Education and English Literature (with Foundation Year)
UCAS code: QX3X
COURSE OVERVIEW
- Engage with concepts and ideas that impact the whole of life through literature and learning
- Explore practical applications of principles such as inclusion and access to education
- Open up a huge range of career opportunities with transferrable skills
Broaden and enrich your mind with an exploration of English Literature while training to inspire others in their learning with Education Studies. Our joint honours course embraces educational themes, ideas and practices through the study of educational theories and philosophies, alongside a deep examination of how literary texts work from historical, theoretical and cultural perspectives.
Our inspiring range of English Literature options spans continents and time periods, from Shakespeare to modern performance poetry, and from 19th-century American literature to young adult fiction. Over three years, you consider and debate the purpose and value of education including concepts such as enabling social change, inclusion, representation, and truth and power as you engage with some of the most exciting and dynamic issues in the current social climate.
A Foundation Year is the perfect way to boost your academic skills, build your confidence and develop your wider subject knowledge so you can succeed at Winchester. This course offers an extra year of study at the start (Year 0) which leads onto a full degree programme (Years 1, 2 and 3).
A Foundation Year is ideal if you are returning to education after a break; haven’t quite achieved the entry qualifications required; are wanting more support during the transition to studying at university; or are unsure about which subject you wish to pursue.
In Year 0, you will study a set of modules from across the Faculty of Education which are designed to develop your academic and practical skills. This broader focus in your first year introduces you to studying at university level and provides you with a better understanding of Education and English Literature and related subjects.
You will experience a variety of teaching methods including lectures, discussion-based seminars and independent study. You will also receive support to boost your academic skills to prepare you for the rest of your time at Winchester. Find out more and hear from our Foundation Year students at winchester.ac.uk/foundation
In Year 1, the module Studying English Literature increases your awareness of the different ways in which texts can be understood, as you develop skills in critical analysis, research and writing. You can then apply these in World Literature and Intertextuality. These skills are also valuable in Education Studies, where you are invited to explore a broad range of educational themes, concepts, contexts and experiences through the Educators module. Lastly, in the Literacies in Higher Education module, you can finetune those skills while beginning to write ‘the story of you’ at university.
In Year 2, modules such as Education: Social and Political Thought, broaden and deepen your understanding of educational principles and ideas. Next to this, you can choose from a wide range of optional modules including film, culture, technology, fiction and non-fiction, children’s literature, older and modern writings. This prepares you to apply your new knowledge to real-life situations and advanced thinking in Year 3.
In your final year, you must complete a dissertation on a topic of your choice, which may combine your subject areas. Alongside this, you can continue to explore your specific interests in fiction or non-fiction, prose or poetry, as well as the broad range of educational topics in philosophy, politics, disability and inclusion, early childhood, and more.
Throughout all levels, you are guaranteed to learn from passionate and committed staff who help you produce intellectually satisfying essays and presentations and encourage stimulating group discussions. What’s more, we care about your progress and wellbeing.
Graduates from this course use the many transferable skills they gain to enter educational roles within public services, business, service industries, libraries, museums and charities. They also become teachers, lecturers, journalists, actors, publishers and producers.
Careers
Graduates enter educational roles within public services, business, service industries, personnel, libraries, museums, and charities. They have also gone on to become teachers, lecturers, journalists, actors, publishers and producers.
The University of Winchester ranks in the top 10 in the UK for graduates in employment or further study according to the Graduate Outcomes Survey 2021, HESA.
Pre-approved for a Masters
University of Winchester students studying Bachelor Honours degrees are pre-approved to start a Masters degree at Winchester. To be eligible students must apply by the end of March in their final year and meet the entry requirements of their chosen Masters degree.
ABOUT THIS COURSE
Suitable for applicants from:
UK, EU, World
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 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 0 (Level 3): Timetabled teaching and learning activity*
- Teaching, learning and assessment: 204 hours
- Independent learning: 996 hours
Year 1 (Level 4): Timetabled teaching and learning activity*
- Teaching, learning and assessment: 216 hours
- Independent learning: 984 hours
Year 2 (Level 5): Timetabled teaching and learning activity*
- Teaching, learning and assessment: 204 hours
- Independent learning: 996 hours
Year 3 (Level 6): Timetabled teaching and learning activity*
- Teaching, learning and assessment: 216 hours
- Independent learning: 984 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 0 (Level 3)*:
- 87% coursework
- 0% written exams
- 13% practical exams
Year 1 (Level 4)*:
- 53% coursework
- 19% written exams
- 28% practical exams
Year 2 (Level 5)*:
- 75% coursework
- 13% written exams
- 12% practical exams
Year 3 (Level 6)*:
- 94% coursework
- 0% written exams
- 6% practical exams
*Please note these are indicative percentages and modes for the programme.
Feedback
We are committed to providing timely and appropriate feedback to you on your academic progress and achievement in order to enable you to reflect on your progress and plan your academic and skills development effectively. You are also encouraged to seek additional feedback from your course tutors.
Further information
For more information about our regulations for this course, please see our Academic Regulations, Policies and Procedures
ENTRY REQUIREMENTS
2023 Entry: 48 UCAS tariff points
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:
- GCSEs in Mathematics and English Language at grade 4 or C, or higher. Functional Skills at level 2 is accepted as an alternative, however Key Skills qualifications are not. If you hold another qualification, please get in touch and we will advise further.
If 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 their website which may be of interest.
Course enquiries and applications
Telephone: +44 (0) 1962 827234
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 0 (Level 3)
Modules Credits
| Modern Literature and Film | 15 | |
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This module explores key developments and themes in the history of modern literature and film. It will in particular explore the impacts of contemporary social and historical conditions upon these art forms, and the impacts of these art forms upon those conditions. The module will include formal lectures on each week’s topic, followed by more interactive seminar sessions. In addition to classroom discussions, seminars will include students' formative presentations of their work in progress and workshopping opportunities for the development of students' essays through tutor and peer feedback and advice. |
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| Succeeding at University | 15 | |
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This module aims to build student self-awareness and confidence in their academic ability. By exploring their personal learning identity and skills set, and the meaning of educational success, students will develop their academic knowledge, skills and understanding to support their future studies. In this module, students will have the opportunity to develop their skills in searching for, identifying, reading and understanding academic texts. They will practice essay writing and examination techniques, and develop their presentation skills. Students will have opportunities for engaging in discussion and debates, and in the giving and receiving of constructive feedback. |
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| Humanity’s Big Questions: Introduction to the Humanities | 15 | |
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The Humanities encompass numerous disciplines that all share the common theme of studying human beings in their social, cultural, political, religious and historical contexts. An ability to think about the issues and questions that human beings encounter in many ways requires an understanding of a variety of academic disciplines. This module introduces students to a range of humanities disciplines that will typically include archaeology, religious studies, philosophy, politics, theology and anthropology examining the ways each discipline examines many of the big questions facing humanity. |
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| Experiences and Theories of Education | 15 | |
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This module introduces students to the meaning of education in its broader sense. By considering a range of issues, experiences and approaches through an educational lens, significant questions about education, childhood, learning, special educational needs and alternative forms of education will be explored. Through the course of the module, students will develop their skills in identifying and using valid sources relevant to academic studies in education and develop their confidence in writing for academic purposes. |
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| Making Sense of the World: The Tools for Argument and Analysis | 15 | |
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This module introduces students to the meaning of education in its broader sense. By considering a range of issues, experiences and approaches through an educational lens, significant questions about education, childhood, learning, special educational needs and alternative forms of education will be explored. Through the course of the module, students will develop their skills in identifying and using valid sources relevant to academic studies in education and develop their confidence in writing for academic purposes. |
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| Society’s Big Questions: Introduction to the Social Sciences | 15 | |
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The Social Sciences encompass numerous disciplines that all share the common theme of studying the ways human societies operate and how humans interact with each other in society. An ability to think about the issues and questions in society requires an understanding of a variety of academic disciplines. This module introduces students to the social sciences and explores how diverse subjects such as criminology, geography, psychology and sociology examine society. |
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| Understanding Children and Young People | 15 | |
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This module is designed to introduce students to the study of children and young people. Through a combination of lectures and seminars, the module will explore the concept of childhood and adolescence, the issues that affect the development and wellbeing of children and young people, and who supports this. The lectures will introduce key topics, whilst in the seminars students will explore the topics in more depth. Students will be given key readings each week. The final presentation will cover topics presented in the course. |
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Year 1 (Level 4)
Modules Credits
| ‘44 and ‘88 : The Acts | 15 | |
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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 encourages students to reflect on notions of educability, equality, selection and differentiation. It enables students to 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. |
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| Educational Reflections | 15 | |
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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. |
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| Educators | 15 | |
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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. |
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| Principles in Education | 15 | |
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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. |
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| Studying English Literature | 30 | |
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This double module provides the foundation for the degree by establishing key skills for English Literature students. It focuses on four key areas:
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| Intertextuality | 15 | |
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A literary text does not have meaning in and of itself, its meaning is always a product of its relation to other texts, both literary and non-literary. This module will examine a range of ways that texts have been analysed through their relationship with other texts. It will begin with the well-established concepts of source, genre, and allusion, examining specific texts and tracing these relationships. It will then look at theoretical expansions of the concept of intertextuality and consider these in relation to an extended study of a pair of related literary texts. Finally, it will consider adaptation of literary texts such as a fairy tale into other media such as film, television and the visual arts, considering how identification of a text as an adaptation of a preceding one impacts upon the interpretation of both. |
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| World Literature | 15 | |
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While Goethe introduced the phrase Weltliteratur in 1827 and called on us to hasten its approach, ‘World Literature’ remains, in David Damrosch’s view, an ‘elusive’ thing (‘Which literature? Whose world?’) Drawing on critical methodologies established in Studying English Literature, and complementing Literature in Context, this module will focus on how the study of ‘English’ as a discipline is affected by globalization and so-called ‘identity politics’. It will explore a range of texts both modern and foundational to illustrate a variety of concepts and critical issues, including: diaspora and migration, nationalism and multiculturalism, non-British English and reading in translation, and the effect of globalization on contemporary politics. It also invites students to consider the heterogeneity of the term ‘World Literature’ as both a hindrance and a benefit when tackling concepts like, for example, gender as a social and, increasingly, international construct. |
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| Year 1 Optional Modules | ||
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Optional Credits
| ‘44 and ‘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 encourages students to reflect on notions of educability, equality, selection and differentiation. It enables students to 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. |
||
| Educational Reflections | 15 | |
|
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. |
||
| 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. |
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| 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. |
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| Studying English Literature | 30 | |
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This double module provides the foundation for the degree by establishing key skills for English Literature students. It focuses on four key areas:
|
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| Intertextuality | 15 | |
|
A literary text does not have meaning in and of itself, its meaning is always a product of its relation to other texts, both literary and non-literary. This module will examine a range of ways that texts have been analysed through their relationship with other texts. It will begin with the well-established concepts of source, genre, and allusion, examining specific texts and tracing these relationships. It will then look at theoretical expansions of the concept of intertextuality and consider these in relation to an extended study of a pair of related literary texts. Finally, it will consider adaptation of literary texts such as a fairy tale into other media such as film, television and the visual arts, considering how identification of a text as an adaptation of a preceding one impacts upon the interpretation of both. |
||
| World Literature | 15 | |
|
While Goethe introduced the phrase Weltliteratur in 1827 and called on us to hasten its approach, ‘World Literature’ remains, in David Damrosch’s view, an ‘elusive’ thing (‘Which literature? Whose world?’) Drawing on critical methodologies established in Studying English Literature, and complementing Literature in Context, this module will focus on how the study of ‘English’ as a discipline is affected by globalization and so-called ‘identity politics’. It will explore a range of texts both modern and foundational to illustrate a variety of concepts and critical issues, including: diaspora and migration, nationalism and multiculturalism, non-British English and reading in translation, and the effect of globalization on contemporary politics. It also invites students to consider the heterogeneity of the term ‘World Literature’ as both a hindrance and a benefit when tackling concepts like, for example, gender as a social and, increasingly, international construct. |
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| Year 1 Optional Modules | ||
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Year 2 (Level 5)
Modules Credits
| Education: Social and Political Thought | 15 | |
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This is the first of the two mandatory modules for Education Studies at level 5. In this module you 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. We will explore selected theorists through primary sources and you will be expected to have access to the key texts. A list of these is available on our web site. The goal of this module 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. |
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| Education: Social and Political Thought (2) | 15 | |
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In Education: Social and Political thought we studied attempts to offer definitive explanations of what should motivate individuals to act. In this module we turn to theories of ethics that disrupt these accounts. The materialist interpretations of social and political relations advanced in Education: Social and Political thought are also disrupted as we consider the complexities of knowledge and power, along with the ethical dimensions of human relations. We will explore selected theorists through primary sources and you will be expected to have access to the key texts. A list of these is available on our web site. The goal of this module is to extend our understanding of education beyond the classroom and into the wider world. It will, of necessity, introduce many important ethical and political issues, and will provide perspectives that can be employed in other optional modules. |
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| Critical Reading | 15 | |
| Year 2 Optional Modules | ||
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Optional Credits
| Education: Social and Political Thought | 15 | |
|
This is the first of the two mandatory modules for Education Studies at level 5. In this module you 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. We will explore selected theorists through primary sources and you will be expected to have access to the key texts. A list of these is available on our web site. The goal of this module 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. |
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| Education: Social and Political Thought (2) | 15 | |
|
In Education: Social and Political thought we studied attempts to offer definitive explanations of what should motivate individuals to act. In this module we turn to theories of ethics that disrupt these accounts. The materialist interpretations of social and political relations advanced in Education: Social and Political thought are also disrupted as we consider the complexities of knowledge and power, along with the ethical dimensions of human relations. We will explore selected theorists through primary sources and you will be expected to have access to the key texts. A list of these is available on our web site. The goal of this module is to extend our understanding of education beyond the classroom and into the wider world. It will, of necessity, introduce many important ethical and political issues, and will provide perspectives that can be employed in other optional modules. |
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| Critical Reading | 15 | |
| Year 2 Optional Modules | ||
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Year 3 (Level 6)
Modules Credits
| Dissertation | 30 | |
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The dissertation will be a piece of independent research undertaken by the student resulting in an 8,000 – 10,000 word project. |
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| Year 3 Optional Modules | ||
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Optional Credits
| Dissertation | 30 | |
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The dissertation will be a piece of independent research undertaken by the student resulting in an 8,000 – 10,000 word project. |
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| Year 3 Optional Modules | ||
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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.
2023 Course Tuition Fees
| UK / Channel Islands / Isle of Man / Republic of Ireland |
International | |
|---|---|---|
| Year 1 | £9,250 | £14,700 |
| Year 2 | £9,250 | £14,700 |
| Year 3 | £9,250 | £14,700 |
| Year 4 | £9,250 | £14,700 |
| Total | £37,000 | £58,800 |
| Optional Sandwich Year* | £1,385 | £1,440 |
| Total with Sandwich Year | £38,385 | £60,240 |
If you are a UK student starting your degree in September 2023, the first year will cost you £9,250**. Based on this fee level, the indicative fees for a four-year degree would be £37,000 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 £122.50 and a 15 credit module is £1,837.
* 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.
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
In student's second and third year of study, some optional modules may require students to purchase one 'set' text per year. Indicative cost is £15 per text.
Core texts
For the English Literature element of the Programme it is recommended that students buy core texts, but it is possible to buy second-hand copies or study using library and online sources. Indicative cost is £50 - £200 per year.
Trip
There may be optional visits to schools for Education Studies students in their second year. The cost of travel and expenses will need to be covered by the student. Indicative cost is £0 - £20.
Trip
Optional London trip with English Literature. Indicative cost is £48.
Trip
There are some optional field trips to educational sites for Education Studies students in their 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 and expenses. Indicative cost is £35 - £70 per trip.
Mandatory
Core texts
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 printing allowance of £5 each academic year. This will print around 125 A4 (black and white) pages. If students wish to print more, printer credit can be topped up by the student. The University and Student Union are champions of sustainability and we ask all our students to consider the environmental impact before printing.
Disclosure and Barring Service
A Disclosure and Barring Service (DBS) clearance check may be required if you undertake a placement, volunteering, research or other course related activity where you will have contact with children or vulnerable adults. The requirement for a DBS check will be confirmed by staff as part of the process to approve your placement, research or other activity. The indicative cost is £40.
SCHOLARSHIPS, BURSARIES AND AWARDS
We have a variety of scholarship and bursaries available to support you financially with the cost of your course. To see if you’re eligible, please see our Scholarships and Awards.
Key course details
- UCAS code
- QX3X
- Duration
- 4 years full-time
- Typical offer
- 48 points
- Location
- On campus, Winchester
Studying Education Studies at Winchester
In Education Studies at Winchester, you really explore what education means to you, why it is important to you and to others, and consequently, what aspect of education can become your career. You are encouraged to find your own interests and expertise.
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