The programme has children and young people at its centre and draws on expertise from a wide range of relevant disciplines including education, health, sociology, psychology, criminology and social care.
You develop a holistic understanding of the knowledge and skills needed for multidisciplinary and team working alongside children in a range of communities and work settings. These include children’s centres, schools, youth clubs and special educational care settings. This enables you to link theory and policy with practice, which ultimately increases your employability. In fact, our course was developed to meet the growing demand for well-qualified specialists to work in education, youth offending, healthcare, safeguarding, youth and community work.
We provide outstanding knowledge and skills development for those who wish to work in this stimulating field. The programme is taught by an experienced and enthusiastic team of tutors with extensive professional expertise in education, health promotion, community development, social work and more. Recent students have praised staff for their abilities to explain subjects clearly and make them interesting as well as being available for advice and support. In addition, you learn from highly-respected practitioners.
In Year 1, you study child development, contrasting formal and informal learning, inequalities, health promotion and community development.
In Years 2 and 3, this flexible degree enables you to explore particular age groups or specialisms such as education or health and the effects these may have on children’s development. Mandatory modules include: Emotional Health and Wellbeing, Researching Children, Working to Safeguard Children and Young People Rewilding Childhood in a Digital Age. A good range of optional modules include: Early Years Curriculum, Children and Young People’s Mental Health, Sexual Health and Wellbeing, Substance Use and Misuse, Personal, Social, Health & Economic Education (PSHE, Young People and Crime and Working with Young People.
Our graduates develop excellent communication, negotiation and leadership skills and enter careers in a diverse range of exciting sectors. These include charities and voluntary organisations, community work, education, health services, leisure and arts projects, policing and children’s services.
What you need to know
Course start date
- 3 years full-time
From £9,250 pa
- Learn to link theory and policy with practice, making you more attractive to employers
- Gain real insight and learning from experienced tutors and highly-respected practitioners
Key features of the student experience are:
Scholarly activities led by a team of tutors from a range of professional disciplines who are fully committed to a multi-disciplinary approach to work with children and young people.
Active engagement with practitioners and managers in the field who are keen to share their experiences as visiting speakers/ lecturers.
The opportunity to undertake voluntary work in a relevant area as preparation for employment.
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.
Over the duration of your course, you will be expected to develop independent and critical learning, progressively building confidence and expertise through independent and collaborative research, problem-solving and analysis with the support of staff. You take responsibility for your own learning and are encouraged to make use of the wide range of available learning resources available.
Your overall workload consists of class contact hours, independent learning and assessment activity.
While your actual contact hours may depend on the optional modules you select, the following information gives an indication of how much time you will need to allocate to different activities at each level of the course.
Year 1 (Level 4): Timetabled teaching and learning activity*
Teaching, learning and assessment: 288 hours
Independent learning: 912hours
Year 2 (Level 5): Timetabled teaching and learning activity*
Teaching, learning and assessment: 288 hours
Independent learning: 912 hours
Placement: 0 hours
Year 3 (Level 6): Timetabled teaching and learning activity*
Teaching, learning and assessment: 228 hours
Independent learning: 972 hours
Placement: 0 hours
*Please note these are indicative hours for the course.
Taught elements of the course take place on campus in Winchester.
All class based teaching takes places between 9am – 6pm, Monday to Friday during . 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.
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 can be found by attending an Open Day.
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)*:
38% written exams
0% practical exams
Year 2 (Level 5)*:
0% written exams
0% practical exams
Year 3 (Level 6)*:
0% written exams
0% practical exams
*Please note these are indicative percentages and modes for the programme.
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
This module introduces students to the typical stages in the 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.
This module supports the development of students’ academic and employability skills and acclimatises them to the learning culture and environment of higher education. The intention is to provide a series of learning experiences to develop confidence and capability in a range of key academic skills and to prepare the learner for the transition from school/college/work to University. In essence, the module provides a structured orientation to learning and study at FHEQ (framework for higher educational qualifications) level 4. A key feature of interest will be a concern to personalise learning activities in ways which reflect individual needs and prior learning experiences. This will be achieved through strategies such as the development of individualised (personalised) action plans and a variety of approaches for ‘content delivery'.
This module explores the range of informal and formal environments where children and young people develop and learn. It explores the role of adults both in supporting optimal development and in considering policy and procedure. Students will be encouraged to reflect on their learning in a range of contexts such as: formal education; neighbourhoods; peer groups; recreation, leisure and faith groups; health settings, cyberspace, digital media and employment. Alternative approaches to formal education will also be considered, including independent schools, Steiner Waldorf schools and Free schools. International perspectives towards formal and informal learning will also be explored. Ways of consulting with children and young people and their participation in planning and evaluating their groups will be an important element of this module, along with an understanding of safeguarding.
This module seeks to develop student's knowledge and understanding of a range of theories, concepts and skills used when communicating with individuals and groups. It does this through a combination of discussions and lectures which complement skill-based activities undertaken with peers. A commitment to reflective practice informed by theoretical frameworks is essential if learning is to be maximised.
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.
This module is designed to enable students to understand evidence-based perspectives to inform positive behaviour support for children and young people’s behaviour. Students will explore biological, psychological, social and environmental influences on children and young people’s behaviour, and how these may contribute to their development and individual differences. Students will also explore why some children and young people may develop atypical and challenging and patterns of behaviour. Students will have the opportunity to develop an understanding of how systematic observation, combined with an understanding of evidence-based theories of human behaviour, can be used to assess and positively support the behaviour of children and young people. Students will also have the opportunity to reflect on their own behaviours and interpersonal skills, and explore the use of these when working with children and young people in a variety of settings.
Good health is vital to the lives of children and young people. It enables them to lead enjoyable and fulfilling lives and underpins achievements in early years, at school and in adult life. This module enables students to consider recent research and government initiatives to address current health issues and ways of working with children and young people to support their development of healthy lifestyles.
In this 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.
Poverty is both the cause and consequence of wider social problems, such as poor health, educational under attainment, environmental quality and unemployment. This module will introduce students to definitions and measurements of poverty, competing ideas about poverty and related issues of wealth and inequality. It will explore the impact of poverty and inequality upon children, young people and families in the UK. Students will examine and appraise some of the strategies used by governments, communities and third sector groups to tackle poverty and inequality in the UK and beyond.
This module aims to cover a variety of complex issues relating to the development of integrated working and the safeguarding of children and young people. Students will consider the key historical events and political influences that have shaped the interprofessional and multi-agency teams that work together to keep children and young people safe. Students will explore the concepts of safeguarding, child protection and what constitutes abuse. They will look at the importance of multi-disciplinary team working and the practitioners’ role and responsibilities within the safeguarding process. Students will also consider the methods, techniques and processes used by practitioners working with children, young people and families. The importance of the active involvement of children, young people and families to improve outcomes will also be considered.
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.
Children and young people naturally pass through a number of stages as they grow and develop. They will also be expected to cope with changes such as those from early years settings to primary school and for children with disabilities or chronic ill health from children’s to adult services. Some children may have to face personal transition not necessarily understood by their peers such as illness or death of a close relative, divorce and family break-up, adoption, development of a disability or significant health condition, parental mental health, consequences of crime and the process of asylum. In this module students will have the opportunity to consider different transitions, to recognise and understand the impact they may have on children and young people and the role of parents, carers and professionals in supporting children through these changes.
In this module, students will critically consider inclusion within education, wider society and in relation to the holistic needs of the child/young person who presents with ‘additional’ or special educational needs/disabilities. A critical understanding of how ‘additional needs’ and ‘inclusion’ initiatives have evolved and how they impact on the needs of the individual and their learning network will be explored. The module will take a reflective and evaluative approach to enable students to develop skills in planning and developing sustainable materials which engage, motivate and support learning and development. Consideration will be given to the core skills needed to support the additional needs of the child/young person and the parent/carer partnerships.
This module will use lectures and seminar activities to consider the typical stages of emotional development through early childhood through to adolescence and early adulthood. Students will consider the key determinants of emotional wellbeing. Students will explore some of the key theories and concepts used to inform the way we work with children and young people and how these ideas have informed interventions in the school setting. Students will debate the contentious issue of ‘teaching happiness’ and the role of parents, families and the state. There will be an expectation that students will be able to critically engage with government policies, legislation and initiatives that have and continue to impact upon children and young people’s emotional wellbeing. Students will be given the opportunity to explore a key emotional health issue affecting children and/or young people through accessing recent and relevant research.
- Education and Social Justice 15 Credits
- Volunteering in the Children and Young People’s Sector 15 Credits
- Health and Wellbeing for Young People 15 Credits
- Early Years and Primary Practice 15 Credits
- Children, Young People and Physical Activity 15 Credits
- Working with Young People 15 Credits
- Young People and Crime 15 Credits
- Community Sport 15 Credits
This module is designed to allow students to critically examine and discuss the rights of children and young people, and current debates surrounding their application and value. Students will explore evidence looking at the history and development of the concept of rights for children and young people and critically engage with current debates about their use and value in relation to areas such as education, health, gender, disability, sexuality, etc. Critiques of, and alternatives to, the concept of rights will also be explored, and compared and contrasted with rights-based strategies. Students will also explore the practical application of the concept of rights in professional practice with children and young people.
This module will build on the mandatory module Working to Safeguard Children and Young People at level 5 and provides students with the opportunity to consider the knowledge, skills, qualities and values that support effective and empowering inter-professional working, leadership and management in services for children, young people and families. The importance of valuing and respecting other professional knowledge and input that can contribute to ensuring best outcomes for children and young people, and effective ways of working collaboratively will be explored. Students will critically consider professional roles, working practices and assessment processes, including leadership and management roles. They will have the opportunity to rehearse and reflect on inter-professional working, and critically consider the implications for their own professional practice and development. Issues around the complexities of effective communication, teamwork, information sharing, and legislation surrounding the control and confidentiality of information will also be explored. Students will also explore ways in which children, young people and their families can be involved and empowered through the development of a collaborative culture.
The Extended Independent Study takes the form of an original independent investigation into an aspect of childhood, youth and community studies. Students are required to discuss proposals with their allocated supervisor and select their topic for investigation prior to the end of the second semester of their second year. Students should be prepared to read and find relevant sources for their research topic over the summer and are expected to see their supervisor in the first two weeks of the semester. Students are given clear advice on management and deadlines for stages of their projects. Students wishing to undertake primary research projects must meet with the module leader prior to collecting data. Students are guided in their level 5 Researching Children and Young People module and instructed that they must seek has ethics approval prior to going ahead with any collection of primary data.
This module is designed to allow students to critically examine the concept of ‘rewilding childhood’ and its relationship to current debates about the impact of digital media and technology on the environment in which children and young people are growing and developing in the current era. Students will explore research evidence looking at the positive and negative impacts of digital media and technology, and critically engage with current debates about its impact; including, for example, the ‘biophilia hypothesis’, the ‘Mind Change’ hypothesis, the ‘toxic childhood’ debate, and the ‘nature-deficit disorder’ concept, among others. The concept of ‘rewilding’ will be critically examined as a potential resource for professionals working with children and young people to their health, wellbeing and development.
This module will be set within the context of parents being children’s first educators; they bring children up and become co-educators of their children once they attend educational settings. Students will consider the complexities of parenting, additional challenges that some parents face and evaluate the support mechanisms available. Theory and research about how parents of diverse backgrounds grow, learn and competently fulfil their parental and care-giving roles will be explored. Students will develop an understanding of the principles of adult and family learning and the range of supports provided to support parents’ lifelong learning, involvement in their child’s learning and developing and participation in school and community life. Effective partnerships with parents to support transitions, share information regarding their child’s progress, and promoting social inclusion of all children and young people, including looked after children will be considered.
- Reflective Practice 15 Credits
- Children and Young People's Mental Health 15 Credits
- Sexual Health and Wellbeing 15 Credits
- Youth Justice and Reform 15 Credits
- International Perspectives 15 Credits
- Substance Use and Misuse 15 Credits
- Outdoor Education 15 Credits
- PSHE Education 15 Credits
- Teenage Pregnancy and Young Parenthood 15 Credits
- Exploring Behaviour Change and ‘Lifestyles’ 15 credits
2024 Course Tuition Fees
|UK / Channel Islands /
Isle of Man / Republic of Ireland
|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.
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:
Core texts: Books and other reading materials are very important to the Childhood, 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: £100 per academic year.
Travel: Students may incur travel costs for trips as part of the optional volunteering module in their second year or an optional module in their third year. Indicative cost: £50 (depending on transport needed).
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: £1,000.
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.
Graduates enter careers within charities and voluntary organisations; community work; early years settings; education; extended schools; health services; leisure and arts projects; play work; the police; services for young people and children's services.
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 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
How to Apply for this course
We want your application process to be as simple as possible. Find out everything you need to know about the application process, how to apply, your offer and how to secure your place.
Programme Leader: Dr David Raper
Dr David Raper started work at Winchester in 2007, initally as an associate lecturer, running a foundation degree in community development, but then moving on to teaching across social care and disability topics. He developed the current Health, Community and Social care Studies programme in 2010, which he programme-led till 2015. He became Head of Department of Interprofessional Studies in 2016.
View our Related Courses in Teaching, Education and Childhood Studies
Take a look at all our courses within the subject areas of Teaching, Education and Childhood Studies.
Information for International Students
Our International students come from all over the world and we understand that some things are a little different when applying and then arriving at the University. We have therefore provided a list of some of the countries we work in with specific information included on Entry Requirements, Funding Opportunities, Visas and other useful information.