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COURSE OVERVIEW

  • Education Studies achieved 100% overall satisfaction as rated by final-year undergraduate students in the 2018 National Student Survey
  • Excellent preparation if you want to become a teacher, or keep your options open for other careers in educational services
  • Voluntary work in your second year counts towards academic credit
  • Learn from passionate and dedicated staff in a community of knowledge

Educators make a lasting impact on people’s lives. Whether you want to become a teacher or work in educational charities, publishing, local government, or the service and heritage industries, Education Studies leads to challenging and rewarding careers.

Our BA degree 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 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, Introducing Childhood, Inclusive Education and more.

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: such as physical education, education and religion, technology and early childhood education.

In Year 3, you write a dissertation or complete an independent study project on a topic of your choice. In addition, a wide range of optional modules include Holocaust education, film and politics. 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 committed 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, museums, and charities. The programme tutors form a dedicated and enthusiastic team who look forward to meeting you and talking about your ambitions.

Careers

Graduates enter educational roles within public services, business, service industries, personnel, libraries, museums, and charities.

94% of our 2016/17 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.

*Subject to revalidation

This course is subject to revalidation. 'Revalidation' is the process by which the University refreshes its existing provision. Revalidation assesses the quality and standards of the programme to ensure it continues to provide a distinct, high quality academic experience for students, enabling them to acquire the necessary academic knowledge, understanding, general and subject-specific skills required to pursue a graduate level career.

Suitable for Applicants from:

UK, EU, World

Field Trips

You will have the option to go on field trips in Year 2 and Year 3 of the course

Study Abroad

Our BA (Hons) Education Studies course provides an opportunity for you to study abroad in the United States of America (USA). For more information see our Study Abroad section.

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: 960 hours
Placement: 24 hours

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

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

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

Teaching, learning and assessment: 192 hours
Independent learning: 1008 hours

*Please note these are indicative hours for the course.

Education Studies is offered as a means to gain an intellectually satisfying grasp of the education of learners of all ages and the care of the very young. We believe with this intellectual background students will be in a far stronger position to be valued as individuals within educational institutions. We use a variety of teaching methods and try to listen and respond effectively to student comments. Teaching may be didactic, discussion-based or led by student presentation. This is accompanied by intellectual rigour in all forms of student work (essay, presentation, discussion). On all of the modules students will be expected to read widely, to reflect and comment on their reading and to express their ideas clearly and persuasively, both orally and in writing.

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.

The University library is open seven days a week, 24 hours a day.

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)*:

75% coursework
5% written exams
20% practical exams

Year 2 (Level 5)*:

81% coursework
0% written exams
19% practical exams

Year 3 (Level 6)*:

100% coursework
0% written exams
0% 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

2019 Entry: 104-120 points

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

International Baccalaureate: 26 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

‘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.

 

Political Perspectives on Education 15

The aim of this module is to ensure that students are well informed on a range of political concepts and perspectives. This is essential if they are, later in the programme, to make reasoned judgements on a variety of contemporary issues related to policy across the range of educational provision, including beyond the UK. This module therefore introduces students to a variety of contemporary political and policy issues and to concepts that can be brought to them from across the political spectrum. The second half of the module draws on the perspectives introduced in the first to introduce students to a considered theoretical engagement with the question of children as citizens.

 

Introducing Early Childhood 15

Exploring a range of issues and themes relevant to early childhood experience, this module interrogates the ‘Early Childhood Studies’ (ECS) discipline in its political, professional and academic dimensions, and how ECS has been culturally constructed as a phenomenon of the Academy and of the Early Education and Care professions. The module considers what our construction(s) might mean, and what might be driving those constructions, at individual and societal levels.  Before we can begin to achieve some clarity about what ‘early childhood’ might be or mean, we need to challenge many of our most taken-for-granted assumptions about such phenomena as ‘development’, ‘quality’, ‘learning’, ‘play’ etc. In successfully ‘deconstructing’ and ‘unlearning’ at least some of these assumptions, an opening-up of a critical space for deepening our understanding of the phenomenon of early childhood for the rest of the degree programme will have been achieved.

Learning from the Renaissance 15

Educational ideas and the people responsible for their circulation are defined by their historical context. This module takes one of the most significant periods of cultural change in modern European history – The Renaissance (meaning ‘rebirth’) – as a starting point for contextualising developments in educational thought. The module will introduce and explore the Renaissance’s scholarly branch of learning, humanism, and its enduring legacy.  It will also look more deeply into selected ideas, events and individuals with a view to illustrating their significance both within the Renaissance and beyond. Central to the approach of the module will be to illustrate ways in which the Renaissance holds an ‘educational’ import both within itself and in terms of its lasting impact. The module aims to increase student knowledge and understanding of the Renaissance but also to draw out its fundamental import for the notion of education in its widest sense.

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.

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.  

Introducing Special and Inclusive education 15

This module introduces important policy, theory and debate in the fields of special and inclusive education.  As it considers perspectives on various impairments, the module draws on insights and ideas from medical literature, psychology and sociology.  In this way substantive questions in special and inclusive education are addressed.  We will explore how might educational institutions might most effectively respond to students with impairments.  This exploration will lead us to investigate differences between impairment and disability and what it might mean to be an inclusive educator.

Contemporary Conversations 15

What do we value, and why? How do values shape the ways we live now?

In this module, you will have the opportunity to explore important value concepts - such as freedom, justice and love - and the role they play in contemporary conversations about politics, morality, art, religion and education.

Because questions about values do not belong to any single academic discipline, the module is team-taught by staff from the university's various departments and by visiting lecturers. They bring many different kinds of experience and expertise to bear on questions that have a claim on us all.

Each session in the module is focused on one or more short texts or works of art that invite us to ask questions about value. The aim of each session is to create a space where students and staff can seek answers to these questions together through open, thoughtful and friendly conversation.

Year 2 (Level 5)

Modules 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.

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.

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

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.

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.

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

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. 

Early Years Education (A) 15

In part 1, key thinkers relevant to early childhood education (ECE) – Max Weber, key psychoanalytic thinkers Susan Isaacs, John Bowlby and Donald Winnicott, and Michel Foucault – are examined. These theorists provide ideas for illuminating current policy trajectories, including the contemporary English Early Years Foundation Stage (EYFS), aiding the construction of cogent analyses, critiques and alternatives. The structure and content of the revised EYFS Guidance (2011) and the Foundation Stage Profile are also explored.

In weeks 7–11 see the study of some important writer-practitioners in post-Enlightenment European ECE – Froebel, Steiner, Montessori and Malaguzzi. Each has developed ideals and approaches which can be used to interrogate the Foundation Stage Guidance/Profile and the revised EYFS Curriculum. Themes common to these four educators are explored in week 11, in a session aimed at supporting the development of students’ applying their work to the contemporary English policy-making landscape, and for informing assignment 2.

Early Years Education (B) 15

In part 1, key thinkers relevant to early childhood education (ECE) – Max Weber, key psychoanalytic thinkers Susan Isaacs, John Bowlby and Donald Winnicott, and Michel Foucault – are examined. These theorists provide ideas for illuminating current policy trajectories, including the contemporary English Early Years Foundation Stage (EYFS), aiding the construction of cogent analyses, critiques and alternatives. The structure and content of the revised EYFS Guidance (2011) and the Foundation Stage Profile are also explored.

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

Optional 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. 

Early Years Education (A) 15

In part 1, key thinkers relevant to early childhood education (ECE) – Max Weber, key psychoanalytic thinkers Susan Isaacs, John Bowlby and Donald Winnicott, and Michel Foucault – are examined. These theorists provide ideas for illuminating current policy trajectories, including the contemporary English Early Years Foundation Stage (EYFS), aiding the construction of cogent analyses, critiques and alternatives. The structure and content of the revised EYFS Guidance (2011) and the Foundation Stage Profile are also explored.

In weeks 7–11 see the study of some important writer-practitioners in post-Enlightenment European ECE – Froebel, Steiner, Montessori and Malaguzzi. Each has developed ideals and approaches which can be used to interrogate the Foundation Stage Guidance/Profile and the revised EYFS Curriculum. Themes common to these four educators are explored in week 11, in a session aimed at supporting the development of students’ applying their work to the contemporary English policy-making landscape, and for informing assignment 2.

Early Years Education (B) 15

In part 1, key thinkers relevant to early childhood education (ECE) – Max Weber, key psychoanalytic thinkers Susan Isaacs, John Bowlby and Donald Winnicott, and Michel Foucault – are examined. These theorists provide ideas for illuminating current policy trajectories, including the contemporary English Early Years Foundation Stage (EYFS), aiding the construction of cogent analyses, critiques and alternatives. The structure and content of the revised EYFS Guidance (2011) and the Foundation Stage Profile are also explored.

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

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.

2019 Course Tuition Fees* 

 UK/EU

International

Year 1 £9,250 £13,300
Year 2 £9,250 £13,300
Year 3 £9,250 £13,300
Total £27,750 £39,900
Optional Sandwich Year £700 £700
Total with Sandwich Year £28,450 £40,600

If you are a UK or EU student starting your degree in September 2019, 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.

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 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 £110.83 and a 15 credit module is £1,662.

*The University of Winchester will charge the maximum approved tuition fee per year. 2019 fees are subject to Board approval.

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

Assignments

In the student’s first year of study, students may be required to complete a poster assignment in one of the core modules. Indicative cost is £8.

In the second year, an optional module on Play requires the student to construct a play resource. Indicative cost is £5.

Books

In student’s second year of study, students are recommended to purchase four set books which are available second-hand. Indicative cost is £20.

Trip

Some optional modules in the second and third year may include non-mandatory external visits to locations in Hampshire or London. The cost of travel and expenses will need to be covered by the student and depending on location. Indicative cost is £5-£40.

Volunteering Placement

Volunteering in the second year may incur travel costs that need to be covered by the student and depends on the location of departure and destination. Students may choose their own placement setting (in a school or other institution with charitable status) in agreement with the Volunteering Module Leader and Volunteering Placement Co‐ordinator.

Mandatory

Printing and Binding

We are proud to offer free printing for all students to ensure that printing costs are not a potential financial barrier to student success. The University of Winchester and Winchester Student Union are champions of sustainability and therefore ask that all students consider the environment and print fairly. Students may be required to pay for the costs of dissertation binding. Indicative cost is £1.50-£3.

SCHOLOARSHIPS, 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
X300
Duration
3 years full-time; 6 years part-time
Typical offer
104-120 points
Location
On campus, Winchester