- Childhood, Youth and Community Studies achieved 90% overall satisfaction as rated by final-year undergraduate students in the 2017 National Student Survey
- 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
Our broad focused BA in Childhood, Youth and Community 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.
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.
94.4% of our 2015/16 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.
ABOUT THIS COURSE
Suitable for Applicants from:
UK, EU, World
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.
Our BA (Hons) Childhood, Youth and Community 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.
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: 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.
Taught elements of the course take place on King Alfred or West Downs, Winchester
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)*:
13% 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.
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.
For more information about our regulations for this course, please see our Academic Regulations, Policies and Procedures.
As rated by final year undergraduate students in the 2017 National Student Survey, Childhood, Youth and Community Studies achieved greater than 90 per cent overall satisfaction.
2018 Entry: 104-120 points
A GCSE A*-C or 9-4 pass in English Language is required.
International Baccalaureate: 26 points
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
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
Explore our campus and find out more about studying at Winchester by coming to one of our Open Days.
Year 1 (Level 4)
|Community and Community Development||15|
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.
|Communication with Individuals and Groups|
This module seeks to develop student knowledge and understanding of a range of theories, concepts and skills used when communicating and working with individuals and groups. It does this through a combination of discussions, lectures and practical classes which complement skill based activities undertaken with peers. These activities will help students practice and refine their communication skills with others. A commitment to reflective practice is essential if learning is to be maximised.
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.
|Development in Childhood and Adolescence||15|
This module aims to introduce students to the typical stages in development of children and young people. Social, emotional, cognitive, language and physical development will be considered as well as the concept of holistic development. Students will explore both biological and social influences on development and reflect on the impact that research has had on our understanding of development and it’s implication for practice.
|Understanding Human Behaviour||15|
This module is designed to enable students to understand evidence based perspectives on children and young people’s behaviour. Students will explore biological, psychological and social influences on human behaviours and how these may contribute to their development, and to individual differences in behaviour. Students will also explore why some children and young people may develop challenging and abnormal 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 manage the behaviour of children and young people. Students will also have the opportunity to reflect on their own behaviours and interpersonal skills, and the explore the use of these when working with children and young people in a variety of settings.
|Academic and Employability Skills||15|
This module is designed to support the development of students’ academic and employability skills and acclimatise them to the learning culture and environment of higher education. The intention is to provide a series of bespoke learning experiences to develop confidence and capability in a range of key academic skills and to prepare the learner for the transition from study to the work place. 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.’
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.
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 and digital media and employment. Alternative approaches to formal education will also be considered, including independent schools, Steiner Waldorf schools and Free schools. 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.
Year 2 (Level 5)
|A Social Research Project||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.
|Children and Young People in Transition||15|
Children and young people naturally pass through a numbers 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.
|Inclusion and Exclusion in Education||15|
In this module, students will critically consider inclusion in education, incorporating social inclusion and special educational needs. How ‘additional needs’ and ‘inclusion’ initiatives have evolved and how they impact on the needs of the individual child 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 materials which engage, motivate and support learning and development of all children. Consideration will be given to the core skills needed to support the additional needs of the child, with emphasis on the child’s and the parent/carer’s partnerships.
Interprofessional working refers to different professions, services, agencies and teams of professionals and other staff who work together to provide the services that fully meet the needs of children, young people and their parents or carers. To work successfully on an interprofessional and multi-agency basis you need to be clear about your own role and the roles of other professionals. This module will enable students to understand the central role that interprofessional working plays in supporting children, young people and their families. Through guided activities, readings, research and the input of visiting speakers, students will acquire a firm knowledge of roles and responsibilities of different members of the children’s workforce. Students will explore the importance of effective communication if an interprofessional and multi-agency approach is to work successfully. The importance of active involvement of children, young people and parents to improve outcomes will also be considered.
|Year 2 Optional Modules|
Children and Young People and Physical Activities – 15 Credits
Year 3 (Level 6)
|Safeguarding Children and Young People||15|
This module aims to cover a variety of complex issues relating to the safeguarding of children and young people. Students will explore the concept of child protection and what constitutes abuse. They will look at the importance of multi-disciplinary team working and their role within the safeguarding process. Students will also develop methods, techniques and processes relating to how to deal with safeguarding issues, including skills of listening to and communicating with children and young people. A number of complex and challenging topics will be critically discussed including children’s rights, confidentiality, consent and refusal of treatment. The role of CAMHS and mental health issues will be explored and an understanding the complexities surrounding sexual health and young people with regard to safeguarding will be developed. Students will develop an understanding of internet safety looking at ways to help parents to keep their children safe as well as helping the children themselves. The importance of empowering children and young people to keep themselves safe will be an important component of this module.
|Preparing for Professional Practice||15|
This module will build on the core Inter-Professional Working module 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’s 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 Dissertation takes the form of an original independent investigation into an aspect of childhood, youth and community studies. 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 by 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. 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.
|Year 3 Optional Modules|
Children and Young People's Mental Health – 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.
Course Tuition Fees
UK/EU/Channel Islands and Isle of Man
If you are a UK or EU student starting your degree in September 2018, 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.
Full-time £9,250 p/a
Total Cost: £27,750 (3 years) | £28,450 (sandwich option)
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 £6,938
Full-time £12,950** p/a
Total Cost: £38,850** (3 years) | £39,550** (sandwich option)
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 £107.92 and a 15 credit module is £1,620. Fees for students from Vestfold University College in Norway (who receive a 10% reduction) and NLA are £11,655.
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. Cost £100 per academic year.
Travel: Students may incur travel costs for trips as part of an optional module in their third year. Cost £25.
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. Cost £1,000.
Printing: First year students will have to pay for poster printing as part of their studies. Cost £4 - £8.
Disclosure and Barring Service
A Discloure 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 which is £44 at the time of print.
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
- 3 years full-time; 6 years part-time
- Typical offer
- 104-120 points
- King Alfred or West Downs, Winchester