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COURSE OVERVIEW

  • Education and Drama achieved 96% overall satisfaction as rated by final-year undergraduate students in the 2019 National Student Survey
  • Explore the use of drama and education as tools for social change
  • Engage with cutting-edge research and practice in both disciplines
  • Discover exciting possibilities for combining learning and storytelling

Both the theatre and the classroom are captivating spaces, where minds are engaged and ideas challenged. On our Education and Drama course you examine these concepts in detail, debating politics and philosophies of education, exploring different approaches to staging and devising theatre, and discussing how both education and theatre operate in contemporary society in light of their complex cultural histories.

You explore the ways in which drama can be used to enhance learning and break down barriers, and how education addresses topics such as gender, representation, truth, power, and citizenship. The breadth of this course offers opportunities to engage with society’s important discussions around the purpose and value of education, and the place of drama in the 21st century.

In Year 1, you discover a wide range of educational themes, concepts, ideas and issues in the Educators module, together with an introduction to academic writing and practice in Literacies in Higher Education. In Drama, core modules include Theatre Histories and Making, in which you explore drama in the context of its history and politics and the ways in which texts and performances are viewed and interpreted. You will also undertake Performance Analysis and Critical Viewing.

In Years 2 and 3, Education Studies modules such as Education: Social and Political Thought develop your knowledge of a variety of educational theories and perspectives which you use as tools for critical analysis and practical application. Drama modules extend your practical and critical skills in exploring an Artist Specialism, Ways of Seeing, Ways of Working, and more.

In the final-year Group Project, you have the opportunity to create small companies to make a major performance or develop an applied theatre-in-education project, or focus on performance analysis more theoretically. You can choose to write a dissertation focused on education, or one applied to drama – either theoretical or hands-on practice. Optional modules further allow you to develop critical understanding of education from more specific angles, such as philosophy, culture, disability studies, film, and more.

The variation of assessments and modules in this combination ensures the development of a range of transferable skills including clear communication and presentation skills and analytical thinking.

Careers

Graduates can pursue a career as teachers, education officers in theatres and venues or as practitioners working in theatre, Theatre-in-Education, community drama, applied contexts and drama therapy.

 

Pre-approved for a Masters

If you study a Bachelor Honours degree 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

Field Trips

You will be offered the opportunity to participate in field trips in Year 2 and Year 3 of the course.

Learning and Teaching

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: 300 hours
Independent learning: 900 hours

Year 2 (Level 5): Timetabled teaching and learning activity*

Teaching, learning and assessment: 240 hours
Independent learning: 960 hours
Placement: 0 hours

Year 3 (Level 6): Timetabled teaching and learning activity*

Teaching, learning and assessment: 240 hours
Independent learning: 960 hours

*Please note these are indicative hours for the course. 

Location

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

Teaching hours

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

Assessment

Our validated courses may adopt a range of means of assessing your learning. An indicative, and not necessarily comprehensive, list of assessment types you might encounter includes essays, portfolios, supervised independent work, presentations, written exams, or practical performances.

We ensure all students have an equal opportunity to achieve module learning outcomes. As such, where appropriate and necessary, students with recognised disabilities may have alternative assignments set that continue to test how successfully they have met the module's learning outcomes. Further details on assessment types used on the course you are interested in can be found on the course page, by attending an Open Day or Open Evening, or contacting our teaching staff.

Percentage of the course assessed by coursework

The assessment balance between examination and coursework depends to some extent on the optional modules you choose. The approximate percentage of the course assessed by different assessment modes is as follows:

Year 1 (Level 4)*:

33% coursework
6% written exams
61% practical exams

Year 2 (Level 5)*:

81% coursework
0% written exams
19% practical exams

Year 3 (Level 6)*:

83% coursework
0% written exams
17% 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

2021 Entry: 96-112 UCAS tariff points

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

  • A-Levels: CCC-BBC from 3 A Levels or equivalent grade combinations (e.g. CCC is comparable to BCD in terms of tariff points)
  • BTEC/CTEC: MMM-DMM from BTEC or Cambridge Technical (CTEC) qualifications
  • International Baccalaureate: To include a minimum of 2 Higher Level certificates at grade H4
  • T Level: Pass (C or above on the core) in a T Level

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

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

  • GCSE English language at grade 4 or C, or higher

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

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

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

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 calling +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

1944-88 : The Acts 15

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

 

Educators 15

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

Principles in Education 15

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

Educational Reflections* 15

*Students will choose either the Educational Reflections module or the Literacies in Higher Education module.

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

Literacies in Higher Education* 15

*Students will choose either the Educational Reflections module or the Literacies in Higher Education module.

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

Critical Viewing 10

This module offers a study of drama, theatre and Performance ‘texts’ in different manifestations and different theatrical traditions. Students will learn to offer informed interpretations of drama presented and mediated in different ways. Whilst acquiring analytical skills and the vocabulary to articulate their analysis students will recognise the ways in which ideological constructs influence the making and reception of texts and an awareness of the ways in which fluidity of context can influence text and subtext.

Theatre Histories 10

This module invites students to consider the contexts in which theatre is made today and has been made in the past.

A number of texts will be explored in different contexts exploring different historical moments. The issue of the ephemerality of performance will be considered as textual and contextual materials and evidence are analysed. The key focus will be uncovering and understanding the complexity of the relationship between texts and contexts.

The module will introduce debates in theatre historiography and offer methodologies for investigating theatre and its histories. A range of texts from different moments in theatre history and will be explored with the emphasis on performance in Britain. This module will encompass a breadth of theatre history whilst allowing for detailed case study work.

Performance Contexts 10

The module will be presented as a series of lectures introducing performance practitioners, concepts and their contexts, exploring how the history of ideas informed – and was informed by – social and cultural developments across cultures and art forms.

It will encourage the students to study its historical, cultural, social and political contexts through case study of key practitioners. It will actively question performance in all its manifestations and encourage students to build on their personal experience. By studying performance as ‘living history’ and placing the study firmly within these specific contexts, the students will be able to reference and manipulate the information to inform their own future creative work.

Theatre Making 20

This year long module will run alongside the Devising Production Project and Text Production Project and give students a grounding in devising and performance skills appropriate to those modules and live performance generally. The module will focus attention on the components to be utilised in creating and refining live performance. It will introduce students to the skills of physical, vocal and spatial improvisation as method of generating performance and as a tool for exploring written text. Students will examine the relationship between play and discipline as a key component in creativity. Though the module will complement the production projects it will also stand as an independent strand leading to its own performance assessment outcome.

Performance Analysis 10

This module focuses on the skills of the performance analysis, and the roles of audience, scholar and critic. Students are introduced to different modes of performance analysis. These modes include but are not confined to writing by the journalist critic, by the rapporteur of an event, academic paper, or extended article for a specific audience or publication. Students will then be asked to compile a series of critical responses on selected performances seen over the course of the module. Students are expected to compare, contrast and contextualise the performances. The responses form a single essay submission.

Year 2 (Level 5)

Modules Credits

Education: Social and Political Thought (1) 15

In this module, students will be introduced to a range of thinkers who have argued for education as a tool for social and political reform. The emphasis in this first module will be on the notion of education as enlightenment, both in ancient and modern versions. The goal is to extend our understanding of education beyond the classroom and into the wider world. It will, of necessity, introduce many important social and political issues, and will provide perspectives that can be employed in other optional modules.

Education: Social and Political Thought (2) 15

The thinkers that were encountered in Education: Social and Political Thought (1) set out clear visions for how education might best contribute to the relations between an individual and their society. In doing so, they somewhat took for granted the foundational and universal character of concepts such as truth, reason, freedom and knowledge, and how these could be realised through education. This second module aims to show how more recent theorists exposed these concepts as themselves being open to question, in terms of who controlled them, who had access to them, and how we all relate to them. This module disrupts some of the ‘grand narratives’ constructed by philosophers since the time of Plato and explores the significance of these disruptions for education.

Ways of Seeing 15

This module introduces students to a number of different critical and reflective methodologies in viewing and analysing and for creating texts and performance work. The module develops students’ ability to discuss, analyse and structure content, both in terms of being viewers and critics as well as being makers of performance. It seeks to develop students’ reflective and analytical approach in order that they can engage with performance making as a process of investigation, reflection and exploration. It introduces students to the dramaturgical questions involved in developing a concept and proposal for performance.

The module introduces students to a range of approaches and maps the development from classical dramaturgy and narrative structures to the ‘new’ dramaturgies and compositional approaches found in contemporary cross-disciplinary performance practices.

Ways of Working 15

This module covers the main processes involved in designing a research project in the field of performing arts. Students will be introduced to key theories and approaches to independent research and a range of possible projects including written and performance research. Students will be supported in the formulation of research questions and the positioning of their research in terms of relevant contexts. The aim is to develop a project proposal that has an appropriate scope, focus and methodological approach. The ethical implications and risk assessment requirements (where appropriate) for project work will be considered.

This module is designed to prepare students for independent study work at Level 6 and to develop an awareness of requirements for designing and delivering projects in a range of professional contexts. Throughout the module students will be encouraged to pitch ideas for feedback as they develop their work in preparation for a proposal presentation assessment.

Theatre & … 15

This module explores specific aspects of drama, theatre and performance thematically. Drawing inspiration from the Palgrave Macmillan Theatre & (2009-2019 ongoing) series as a starting point. Themes featured in the series are wide-ranging and include such subjects as Theatre & Violence, Theatre & Feminism, Theatre & Inter-culturalism, Theatre & Sexuality, Theatre & Museums, Theatre & Race, Theatre & Prisons, Theatre & Empire, Theatre & the Digital, Theatre & Environment, for example. The module is designed for staff specialist research and practice to be delivered in a focussed delivery.

The module invites students to engage with a range of topics connected to staff research specialisms and practice research interests.

Artist(s) Specialism 15

The module offers students the opportunity to focus on an individual performance artist or group of theatre/performance makers, to understand their work in a defined context and historical moment and to then consider how their work may continue to be made relevant for new audiences. Students will work on projects of their choice connected to the subject matter selected by staff and may prepare creative responses in a variety of formats, working in small groups. These may be performance outcomes or creative projects in other forms. The choice of format will be expected to relate to the ways that the artist practitioner communicates.

Optional Modules
  • What is a Child? - 15 Credits
  • Thinking about 'Race' - 15 Credits
  • Independent Study - 15 Credits
  • Theorising Early Childhood - 15 Credits
  • Impairments, Disability and Inclusion - 15 Credits
  • Theories of Discipline - 15 Credits
  • Progressive Education - 15 Credits
  • Thinking the Holocaust - 15 Credits
  • Technology and Education - 15 Credits
  • Globalisation and Comparative Education - 15 Credits
  • Physical Education - 15 Credits
  • Theorising Special & Inclusive Education - 15 Credits
  • What was a Teacher? Histories of Teacher Education  - 15 Credits
  • ‘Pioneers and Separate Spheres’ Gender and History of Education 1789-1923 - 15 Credits
  • Social Inclusion and Exclusion - 15 Credits
  • Sexuality: Education, Policy and Practice - 15 Credits
  • The Teacher: power and pedagogy - 15 Credits
  • Education and Work - 15 Credits
  • Education & Nature: learning in the Anthropocene - 15 Credits
  • Education Beyond Left and Right - 15 Credits
  • Culture/Education - 15 Credits
  • Education and Christianity - 15 Credits
  • Philosophies of Education - 15 Credits
  • Play - 15 Credits
  • Education for the ‘new age’ - 15 Credits
  • Contemporary Theory and Practice in Early Childhood - 15 Credits
  • Volunteering for Education Studies - 15 Credits

Optional Credits

Education: Social and Political Thought (1) 15

In this module, students will be introduced to a range of thinkers who have argued for education as a tool for social and political reform. The emphasis in this first module will be on the notion of education as enlightenment, both in ancient and modern versions. The goal is to extend our understanding of education beyond the classroom and into the wider world. It will, of necessity, introduce many important social and political issues, and will provide perspectives that can be employed in other optional modules.

Education: Social and Political Thought (2) 15

The thinkers that were encountered in Education: Social and Political Thought (1) set out clear visions for how education might best contribute to the relations between an individual and their society. In doing so, they somewhat took for granted the foundational and universal character of concepts such as truth, reason, freedom and knowledge, and how these could be realised through education. This second module aims to show how more recent theorists exposed these concepts as themselves being open to question, in terms of who controlled them, who had access to them, and how we all relate to them. This module disrupts some of the ‘grand narratives’ constructed by philosophers since the time of Plato and explores the significance of these disruptions for education.

Ways of Seeing 15

This module introduces students to a number of different critical and reflective methodologies in viewing and analysing and for creating texts and performance work. The module develops students’ ability to discuss, analyse and structure content, both in terms of being viewers and critics as well as being makers of performance. It seeks to develop students’ reflective and analytical approach in order that they can engage with performance making as a process of investigation, reflection and exploration. It introduces students to the dramaturgical questions involved in developing a concept and proposal for performance.

The module introduces students to a range of approaches and maps the development from classical dramaturgy and narrative structures to the ‘new’ dramaturgies and compositional approaches found in contemporary cross-disciplinary performance practices.

Ways of Working 15

This module covers the main processes involved in designing a research project in the field of performing arts. Students will be introduced to key theories and approaches to independent research and a range of possible projects including written and performance research. Students will be supported in the formulation of research questions and the positioning of their research in terms of relevant contexts. The aim is to develop a project proposal that has an appropriate scope, focus and methodological approach. The ethical implications and risk assessment requirements (where appropriate) for project work will be considered.

This module is designed to prepare students for independent study work at Level 6 and to develop an awareness of requirements for designing and delivering projects in a range of professional contexts. Throughout the module students will be encouraged to pitch ideas for feedback as they develop their work in preparation for a proposal presentation assessment.

Theatre & … 15

This module explores specific aspects of drama, theatre and performance thematically. Drawing inspiration from the Palgrave Macmillan Theatre & (2009-2019 ongoing) series as a starting point. Themes featured in the series are wide-ranging and include such subjects as Theatre & Violence, Theatre & Feminism, Theatre & Inter-culturalism, Theatre & Sexuality, Theatre & Museums, Theatre & Race, Theatre & Prisons, Theatre & Empire, Theatre & the Digital, Theatre & Environment, for example. The module is designed for staff specialist research and practice to be delivered in a focussed delivery.

The module invites students to engage with a range of topics connected to staff research specialisms and practice research interests.

Artist(s) Specialism 15

The module offers students the opportunity to focus on an individual performance artist or group of theatre/performance makers, to understand their work in a defined context and historical moment and to then consider how their work may continue to be made relevant for new audiences. Students will work on projects of their choice connected to the subject matter selected by staff and may prepare creative responses in a variety of formats, working in small groups. These may be performance outcomes or creative projects in other forms. The choice of format will be expected to relate to the ways that the artist practitioner communicates.

Optional Modules
  • What is a Child? - 15 Credits
  • Thinking about 'Race' - 15 Credits
  • Independent Study - 15 Credits
  • Theorising Early Childhood - 15 Credits
  • Impairments, Disability and Inclusion - 15 Credits
  • Theories of Discipline - 15 Credits
  • Progressive Education - 15 Credits
  • Thinking the Holocaust - 15 Credits
  • Technology and Education - 15 Credits
  • Globalisation and Comparative Education - 15 Credits
  • Physical Education - 15 Credits
  • Theorising Special & Inclusive Education - 15 Credits
  • What was a Teacher? Histories of Teacher Education  - 15 Credits
  • ‘Pioneers and Separate Spheres’ Gender and History of Education 1789-1923 - 15 Credits
  • Social Inclusion and Exclusion - 15 Credits
  • Sexuality: Education, Policy and Practice - 15 Credits
  • The Teacher: power and pedagogy - 15 Credits
  • Education and Work - 15 Credits
  • Education & Nature: learning in the Anthropocene - 15 Credits
  • Education Beyond Left and Right - 15 Credits
  • Culture/Education - 15 Credits
  • Education and Christianity - 15 Credits
  • Philosophies of Education - 15 Credits
  • Play - 15 Credits
  • Education for the ‘new age’ - 15 Credits
  • Contemporary Theory and Practice in Early Childhood - 15 Credits
  • Volunteering for Education Studies - 15 Credits

Year 3 (Level 6)

Modules Credits

Dissertation or Extended Independent Study 30

Students will choose either the Dissertation module or the Extended Independent Study module:

Dissertation - 30 Credits

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

Extended Independent Study - 30 Credits

This module is intended to provide students with the opportunity to plan and implement an individual piece of research/practice research. Students will be required to submit a formative research proposal for consideration before moving to supervised learning. The outcomes of this individual research project will be a either a written document of 8,000 – 10,000 words, or a 4,000-5,000 word written document combined with a practice research outcome, or a practice research output (e.g. performance; series of workshops; play-text; performative presentation) with a negotiated artistic statement. By arrangement the student may also undertake work- based learning. The module is supported by a series of lectures covering theoretical and practice research methodologies in drama, theatre and performance. Performance skills alone are insufficient to pass this module.

Optional Modules
  • Current Issues in Education - 15 Credits
  • Independent Study - 15 Credits
  • Loss of Childhood - 15 Credits
  • Early Years Education - 15 Credits
  • Critiquing Higher Education - 15 Credits
  • Constructing the ‘Other’; ‘Race’, Ethnicity, Religion - 15 Credits
  • Educating the Teenage Consumer - 15 Credits
  • The Inclusive Educator: Values, Virtues and Practice - 15 Credits
  • Philosophy of the Teacher - 15 Credits
  • Discipline and the Soul - 15 Credits
  • Holocaust Education - 15 Credits
  • Marxisms and Schooling - 15 Credits
  • Exclusion in and from Schooling - 15 Credits
  • Life, Death and Education - 15 Credits
  • Utopia and Education - 15 Credits
  • Education and the Arab-Islamic World - 15 Credits
  • Film as Education - 15 Credits
  • Reconceptualising Early Childhood Education (RECE) - 15 Credits
  • Childhood in a Changing World - 15 Credits
  • Philosophy, Education and the Learning Person - 15 Credits
  • Deconstructing Philosophies of Education - 15 Credits
  • Education, Ecologies & Ethics - 15 Credits
  • Critiquing Inclusive Educational Practice - 15 Credits
  • Critiquing the Museum Experience - 15 Credits
  • The Language of Inclusion in Education - 15 Credits
  • Education, Inclusion and Refugees - 15 Credits
  • Evaluating Educational Research - 15 Credits
  • Liberal Education  - 15 Credits
  • Philosophy, Education and Ethics - 15 Credits

If students take the Education Studies Dissertation module, they will take:

  • Company Production Project - 60 Credits

If students take the Extended Independent Study module, they will take:

  • Performance Now - 15 Credits
  • Performance Now Advanced - 15 Credits

Optional Credits

Dissertation or Extended Independent Study 30

Students will choose either the Dissertation module or the Extended Independent Study module:

Dissertation - 30 Credits

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

Extended Independent Study - 30 Credits

This module is intended to provide students with the opportunity to plan and implement an individual piece of research/practice research. Students will be required to submit a formative research proposal for consideration before moving to supervised learning. The outcomes of this individual research project will be a either a written document of 8,000 – 10,000 words, or a 4,000-5,000 word written document combined with a practice research outcome, or a practice research output (e.g. performance; series of workshops; play-text; performative presentation) with a negotiated artistic statement. By arrangement the student may also undertake work- based learning. The module is supported by a series of lectures covering theoretical and practice research methodologies in drama, theatre and performance. Performance skills alone are insufficient to pass this module.

Optional Modules
  • Current Issues in Education - 15 Credits
  • Independent Study - 15 Credits
  • Loss of Childhood - 15 Credits
  • Early Years Education - 15 Credits
  • Critiquing Higher Education - 15 Credits
  • Constructing the ‘Other’; ‘Race’, Ethnicity, Religion - 15 Credits
  • Educating the Teenage Consumer - 15 Credits
  • The Inclusive Educator: Values, Virtues and Practice - 15 Credits
  • Philosophy of the Teacher - 15 Credits
  • Discipline and the Soul - 15 Credits
  • Holocaust Education - 15 Credits
  • Marxisms and Schooling - 15 Credits
  • Exclusion in and from Schooling - 15 Credits
  • Life, Death and Education - 15 Credits
  • Utopia and Education - 15 Credits
  • Education and the Arab-Islamic World - 15 Credits
  • Film as Education - 15 Credits
  • Reconceptualising Early Childhood Education (RECE) - 15 Credits
  • Childhood in a Changing World - 15 Credits
  • Philosophy, Education and the Learning Person - 15 Credits
  • Deconstructing Philosophies of Education - 15 Credits
  • Education, Ecologies & Ethics - 15 Credits
  • Critiquing Inclusive Educational Practice - 15 Credits
  • Critiquing the Museum Experience - 15 Credits
  • The Language of Inclusion in Education - 15 Credits
  • Education, Inclusion and Refugees - 15 Credits
  • Evaluating Educational Research - 15 Credits
  • Liberal Education  - 15 Credits
  • Philosophy, Education and Ethics - 15 Credits

If students take the Education Studies Dissertation module, they will take:

  • Company Production Project - 60 Credits

If students take the Extended Independent Study module, they will take:

  • Performance Now - 15 Credits
  • Performance Now Advanced - 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.

2021 Course Tuition Fees

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

International

Year 1 £9,250 £13,800
Year 2 £9,250 £13,800
Year 3 £9,250 £13,800
Total £27,750 £41,400
Optional Sandwich Year* £1,385 £1,385
Total with Sandwich Year £29,135 £42,785

If you are a UK student starting your degree in September 2021, 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. If finance is a worry for you, we are here to help. Take a look at the range of support we have on offer. This is a great investment you are making in your future, so make sure you know what is on offer to support you.

UK Part-Time fees are calculated on a pro rata basis of the full-time fee for a 120 credit course. The fee for a single credit is £77.08 and a 15 credit module is £1,156. Part-time students can take up to a maximum 90 credits per year, so the maximum fee in a given year will be the government permitted maximum fee of £6,935.

International part-time fees are calculated on a pro rata basis of the full-time fee for a 120 credit course. The fee for a single credit is £115 and a 15 credit module is £1,725.

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

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

ADDITIONAL COSTS

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

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

Optional

Books

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

Drama Core Texts are available from the University Library; however some students prefer to purchase their own copies. Some Core Texts can be bought second hand, or as an ebook which can often reduce this cost. Indicative cost is £50-60.

Trips

There will be visits to schools for students in their second year.  The cost of travel and expenses will need to be covered by the student. Indicative cost is £0 - £20

There are some optional field trips to educational sites in the third year of study. There is one optional module which includes visits to museum sites as part of the curriculum.  Students will be responsible for paying their own travel costs and expenses. Indicative cost is £35 - £70 per trip

DBS check

Students will need to pay for the Disclosure and Barring Service fee if they chose an optional Drama module where they carry out work in a school or other community context. This will either be in the second or third year of study. Indicative cost is £40 (current cost of check).

Travel

If students undertake placements as part of their Drama optional module choices in Years 2 & 3. They are responsible for their travel costs. Indicative cost is £50 - 60

Mandatory

Books

Books and other reading materials are very important to the Education Studies programme. In the students second year of study, students will be required to purchase core texts for two mandatory modules. Indicative cost is £100.

Printing and Binding

The University is pleased to offer our students a free printing allowance of £20 each academic year. This will print around 500 A4 mono 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. Our Reprographics team also offer printing and binding services, including dissertation binding which may be required by your course with an indicative cost of £1.50-£3.

Trips

There are some organised incursions and excursions to see performances.  Some tickets are free.  Other ticket costs are kept to a minimum.  Sometimes travel costs to travel to theatre will need to be paid by the student. Indicative cost is £30 per trip.

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 page.

Key course details

UCAS code
WX43
Duration
3 years full-time; 6 years part-time
Typical offer
96-112 points
Location
On campus, Winchester