Health and Social Care
BL95Working with vulnerable or marginalised adults and children, helping people reach their full potential and supporting healthy lifestyles adds up to a challenging and rewarding career. With an ageing population and cuts to social care, there is a pressing need for qualified workers, particularly in the most deprived communities in the country.
Course overview
Our Health and Social Care course ensures that students graduate with a clear understanding of the global challenges that relate to health and social care; and the role of the individuals, communities and organisations in addressing them. The role of health, community and social care practitioners who can pro-actively meet global challenges, in innovative and meaningful ways, is vital in creating sustainable futures for us all.
2nd in the UK for student satisfaction (Health Studies subject rankings, Complete University Guide 2025) (CUG,2024)
With 1.5 million people employed in the social care sector alone — a figure projected to increase to 3.1 million by 2025 — employment prospects are excellent for those who want to make a difference in people’s lives and seek to promote social justice and tackle inequality.
Our course focuses on the part we all play in making society and its systems fairer for all people. You explore a broad range of issues within health and social care with an emphasis on effective, collaborative work with those who use, design and shape services. Issues within different professional settings are expanded and linked to how practitioners can support people's needs in their communities.
Theory and literature about how people and communities behave and the importance of understanding and reflecting our own response to service users' needs is also a key focus. There is a core theme of empowering practice and user-led approaches in health and social care practice throughout the programme.
Year 1 is foundational and provides an understanding of the contexts for health and social care. You are introduced to theories concerning how people come to be labelled as vulnerable or marginalised. You also explore the political and ethical influences on service provision and develop effective skills for working with individuals and groups.
During Years 2 and 3, you gain the knowledge needed to be a proficient worker across a range of community and care settings. You study an array of key issues such as understanding mental health, physical impairments, communities, law and ethics. Optional modules include Dementia and Substance Use and Misuse and a Volunteering module.
Our talented teaching team has a wide range of practical experience in different health, social care and community settings. They are reinforced by guest lecturers who bring experience and expertise to the programme.
Study in the library and lecture theatre is balanced by participating in schemes to help members of vulnerable or marginalised groups. You also work alongside service providers and carers.
The fields of health, social care and community offer challenging and rewarding careers. Our graduates work with children, families, people who use substances such as drugs or alcohol, disabled people, elderly people, people with intellectual and neuro-developmental disabilities and people with mental health issues. They take up employment in a variety of settings: in residential or daycare services, with the NHS, social services or voluntary and private service providers.
What you need to know
Course start date
September
Location
Winchester campus
Course length
- 3 years full-time
- 6 years part-time
Apply
BL95
Typical offer
88-104 points
Fees
From £9,535 pa
Course features
- Our course empowers you to make a difference to people’s lives, particularly in vulnerable or marginalised groups
- Take the opportunity to work with a variety of service users and organisations through the Volunteering module
- Learn from supportive and accessible lecturers who have experience of working in a wide range of services
- Course considers the United Nations Sustainable Development Goals
- Study a broad curriculum that can lead to a variety of potential career paths
Course details
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 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: 288 hours
Independent learning: 912 hours
Year 2 (Level 5): Timetabled teaching and learning activity*
Teaching, learning and assessment: 264 hours
Independent learning: 912 hours
Year 3 (Level 6): Timetabled teaching and learning activity*
Teaching, learning and assessment: 252 hours
Independent learning: 948 hours
*Please note these are indicative hours for the course.
Students will engage with the issues and experiences of a wide range of individuals within different community contexts. They explore the real life situations for a number of groups including:
- Families
- Substance users
- Older people
- Disabled people
- People with mental health issues
The programme has been developed to support learning through formal scheduled time in lectures and seminars, through support from staff in tutorial, and from peers in independent learning. The teaching and learning throughout the module content will seek to explore and link key aspects of the programme in terms of;
- Key policy agendas and issues
- Underpinning theories
- Understanding practice issues
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.
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)*:
87% coursework
13% practical assessment
0% written exam
Year 2 (Level 5)*:
80% coursework
20% practical assessment
Year 3 (Level 6)*:
90% coursework
10% practical assessment
*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.
For more information about our regulations for this course, please see our Academic Regulations, Policies and Procedures.
Modules
Please note the modules listed are correct at the time of publishing. The University cannot guarantee the availability of all modules listed and modules may be subject to change. The University will notify applicants of any changes made to the core modules listed. For further information please refer to winchester.ac.uk/termsandconditions
Modules
This module, extending across 2 semesters, explores contemporary issues in health and healthcare and past, current and future threats to public health. In semester 1, students will compare different perspectives and theories relating to health. They will consider the diversity of experience people and communities have of health and wellbeing, and how practitioners can address these issues. Multidisciplinary aspects of health and healthcare, the functioning of healthcare systems and factors that contribute to health inequalities will also be examined. In semester 2, students will explore the history of public health and its core goals of preventing disease, prolonging life and promoting health. They will consider the contribution of science, individual campaigners, Government and legislation to public health in the past and present and the importance of gaining and retaining public trust. Students will also consider new challenges for public health, both in the UK and globally.
This module, extending across 2 semesters, is designed to enable students to understand theoretical perspectives of human behaviour and development and understand a range of theories, concepts and skills used when communicating and working with individuals and groups. Students will explore biological and social influences on human behaviour and development and how this may contribute to individual differences including the nature nurture debate. Students will have the opportunity to reflect on their own behaviours, their communication, their interpersonal skills and the consequences and impacts of these when working with others in a variety of settings. This module also seeks to develop student knowledge and understanding of communicating and working with individuals and groups across the health and social care sector.
This module, extending across 2 semesters, brings together an exploration of community and community development with a broader examination of how social policy is developed and implemented. The module will build on students' existing knowledge of ‘community’ and they will be encouraged to consider examples of development, change, cohesion and conflict within a community of which they are a member. Students will also consider how communities develop and the part that community practitioners may play in that process. The second half of the module will explore how social policy decisions affect people's lives, with a particular focus on policies that relate to social disadvantage and the provision of health and social care. Examples of Government policies will be analysed and students will be encouraged to reflect on their own personal standpoint in relation tohealth and social care policy and political ideologies.
This module provides students with an insight into how societies and individuals value and de-value others, particularly those who use social care services. In semester 1 we will examine the ways in which values, attitudes and beliefs affect all aspects of our everyday lives and how these can lead us to discriminate against others and be discriminated against ourselves. Issues around equality, diversity and identity will be identified. In semester 2 we will consider key concepts and theories of disability, including differentiating between notions of impairment and disability. Students will be encouraged to engage with a range of theorists and ideas which affect public and private perceptions of disability. This module aims to equip students with an introductory insight into themes running throughout their degree course and throughout society in general. Students will also gain from this module a foundation for understanding the study of disability as a contested concept.
Modules
This module is designed to allow students to understand the nature and causes of intellectual and neuro-diverse conditions including those with a clinical diagnosis of intellectual and neuro-developmental disabilities, and physical impairments in their broadest sense. They will critically examine the impact of these conditions on the development, health and wellbeing, and social functioning of individuals. Students will be encouraged to critically engage with the full range of theoretical perspectives applied to understanding disability and neurodiversity including bio-medical, psycho-social, normalisation and critical social science models and perspectives. Students will be encouraged to critically reflect on how these perspectives have been and continue to influence service and support systems for people with intellectual and neuro-diverse conditions and disabled people, and how they relate to service design and practice.
This wide-ranging module explores physical and mental health across the life course. In semester 1, students will consider the experience of ageing and the impact of factors such as changes in physical or cognitive health, caring responsibilities, social isolation and loss on older people’s quality of life and independence. They will explore the challenges to health and social care services posed by an ageing and increasingly diverse population and possible solutions. The focus in semester 2 is on mental health issues among children, adolescents and adults. Students will compare psychiatric, psychological and sociological perspectives and study a range of mental health conditions in depth. They will examine the legal and policy frameworks within which mental health services for children, young people and adults operate and develop their understanding of different types of intervention. The adequacy of current mental service provision will also be discussed.
This module will introduce students to a wide range of research approaches and methods to support their critical understanding of empirical research evidence and as a foundation for their final year dissertation project. The focus in semester 1 is on primary research and practical aspects of managing a research study. Students will develop understanding of how to formulate a research question, conduct effective literature searches and synthesise findings. They will explore quantitative and qualitative data collection techniques and ethical considerations. Theoretical content will be combined with practical exercises. In semester 2 of the module, students will engage with secondary research, study design and philosophical aspects of methodology. They will gain experience in critically evaluating published research and identifying data sources relevant to health and social care. Students will complete the module by applying what they have learned to the design of an independent research project for their final year dissertation.
Students will need to choose one option out of:
- Caring Communities - 15 credits
- Volunteering for Health and Social Care - 15 credits
Students will need to choose one option out of:
- Dementia - 15 credits
- Substance Use and Misuse - 15 credits
Modules
The dissertation takes the form of an original independent empirical investigation into an aspect of the student’s degree programme, and their academic interests. The investigation may be based on primary data collected by the student (subject to ethical approval) or a secondary analysis of published literature. Students are required to discuss their proposals with module tutors and select their topic for investigation before the end of their second year; supervisors will be allocated at this stage. Students will need to prepare themselves by reading over the summer break and are expected to see their dissertation supervisor in the first two weeks of Semester 1 of Level 6. Students are given clear advice on management and deadlines for stages of their project. Students undertaking primary research must have received ethics approval before data collection can commence. This is an Extended Independent Study Module.
This third-year module is designed to enable students to critically examine key topics in Health and Social Care today. The ability to practice critically and reflectively is vital to those wishing to work with others to bring about positive change in service provision, while working with others to critically examine issues of diversity, difference, inclusion, empowerment and advocacy. Students will explore critiques of human services and the helping professions and develop their own ‘practice models’ that take account of empowerment and advocacy. Empowerment will be examined using different perspectives and students will apply these to their practice experience. They will also engage with different techniques for working with people to explore these issues and will develop their own model of how the concepts of empowerment and advocacy can be applied to the emancipation of marginalised groups.
The first part of the module will focus on the commissioning and funding of services and how this has been shaped over several decades culminating in a shift towards full integrated partnership working. Students will also consider the impact of commissioning decisions and styles on the design and delivery of services. The second half of the module will focus on the digital transformation of health and social care. New technologies for understanding, preventing, diagnosing and managing health and social care conditions raise practical, legal and ethical challenges as well as opportunities. Students will learn about existing and emerging technologies including Telehealth, Telecare, Telemedicine, technology enabled care services (TECS), video-links for remote consultations, monitoring systems, Apps and software to support rehabilitation. Students will explore the safety and efficacy of new products and develop understanding of the practical skills required in the use of digital health technologies within the sector.
Students will need to choose one option out of:
- The Media, Health and Social Care - 15 credits
- Law and Ethics in Care - 15 credits
Students will need to choose one option out of:
- Community Development, Activism and Social Entrepreneurship - 15 credits
- Leadership, Management and Employability - 15 credits
Entry requirements
Our offers are typically made using UCAS tariff points to allow you to include a range of level 3 qualifications and as a guide, the requirements for this course are equivalent to:
A-Levels: CCD-BCC from 3 A Levels or equivalent grade combinations (e.g. BCC is comparable to ACD in terms of tariff points)
BTEC/CTEC: MMM from BTEC or Cambridge Technical (CTEC) qualifications
International Baccalaureate: To include a minimum of 2 Higher Level certificates at grade H4
T Level: Pass (C or above on the core) in a T Level
Additionally, we accept tariff points achieved for many other qualifications, such as the Access to Higher Education Diploma, Scottish Highers, UAL Diploma/Extended Diploma and WJEC Applied Certificate/Diploma, to name a few. We also accept tariff points from smaller level 3 qualifications, up to a maximum of 32, from qualifications like the Extended Project (EP/EPQ), music or dance qualifications. To find out more about UCAS tariff points, including what your qualifications are worth, please visit UCAS.
In addition to level 3 study, the following GCSE’s are required:
GCSE English Language at grade 4 or C, or higher. Functional Skills at level 2 is accepted as an alternative, however Key Skills qualifications are not. If you hold another qualification, please get in touch and we will advise further.
If you will be over the age of 21 years of age at the beginning of your undergraduate study, you will be considered as a mature student. This means our offer may be different and any work or life experiences you have will be considered together with any qualifications you hold. UCAS have further information about studying as a mature student on their website which may be of interest.
If English is not your first language, a formal English language test will most likely be required and you will need to achieve the following:
-
IELTS Academic at 6.0 overall with a minimum of 5.5 in all four components (for year 1 entry)
- We also accept other English language qualifications, such as IELTS Indicator, Pearson PTE Academic, Cambridge C1 Advanced and TOEFL iBT.
If you are living outside of the UK or Europe, you can find out more about how to join this course by contacting our International Recruitment Team via our International Apply Pages.
2025/6 Course Tuition Fees
| UK / Channel Islands / Isle of Man / Republic of Ireland |
International |
|
|---|---|---|
| Year 1* | £9,535 | £16,700 |
Additional tuition fee information
*(UK / Channel Islands / Isle of Man / Republic of Ireland) £9,535 for the 25/26 academic year. Fees for future academic years will be determined in line with our Terms and Conditions. The fee is currently subject to a governmental fee cap for each academic year. It is our policy to charge tuition fees at the level of the cap set by the Government. If the cap set by the Government changes, then we may increase our Fees in line with governmental policy.
*(International) £16,700 for the 25/26 academic year. Fees for future academic years will be determined in line with our Terms and Conditions. We decide the annual level of increase of our Tuition Fees by taking into account a range of factors including the cost of delivering the course and change in governmental funding.
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.
UK 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 £79.45 and a 15 credit module is £1,191. 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 £7,145
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 £139.14 and a 15 credit module is £2,087.
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
Trips: There may be additional costs for off-campus activities, some of which may be supported by the Faculty. For trips further afield, there may be costs incurred by the student for travel. Indicative cost £20.
Core texts: Multiple copies of core text are held within the library and e-books are identified where possible, however due to limited availability students are recommended to purchase a copy for their own use. Indicative cost £100 per year.
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.
CAREER PROSPECTS
Our graduates have the knowledge and understanding to develop careers working with children; families; people who use substances such as drugs or alcohol; disabled people; older people; people with intellectual and neuro-developmental disabilities; and people with mental health issues. Moreover, as qualifications become increasingly important in this sector, and with an increasing need for workers to understand the dynamics of effective practice based in communities, our students are well placed to progress in a challenging and rewarding career. Graduates have taken up employment in a variety of settings, working in residential or daycare services, with the NHS, Social Services or voluntary and private service providers.
The University of Winchester ranks in the top 25 in the UK for graduates in employment or further study according to the Graduate Outcomes Survey 2024, 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.
OUR CAREERS SERVICE
Read how Winchester Health and Social Care academic, Dr Rachel Harrison, has been appointed to two key regional roles to promote research across the care system. "I look forward to empowering care staff, care home residents and families to be active partners in the research process."
