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COURSE OVERVIEW

  • Explore underpinning theories and understand practice issues
  • Take the opportunity to work with a variety of service users and organisations through the Volunteering module
  • Engage with contemporary debate around key policy agendas

The Health, Community and Social Care (disability) Studies is the ideal programme for students who know that they want to work in the field of disability, but are not yet sure which direction they want to take, or for those who wish to pursue academic study in disability studies.

You will have the valuable opportunity to explore issues around disability within the context of health, wellbeing and social care, from a multi-agency and community perspective, for a range of different people whether that is around conditions or issues such as physical impairment, intellectual and (neuro)developmental disabilities, autism, mental health issues, or older people.

The overall aim of the pathway is to equip you with the academic and practice‐based knowledge and understandings to be challenging and critical agents of change in the public, private or voluntary sector, and to work in ways that will support and empower members of ‘vulnerable’ groups to gain effective support, inclusion, independence and wellbeing.

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, Growing Older and Substance Use and Misuse.

There is an optional Volunteering for Health, Community & Social Care Studies module in Year 2. 

Our talented teaching team has a wide range of practical experience in different health, social care and community settings with a strong background in disability studies.

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.

Careers

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 neurodevelopmental 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.

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 (Destination of Leavers from Higher Education survey).

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

Field trips

Students are supported to volunteer and to make links with organisations, group field trips are arranged and expert guest speakers are regularly invited.

Study abroad

Our BSc (Hons) Health, Community and Social Care (Disability) Studies course provides an opportunity for you to study abroad in the United States of America.

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. 

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.

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: 288 hours
  • Independent learning: 912 hours
Year 2 (Level 5): Timetabled teaching and learning activity*
  • Teaching, learning and assessment: 288 hours
  • Independent learning: 912 hours
Year 3 (Level 6): Timetabled teaching and learning activity*
  • Teaching, learning and assessment: 228 hours
  • Independent learning: 972 hours

*Please note these are indicative hours for the course. 

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)*:
  • 87% coursework
  • 0% written exams
  • 13% practical exams
Year 2 (Level 5)*:
  • 80% coursework
  • 0% written exams
  • 20% practical exams
Year 3 (Level 6)*:
  • 94% coursework
  • 0% written exams
  • 6% 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

2020 Entry: 88-104 points

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

Social work/social care/youth work experience is required.

International Baccalaureate: 88-104 points to include a minimum of 2 Higher level IB certificates at grade 4 or above.

If English is not your first language: IELTS 6.0 overall with a minimum of 5.5 in writing or equivalent

Additional requirements

Applicants are recommended to seek relevant paid or voluntary work experience prior to application. Disclosure and Barring Service (DBS) clearance check (formerly known as CRB) may be required.

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 at one of our Open Days.

Year 1 (Level 4)

Modules Credits

Health and Social Care – Policy and Politics 15

Politics and policy making are inextricably interwoven with the provision of services in health and social care. Social policy in this area is a rapidly changing discipline, and this module will identify the providers of services in the health and social care sectors, and will explore social policy and policy making across the broad spectrum of health and social care. Through this the normative, moral and political approaches bought to policy making can be explored. Students will be encouraged to reflect on their own personal stand point with reference to health and social care social policy and political ideologies.

Care and Community – International Contexts 15

This module is designed to enable students to understand differences and variations in the way diverse societies and cultures address issues of care and community. It will allow students to examine and compare differing cultural responses to phenomena such as intellectual impairment, mental illness, physical and sensory impairment and the care and support of children, young people and older people. Students will be encouraged to explore issues of cultural difference and diversity, develop awareness of international agencies, and reflect on what we in the UK can learn individually and collectively from the way other societies and cultures respond to issues of care and community.

Communicating with Individuals and Groups 15

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.

Health and Social Care – Values 15

This first-year module provides students with an insight into how societies and individuals value and de-value others, in particular, those people who use social care services. 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. This module aims to equip students with an introductory insight into the hemes running throughout their degree course and throughout society in general.

Understanding Human Development and Behaviour 15

This module is designed to enable students to understand theoretical perspectives of human behaviour. Students will explore biological and social influences on human behaviours and how this may contribute to individual differences in behaviours. Students will have the opportunity to reflect on their own behaviours and interpersonal skills and the consequence of these when working with others in a variety of settings.

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.

Issues in Contemporary Health 15

ThiThis module explores the health and illness discourse across a range of health and wellbeing settings. It identifies contemporary health issues and a range of theories relevant to health and wellbeing. It will explore the diversity of experience people and communities have of health and wellbeing, and how practitioners can address these issues through practice. Students will engage with the multidisciplinary nature of health, and the contested nature of the definition of health.

Disability and Theory 15

This module is designed to support students to understand key concepts and theories of disability in order to progress their knowledge and learning regarding disability as an area of study. This includes differentiating 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. Students will gain from this module a foundation for understanding the study of disability as a contested concept.

Year 2 (Level 5)

Modules Credits

Understanding Intellectual and (Neuro) developmental Disabilities 15

This module is designed to allow students to understand the nature and causes of intellectual and (neuro)developmental disabilities, and the impact on individuals, their development, health and wellbeing, and social functioning. Students will be encouraged to engage with the full range of theoretical perspectives applied to understanding intellectual and (neuro)developmental disabilities, including bio-medical, psychological, normalisation and social model of disability perspectives. Students will be encouraged to critically reflect on the how these perspectives have and continue to be applied in services and support systems for people with intellectual and (neuro)developmental disabilities, and how they relate to service design and practice.

Issues in Mental Health 15

Ideas about what constitutes mental health or illness can differ dramatically between different societies and cultures. This module will focus on the way in which these concepts have changed over the past centuries, leading up to the ways in which mental illnesses are defined and treated in twenty-first century Britain. Modern concepts will be examined from a variety of angles, including gender, age, social class and ethnicity. The module will also look at the ways in which mental ‘disorders’ are treated by focusing on the pharmaceutical industry and the types of mental health services currently on offer in this country.

Understanding Autism 15

This second-year module provides an insight into the topic of Autism. Past and current understandings are examined. Links between how people with Autism Spectrum Conditions are perceived and therefore treated will be analysed. Current good practice will be considered. The wider social implications around people who are perceived as ‘different’ will be related to people with Autism Spectrum Conditions. Links to current vocational requirements will be made where possible. 

Understanding Research for Health & Social Care 15

The module is designed to introduce students to managing and conducting a small-scale 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 health and social care 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.

Understanding Physical Impairments 15

This module is designed examine physical impairments in their broadest sense, and to allow students to understand the nature and causes of physical impairments, and the impact on individuals, their development, health and wellbeing, and social functioning. Students will be encouraged to engage with the full range of theoretical perspectives applied to understanding impairments, including biomedical, psychological, normalisation and social model of disability perspectives. Students will be encouraged to critically reflect on the how these perspectives have and continue to be applied in services and support systems for people with physical disabilities, and how they relate to service design and practice.

Disability and Practice 15

This module is designed to support students to debate key concepts and theories of disability in relation to practice. The module will also highlight the realities of disabled people’s experience of implications of practice. This includes differentiating how notions of impairment and disability affect practice across a range of organisations and professionals.

Year 2 Optional Modules
  • Caring Communities 15 Credits
  • Growing Older 15 Credits
  • Volunteering for Health, Community and Social Care 15 Credits
  • Substance Use and Misuse 15 Credits
  • Dementia 15 Credits

Optional Credits

Understanding Intellectual and (Neuro) developmental Disabilities 15

This module is designed to allow students to understand the nature and causes of intellectual and (neuro)developmental disabilities, and the impact on individuals, their development, health and wellbeing, and social functioning. Students will be encouraged to engage with the full range of theoretical perspectives applied to understanding intellectual and (neuro)developmental disabilities, including bio-medical, psychological, normalisation and social model of disability perspectives. Students will be encouraged to critically reflect on the how these perspectives have and continue to be applied in services and support systems for people with intellectual and (neuro)developmental disabilities, and how they relate to service design and practice.

Issues in Mental Health 15

Ideas about what constitutes mental health or illness can differ dramatically between different societies and cultures. This module will focus on the way in which these concepts have changed over the past centuries, leading up to the ways in which mental illnesses are defined and treated in twenty-first century Britain. Modern concepts will be examined from a variety of angles, including gender, age, social class and ethnicity. The module will also look at the ways in which mental ‘disorders’ are treated by focusing on the pharmaceutical industry and the types of mental health services currently on offer in this country.

Understanding Autism 15

This second-year module provides an insight into the topic of Autism. Past and current understandings are examined. Links between how people with Autism Spectrum Conditions are perceived and therefore treated will be analysed. Current good practice will be considered. The wider social implications around people who are perceived as ‘different’ will be related to people with Autism Spectrum Conditions. Links to current vocational requirements will be made where possible. 

Understanding Research for Health & Social Care 15

The module is designed to introduce students to managing and conducting a small-scale 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 health and social care 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.

Understanding Physical Impairments 15

This module is designed examine physical impairments in their broadest sense, and to allow students to understand the nature and causes of physical impairments, and the impact on individuals, their development, health and wellbeing, and social functioning. Students will be encouraged to engage with the full range of theoretical perspectives applied to understanding impairments, including biomedical, psychological, normalisation and social model of disability perspectives. Students will be encouraged to critically reflect on the how these perspectives have and continue to be applied in services and support systems for people with physical disabilities, and how they relate to service design and practice.

Disability and Practice 15

This module is designed to support students to debate key concepts and theories of disability in relation to practice. The module will also highlight the realities of disabled people’s experience of implications of practice. This includes differentiating how notions of impairment and disability affect practice across a range of organisations and professionals.

Year 2 Optional Modules
  • Caring Communities 15 Credits
  • Growing Older 15 Credits
  • Volunteering for Health, Community and Social Care 15 Credits
  • Substance Use and Misuse 15 Credits
  • Dementia 15 Credits

Year 3 (Level 6)

Modules Credits

Dissertation 30

The dissertation takes the form of an original independent empirical investigation into an aspect of Health, Community and Social Care studies. Students are required to discuss proposals with module tutors and select their topic for investigation before the end of the second semester 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 supervisor in the first two weeks of the semester. Students are given clear advice on management and deadlines for stages of their projects. The length of the report would normally be 8,000 to 10,000 words.

Critical Health and Social Care Practice 15

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 make a difference in this field of study and practice. This module aims to provide you with the opportunity to draw on your learning throughout the programme and consider how your own values, and those of others more widely, can dramatically affect your ability to work with others to bring about positive change in service provision.    

Leadership management and Entrepreneurship 15

This module considers the differences between leadership and management and the skills involved in leading and managing teams in a variety of services and settings including children’s centres and adult services. It explores the different roles played by the various members of the team and their staff development needs. Through role-play scenarios and/or case studies students will have an opportunity to develop interpersonal skills in leading, supporting and managing others and the concept of inspirational leadership will be explored. 

Empowerment and Advocacy 15

This module will enable students to critically examine issues of diversity, difference and inclusion.  You will critically analyse the concepts of empowerment and advocacy and how they relate to different marginalised groups.  You will explore critiques of human services and the helping profession and be able to develop your own ‘practice models’ that take account of empowerment and advocacy.  You will engage critically with your experiences of social care provision (including other people’s published accounts) and explore how advocacy and empowerment might be used in the helping professions.  You will explore different models of advocacy and critiques of advocacy services.  Empowerment will be examined using different perspectives and you will apply these to your practice experience. 

Opportunities and Agendas in Community Development 15

This module will identify, examine and critique current agendas that affect community development; and, similarly, assess how community development practice, in turn, influences these agendas. Key questions will be, “Who (or what?) is setting this agenda?”; “Is control ‘top-down’ or ‘bottom-up’?”; “How significant is the part played by community activists and local people?”  A main context for study will be the growing tendency to use the concept of “community” as a platform for policy, specifying approaches and methods described as “community development”, to meet aims and objectives. To this end, “mission statements” tend to be rooted in principles such as, “involvement of communities in decision-making”, “increasing citizen participation in policy development and service delivery” and "renewing democracy”;  “outcomes” tend to be linked to “targets”, which see “outreach into communities” as fundamental to success.   the focus will be on policies and practice in areas such as government, community and voluntary work, health, social care, education, housing, community safety and youth work. Current consequences for residents in various communities will be researched – for example, with reference to socio-economic conditions; demography; social class; income and wealth; race and ethnicity; faith groups; urban/rural residency; age; gender; impairments.  The conditions which determine effective community participation and ‘empowerment’ will be evaluated.

Law and Ethics 15

This module critically engages with legal and ethical issues within the field of health, community and social care.  The first part of the Module evaluates moral theories, values, principles, and professional regulations relevant to the field.  The second part of the Module explores legal issues by focussing on specific relevant areas.  The Module will provide you with the ability to differentiate between what ought to be done and what must be done in practice.  Students will be encouraged to reflect on their own value systems and those of professions in the sector, and to develop a deep understanding of how those affect ethical decision making and relationships with service users and clients.

Disability Critiques 15

This module is designed to support students to critique key concepts and theories of disability and to develop their own personal position in relation to disability as a concept. The module will also highlight the difficulties of balancing service-user, professional and academic notions of disability. You will use your knowledge of a range of theorists to argue for a nuanced understanding in order to influence current public practice around disability services. You will gain from this module a theoretical platform for understanding and being critical of theory and models of disability on how we conceptualise and react to disability. 

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.

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. 

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 is £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 is £100 per year. 

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.

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
BL90
Duration
3 years full-time
Typical offer
88-104 points
Location
On campus, Winchester