- Education Studies achieved 100% overall satisfaction as rated by final-year undergraduate students in the 2017 National Student Survey
- Explore the history of social and political change in combination with educational theory for a new generation
- Engage with themes, issues and practices around education from antiquity to the present
- Undertake placement options and work-based learning to enhance employability
- Choose modules from an exceptionally broad range of topics
- Study in a beautiful city steeped in history – the faculty is located alongside various research centres for history in Winchester, such as the Centre for the History of Women’s Education
These two complementary subjects have a huge influence on people’s lives and society as a whole. Our Education Studies and History degree is an opportunity to study a long line of educational practices and ideas alongside a broad and revealing exploration of different cultures, wars and traditions of the past.
The course goes far beyond teaching and learning: you explore a range of contexts from the classroom through to how education defines the world around us and is used as a lever for social and political change. You will learn things about the workings of society and education which will surprise you.
The three-year programme examines education and policy in historical, sociological, cultural, political and philosophical contexts. You gain a deep understanding of education’s impact on gender, citizenship, childhood, family, technology and power. The course is both a rigorous academic degree and excellent preparation for those who wish to take a PGCE and become a history teacher, or to pursue MA routes, such as the MA Philosophy of Education.
While the degree is theory-based you can select from optional volunteering modules in your second year that count towards academic credit.
In Year 1, the focus is on coming to an in-depth understanding of key concepts and issues of the education process, and introductions to the well-known thinkers of educational theory. Your own experiences will be a key part of this learning effort. Core modules include Educators and Society, Reading and Writing History, and Creating and Consuming History.
In Year 2, core modules focus on social, ethical and political thought in education. With a wide range of optional modules, you can pursue your personal and professional interests: like physical education, education and religion, technology and early childhood education. More specialised History modules focus on research skills and learning how to use original documents to carry out research as well as Education in the Holocaust, and the History of Teacher Education.
In Year 3, you write a dissertation or complete an independent study project on a topic of your choice. By the end of the programme, you graduate as a well-rounded, critical thinker in educational theory.
Throughout all levels, you are guaranteed to learn from passionate and dedicated staff who help you produce intellectually satisfying essays and presentations and encourage stimulating group discussions. Our staff challenge and support you in equal measure and the course consistently rates highly in the National Student Survey, and the UK engagement survey for undergraduates. What’s more, we care about your progress and wellbeing.
Education is fundamentally about the development of others and our graduates are employed in professions which involve care and service. Many go on to work in the classroom, but others take up educational roles within public services, such as social work or education management in central and local government, publishing, business, service industries, personnel, libraries, the arts, museums, marketing and charities. The programme tutors form a dedicated and enthusiastic team who look forward to meeting you and talking about your ambitions.
Graduates enter educational roles within public services, business, service industries, personnel, libraries, museums, heritage sites, charities, arts and marketing.
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
If you study a Bachelor Honours degrees with us, you will be pre-approved to start a Masters degree at Winchester. To be eligible, you will need to apply by the end of March in the final year of your degree and meet the entry requirements of your chosen Masters degree.
ABOUT THIS COURSE
Suitable for applicants from:
UK, EU, World
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.
Over the duration of your course, you will be expected to develop independent and critical learning, progressively building confidence and expertise through independent and collaborative research, problem-solving and analysis with the support of staff. You take responsibility for your own learning and are encouraged to make use of the wide range of available learning resources available.
Your overall workload consists of class contact hours, independent learning and assessment activity.
While your actual contact hours may depend on the optional modules you select, the following information gives an indication of how much time you will need to allocate to different activities at each level of the course.
Year 1 (Level 4): Timetabled teaching and learning activity*
- Teaching, learning and assessment: 228 hours
- Independent learning: 972 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: 228 hours
- Independent learning: 972 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)*:
- 55% coursework
- 31% written exams
- 14% practical exams
Year 2 (Level 5)*:
- 82% coursework
- 1% written exams
- 17% practical exams
Year 3 (Level 6)*:
- 49% coursework
- 31% written exams
- 20% practical exam
*Please note these are indicative percentages and modes for the programme.
We are committed to providing timely and appropriate feedback to you on your academic progress and achievement in order to enable you to reflect on your progress and plan your academic and skills development effectively. You are also encouraged to seek additional feedback from your course tutors.
For more information about our regulations for this course, please see our Academic Regulations, Policies and Procedures.
2018 Entry: 96-112 points
An A level A*-C pass is required in one of the following: History, Archaeology, Classical Civilisation, History of Art, Economics, Politics, or English
A GCSE A*-C or 9-4 pass in 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
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
Explore our campus and find out more about studying at Winchester by coming to one of our Open Days.
Year 1 (Level 4)
|Case Studies II: Independent Study Project||15|
This module builds upon Sources & Approaches in History, further developing students’ skills as independent researchers, and giving students an opportunity to do research of a critical nature, using both primary and secondary sources. Continuing to work in the same Case Study groups as, and on a related topic to, Sources & Approaches, students undertake an individual research project, on a topic negotiated with a tutor. In addition, there will be an element of group work as students combine their individual findings, presenting on a subtopic of the module’s overarching theme. As this module concentrates upon developing skills there is an emphasis on training for future employment. Students will be expected to engage with careers service activities in semester 2 and to report their activities in a reflective blog.
|Case Studies I: Sources and Approaches in History||15|
This module introduces students to the core skills required to study history successfully at degree level. History makes sense of the past by analysing surviving evidence. Such evidence is either secondary, which requires in-depth critical reading, or primary or original, which demands critical contextualisation and analysis. All such evidence has uses to the historian, not necessarily obvious, and all contains partiality, which historians are trained to overcome. Working in small groups with one staff member per group, there will be a balance between developing awareness of these overarching core skills (such as conducting research and mastering referencing conventions) and a case study where students work on academic reading connected to a particular topic. This intensive small group environment will help students adjust to the university environment and provide a venue for delivering other transitional and transferrable skills.
|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.
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.
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.
|Year 1 Optional Modules|
Year 2 (Level 5)
|Independent Study Module|
|Past Historians and Current Practice||15|
This module principally examines the ways in which British historians have worked from the early medieval period to c.2000. It investigates the influences which shaped their approaches (including, e.g., the work of foreign scholars such as Leopold von Ranke and the historians of the French Annales School). It also investigates theories of history – e.g. Marxist ideas. It emphasizes the expansion of historical interests and the methodologies which have permitted fresh areas of study in the last thirty years and looks at the current practice of history.
|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.
|Year 2 Optional Modules|
Year 3 (Level 6)
This module is taught through small seminar groups only. In these groups, students will be able to explore the nature of historical research and historical debate through reflection on their own Final Year Project and the sharing of best practice with other students. It will allow a more supportive learning environment whilst ensuring a more active engagement with individual research.
|Dissertation in Education Studies or History||30|
The dissertation will be a piece of independent research undertaken by the student resulting in an 8,000 – 10,000 word project.
|Year 3 Optional Modules|
Please note the modules listed are correct at the time of publishing, for full-time students entering the programme in Year 1. Optional modules are listed where applicable. Please note the University cannot guarantee the availability of all modules listed and modules may be subject to change. For further information please refer to the terms and conditions at www.winchester.ac.uk/termsandconditions.
The University will notify applicants of any changes made to the core modules listed above.
Course Tuition Fees
UK/EU/Channel Islands and Isle of Man
If you are a UK or EU student starting your degree in September 2018, the first year will cost you £9,250. Based on this fee level, the indicative fees for a three-year degree would be £27,750 for UK and EU students. Remember, you don't have to pay any of this upfront if you are able to get a tuition fee loan from the UK Government to cover the full cost of your fees each year. If finance is a worry for you, we are here to help. Take a look at the range of support we have on offer. This is a great investment you are making in your future, so make sure you know what is on offer to support you.
Full-time £9,250 p/a
Total Cost: £27,750 (3 years) | £28,450 (sandwich option)
UK/EU Part-Time fees are calculated on a pro rata basis of the full-time fee for a 120 credit course. The fee for a single credit is £77.08 and a 15 credit module is £1,156. Part-time students can take up to a maximum 90 credits per year, so the maximum fee in a given year will be the government permitted maximum fee of £6,938
Full-time £12,950** p/a
Total Cost: £38,850** (3 years) | £39,550** (sandwich option)
International part-time fees are calculated on a pro rata basis of the full-time fee for a 120 credit course. The fee for a single credit is £107.92 and a 15 credit module is £1,620. Fees for students from Vestfold University College in Norway (who receive a 10% reduction) and NLA are £11,655.
As one of our students all of your teaching and assessments are included in your tuition fees, including, lectures/guest lectures and tutorials, seminars, laboratory sessions and specialist teaching facilities. You will also have access to a wide range of student support and IT services.
There might be additional costs you may encounter whilst studying. The following highlights the mandatory and optional costs for this course:
Some History modules require students to have access to books with an approximate cost of £100 if bought new over the course of a year (but texts can often be purchased at considerably reduced rates second hand). Cost £15 per text.
In student's second and third year of study, some Education Studies optional modules may require students to purchase one 'set' text per year. Cost £15 per text.
There will be optional visits to schools for students in their second year. The cost of travel and expenses will need to be covered by the student. Cost £0 -£20.
Optional week-long History Fieldtrip in Year 2 - costs vary depending on location and number of students going on the trip. Based on previous trips, costs between £300-£700.
There are some optional field trips to educational sites in some Education Studies modules during students 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
Education Volunteering placements may incur travel costs. Students choose their own placement setting in agreement with the Volunteering Module Leader and Volunteering Placement Co-ordinator. Cost £0 - £200 dependent on the location of placement and frequency of visits.
History Volunteering Placement incurs travel costs, which are dependent upon where the student undertakes the placement (if local it may be zero, but costs go up when public transport is used to travel). Students will have a say in where their placement is located. Cost £0 - £300, dependent on location of placement.
Dissertation in History
Students who choose to undertake their dissertation in History may incur costs (mainly travel) to visit archives, dependent upon the specific nature of the dissertation and availability of online resources for a specific subject. Students will need to consider this when choosing a topic, so will have control over the likely costs of the research. Cost £0 - £50.
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. These books can be purchased at a considerably reduced rate second hand. Cost £100 in total maximum.
In the students' first and second year of study, students will be required to have access to core texts for History mandatory modules. Whilst these are usually in the library, some (particularly older ones which are the 'classic' texts on a given subject) are not necessarily available as an ebook. If they are in the library they will be on shorter loans, but even reference-only copies cannot be provided in enough quantities to guarantee availability for every student. Cost £40
Students will need to pay for post printing on some modules. Cost £10 per module
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. The exact cost of printing and binding will depend on the content of the individual dissertation. Cost £20.
SCHOLARSHIPS, BURSARIES AND AWARDS
We have a variety of scholarship and bursaries available to support you financially with the cost of your course. To see if you’re eligible, please see our Scholarships and Awards
Key course details
- UCAS code
- 3 years full-time; 6 years part-time
- Typical offer
- 96-112 points
- King Alfred Campus or at West Downs, Winchester