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COURSE OVERVIEW

  • 4th for overall student satisfaction in England for Education Studies, and Childhood, Youth and Community Studies, and 3rd out of the modern (post-’92) universities in England (National Student Survey 2017)
  • Excellent preparation if you want to become a teacher, or keep your options open for other careers in educational services
  • Gain the skills to work with young people in a wide range of settings
  • Voluntary work with children and young people in your second year counts towards academic credit
  • Choose from an extensive range of modules around your own developing specialist areas of interest
  • Learn from passionate and dedicated staff in a community of knowledge

Are you passionate about making a difference to the lives of young people, families and communities? Our Education, Youth and Community Studies degree provides you with the knowledge and critical understanding to explore the nature and functions of education in relation to young people with their families and communities.

If you aspire to teach or work with young people, this fascinating programme prepares you for a rewarding career in a variety of roles. It also arms you with the skills and knowledge necessary to understand and contribute to the education and lives of young people.

Understanding education as a lever for social and political change, this course combines the study of education in its broadest sense – from philosophical, political, historical, sociological and cultural perspectives – with the exploration of a variety of policies and practices relevant to the lives of young people, their families and communities.

You select from a range of modules which enable you to develop your own interests through themes including: philosophies of education, power, gender, inclusion, early childhood, ecology and technology. These themes help you to explore a variety of factors which affect the learning, development, health and wellbeing of young people.

You also consider changes in ideas concerned with family life, ways of caring for others, and expectations of educational and wider provision for young people and their families. This allows you to reflect on the significance of the ways in which individuals think, act and relate to others in society. 

The course is both a rigorous academic degree and excellent preparation for those who wish to become a teacher, or work with young people in a range of other settings. It is also a solid grounding for those who wish to pursue MA routes, such as the MA Philosophy of Education.

In Year 1, core modules such as Literacies in Higher Education, Educators, Development in Childhood and Adolescence and Understanding Inequality, introduce key concepts and skills.

Social and Political Thought, and Social Research are core modules in Year 2, and you also choose from a range of progressive, optional modules such as: Technology and Education, Constructing Identity, and Social Inclusion and Exclusion. 

In your final year, you may choose from cutting-edge modules including Gender Roles in Schools; Inclusion and Refugees, Deconstructing Philosophies of Education, and Young People’s Mental Health. You also complete your dissertation by exploring in-depth an area of special interest to you.

Opportunities to work alongside young people through an optional volunteering module at level 5 enable you to make informed career choices. Graduates enter rewarding professions in educational roles within public services, teaching, working in extended schools, business, service industries, charities and voluntary organisations, early years settings, libraries, museums, health services, services for young people, and children’s services.

Careers

Graduates enter careers in a wide range of areas including educational roles within public services; teaching; working in extended schools; business; service industries; charities and voluntary organisations; early years settings; libraries; museums; health services; services for young people; and children's services

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.

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: 960 hours
  • Placement: 12 hours

*Please note these are indicative hours for the course.

Location

King Alfred or West Downs, University of 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)*:
  • 53% coursework
  • 29% written exams
  • 18% practical exams
Year 2 (Level 5)*:
  • 82% coursework
  • 1% written exams
  • 17% practical exams
Year 3 (Level 6)*:
  • 89% coursework
  • 0% written exams
  • 11% 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: 104-120 points

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.

Additional Requirements

Additional entry requirements: A Disclosure and Barring Service (DBS) check is required for some optional modules at a cost of £44

Year 1 (Level 4)

Modules Credits

Community and Community Development 15

This module will allow students to build on their existing knowledge of what constitutes ‘community’ – for example, communities ‘of interest’ as well as geographically-based communities. Students will analyse how communities develop, exploring the part which community practitioners may play in that process. Students will be encouraged to consider examples of development, change, cohesion and conflict within a community of which they are a member. The module will also give students a general introduction to the study of community development as an academic subject area, in beginning to investigate theories related to community development. In particular, political and philosophical concepts underpinning community development will be explored.

Understanding Inequality

People who work with children need to be committed to the principles of equality of opportunity and diversity and to the promotion of anti-discriminatory practice. This module gives students the opportunity to consider the impact of prejudice and discrimination on individuals and groups of people and how this can limit experiences, opportunities, choices, wellbeing and life chances.

Communication with Individuals and Groups

This module seeks to develop student knowledge and understanding of a range of theories, concepts and skills used when communicating and working with individuals and groups. It does this through a combination of discussions, lectures and practical classes which complement skill based activities undertaken with peers. These activities will help students practice and refine their communication skills with others. A commitment to reflective practice is essential if learning is to be maximised.

Development in Childhood and Adolescence 15

This module aims to introduce students to the typical stages in development of children and young people. Social, emotional, cognitive, language and physical development will be considered as well as the concept of holistic development. Students will explore both biological and social influences on development and reflect on the impact that research has had on our understanding of development and it’s implication for practice.

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.

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

Optional Credits

Year 2 (Level 5)

Modules Credits

Social Research 15

The module is designed to introduce students to managing and conducting a small-scale social research project. Lectures will provide an introduction to a range of research approaches which may be used, as well as considering the practical aspects of managing a research study e.g. gaining access, literature review, writing and presenting information, ethical issues and so forth. Published research relevant to children and young people and their families will be used to promote the critical reading of research and to provide examples of the various research methods and tools in order to support students in thinking about their own project ideas.

Education: Social and Political Thought (2) Year 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.

Modules Credits

Social Research 15

The module is designed to introduce students to managing and conducting a small-scale social research project. Lectures will provide an introduction to a range of research approaches which may be used, as well as considering the practical aspects of managing a research study e.g. gaining access, literature review, writing and presenting information, ethical issues and so forth. Published research relevant to children and young people and their families will be used to promote the critical reading of research and to provide examples of the various research methods and tools in order to support students in thinking about their own project ideas.

Education: Social and Political Thought (2) Year 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 3 (Level 6)

Modules Credits

Safeguarding Children and Young People 15

This module aims to cover a variety of complex issues relating to the safeguarding of children and young people. Students will explore the concept of child protection and what constitutes abuse. They will look at the importance of multi-disciplinary team working and their role within the safeguarding process. Students will also develop methods, techniques and processes relating to how to deal with safeguarding issues, including skills of listening to and communicating with children and young people. A number of complex and challenging topics will be critically discussed including children’s rights, confidentiality, consent and refusal of treatment. The role of CAMHS and mental health issues will be explored and an understanding the complexities surrounding sexual health and young people with regard to safeguarding will be developed. Students will develop an understanding of internet safety looking at ways to help parents to keep their children safe as well as helping the children themselves. The importance of empowering children and young people to keep themselves safe will be an important component of this 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

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
  • 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
  • Exclusion in and from Schooling: Critical Reflections on Teaching, Policy and Theory
  • 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
  • Preparing for Professional Practice 15 Credits
  • Parents and Carers 15 Credits
  • Reflective Practice 15 Credits
  • Substance Use and Misuse 15 Credits
  • Outdoor Education 15 Credits
  • Deviance and Crime 15 Credits
  • Young Parents 15 Credits
  • Children and Young People's Mental Health 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 student's second and third year of study, some optional modules may require students to purchase one 'set' text per year. £15.00 per textbook

Books

Books and other reading materials are very important to the Education, Youth and Community Studies programme. Most can be purchased second hand or are available from the library. However, students would benefit from being able to spend £100 a year on books and other reading materials. £100.00

Trip

There will be optional visits to schools for students in some optional modules in their second year. The cost of travel and expenses will need to be covered by the student. £0.00 - £20.00

Trip

There are some optional field trips to educational sites in students third year of study.  There is one optional module which includes visits to museum sites as part of the curriculum.  Students may incur travel costs for trips as part of other optional modules in their third year,  Students will be responsible for paying their own travel and expenses. £25.00 - £70.00 per trip

Overseas Trip

In the second year of study, students may have the option to go on a Seminar Study Abroad trip; this is in Canada and would be a week-long trip. £1000.00 approx

DSB

Check A DSB check is required for the Volunteering module and Reflective Practice Module - students cover the cost of this. £44.00 currently

Mandatory

Books

Books and other reading materials are very important to the Education, Youth and Community programme. In the students second year of study, students will be required to purchase core texts for two mandatory modules. £100 approx.

Printing

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

Printing

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

Printing

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

Disclosure and Barring Service

A Discloure and Barring Service (DBS) clearance check is required when applicants accept their offer for a place on the course. Applicants cover the cost of this which is £44 at the time of print.

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
LL55
Duration
3 years full-time; 6 years part-time
Typical offer
104-120 points
Location
King Alfred Campus