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COURSE OVERVIEW

*Subject to revalidation

  • Join our top 10 course in the UK for overall student satisfaction (National Student Survey 2019)
  • 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
  • Pursue a rewarding career path where you can make an real impact
  • Childhood Studies and Youth Studies achieved 93% overall satisfaction as rated by final-year undergraduate students in the 2019 National Student Survey

Our broad focused BA in Childhood and Youth Studies is a highly-rewarding course. It prepares you to have a positive impact on the learning, development, health and wellbeing of children and their families across all sectors.

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 needs schemes. 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, criminology, 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 disabilities, 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. A good range of optional modules include Early Years Curriculum, Children and Young People’s Mental Health, Reflective Practice, Outdoor Education and more.

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.

Careers

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.

94% of our 2016/17 graduates (first degree and other undergraduate courses) were in employment and/or further study six months after completing their course.

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.

*Subject to revalidation

This course is subject to revalidation. 'Revalidation' is the process by which the University refreshes its existing provision. Revalidation assesses the quality and standards of the programme to ensure it continues to provide a distinct, high quality academic experience for students, enabling them to acquire the necessary academic knowledge, understanding, general and subject-specific skills required to pursue a graduate level career.

ABOUT THIS COURSE

Suitable for Applicants from:

UK, EU, World

Work placements

During Year 2 and Year 3, you will have the opportunity to choose an optional volunteering module with children or young people; all students have opportunities for learning experiences outside the classroom.

Study abroad

Our BA (Hons) Childhood and Youth Studies course provides an opportunity for you to study abroad in the United States of America (USA).

For more information see our Study Abroad section.

Learning and teaching

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, your personal tutor 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. 

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 . 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.

The University library is open seven days a week, 24 hours a day.

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 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)*:

62% coursework
38% written exams
0% practical exams

Year 2 (Level 5)*:

100% coursework
0% written exams
0% practical exams

Year 3 (Level 6)*:

93% coursework
0% written exams
7% 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.

ENTRY REQUIREMENTS

2020 Entry: 104-120 points

A GCSE A*-C or 9-4 pass in English Language is required.

International Baccalaureate: 104-120 points to include a minimum of 2 Higher level IB certificates at grade 4 or above.

If English is not your first language:  Year 1/Level 4: IELTS 6.0 overall with a minimum of 5.5 in writing or equivalent

Course enquiries and applications

Telephone: +44 (0) 1962 827234
Send us a message

International Students

If you are living outside of the UK or Europe, you can find out more about how to join this course by emailing our International Recruitment Team at International@winchester.ac.uk or call +44 (0)1962 827023

Visit us

Explore our campus and find out more about studying at Winchester by coming to one of our Open Days.

Year 1 (Level 4)

Modules Credits

Understanding Childhood and Adolescence 15

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.

Skills for HE and Professional Practice 15

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'.

Learning Contexts Beyond the Classroom 15

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.

Communicating with Groups and Individuals 15

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.

Understanding Inequality 15

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.

Understanding Children and Young People’s Behaviour 15

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.

Health Promotion 15

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.

Introduction to Communities 15

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.

Year 2 (Level 5)

Modules Credits

Children and Poverty 15

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.

Working to Safeguard Children 15

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.

Researching Children and Young People 15

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.

Transitions for Children, Young People and Families 15

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.

Inclusive Practice with Children and Young People 15

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.

Emotional Health and Wellbeing of Children and Young People 15

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.

Year 2 Optional Modules
  • 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 - 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

Optional Credits

Children and Poverty 15

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.

Working to Safeguard Children 15

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.

Researching Children and Young People 15

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.

Transitions for Children, Young People and Families 15

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.

Inclusive Practice with Children and Young People 15

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.

Emotional Health and Wellbeing of Children and Young People 15

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.

Year 2 Optional Modules
  • 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 - 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

Year 3 (Level 6)

Modules Credits

The Rights of Children and Young People 15

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.

Preparing for Professional Practice 15

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.

Dissertation 30

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.

Rewilding Childhood in a Digital Age 15

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.

Working with Parents 15

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.

Year 3 Optional Modules
  • 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

Optional Credits

The Rights of Children and Young People 15

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.

Preparing for Professional Practice 15

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.

Dissertation 30

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.

Rewilding Childhood in a Digital Age 15

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.

Working with Parents 15

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.

Year 3 Optional Modules
  • 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

Please note the modules listed are correct at the time of publishing, for full-time students entering the programme in Year 1. Optional modules are listed where applicable. Please note the University cannot guarantee the availability of all modules listed and modules may be subject to change. For further information please refer to the terms and conditions at www.winchester.ac.uk/termsandconditions.
The University will notify applicants of any changes made to the core modules listed above.

Progression from one level of the programme to the next is subject to meeting the University’s academic regulations.

2020 Course Tuition Fees

 UK/EU

International

Year 1 £9,250 £13,500
Year 2 £9,250 £13,500
Year 3 £9,250 £13,500
Total £27,750 £40,500
Optional Sandwich Year £700 £700
Total with Sandwich Year £28,450 £41,200

If you are a UK or EU student starting your degree in September 2020, 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 and EU 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/EU 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 £112.50 and a 15 credit module is £1,687.

*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

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. 

Mandatory

Printing and Binding: We are proud to offer free printing for all students to ensure that printing costs are not a potential financial barrier to student success. The University of Winchester and Winchester Student Union are champions of sustainability and therefore ask that all students consider the environment and print fairly. Students may be required to pay for the costs of dissertation binding. Indicative cost is £1.50-£3.

Disclosure and Barring Service: A Disclosure and Barring Service (DBS) clearance check may be required when applicants accept their offer for a place on the course. Indicative cost: £44.

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.

Key course details

UCAS code
L590
Duration
3 years full-time; 6 years part-time
Typical offer
104-120 points
Location
On campus, Winchester