COURSE OVERVIEW
- English Literature achieved 100% overall satisfaction as rated by final-year undergraduate students in the 2019 National Student Survey
- Join a community passionate about the study of history, literature and the broad subject of English
- Tailor a programme to your interests from a diverse range of writers, genres and historical periods
- Attend the University of Winchester Writers’ Festival and Winchester Reading Series — an opportunity to meet authors, publishers and agents
Our English Literature and History programme pushes the boundaries of both disciplines, giving you the scope to enjoy a thought-provoking mix of traditional and modern materials.
You study English Literature, from Shakespeare to rap poetry, with a unique opportunity to put it into historical context. You learn how literary phenomena and historical events give rise and respond to each other. And you explore the complex but always fascinating dialogue between literature and history that has forged our modern world.
Guided by our supportive teaching staff, who are all part of the university’s thriving literary and historical research culture, this course allows you to investigate the past from the classical to the modern. You explore different cultures, traditions and conflicts in Britain, Europe, the Americas and Japan. At the same time you gain a deep understanding of how literary texts work and respond to their historical context through a profound engagement with literary history, theory and culture.
Year 1 provides an awareness of the range of different approaches to understanding texts and develops skills of critical analysis, research and writing. You study texts from various periods across genres of prose fiction, poetry and drama. Alongside this you are introduced to a variety of historical periods and cultures from early medieval Britain to modern East Asia, and from ancient Greece to 20th-century Europe.
In Year 2, you are able to drill down into the periods and genres that most interest you with a host of optional modules. These cover historical periods from fifth-century Athens to the British Raj, or Imperial Japan to the Holocaust. You explore English Literature in its world-historical context by studying a group of texts representative of a particular period, genre or geographical area.
In Year 3, you carry out a piece of independent research on a subject of your choice in either English Literature or History. In the former, you address a specific collection of writings, a particular theme or critical theory in detail. In the latter, you focus on more of the topics or periods that fascinate you most.
A degree in English Literature and Film opens many doors. Your analytical thinking, research and writing skills enable you to excel in a variety of fields not just confined to the arts. Graduates often work in teaching, archives, museums and heritage sites, the arts, marketing and local, regional and national government.
Careers
Graduates often work in teaching, archives, museums and heritage sites, the arts, marketing and local, regional and national Government.
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
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.
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: 192 hours
- Independent learning: 1008 hours
Year 2 (Level 5): Timetabled teaching and learning activity*
- Teaching, learning and assessment: 204 hours
- Independent learning: 972 hours
- Placement hours: 24 hours
Year 3 (Level 6): Timetabled teaching and learning activity*
- Teaching, learning and assessment: 216 hours
- Independent learning: 972 hours
- Placement hours: 12 hours
*Please note these are indicative hours for the course.
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
- 22% written exams
- 3% practical exams
Year 2 (Level 5)*:
- 86% coursework
- 10% written exams
- 4% practical exams
Year 3 (Level 6)*:
- 89% coursework
- 4% written exams
- 7% 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 section.
ENTRY REQUIREMENTS
2020 Entry: 96-112 points
96-112 points to include an A level or equivalent level 3 pass in English, or in a related subject in the areas of arts, humanities or social sciences, including drama, theatre, communications, history, theology or philosophy.
A GCSE A*-C or 9-4 pass in English Language is required.
International baccalaureate: 96-112 points to include a minimum of 2 Higher level IB certificates at grade 4 or above, including a pass in English, or in a related subject in the areas of arts, humanities or social sciences, including drama, theatre, communications, history, theology or philosophy.
If English is not your first language: 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 call +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
| Studying English Literature | 30 |
| Literature in Context | 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. Comparisons and contrasts in relation to historical change will be highlighted by tracing these topics across texts from different periods. Students will be encouraged to draw from the theoretical materials and methods learned on Studying English Literature alongside the complementary World Literature module to develop and build core interpretative skills. The use of texts that have already received considerable critical attention will enable students to engage with existing critical discussion. |
|
| World Literature | 15 |
|
While Goethe introduced the phrase Weltliteratur in 1827 and called on us to hasten its approach, ‘World Literature’ remains, in David Damrosch’s view, an ‘elusive’ thing (‘Which literature? Whose world?’) Drawing on critical methodologies established in Studying English Literature, and complementing Literature in Context, this module will focus on how the study of ‘English’ as a discipline is affected by globalization and so-called ‘identity politics’. It will explore a range of texts both modern and foundational to illustrate a variety of concepts and critical issues, including: diaspora and migration, nationalism and multiculturalism, non-British English and reading in translation, and the effect of globalization on contemporary politics. It also invites students to consider the heterogeneity of the term ‘World Literature’ as both a hindrance and a benefit when tackling concepts like, for example, gender as a social and, increasingly, international construct. |
|
| 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. |
|
| 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. |
|
| Optional modules | |
|
Introductory Study: Early Medieval Britain 400-1066 - 15 Credits Introductory Study: The United States - 15 Credits Introductory Study: Early Modern Europe - 15 Credits Introductory Study: Europe 1300-1500 - 15 Credits Introductory Study: English History 1272-1500 - 15 Credits Introductory Study: Twentieth Century Europe - 15 Credits Introductory Study: Victorian Britain 1815-1914 - 15 Credits Introductory Study: East Asia 1900-present - 15 Credits Introductory Study: The Classical World 500-31BC - 15 Credits Introductory Study: Roman Britain - 15 Credits Introductory Study: Tudor and Early Stuart England 1500-1660 - 15 Credits Introductory Study: Rise and Fall of Modern Empires, 1783 – 1997 - 15 Credits Introductory Study: Uniting The Kingdom? Britain, 1660-1837 - 15 Credits Introductory Module: Europe in Long Nineteenth Century, 1789-1914 - 15 Credits International Introductory Module: Origins of Greek Civilisation from Aegean Bronze Age to Archaic Greece (2000-600 BC) - 15 Credits Introductory Study: Europe in the High Middle Ages (c.800-c.1200) - 15 Credits Introductory Module: Modern Europe, 1789-2001 - 15 Credits Introductory Module: Seventeenth Century England - 15 Credits Introductory Study: Barbarians, Byzantines and Beyond (400-814CE) - 15 Credits Introductory Study: Britain in the Twentieth Century - 15 Credits Introductory Study: Europe And The Americas (1763-1914) - 15 Credits |
|
Optional Credits
| Studying English Literature | 30 |
| Literature in Context | 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. Comparisons and contrasts in relation to historical change will be highlighted by tracing these topics across texts from different periods. Students will be encouraged to draw from the theoretical materials and methods learned on Studying English Literature alongside the complementary World Literature module to develop and build core interpretative skills. The use of texts that have already received considerable critical attention will enable students to engage with existing critical discussion. |
|
| World Literature | 15 |
|
While Goethe introduced the phrase Weltliteratur in 1827 and called on us to hasten its approach, ‘World Literature’ remains, in David Damrosch’s view, an ‘elusive’ thing (‘Which literature? Whose world?’) Drawing on critical methodologies established in Studying English Literature, and complementing Literature in Context, this module will focus on how the study of ‘English’ as a discipline is affected by globalization and so-called ‘identity politics’. It will explore a range of texts both modern and foundational to illustrate a variety of concepts and critical issues, including: diaspora and migration, nationalism and multiculturalism, non-British English and reading in translation, and the effect of globalization on contemporary politics. It also invites students to consider the heterogeneity of the term ‘World Literature’ as both a hindrance and a benefit when tackling concepts like, for example, gender as a social and, increasingly, international construct. |
|
| 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. |
|
| 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. |
|
| Optional modules | |
|
Introductory Study: Early Medieval Britain 400-1066 - 15 Credits Introductory Study: The United States - 15 Credits Introductory Study: Early Modern Europe - 15 Credits Introductory Study: Europe 1300-1500 - 15 Credits Introductory Study: English History 1272-1500 - 15 Credits Introductory Study: Twentieth Century Europe - 15 Credits Introductory Study: Victorian Britain 1815-1914 - 15 Credits Introductory Study: East Asia 1900-present - 15 Credits Introductory Study: The Classical World 500-31BC - 15 Credits Introductory Study: Roman Britain - 15 Credits Introductory Study: Tudor and Early Stuart England 1500-1660 - 15 Credits Introductory Study: Rise and Fall of Modern Empires, 1783 – 1997 - 15 Credits Introductory Study: Uniting The Kingdom? Britain, 1660-1837 - 15 Credits Introductory Module: Europe in Long Nineteenth Century, 1789-1914 - 15 Credits International Introductory Module: Origins of Greek Civilisation from Aegean Bronze Age to Archaic Greece (2000-600 BC) - 15 Credits Introductory Study: Europe in the High Middle Ages (c.800-c.1200) - 15 Credits Introductory Module: Modern Europe, 1789-2001 - 15 Credits Introductory Module: Seventeenth Century England - 15 Credits Introductory Study: Barbarians, Byzantines and Beyond (400-814CE) - 15 Credits Introductory Study: Britain in the Twentieth Century - 15 Credits Introductory Study: Europe And The Americas (1763-1914) - 15 Credits |
|
Year 2 (Level 5)
Semester 1 Credits
| Critical Theory | 15 |
|
Critical Theory has unarguably transformed the discipline of English Literature, but its significance in the 21st century has been increasingly subject to debate. This module responds to proclamations of the ‘Death of Theory’ and the rush to declare us ‘post-Theory’ (post-gender, post-race, post-truth, etc.) It examines the development of Critical Theory through the 20th century, as well as foundational texts from philosophy, to confront the historical and intellectual impact of ‘theory’ on the discipline. The module will explore works by difficult thinkers (from Barthes to Žižek), as well as the philosophers who influenced them (Plato, Heidegger, etc.) in order to experience theory first-hand, learning to tackle the more difficult critical material in the discipline in order to both assess its usefulness and application for different texts, contexts and periods. The focus on Critical Theory and philosophy will also enable students to engage with several of the UN sustainable development goals, including: 4 (Quality Education), 5 (Gender Equality), 10 (Reduced Inequalities) and those focused on ecological sustainability. |
|
| Reading History | 15 |
|
Reading History provides an overview of ‘doing History’ from the Classical period onwards. It examines the ideas that have underpinned historical research and writing, from Herodotus to Post-Modernity, as well as recent theories of history (many of which have been drawn from other disciplines and including post-colonialism, gender and identity, spatial theory) as they have been used by historians. It provides students with an opportunity to think reflexively about the nature of the historical enterprise. Students are encouraged to link their studies in Reading History with their other second-year modules. 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. |
|
| Practising History | 15 |
|
This module considers the planning and preparation of research and the methods and skills used, with particular reference to – but not sole consideration of – the dissertation. A wide range of historical approaches and methods are assessed, including use of local and national archives, databases and online sources, media and newspapers, visual images, standing remains, landscape and the material environment, public history, oral sources and scientific data. Ethics in historical research are also examined.
|
|
| Optional modules | |
|
Choose either:
OR both:
Other optional modules:
|
|
Semester 2 Credits
| Critical Theory | 15 |
|
Critical Theory has unarguably transformed the discipline of English Literature, but its significance in the 21st century has been increasingly subject to debate. This module responds to proclamations of the ‘Death of Theory’ and the rush to declare us ‘post-Theory’ (post-gender, post-race, post-truth, etc.) It examines the development of Critical Theory through the 20th century, as well as foundational texts from philosophy, to confront the historical and intellectual impact of ‘theory’ on the discipline. The module will explore works by difficult thinkers (from Barthes to Žižek), as well as the philosophers who influenced them (Plato, Heidegger, etc.) in order to experience theory first-hand, learning to tackle the more difficult critical material in the discipline in order to both assess its usefulness and application for different texts, contexts and periods. The focus on Critical Theory and philosophy will also enable students to engage with several of the UN sustainable development goals, including: 4 (Quality Education), 5 (Gender Equality), 10 (Reduced Inequalities) and those focused on ecological sustainability. |
|
| Reading History | 15 |
|
Reading History provides an overview of ‘doing History’ from the Classical period onwards. It examines the ideas that have underpinned historical research and writing, from Herodotus to Post-Modernity, as well as recent theories of history (many of which have been drawn from other disciplines and including post-colonialism, gender and identity, spatial theory) as they have been used by historians. It provides students with an opportunity to think reflexively about the nature of the historical enterprise. Students are encouraged to link their studies in Reading History with their other second-year modules. 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. |
|
| Practising History | 15 |
|
This module considers the planning and preparation of research and the methods and skills used, with particular reference to – but not sole consideration of – the dissertation. A wide range of historical approaches and methods are assessed, including use of local and national archives, databases and online sources, media and newspapers, visual images, standing remains, landscape and the material environment, public history, oral sources and scientific data. Ethics in historical research are also examined.
|
|
| Optional modules | |
|
Choose either:
OR both:
Other optional modules:
|
|
Optional Credits
| Critical Theory | 15 |
|
Critical Theory has unarguably transformed the discipline of English Literature, but its significance in the 21st century has been increasingly subject to debate. This module responds to proclamations of the ‘Death of Theory’ and the rush to declare us ‘post-Theory’ (post-gender, post-race, post-truth, etc.) It examines the development of Critical Theory through the 20th century, as well as foundational texts from philosophy, to confront the historical and intellectual impact of ‘theory’ on the discipline. The module will explore works by difficult thinkers (from Barthes to Žižek), as well as the philosophers who influenced them (Plato, Heidegger, etc.) in order to experience theory first-hand, learning to tackle the more difficult critical material in the discipline in order to both assess its usefulness and application for different texts, contexts and periods. The focus on Critical Theory and philosophy will also enable students to engage with several of the UN sustainable development goals, including: 4 (Quality Education), 5 (Gender Equality), 10 (Reduced Inequalities) and those focused on ecological sustainability. |
|
| Reading History | 15 |
|
Reading History provides an overview of ‘doing History’ from the Classical period onwards. It examines the ideas that have underpinned historical research and writing, from Herodotus to Post-Modernity, as well as recent theories of history (many of which have been drawn from other disciplines and including post-colonialism, gender and identity, spatial theory) as they have been used by historians. It provides students with an opportunity to think reflexively about the nature of the historical enterprise. Students are encouraged to link their studies in Reading History with their other second-year modules. 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. |
|
| Practising History | 15 |
|
This module considers the planning and preparation of research and the methods and skills used, with particular reference to – but not sole consideration of – the dissertation. A wide range of historical approaches and methods are assessed, including use of local and national archives, databases and online sources, media and newspapers, visual images, standing remains, landscape and the material environment, public history, oral sources and scientific data. Ethics in historical research are also examined.
|
|
| Optional modules | |
|
Choose either:
OR both:
Other optional modules:
|
|
Year 3 (Level 6)
Modules Credits
| Dissertation | 30 |
|
Dissertation The dissertation is an extended treatment of between 8,000 and 10,000 words of a subject of the student’s choice (subject to approval). Study is primarily student-directed, with supervision supplied by tutors teaching/researching in the subject area. There will be a small number of general lectures to further provide guidance through the process. OR Dissertation in History The Dissertation (Extended Independent Study) is an 8,000 -10,000 thesis on a subject of a student’s choice. It makes an original contribution to historical knowledge and understanding. It demonstrates an advanced capacity to work as a historian and to employ the conventions of a historian. Students must produce by due deadlines a proposal acceptable to internal scrutineers, evidence of substantial progress by the end of the first module as part of the assessment for the Research Methods module, and a record of supervision completed by the supervisor with the Dissertation. |
|
| Writing History* | 15 |
|
*Mandatory module if the student is doing the 'Dissertation in History'. 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 dissertation 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. |
|
| Optional Modules | |
|
|
Optional Credits
| Dissertation | 30 |
|
Dissertation The dissertation is an extended treatment of between 8,000 and 10,000 words of a subject of the student’s choice (subject to approval). Study is primarily student-directed, with supervision supplied by tutors teaching/researching in the subject area. There will be a small number of general lectures to further provide guidance through the process. OR Dissertation in History The Dissertation (Extended Independent Study) is an 8,000 -10,000 thesis on a subject of a student’s choice. It makes an original contribution to historical knowledge and understanding. It demonstrates an advanced capacity to work as a historian and to employ the conventions of a historian. Students must produce by due deadlines a proposal acceptable to internal scrutineers, evidence of substantial progress by the end of the first module as part of the assessment for the Research Methods module, and a record of supervision completed by the supervisor with the Dissertation. |
|
| Writing History* | 15 |
|
*Mandatory module if the student is doing the 'Dissertation in History'. 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 dissertation 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. |
|
| 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.
Progression from one level of the programme to the next is subject to meeting the University’s academic regulations.
2020 Course Tuition Fees
| UK/EU |
International | |
|---|---|---|
| Year 1 | £9,250 | £13,500 |
| Year 2 | £9,250 | £13,500 |
| Year 3 | £9,250 | £13,500 |
| Total | £27,750 | £40,500 |
| Optional Sandwich Year | £700 | £700 |
| Total with Sandwich Year | £28,450 | £41,200 |
If you are a UK or EU student starting your degree in September 2020, 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 £6,935.
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 £112.50 and a 15 credit module is £1,687.
*The University of Winchester will charge the maximum approved tuition fee per year.
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
Core texts
Multiple copies of core text are held within the library and e-books are identified where possible, however due the nature of the course students are recommended to purchase a copy for their own use. It is also possible for students purchase second hand copies. Indicative cost is £50-£200 per year.
Field Trip
Third year students have the option to go on a day trip to London with the chance to visit an exhibition. The cost of this trip will depend on the entry price of any exhibitions visited. Indicative cost is £48 - £63.
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.
Key course details
- UCAS code
- QV31
- Duration
- 3 years full-time; 6 years part-time
- Typical offer
- 96-112 points
- Location
- On campus, Winchester
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