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COURSE OVERVIEW

  • Education Studies achieved 100% overall satisfaction as rated by final-year undergraduate students in the 2017 National Student Survey
  • Drama achieved more than 90% overall satisfaction as rated by final year undergraduate students in the 2017 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 Studies 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.

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 with module choices including Theatre as Cultural Action, Theatre and Cultural Difference, and Controversy and Censorship.

In the final-year Group Project, you create small companies to make a major performance or develop an applied theatre-in-education project. You can also choose a specialist option focused on staff research interests and you write a dissertation in Education Studies or produce an extended independent project in Drama.

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. Graduates of Education and Drama work as teachers, education officers in theatres and venues or in theatre-in-education and community projects.

Careers

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

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 (Destinations of Leavers from Higher Education survey).

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: 252 hours
Independent learning: 948 hours

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

Teaching, learning and assessment: 240 hours
Independent learning: 948 hours
Placement: 12 hours

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

Teaching, learning and assessment: 228 hours
Independent learning: 972 hours

*Please note these are indicative hours for the course. 

Location

Taught elements of the course take place at our King Alfred Campus or at West Downs, Winchester.

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)*:

38% coursework
4% written exams
58% practical exams

Year 2 (Level 5)*:

73% coursework
0% written exams
27% practical exams

Year 3 (Level 6)*:

87% coursework
0% written exams
13% 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

2018 Entry: 96-112points 

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

International Baccalaureate: 25 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

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

Making 30

This module takes students on a year-long journey that introduces them to the process of making Performance in the current artistic environment. Building on understandings of performance creation and composition developed at pre-University level, students will be guided, largely through practical workshops accompanied by appropriate critical and practitioner readings, through exercises and formative tasks in inventing new work that take them into the realm of the unknown and that help them expand their capacity to create unique and original creative material for their academic age and experience. This module is a university-level primer in creative and compositional technique for the ensemble group and will engage students in a range of strategies for making work, and will require extensive in-class showings and critical feedback sessions in preparation for the assessment.

Theatre Histories 30

This year-long 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.

There are two assessment points connected to this module:

  • an essay building from seminar presentation work
  • a practical performance
Literacies in Higher Education 15

This module explores the concept of literacy in the light of the information overload that characterises the twenty-first century. Critical literacy as you begin your university study 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. The module will prepare you to evaluate effectively the wide range of material that can be used as evidence in our study of education in its broadest understanding. 

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.

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.

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.      

‘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.

Optional Credits

Optional Modules

Introducing Early Childhood 15 Credits

Introducing Special and Inclusive education

Year 2 (Level 5)

Modules Credits

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.

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.

Optional Credits

Optional Modules

What is a Child? 15 Credits
A Thinking about 'Race' 15 Credits
B 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
Theorising Progressive Education 15 Credits
Thinking the Holocaust 15 Credits
Technology and Education 15 Credits
Knowing through Observation 15 Credits
Globalisation and Comparative Education 15 Credits
Physical Education 15 Credits
Constructing Identity: Teachers' Lives and Pupils' Stories 15 Credits
Theorising Special and 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
Volunteering in Education Studies 15 Credits
C20th Ghosts: Theatre, Time, Identities 30 Credits
Shakespeare & Ideology 30 Credits
Production Project 30 Credits
Popular Performance 30 Credits
Theatre and Cultural Difference 30 Credits
Controversy and Censorship 30 Credits
Theatre as Cultural Action 30 Credits
Role of the Actor  - Intermediate 15 Credits
Role of the Actor – Advanced 15 Credits
Theatre-in-Education and Drama-in-Education 30 Credits
Digital Performance 30 Credits
Writing for Performance 15 Credits
Puppetry and Object Manipulation 30 Credits
Physical Theatres 30 Credits
Performance Criticism  15 Credits
Open Project 30 Credits
Musical Theatre in the U.K. and U.S.A 30 Credits
Immersive Performance 30 Credits
Contemporary Cultural Heritage 30 Credits
Transcultural Practices 30 Credits

Year 3 (Level 6)

Modules Credits

Extended Independent Project 30

This double module is intended to provide students with the opportunity to plan and implement an individual piece of research. Students will be required to submit a research proposal for consideration before moving to supervised learning. The outcomes of this individual research project will be a written document of either 10,000 words, or 5,000 words written document and a documented PAR (Practice as Research) component to be presented in edited format on DVD, length and content to be negotiated on a project by project basis.

In making proposals for the Extended Independent Project students will be required to demonstrate:

a) A clear rationale for the proposal
b) An understanding of the context
c) An ability to formulate relevant key questions
d) Ability to identify appropriate research methodologies
e) Emerging primary and secondary sources

Students will make their initial proposals during Semester 4. Individual supervisors will be assigned in Semester 5 and an appropriately developed research proposal will be required by supervisors in the first half of semester 5. Classes to support EIP work will be offered over the course of the module.

Dissertation 30

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

Optional Credits

Optional Modules

Construction of Gender Roles in Schools 15 Credits
Current Issues in Education 15 Credits
Democracy and Education 15 Credits
Independent Study 15 Credits
Loss of Childhood 15 Credits
Early Years Education A 15 Credits
Early Years Education B 15 Credits
Critiquing Higher Education 15 Credits
Constructing the Other: Race, Ethnicity and Religion 15 Credits
Educating the Teenage Consumer 15 Credits
The Inclusive Educator: Values, Virtues and Practice 15 Credits
Discipline and the Soul 15 Credits
Holocaust Education 15 Credits
Marxisms and 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
Contemporary Theory and Practice in Early Childhood 15 Credits
Early Childhood in a Changing World 15 Credits
Philosophy, Education and the Learning Person 15 Credits
Deconstructing Philosophies of Education 15 Credits
Education and Jewish Though 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
Group Project 30 Credits
Group Project: Theatre as Cultural Action 30 Credits
Performance Now: Debates and Discourses 15 Credits
Performance Now: Advanced Research Practice 15 Credits
Creative Entrepreneurship and Production 15 Credits
Body Parts 15 Credits
Theatre Stories 15 Credits
Women, Autobiography and Performance 15 Credits
British Theatre 1945-2015 15 Credits
Volunteering 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

International Students

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.

 

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. £15 per text.

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. £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. £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. £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. £44 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.  £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. £100.

Printing

In your first year of study, you will be required to produce and print a poster for one of their Level 4 assignments. £10.

You will be required to cover the cost of printing hard copies of assignments for submission. £65. Per year.

In the final year of study, you will be required to print and bind two copies of their dissertation. £15.

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. £30.

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
King Alfred Campus or at West Downs, Winchester