View content
Jump to:


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

In Year 1, English Literature modules, such as Critical Reading and Early English Texts and Contexts, increase your awareness of the different ways in which texts can be understood, as you develop skills in critical analysis, research and writing. These are also valuable in Education Studies, where you are introduced to a broad range of educational themes, concepts, contexts and experiences through the Educators module, and where you develop your academic writing and practise further in the Literacies in Higher Education module.

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 such as: Constructing Identity: Teachers’ Lives and Pupils’ Stories; Culture, Technology and Education, or Film in Education. This prepares you to apply your new knowledge to real-life situations and contexts in Year 3.

The English Literature modules in Years 2 and 3 focus on texts from a geographic area, a period of history, from Anglo-Saxon times to the present, or a specific genre. You research and discuss the latest developments in the field with staff who are experts in these areas, and complete a dissertation (Education Studies) or creative and critical extended study (English Literature). Optional modules include Globalisation and Contemporary Fiction, Literature and Psychoanalysis, and Literature, Sexuality and Morality.

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.


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.

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.

The Destinations of Leavers from Higher Education (DLHE) record collects information about what those completing university go on to do six months after graduation. The Careers Service undertakes DLHE on an annual basis through surveys and a data collection process. DLHE is designed and strictly controlled by 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.


Suitable for applicants from:

UK, EU, World

Field trips

Trip:  There will 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. Cost £0 - £20.

Trip: Optional London trip with English Literature. Cost £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. Cost £35 - £70 per trip.

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: 216 hours
  • Independent learning: 984 hours
Year 2 (Level 5): Timetabled teaching and learning activity*
  • Teaching, learning and assessment: 216 hours
  • Independent learning: 972 hours
  • Placement: 12 hours
Year 3 (Level 6): Timetabled teaching and learning activity*
  • Teaching, learning and assessment: 204 hours
  • Independent learning: 996 hours

*Please note these are indicative hours for the course


King Alfred or West Downs, University of Winchester


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

We ensure all students have an equal opportunity to achieve module learning outcomes. As such, where appropriate and necessary, students with recognised disabilities may have alternative assignments set that continue to test how successfully they have met the module's learning outcomes. Further details on assessment types used 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)*:
  • 71% coursework
  • 17% written exams
  • 12% practical exams
Year 2 (Level 5)*:
  • 81% coursework
  • 4% written exams
  • 15% practical exams
Year 3 (Level 6)*:
  • 84% coursework
  • 4% written exams
  • 11% practical exams

*Please note these are indicative percentages and modes for the programme.


We are committed to providing timely and appropriate feedback to you on your academic progress and achievement in order to enable you to reflect on your progress and plan your academic and skills development effectively. You are also encouraged to seek additional feedback from your course tutors.

Further information

For more information about our regulations for this course, please see our Academic Regulations, Policies and Procedures


2018 Entry: 96-112 points

An A level A*-C pass is required in an English subject. This can be in English Literature, English Language, English Language and Literature, or Creative Writing.

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

International Baccalaureate: 26 points including 5 points at Higher Level

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 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

Early English Texts and Contexts 15

This module is designed to introduce students to a range of literary texts and genres from the medieval period up to the eighteenth century, opening consideration of the advantages and disadvantages of understanding these texts in relation to their historical contexts. This will include consideration of the following: the changing practices of publication and composition of audience; the historical, political and cultural contexts; contemporary conceptualisations of genre, gender roles and sexual identity; treatment of issues of colonialism, national identity, ethnic difference and religious affiliation. By tracing these topics across texts from different periods comparison and contrast in relation to historical change will be highlighted. Students will be encouraged to draw from the theoretical materials studied in Critical Reading 1 and 2 to develop their interpretations of these texts. The use of texts that have already received considerable critical attention will enable students to engage with existing critical discussion in these areas.

Critical Reading 2 15

This is the second of two related modules which together form a foundational introduction to the critical reading of literary texts. This module will build upon the first by giving students an opportunity to engage with selected literary, critical and theoretical texts, brought together in order to demonstrate the application of major critical theories to literature from different genres and periods. Students will acquire from this module the critical and theoretical basis for the remainder of their undergraduate work in English. It will follow a chronological scheme in order to show how literary criticism has changed through debate and controversy in relation to changes within society and the academy. It will incorporate the most recent developments in criticism, introducing students to key critical extracts alongside literary texts in order to familiarize them with the most significant ideas of the most influential thinkers for the study of literature.

Introduction to English Studies 15

This module offers students an opportunity to negotiate the transition to undergraduate study of English in a small group environment that will promote interaction with fellow students and the module tutor. Students will be involved in detailed discussion of their interpretations of fictional texts and will share their experience in the location and evaluation of relevant critical writing. There will be opportunities to share and compare essay-writing strategies and research methods and to ensure the referencing requirements and conventions of degree-level work are understood. The iterative essay, where a draft will receive feedback before final submission, will promote reflection on research, essay writing, and understanding of marking criteria. There will also be an opportunity to have an initial experience of assessed oral presentation before a relatively small audience and to use a range of relevant web-based resources.

Critical Reading 1 15

This is the first of two related modules which together form a broad introduction to critical reading of literary texts. This first module is designed to build upon reading skills developed at pre-degree level and to introduce more advanced reading skills, drawing upon developments in undergraduate English. It will focus on key aspects of engagement with literature: the role of the reader; the authority of the author; text, context and intertextuality; canon-formation; genre and generic expectation; literature and identity politics; nation and narration. Students will develop their reading skills with a wide range of texts, including fiction, poetry and short stories, both canonical and non-canonical. Students will be made aware of the history of the discipline as it has moved through different kinds of reading practice since its first appearance in English universities. This will provide a context in which to place the discipline’s development through the so-called ‘theory revolution’ and its aftermath.

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

Year 1 Optional Modules
  • Introducing Early Childhood 15 Credits
  • Introducing Special and Inclusive education 15 Credits

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

Year 2 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
  • Introduction to Poetry
  • Transatlantic Narratives
  • America and Americanisation
  • The Literatures and Cultures of the Black Atlantic 
  • American Genres
  • Fictional Writing
  • Scriptwriting
  • Creative Non-Fiction
  • Poetry and Poetic Expression
  • Approaches to Language Study
  • Understanding Language I: Syntax and Morphology
  • Understanding Language II: Semantics, Phonetics and Phonology
  • Understanding Language 3: Semantics and Pragmatics
  • History of the English Language

Year 3 (Level 6)

Modules Credits

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

Year 3 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
  • Module Title:   Early Years Education (A) 15 Credits
  • Early Years Education (B) 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
  • Women's Writing in the Long Eighteenth Century 15 Credits
  • Twentieth Century Dramatic Texts: Brecht and Beckett 15 Credits
  • Consumer Culture 15 Credits
  • Jewish Identities 15 Credits
  • Keywords 15 Credits
  • Literature, Sexuality and Morality 15 Credits
  • The City in American Literature 1868-1925 15 Credits
  • Renaissance Poetry at the Court of Elizabeth I 15 Credits
  • Romantic Celebrity Culture 15 Credits
  • Globalization and Contemporary Fiction 15 Credits
  • Literature and Psychoanalysis 15 Credits
  • The Figure of the Law in Literature 15 Credits
  • Post-Structuralism: Theory, Text, Culture 15 Credits
  • Utopian and Dystopian Fiction 15 Credits
  • The Victorian Art of Murder 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
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.



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

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


Core texts

In student's second and third year of study, some optional modules may require students to purchase one 'set' text per year. Cost £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. Costs £50 - £200.00 each year of the programme.


There will 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.Cost £0 - £20.


Optional London trip with English Literature. Cost £48.


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. Cost £35 - £70 per trip. 


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. Cost £100.


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


Students will be required to cover the cost of printing hard copies of assignments for submission. Cost £65 per year.


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


We have a variety of scholarship and bursaries available to support you financially with the cost of your course. To see if you’re eligible, please see our Scholarships and Awards.

Key course details

UCAS code
3 years full-time; 6 years part-time
Typical offer
96-112 points
King Alfred Campus or at West Downs, Winchester