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COURSE OVERVIEW

  • Deepen your knowledge of mathematical and educational theories
  • Learn how to apply your knowledge to real world situations
  • High demand for mathematics graduates 

The study of mathematics is fascinating and challenging. It develops a set of skills that are in high demand across a range of sectors. This course provides you with the opportunity to develop your knowledge, understanding, technical skills and confidence to operate successfully in an international and globalised work environment.  This course also allows you to engage with a range of theoretical perspectives from ancient Greece to the present.  Examining these perspectives enables you to think deeply about developments in educational and mathematical theory and practices. You will also develop a sound knowledge in your subject areas, an informed critical voice and the capacity for the critical application of their knowledge to a range of real life settings in and beyond formal education.

In your first year you will be introduced to a wide variety of mathematical and statistical theories across the pure and applied ends of the spectrum. You will also be introduced to the range of educational, mathematical and statistical theories which provide the foundations for successful study in your second and third years.

The second year continues the journey through the weird and wonderful world of abstract mathematics by exploring several modern mathematical theories such as number theory, abstract algebra and analysis, to name a few. On the education studies front, you will engage deeply in the study of educational concepts, issues and abstract ideas.

Having been exposed to the gamut of mathematics and education courses during the first two years, the final year focuses on the critical application of theory to a wide range of educational situations, contexts, settings and experiences in the real world and to the development of specialised mathematical knowledge and understanding in the areas you are interested in. You will also undertake a final year project on a topic that interests you.

Careers

Graduates of the BSc Mathematics and Education Studies be well equipped to enter a wide range of business and careers in the public, private and third sectors.  In addition, the programme is likely to attract students who intend to enter educational professions as subject specialists. Whilst graduates of the programme will be able to embark on postgraduate teacher training with mathematics as a subject specialism across the range of sectors through primary, secondary and further education.  Graduates will also be well equipped for a range of Masters level study and beyond.

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).

The Destinations of Leavers from Higher Education (DLHE) record collects information about what those completing university go on to do six months after graduation. The Careers Service undertakes DLHE on an annual basis through surveys and a data collection process. DLHE is designed and strictly controlled by HESA.

Pre-approved for a Masters

If you study a Bachelor Honours degrees with us, you will be pre-approved to start a Masters degree at Winchester. To be eligible, you will need to apply by the end of March in the final year of your degree and meet the entry requirements of your chosen Masters degree.

ABOUT THIS COURSE

Suitable for applicants from:

UK, EU, World

Placements:

Students are able to select the optional Volunteering for Mathematicians module. Although this may not provide sector-specific work experience, discussion with the Careers team indicated the experience would be valuable due to its role in developing students’ work-based skills.

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: 312 hours
Independent learning: 888 hours

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

Teaching, learning and assessment: 240 hours
Independent learning: 960 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)*:

47% coursework
21% written exams
32% practical exams

Year 2 (Level 5)*:

81% coursework
6% written exams
13% practical exams

Year 3 (Level 6)*:

82% coursework
5% written exams
13% 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: 104-120 points

An A level A*-C pass is required in mathematics.

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

International Baccalaureate: 104-120 points to include a minimum of 2 Higher level IB certificates at grade 4 or above.

A grade 5 is required in mathematics.

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 calling +44 (0)1962 827023

Visit us

Explore our campus and find out more about studying at Winchester by coming to one of our Open Days.

Year 1 (Level 4)

Modules Credits

Calculus 20

In the first half of the module A-Level Calculus is revisited from a more rigorous viewpoint. In the second half of the module you are introduced to the main ideas and techniques of differential and integral calculus of functions of two or more variables.

Probability and Statistics 20

This module aims to lay foundations in probability and distribution theory, data analysis and the use of statistical software, which will be built upon in later modules. It begins by defining probability via axioms and develops some of its useful properties. Random variables are introduced, and the properties of probability used to develop distributions of practical importance. Statistical analysis is introduced with simple ideas of summarising data (implemented in R). Basic ideas of statistical inference (including techniques of estimation, confidence intervals and hypothesis testing) are also covered and applied to data sets.

Discrete Mathematics 20

The aim of this course is to provide you with a bird’s-eye view of several mathematical topics within the spectrum of discrete mathematics. You will be exposed to the basics of mathematical logic and set theory, graph theory, number theory and combinatorics, and the numerous interactions thereof.

1944-88: The Acts 15

This module provides an in-depth analysis of the 1944 and 1988 Education Acts. It looks at the historical and political backgrounds to the Acts, investigates the ideologies which lay behind the Acts, and looks at the influence of and reaction to them amongst different groups. The ideologies of the Acts are compared and related to the wider social and political context in which they originate. The module encourages you to reflect on notions of educability, equality, selection and differentiation. It enables you to explore how those notions have been related to differing philosophical and political views and how they have been implemented in relation to different economic models of education including the education market. The implications of changes in early years education are considered in relation to the ideologies underpinning the Acts. The introduction of Special Education Needs into the state provision of education in the 1944 Act is also considered. The module also raises questions about education and social and cultural reproduction. You are encouraged to reflect upon the two Acts in the light of your own views about education provision and your own experience of education.

Introducing Early Childhood 15

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

Introducing Special and Inclusive Education 15

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

Educational Reflections 15

This module enables you to reflect meaningfully on your own educational experiences and provides an opportunity for collaborative work.  Through studying a range of educational theorists, you will be introduced to various approaches to teaching and learning which will a) provide a point of departure and foundation for future study and b) provide a means through which you can reflect on your own educational experiences and those of others.  In addition, you will be encouraged to explore and question what ‘educational experience’ might mean beyond formal, institutional settings.

Educators 15

The module combines an introduction to the ideas and theories of various educators concerned with education. Drawing on a diverse range of figures from various fields, including the arts, religion, and philosophy, this module asks you, not only to engage with the insights and teachings of each of the individuals you encounter, but also with the very question of what it means to be an educator and to educate.

Principles in Education 15

This module encourages you to discuss issues in education not just by asserting what you think to be right, but by working with a set of principles which enable you to make a sustained and coherent argument to defend and explain your position.  You will be introduced to a series of differing forms of schooling and distinct educational practices in relation to educational contexts, issues and situations.  Students are provided with opportunities to engage in independent and group research to examine these practices and issues.  The module draws upon Kant’s notion of a universal principle to inform a substantive engagement with educational concepts, contexts and practices. 

Literacies in Higher Education 15

‘Reading’ Education Studies requires more of the ‘reader’ than the basic ability to translate symbols on a page into words. The module provides an introduction into interpreting and referencing a range of resources which may include newspapers, films, internet websites, television, radio, fine art, popular art, ephemera, academic journals, novels, non-fiction books and music. In doing so, students will develop a broad range of higher education literacies. It will also prompt an exploration of what it means to be a higher education student in the larger context of society, including the implications and responsibilities which are the core of this new identity.

Year 2 (Level 5)

Modules Credits

Abstract Algebra 30

The first part of this course represents a traditional semester long course on Group Theory. Here, the elements of groups are introduced and all relevant theorems carefully demonstrated. The second part of this course is focused on the interactions between geometry and group theory. Specifically, on groups actions on points, lines, planes and conic sections.

Education: Social and Political Thought 15

This is the first of the two mandatory modules for Education Studies at level 5. In this module you will be introduced to a range of thinkers who have argued for education as a tool for social and political reform. The emphasis in this first module will be on the notion of education as enlightenment, both in ancient and modern versions.  We will explore selected theorists through primary sources and you will be expected to have access to the key texts. A list of these is available on our web site. The goal of this module is to extend our understanding of education beyond the classroom and into the wider world. It will, of necessity, introduce many important social and political issues, and will provide perspectives that can be employed in other optional modules.

Education: Social and Political Thought (2) 15

In Education: Social and Political thought we studied attempts to offer definitive explanations of what should motivate individuals to act.  In this module we turn to theories of ethics that disrupt these accounts. The materialist interpretations of social and political relations advanced in Education: Social and Political thought are also disrupted as we consider the complexities of knowledge and power, along with the ethical dimensions of human relations. The goal of this module is to extend our understanding of education beyond the classroom and into the wider world. It will, of necessity, introduce many important ethical and political issues, and will provide perspectives that can be employed in other optional modules.

Optional Modules
  • Vector Calculus 30 credits
  • Statistical Methods 30 credits
  • Impairments, Disability and Inclusion: Engaging with Critical Issues 15 credits
  • Theories of Discipline 15 credits
  • Progressive Education 15 credits
  • Thinking the Holocaust 15 credits
  • Technology and Education 15 credits
  • Knowing through Observation 15 credits
  • Globalisation and Comparative Education 15 credits
  • Physical Education 15 credits
  • Constructing identity: teachers’ lives and pupils’ stories 15 credits
  • Theorising Inclusive Education 15 credits
  • What was a Teacher? Histories of Teacher Education 15 credits
  • ‘Pioneers and Separate Spheres’ Gender and History of Education 1789-1923 15 credits
  • Social Inclusion and Exclusion 15 credits
  • Sexuality: Education, Policy and Practice 15 credits
  • The Teacher: power and pedagogy 15 credits
  • Philosophies of Education 15 credits
  • Play 15 credits
  • Volunteering for Education Studies 15 credits
  • Predictive Data Analytics 15 credits
  • Employment Experience 15 credits

Optional Credits

Abstract Algebra 30

The first part of this course represents a traditional semester long course on Group Theory. Here, the elements of groups are introduced and all relevant theorems carefully demonstrated. The second part of this course is focused on the interactions between geometry and group theory. Specifically, on groups actions on points, lines, planes and conic sections.

Education: Social and Political Thought 15

This is the first of the two mandatory modules for Education Studies at level 5. In this module you will be introduced to a range of thinkers who have argued for education as a tool for social and political reform. The emphasis in this first module will be on the notion of education as enlightenment, both in ancient and modern versions.  We will explore selected theorists through primary sources and you will be expected to have access to the key texts. A list of these is available on our web site. The goal of this module is to extend our understanding of education beyond the classroom and into the wider world. It will, of necessity, introduce many important social and political issues, and will provide perspectives that can be employed in other optional modules.

Education: Social and Political Thought (2) 15

In Education: Social and Political thought we studied attempts to offer definitive explanations of what should motivate individuals to act.  In this module we turn to theories of ethics that disrupt these accounts. The materialist interpretations of social and political relations advanced in Education: Social and Political thought are also disrupted as we consider the complexities of knowledge and power, along with the ethical dimensions of human relations. The goal of this module is to extend our understanding of education beyond the classroom and into the wider world. It will, of necessity, introduce many important ethical and political issues, and will provide perspectives that can be employed in other optional modules.

Optional Modules
  • Vector Calculus 30 credits
  • Statistical Methods 30 credits
  • Impairments, Disability and Inclusion: Engaging with Critical Issues 15 credits
  • Theories of Discipline 15 credits
  • Progressive Education 15 credits
  • Thinking the Holocaust 15 credits
  • Technology and Education 15 credits
  • Knowing through Observation 15 credits
  • Globalisation and Comparative Education 15 credits
  • Physical Education 15 credits
  • Constructing identity: teachers’ lives and pupils’ stories 15 credits
  • Theorising Inclusive Education 15 credits
  • What was a Teacher? Histories of Teacher Education 15 credits
  • ‘Pioneers and Separate Spheres’ Gender and History of Education 1789-1923 15 credits
  • Social Inclusion and Exclusion 15 credits
  • Sexuality: Education, Policy and Practice 15 credits
  • The Teacher: power and pedagogy 15 credits
  • Philosophies of Education 15 credits
  • Play 15 credits
  • Volunteering for Education Studies 15 credits
  • Predictive Data Analytics 15 credits
  • Employment Experience 15 credits

Year 3 (Level 6)

Modules Credits

Final Year Project and Seminar 30

This module will provide you with experience of the skills required to undertake independent research projects. It will offer you a birds-eye view of several cutting-edge mathematics and statistics research topics by attending seminars at Winchester and, where possible and relevant, nearby institutions.

Optional Modules
  • Mathematical Modelling 30 credits
  • Quantitative Finance 15 credits
  • Volunteering for Mathematicians 15 credits
  • Strategic Analytics 15 credits
  • Construction of Gender Roles in Schools 15 credits
  • Current Issues in Education 15 credits
  • Democracy and Education 15 credits
  • Independent Study 15 credits
  • Loss of Childhood 15 credits
  • Early Years Education (A) 15 credits
  • Early Years Education (B) 15 credits
  • Critiquing Higher Education 15 credits
  • Constructing the ‘Other; ‘Race’, Ethnicity, Religion 15 credits
  • Educating the Teenage Consumer 15 credits
  • The Inclusive Educator: Values, Virtues and Practice 15 credits
  • Philosophy of the Teacher1 5 credits
  • Discipline and the Soul 15 credits
  • Holocaust Education 15 credits
  • Marxisms and Schooling 15 credits
  • Exclusion in and from Schooling: Critical Reflections on Teaching, Policy and Theory 15 credits
  • Life, Death and Education 15 credits
  • Utopia and Education 15 credits
  • Education and the Arab-Islamic World 15 credits
  • Film as Education 15 credits
  • Reconceptualising Early Childhood Education (RECE) 15 credits
  • Contemporary Theory and Practice in Early Childhood 15 credits
  • Early Childhood in a Changing World 15 credits
  • Philosophy, Education and the Learning Person 15 credits
  • Deconstructing Philosophies of Teaching and Learning 15 credits
  • Education and Jewish Thought 15 credits
  • Education, Ecologies & Ethics 15 credits
  • Critiquing Inclusive Educational Practice 15 credits
  • Critiquing the Museum Experience 15 credits
  • The Language of Inclusion in Education 15 credits
  • Education, Inclusion and Refugees 15 credits
  • Evaluating Educational Research 15 credits
  • Liberal Education 15 credits

Optional Credits

Final Year Project and Seminar 30

This module will provide you with experience of the skills required to undertake independent research projects. It will offer you a birds-eye view of several cutting-edge mathematics and statistics research topics by attending seminars at Winchester and, where possible and relevant, nearby institutions.

Optional Modules
  • Mathematical Modelling 30 credits
  • Quantitative Finance 15 credits
  • Volunteering for Mathematicians 15 credits
  • Strategic Analytics 15 credits
  • Construction of Gender Roles in Schools 15 credits
  • Current Issues in Education 15 credits
  • Democracy and Education 15 credits
  • Independent Study 15 credits
  • Loss of Childhood 15 credits
  • Early Years Education (A) 15 credits
  • Early Years Education (B) 15 credits
  • Critiquing Higher Education 15 credits
  • Constructing the ‘Other; ‘Race’, Ethnicity, Religion 15 credits
  • Educating the Teenage Consumer 15 credits
  • The Inclusive Educator: Values, Virtues and Practice 15 credits
  • Philosophy of the Teacher1 5 credits
  • Discipline and the Soul 15 credits
  • Holocaust Education 15 credits
  • Marxisms and Schooling 15 credits
  • Exclusion in and from Schooling: Critical Reflections on Teaching, Policy and Theory 15 credits
  • Life, Death and Education 15 credits
  • Utopia and Education 15 credits
  • Education and the Arab-Islamic World 15 credits
  • Film as Education 15 credits
  • Reconceptualising Early Childhood Education (RECE) 15 credits
  • Contemporary Theory and Practice in Early Childhood 15 credits
  • Early Childhood in a Changing World 15 credits
  • Philosophy, Education and the Learning Person 15 credits
  • Deconstructing Philosophies of Teaching and Learning 15 credits
  • Education and Jewish Thought 15 credits
  • Education, Ecologies & Ethics 15 credits
  • Critiquing Inclusive Educational Practice 15 credits
  • Critiquing the Museum Experience 15 credits
  • The Language of Inclusion in Education 15 credits
  • Education, Inclusion and Refugees 15 credits
  • Evaluating Educational Research 15 credits
  • Liberal Education 15 credits

Please note the modules listed are correct at the time of publishing, for full-time students entering the programme in Year 1. Optional modules are listed where applicable. Please note the University cannot guarantee the availability of all modules listed and modules may be subject to change. For further information please refer to the terms and conditions at www.winchester.ac.uk/termsandconditions.
The University will notify applicants of any changes made to the core modules listed above.

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:

Mandatory

Core Texts

Indicative cost of £100-£200 for books. All software will be available at computer labs in West Downs.

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.

Optional

Core Texts

In student’s second and third year of study, some Education Studies optional modules may require students to purchase one ‘set’ text per year. Indicative cost: £15 per text.

Trips

There will be optional visits to schools for students in their second year. The cost of travel and expenses will need to be covered by the student. Indicative cost: £0-£20. There are some optional field trips to educational sites in some Education Studies modules during students third year of study.  There is one optional module which includes visits to museum sites as part of the curriculum.  Students will be responsible for paying their own travel and expenses. Indicative cost: £35-£70 per trip.

Volunteering Placement

Education Volunteering placements may incur travel costs.  Students choose their own placement setting in agreement with the Volunteering Module Leader and Volunteering Placement Co-ordinator. Indicative cost: £0-£20 (dependent on the location of placement and frequency of visits).

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
G1X3
Duration
3 years full-time; 4 years full-time (sandwich); 6 years part-time (sandwich placement not available to part-time students)
Typical offer
104-120 points
Location
On campus, Winchester