Practice - 15 Credits

Philosophy of the Teacher - 15 Credits

Discipline and the Soul - 15 Credits

Holocaust Education - 15 Credits

Marxisms and Schooling - 15 Credits

Exclusion in and from Schooling - 15 Credits

Life, Death and Education - 15 Credits

Utopia and Education - 15 Credits

Education and the Arab-Islamic World - 15 Credits

Film as Education - 15 Credits

Reconceptualising Early Childhood Education (RECE) - 15 Credits

Early Childhood in a Changing World - 15 Credits

Philosophy, Education and the Learning Person - 15 Credits

Deconstructing Philosophies of Education - 15 Credits

Education, Ecologies & Ethics - 15 Credits

Critiquing Inclusive Educational Practice - 15 Credits

Critiquing the Museum Experience - 15 Credits

The Language of Inclusion in Education - 15 Credits

Education, Inclusion and Refugees - 15 Credits

Evaluating Educational Research - 15 Credits

Liberal Education - 15 Credits

Philosophy, Education and Ethics - 15 Credits

The Rights of the Children and Young People - 15 Credits

Preparing for Professional Practice - 15 Credits

Rewilding Childhood in a Digital Age - 15 Credits

Working with Parents - 15 Credits

Reflective Practice - 15 Credits

Children & Young People’s Mental Health - 15 Credits

Youth Justice & Reform - 15 Credits

International Perspectives of Childhood - 15 Credits

Substance Use and Misuse - 15 Credits

Outdoor Education - 15 Credits

Teenage Pregnancy & Young Parenthood - 15 Credits

Entry requirements

48 points

Our offers are typically made using UCAS tariff points to allow you to include a range of level 3 qualifications and as a guide, the requirements for this course are equivalent to:

A-Levels: EEE from 3 A Levels or equivalent grade combinations

BTEC/CTEC: PPP from BTEC or Cambridge Technical (CTEC) qualifications

International Baccalaureate: To include a minimum of 1 Higher Level certificates at grade H4

Additionally, we accept tariff points achieved for many other qualifications, such as the Access to Higher Education Diploma, Scottish Highers, UAL Diploma/Extended Diploma and WJEC Applied Certificate/Diploma, to name a few. We also accept tariff points from smaller level 3 qualifications, up to a maximum of 32, from qualifications like the Extended Project (EP/EPQ), music or dance qualifications. To find out more about UCAS tariff points, including what your qualifications are worth, please visit UCAS.

In addition to level 3 study, the following GCSE’s are required:

GCSE English Language at grade 4 or C, or higher. Functional Skills at level 2 is accepted as an alternative, however Key Skills qualifications are not. If you hold another qualification, please get in touch and we will advise further.

If you will be over the age of 21 years of age at the beginning of your undergraduate study, you will be considered as a mature student. This means our offer may be different and any work or life experiences you have will be considered together with any qualifications you hold. UCAS have further information about studying as a mature student on their website which may be of interest.

300-320 International points required

If English is not your first language, a formal English language test will most likely be required and you will need to achieve the following:

  • IELTS Academic at 5.5 overall with a minimum of 5.5 in all four components (for year 1 entry)
  • We also accept other English language qualifications, such as IELTS Indicator, Pearson PTE Academic, Cambridge C1 Advanced and TOEFL iBT

If you are living outside of the UK or Europe, you can find out more about how to join this course by contacting our International Recruitment Team via our International Apply Pages.

2024 Course Tuition Fees 

  UK / Channel Islands /
Isle of Man / Republic of Ireland

International

Year 1 £9,250 £16,700
Year 2 £9,250 £16,700
Year 3 £9,250 £16,700
Year 4 £9,250 £16,700
Total £37,000 £66,800
Optional Sandwich Year* £1,850 £3,340
Total with Sandwich Year £38,850 £70,140

Additional tuition fee information

If you are a UK student starting your degree in September 2024, the first year will cost you £9,250**. Based on this fee level, the indicative fees for a four-year degree would be £37,000 for UK 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. 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.

UK 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 £6,935.

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 £139.14 and a 15 credit module is £2,087.

* Please note that not all courses offer an optional sandwich year. To find out whether this course offers a sandwich year, please contact the programme leader for further information.

**The University of Winchester will charge the maximum approved tuition fee per year.

Additional costs

As one of our students all of your teaching and assessments are included in your tuition fees, including, lectures/guest lectures and tutorials, seminars, laboratory sessions and specialist teaching facilities. You will also have access to a wide range of student support and IT services.

There might be additional costs you may encounter whilst studying. The following highlights the mandatory and optional costs for this course:

Optional

Books

In student's second and third year of study, some optional modules may require students to purchase one 'set' text per year. Indicative cost is £15 per textbook

Books

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. Indicative cost is £100.

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. Indicative cost is £0 - £20.

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. Indicative cost is £25 - £70 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. Indicative cost is £1000.

Mandatory

Books

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. Indicative cost is £100.

Printing and Binding

The University is pleased to offer our students a printing allowance of £5 each academic year. This will print around 125 A4 (black and white) pages. If students wish to print more, printer credit can be topped up by the student. The University and Student Union are champions of sustainability and we ask all our students to consider the environmental impact before printing.

Disclosure and Barring Service

A Disclosure and Barring Service (DBS) clearance check may be required if you undertake a placement, volunteering, research or other course related activity where you will have contact with children or vulnerable adults. The requirement for a DBS check will be confirmed by staff as part of the process to approve your placement, research or other activity. This may also be required when applicants accept their offer for a place on the course. The indicative cost is £40.

SCHOLARSHIPS, BURSARIES AND AWARDS

We have a variety of scholarship and bursaries available to support you financially with the cost of your course. To see if you’re eligible, please see our Scholarships and Awards.

CAREER PROSPECTS

Graduates of Education and Youth Studies pursue careers in teaching, social services and the caring professions. Others find this route through the degree has opened their eyes to other possibilities. Many work in schools and early years settings in roles other than teaching, sometimes with children with special needs and in challenging settings such as pupil referral units or special schools. Others go into local government, international development or charity work.        

The BA (Hons) Education and Youth Studies degree also gives you a strong foundation for a range of other destinations in the public and private sectors, whether related to education or not.  The skills and qualities you will develop - including communication, time management, personal responsibility, critical thinking, resilience and integrity – are valuable in careers outside of the education sector.  You will also develop the qualities necessary for postgraduate study in a range of subjects.

The University of Winchester ranks in the top 10 in the UK for graduates in employment and further study according to the Graduate Outcomes Survey 2023, HESA.

Pre-approved for PGCE interviews:

As a student of BA (Hons) Education and Youth Studies you are pre-approved for an interview for our following Post Graduate Initial Teacher Training programmes at Winchester:

PGCE Primary 3-7*

PGCE Primary 5-11*

PGCE Primary 5-11 with SEND* 

*subject to validation

Pre-approved for a Masters

If you study a Bachelor Honours degrees with us, you will be pre-approved to start a Masters degree at Winchester. To be eligible, you will need to apply by the end of March in the final year of your degree and meet the entry requirements of your chosen Masters degree.

OUR CAREERS SERVICE
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