BSc (Hons)

Health and Social Care

BL95

Working with vulnerable or marginalised adults and children, helping people reach their full potential and supporting healthy lifestyles adds up to a challenging but very satisfying career. And with a rapidly ageing population and cuts to social care, there is a pressing need for qualified workers, particularly in the most deprived communities in the country.

Close up of hands holding

Course overview

Our Health and Social Care course ensures that students graduate with a clear understanding of the global challenges that relate to health and social care; and the role of the individuals, communities and organisations in addressing them. The role of health, community and social care practitioners who can pro-actively meet global challenges, in innovative and meaningful ways, is vital in creating sustainable futures for us all.

2nd in the UK for student satisfaction (Health Studies subject rankings, Complete University Guide 2025) (CUG,2024)

With 1.5 million people employed in the social care sector alone — a figure projected to increase to 3.1 million by 2025 — employment prospects are excellent for those who want to make a difference in people’s lives and seek to promote social justice and tackle inequality.

Our course focuses on the part we all play in making society and its systems fairer for all people. You explore a broad range of issues within health and social care with an emphasis on effective, collaborative work with those who use, design and shape services. Issues within different professional settings are expanded and linked to how practitioners can support people's needs in their communities.

Theory and literature about how people and communities behave and the importance of understanding and reflecting our own response to service users' needs is also a key focus. There is a core theme of empowering practice and user-led approaches in health and social care practice throughout the programme.

Year 1 is foundational and provides an understanding of the contexts for health and social care. You are introduced to theories concerning how people come to be labelled as vulnerable or marginalised. You also explore the political and ethical influences on service provision and develop effective skills for working with individuals and groups.

During Years 2 and 3, you gain the knowledge needed to be a proficient worker across a range of community and care settings. You study an array of key issues such as understanding mental health, physical impairments, communities, law and ethics. Optional modules include Dementia and Substance Use and Misuse, and a Volunteering module.

Our talented teaching team has a wide range of practical experience in different health, social care and community settings. They are reinforced by guest lecturers who bring experience and expertise to the programme.

Study in the library and lecture theatre is balanced by participating in schemes to help members of vulnerable or marginalised groups. You also work alongside service providers and carers.

The fields of health, social care and community offer challenging and rewarding careers. Our graduates work with children, families, people who use substances such as drugs or alcohol, disabled people, elderly people, people with intellectual and neurodevelopmental disabilities and people with mental health issues. They take up employment in a variety of settings: in residential or daycare services, with the NHS, social services or voluntary and private service providers.

Read more about how our BSc (Hons) Health and Social Care researchers collaborated with New Forest Mencap to improve the services on offer for local people with learning disabilities.   

 

What you need to know

Course start date

September

Location

Winchester campus

Course length

  • 3 years full-time
  • 6 years part-time

Apply

BL95

Typical offer

88-104 points

Fees

From £9,250 pa

Course features

  • Our course empowers you to make a difference to people’s lives, particularly in vulnerable or marginalised groups
  • Take the opportunity to work with a variety of service users and organisations through the Volunteering module
  • Learn from supportive and accessible lecturers who have experience of working in a wide range of services
  • Our course considers the United Nations Sustainable Development Goals
  • Study a broad curriculum that can lead to a variety of potential career paths

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 1 (Level 4): Timetabled teaching and learning activity*
Teaching, learning and assessment: 288 hours
Independent learning: 912 hours

Year 2 (Level 5): Timetabled teaching and learning activity*
Teaching, learning and assessment: 288 hours
Independent learning: 912 hours

Year 3 (Level 6): Timetabled teaching and learning activity*
Teaching, learning and assessment: 228 hours
Independent learning: 972 hours

*Please note these are indicative hours for the course. 

Students will engage with the issues and experiences of a wide range of individuals within different community contexts. They explore the real life situations for a number of groups including: 

  • Families
  • Substance users
  • Older people
  • Disabled people
  • People with mental health issues

The programme has been developed to support learning through formal scheduled time in lectures and seminars, through support from staff in tutorial, and from peers in independent learning. The teaching and learning throughout the module content will seek to explore and link key aspects of the programme in terms of;

  • Key policy agendas and issues;
  • Underpinning theories;
  • Understanding practice issues.

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 1 (Level 4)*:
75% coursework
13% written exams
12% practical exams

Year 2 (Level 5)*:
84% coursework
0% written exams
16% 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

This programme is currently being validated. This is an internal process of ensuring our programmes offer students the best learning experience and can result in changes to the content of the course.

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

Power, Politics & Social Inequality

This module seeks to support students in developing their understanding of the impact of politics and political ideology on many aspects of people’s lives, including the lives of those who use health and social care services. Underlying this relationship is the distribution and exercise of power and influence – both visible and concealed. Students will engage with different theoretical models and apply these to structural sources of potential disadvantage (such as gender, age, social class, ethnic and cultural heritage, and disability) and access to resources for living (such as income, housing, education, employment, safety and status). We will use examples from political statements, media articles and policy documents to support these analyses.

Public Health: Past, Present and Future

This module provides students with an insight into the history of public health from 1750 to the present day with a particular focus on the UK. The module explores how developments in medicine, epidemiology and social policy led to the establishment and growth of a new area of public policy, directed initially towards the prevention of disease but expanding over time to include social medicine, health education and health promotion in its broadest sense. Students will explore reactive and proactive approaches to public health and the economic, socio-demographic, political and policy contexts in which public health has developed and operates today. Comparisons will be made between public health priorities and responses in the past, and contemporary and future challenges for public health policy both in the UK and globally.

Communicating with Individuals and Groups

This module seeks to develop student knowledge and understanding of a range of theories & concepts used when communicating and working with individuals and groups across the health and social care sector. It does this through a combination of discussions, lectures and practical activities undertaken with peers. These activities will help students reflect on the application of theory and models of practice when communicating with individuals and groups.

Health and Social Care – Values in Practice

This first-year module provides students with an insight into how societies and individuals value and de-value others, in particular, those people who use social care services. We will examine the ways in which values, attitudes and beliefs affect all aspects of our everyday lives and how these can lead us to discriminate against others and be discriminated against ourselves. Issues around equality, diversity and identity will be identified. This module aims to equip students with an introductory insight into the themes running throughout their degree course and throughout society in general.

Understanding Human Development and Behaviour

This module is designed to enable students to understand theoretical perspectives of human behaviour and development. Students will explore biological and social influences on human behaviour and development and how this may contribute to individual differences including the nature nurture debate. Students will have the opportunity to reflect on their own behaviours and interpersonal skills and the consequence of these when working with others in a variety of settings,

Community and Community Development

This module will allow students to build on their existing knowledge of what constitutes ‘community’ – for example, communities ‘of interest’ as well as geographically-based communities. Students will analyse how communities develop, exploring the part which community practitioners may play in that process. Students will be encouraged to consider examples of development, change, cohesion and conflict within a community of which they are a member. The module will also give students a general introduction to the study of community development as an academic subject area, in beginning to investigate theories related to community development. In particular, political and philosophical concepts underpinning community development will be explored.

Issues in Contemporary Health

This module explores the health and illness discourse across a range of health and wellbeing settings. It identifies contemporary health issues and a range of theories relevant to health and wellbeing. It will explore the diversity of experience people and communities have of health and wellbeing, and how practitioners can address these issues through practice. Students will engage with the multidisciplinary nature of health, and the contested nature of the definition of health.

Disability and Theory

This module is designed to support students to understand key concepts and theories of disability in order to progress their knowledge and learning regarding disability as an area of study. This includes differentiating notions of impairment and disability. Students will be encouraged to engage with a range of theorists and ideas which affect public and private perceptions of disability. Students will gain from this module a foundation for understanding the study of disability as a contested concept.

Modules

Caring Communities

Community is increasingly the setting where care takes place and is managed. From domestic homes, schools, GP surgeries, youth clubs to residential and hospital settings this module explores the broad nature of care, ranging from caring within families, community health care, education, acute care in hospitals and social care in the community. The interconnections between the care services will be analysed, and ideas drawn from Level 4 will be explored. Students will explore how a community can respond to the needs of different groups of people against a background of rapid and continuing social change across the UK. It will highlight the critical debates surrounding ‘duty’ and ‘responsibility’ towards ourselves and those around us, either in families of communities.

Empowering Practice and Neurodiversity

This module is designed to allow students to understand the nature and causes of intellectual and neuro-diverse conditions including those with a clinical diagnosis of intellectual and neuro-developmental disabilities. They will critically examine the impact of these conditions on the development, health and wellbeing, and social functioning of individuals. Students will be encouraged to critically engage with the full range of theoretical perspectives applied to understanding neurodiversity including bio-medical, psycho-social, normalisation and critical social science models and perspectives. Students will be encouraged to critically reflect on how these perspectives have been, and continue to influence service and support systems for people with intellectual and neuro-diverse conditions, and how they relate to service design and practice.

Issues in Mental Health

Ideas about what constitutes mental health or illness can differ dramatically between societies and cultures. This module will explore how these concepts have changed over time, leading up to the ways in which mental health problems are defined and treated in twenty-first century Britain. Students will evaluate psychiatric, psychological and sociological approaches to understanding mental health and study different mental health conditions in depth. They will examine the legal and policy frameworks within which mental health services operate, both for children and young people and for adults, and compare different types of intervention currently on offer. Social, medical and service-user perspectives on recovery will also be explored.

Growing Older

This module provides students with an insight into growing older and the ways in which community-level interventions and the provision of care and support can enhance older people’s quality of life. Students will explore the impact of individual-level factors such as physical and cognitive health, social isolation, bereavement and the loss of independence on older people’s wellbeing. The module also examines inequality and diversity in later life, ageism and the challenges involved in expanding provision of health and social care to meet the needs of an ageing population. The assessment for the module will enhance students’ employability skills through a short oral presentation and a written report.

Understanding Research for Health & Social Care

The module is designed to introduce students to managing and conducting a small-scale 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 health and social care 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.

Understanding Physical Impairments

This module is designed examine physical impairments in their broadest sense, and to allow students to understand the nature and causes of physical impairments, and the impact on individuals, their development, health and wellbeing, and social functioning. Students will be encouraged to engage with the full range of theoretical perspectives applied to understanding impairments, including psychological, normalisation, medical and social model of disability perspectives. Students will be encouraged to critically reflect on the how these perspectives have and continue to be applied in services and support systems for people with physical impairments, and how they relate to service design and practice.

Optional Modules
  • Children & Poverty - 15 Credits
  • Dementia - 15 Credits
  • Volunteering for Health & Social Care - 15 Credits
  • Substance Use and Misuse - 15 Credits

 

Optional

Caring Communities

Community is increasingly the setting where care takes place and is managed. From domestic homes, schools, GP surgeries, youth clubs to residential and hospital settings this module explores the broad nature of care, ranging from caring within families, community health care, education, acute care in hospitals and social care in the community. The interconnections between the care services will be analysed, and ideas drawn from Level 4 will be explored. Students will explore how a community can respond to the needs of different groups of people against a background of rapid and continuing social change across the UK. It will highlight the critical debates surrounding ‘duty’ and ‘responsibility’ towards ourselves and those around us, either in families of communities.

Empowering Practice and Neurodiversity

This module is designed to allow students to understand the nature and causes of intellectual and neuro-diverse conditions including those with a clinical diagnosis of intellectual and neuro-developmental disabilities. They will critically examine the impact of these conditions on the development, health and wellbeing, and social functioning of individuals. Students will be encouraged to critically engage with the full range of theoretical perspectives applied to understanding neurodiversity including bio-medical, psycho-social, normalisation and critical social science models and perspectives. Students will be encouraged to critically reflect on how these perspectives have been, and continue to influence service and support systems for people with intellectual and neuro-diverse conditions, and how they relate to service design and practice.

Issues in Mental Health

Ideas about what constitutes mental health or illness can differ dramatically between societies and cultures. This module will explore how these concepts have changed over time, leading up to the ways in which mental health problems are defined and treated in twenty-first century Britain. Students will evaluate psychiatric, psychological and sociological approaches to understanding mental health and study different mental health conditions in depth. They will examine the legal and policy frameworks within which mental health services operate, both for children and young people and for adults, and compare different types of intervention currently on offer. Social, medical and service-user perspectives on recovery will also be explored.

Growing Older

This module provides students with an insight into growing older and the ways in which community-level interventions and the provision of care and support can enhance older people’s quality of life. Students will explore the impact of individual-level factors such as physical and cognitive health, social isolation, bereavement and the loss of independence on older people’s wellbeing. The module also examines inequality and diversity in later life, ageism and the challenges involved in expanding provision of health and social care to meet the needs of an ageing population. The assessment for the module will enhance students’ employability skills through a short oral presentation and a written report.

Understanding Research for Health & Social Care

The module is designed to introduce students to managing and conducting a small-scale 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 health and social care 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.

Understanding Physical Impairments

This module is designed examine physical impairments in their broadest sense, and to allow students to understand the nature and causes of physical impairments, and the impact on individuals, their development, health and wellbeing, and social functioning. Students will be encouraged to engage with the full range of theoretical perspectives applied to understanding impairments, including psychological, normalisation, medical and social model of disability perspectives. Students will be encouraged to critically reflect on the how these perspectives have and continue to be applied in services and support systems for people with physical impairments, and how they relate to service design and practice.

Optional Modules
  • Children & Poverty - 15 Credits
  • Dementia - 15 Credits
  • Volunteering for Health & Social Care - 15 Credits
  • Substance Use and Misuse - 15 Credits

 

Modules

Dissertation

The dissertation takes the form of an original independent empirical investigation into an aspect of the student’s degree programme, and their academic interests. Students are required to discuss proposals with module tutors and select their topic for investigation before the end of the second semester of their second year; supervisors will be allocated at this stage. Students will need to prepare themselves by reading over the summer break, and are expected to see their supervisor in the first two weeks of the semester (Semester 1 – Year 3). Students are given clear advice on management and deadlines for stages of their projects. No data collection may take place before the student has received ethics approval. The length of the report would normally be 8,000 to 10,000 words.

Critical Health and Social Care Practice

This third year module is designed to enable students to critically examine key topics in Health and Social Care today. The ability to practice critically and reflectively is vital to those wishing to make a difference in this field of study and practice. This module aims to provide students with the opportunity to draw on their learning throughout the programme and consider how their own values, and those of others more widely, can dramatically affect their ability to work with others to bring about positive change in service provision.

Empowerment and Advocacy

This module will enable students to critically examine issues of diversity, difference and inclusion. Students will critically analyse the concepts of empowerment and advocacy and how they relate to different marginalised groups. The students will explore critiques of human services and the helping profession and be able to develop their own ‘practice models’ that take account of empowerment and advocacy. Students will engage critically with their experiences of social care provision (including other people’s published accounts) and explore how advocacy and empowerment might be used in the helping professions. They will explore different models of advocacy and critiques of advocacy services. Empowerment will be examined using different perspectives and students will apply these to their practice experience. They will also engage with different techniques for working with people to explore these issues (e.g. life story work, memory books, person centred planning, etc.). They will develop their own model of how the concepts of empowerment and advocacy can be applied to the emancipation of marginalised groups.

Community Development, Activism and Social Entrepreneurship

This module identifies and critiques current policy agendas that affect the role of community in the provision of health and social care service. Students will assess how activism, social entrepreneurship and community development practice can meet, and influence, current agendas. Key questions will be, “Who (or what?) is setting this agenda?”; “Is control ‘top-down’ or ‘bottom-up’?”; “How significant is the part played by community activists and local people?” and “to what extent can social enterprise fill the gap?”. The growing tendency to use the concept of “community” as a platform for policy is explored, and the tension of the government defining suitable approaches and methods described as “community development”, to meet aims and objectives. The focus will be on policies and practice in areas such as government, community and voluntary organisations, activism, social enterprise, health, social care, education, housing, community safety youth work. The conditions which determine effective community participation, ‘empowerment’ and ‘enterprise’ will be evaluated.

Law and Ethics in Care

This module critically engages with legal and ethical issues within the field of health, community and social care. The first part of the Module evaluates moral theories, values, principles, and professional regulations relevant to the field. The second part of the Module explores legal issues by focussing on specific relevant areas. The Module will provide you with the ability to differentiate between what ought to be done and what must be done in practice. Students will be encouraged to reflect on their own value systems and those of professions in the sector, and to develop a deep understanding of how those affect ethical decision making and relationships with service users and clients.

Optional Modules
  • The Media, Health and Social Care - 15 Credits
  • Leadership, Management and Employability - 15 Credits
  • Commissioning and Funding for Wellbeing - 15 Credits
  • Digital Health and Social Care - 15 Credits

Optional

Dissertation

The dissertation takes the form of an original independent empirical investigation into an aspect of the student’s degree programme, and their academic interests. Students are required to discuss proposals with module tutors and select their topic for investigation before the end of the second semester of their second year; supervisors will be allocated at this stage. Students will need to prepare themselves by reading over the summer break, and are expected to see their supervisor in the first two weeks of the semester (Semester 1 – Year 3). Students are given clear advice on management and deadlines for stages of their projects. No data collection may take place before the student has received ethics approval. The length of the report would normally be 8,000 to 10,000 words.

Critical Health and Social Care Practice

This third year module is designed to enable students to critically examine key topics in Health and Social Care today. The ability to practice critically and reflectively is vital to those wishing to make a difference in this field of study and practice. This module aims to provide students with the opportunity to draw on their learning throughout the programme and consider how their own values, and those of others more widely, can dramatically affect their ability to work with others to bring about positive change in service provision.

Empowerment and Advocacy

This module will enable students to critically examine issues of diversity, difference and inclusion. Students will critically analyse the concepts of empowerment and advocacy and how they relate to different marginalised groups. The students will explore critiques of human services and the helping profession and be able to develop their own ‘practice models’ that take account of empowerment and advocacy. Students will engage critically with their experiences of social care provision (including other people’s published accounts) and explore how advocacy and empowerment might be used in the helping professions. They will explore different models of advocacy and critiques of advocacy services. Empowerment will be examined using different perspectives and students will apply these to their practice experience. They will also engage with different techniques for working with people to explore these issues (e.g. life story work, memory books, person centred planning, etc.). They will develop their own model of how the concepts of empowerment and advocacy can be applied to the emancipation of marginalised groups.

Community Development, Activism and Social Entrepreneurship

This module identifies and critiques current policy agendas that affect the role of community in the provision of health and social care service. Students will assess how activism, social entrepreneurship and community development practice can meet, and influence, current agendas. Key questions will be, “Who (or what?) is setting this agenda?”; “Is control ‘top-down’ or ‘bottom-up’?”; “How significant is the part played by community activists and local people?” and “to what extent can social enterprise fill the gap?”. The growing tendency to use the concept of “community” as a platform for policy is explored, and the tension of the government defining suitable approaches and methods described as “community development”, to meet aims and objectives. The focus will be on policies and practice in areas such as government, community and voluntary organisations, activism, social enterprise, health, social care, education, housing, community safety youth work. The conditions which determine effective community participation, ‘empowerment’ and ‘enterprise’ will be evaluated.

Law and Ethics in Care

This module critically engages with legal and ethical issues within the field of health, community and social care. The first part of the Module evaluates moral theories, values, principles, and professional regulations relevant to the field. The second part of the Module explores legal issues by focussing on specific relevant areas. The Module will provide you with the ability to differentiate between what ought to be done and what must be done in practice. Students will be encouraged to reflect on their own value systems and those of professions in the sector, and to develop a deep understanding of how those affect ethical decision making and relationships with service users and clients.

Optional Modules
  • The Media, Health and Social Care - 15 Credits
  • Leadership, Management and Employability - 15 Credits
  • Commissioning and Funding for Wellbeing - 15 Credits
  • Digital Health and Social Care - 15 Credits

Entry requirements

88-104 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: CCD-BCC from 3 A Levels or equivalent grade combinations (e.g. BCC is comparable to ACD in terms of tariff points)

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

International Baccalaureate: To include a minimum of 2 Higher Level certificates at grade H4

T Level: Pass (C or above on the core) in a T Level

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.

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
Total £27,750 £50,100
Optional Sandwich Year* £1,850 £3,340
Total with Sandwich Year £29,600 £53,440

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 three-year degree would be £27,750 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.

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.

**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

Trips: There may be additional costs for off-campus activities, some of which may be supported by the Faculty. For trips further afield, there may be costs incurred by the student for travel. Indicative cost £20.

Core texts: Multiple copies of core text are held within the library and e-books are identified where possible, however due to limited availability students are recommended to purchase a copy for their own use. Indicative cost £100 per year. 

Mandatory
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 is required when applicants accept their offer for a place on the course. Applicants cover the cost of this. Indicative cost: £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

Our graduates have the knowledge and understanding to develop careers working with children; families; people who use substances such as drugs or alcohol; disabled people; older people; people with intellectual and neuro-developmental disabilities; and people with mental health issues. Moreover, as qualifications become increasingly important in this sector, and with an increasing need for workers to understand the dynamics of effective practice based in communities, our students are well placed to progress in a challenging and rewarding career. Graduates have taken up employment in a variety of settings, working in residential or daycare services, with the NHS, Social Services or voluntary and private service providers.

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

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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‘You can literally save the world by studying health and social care’. Hear from our students and staff on what you can expect studying Health and Social Care at Winchester. Health and Social Care at Winchester

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