Education and English Literature
QX33Broaden and enrich your mind with an exploration of English Literature while training to inspire others in their learning with Education Studies. Our joint honours course embraces educational themes, ideas and practices through the study of educational theories and philosophies, alongside a deep examination of how literary texts work from historical, theoretical and cultural perspectives.
Course overview
Our inspiring range of English Literature options spans continents and time periods, from Shakespeare to modern performance poetry, and from 19th-century American literature to young adult fiction. Over three years, you consider and debate the purpose and value of education including concepts such as enabling social change, inclusion, representation, and truth and power as you engage with some of the most exciting and dynamic issues in the current social climate.
In Year 1, the module Studying English Literature increases your awareness of the different ways in which texts can be understood, as you develop skills in critical analysis, research and writing. You can then apply these in World Literature and Intertextuality. These skills are also valuable in Education Studies, where you are invited to explore a broad range of educational themes, concepts, contexts and experiences through the Educators module. Lastly, in the Literacies in Higher Education module, you can finetune those skills while beginning to write ‘the story of you’ at university.
In Year 2, modules such as Education: Social and Political Thought, broaden and deepen your understanding of educational principles and ideas. Next to this, you can choose from a wide range of optional modules including film, culture, technology, fiction and non-fiction, children’s literature, older and modern writings. This prepares you to apply your new knowledge to real-life situations and advanced thinking in Year 3.
In your final year, you must complete a dissertation on a topic of your choice, which may combine your subject areas. Alongside this, you can continue to explore your specific interests in fiction or non-fiction, prose or poetry, as well as the broad range of educational topics in philosophy, politics, disability and inclusion, early childhood, and more.
Throughout all levels, you are guaranteed to learn from passionate and committed staff who help you produce intellectually satisfying essays and presentations and encourage stimulating group discussions. What’s more, we care about your progress and wellbeing.
Graduates from this course use the many transferable skills they gain to enter educational roles within public services, business, service industries, libraries, museums and charities. They also become teachers, lecturers, journalists, actors, publishers and producers.
What you need to know
Course start date
September
Location
On campus, Winchester
Course length
- 3 years full-time
- 6 years part-time
Apply
QX33
Typical offer
96-112 points
Fees
From £9,250 pa
Course features
- Engage with concepts and ideas that impact the whole of life through literature and learning
- Explore practical applications of principles such as inclusion and access to education
- Open up a huge range of career opportunities with transferrable skills
- Learn from passionate and committed staff who help you produce intellectually satisfying essays and presentations and encourage stimulating group discussions
Course details
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 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: 228 hours
Independent learning: 972 hours
Year 2 (Level 5): Timetabled teaching and learning activity*
Teaching, learning and assessment: 216 hours
Independent learning: 972 hours
Placement: 12 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
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)*:
53% coursework
19% written exams
28% practical exams
Year 2 (Level 5)*:
83% coursework
2% written exams
15% practical exams
Year 3 (Level 6)*:
90% coursework
0% written exams
10% practical exams
*Please note these are indicative percentages and modes for the programme.
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 provides an in-depth analysis of the 1944 and 1988 Education Acts. It looks at the historical and political backgrounds to the Acts, investigates the ideologies which lay behind the Acts, and looks at the influence of and reaction to them amongst different groups. The ideologies of the Acts are compared and related to the wider social and political context in which they originate. The module encourages students to reflect on notions of educability, equality, selection and differentiation. It enables students to explore how those notions have been related to differing philosophical and political views and how they have been implemented in relation to different economic models of education including the education market. The implications of changes in early years education are considered in relation to the ideologies underpinning the Acts. The introduction of Special Education Needs into the state provision of education in the 1944 Act is also considered. The module also raises questions about education and social and cultural reproduction. Students are encouraged to reflect upon the two Acts in the light of their own views about education provision and their own experience of education.
This module enables students to reflect meaningfully on their own educational experiences and provides an opportunity for collaborative work. Through studying a range of educational theorists, students will be introduced to various approaches to teaching and learning which will a) provide a point of departure and foundation for future study and b) provide a means through which they can reflect on their own educational experiences and those of others. In addition, students will be encouraged to explore and question what ‘educational experience’ might mean beyond formal, institutional settings.
The module combines an introduction to the ideas and theories of various educators concerned with education. Some of the educators encountered will offer ideas about education directly in relation to schooling whilst others offer insights into education in its broader sense. The range of educators examined will represent particular interests of course tutors and will introduce students to the breadth of content they will encounter during their studies. Drawing on a diverse range of figures from various fields, including the arts, religion, and philosophy, this module asks students, not only to engage with the insights and teachings of each of the individuals they encounter, but also with the very question of what it means to be an educator and to educate.
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.
This double module provides the foundation for the degree by establishing key skills for English Literature students. It focuses on four key areas:
- Developing a critical faculty through the study of various methodologies, for example: reading for political or ideological context; examining the terms ‘reader’, ‘author’ and ‘text’; exploring genre and hermeneutics; the controversy of the English ‘canon’.
- Advanced reading and handling of primary texts through the development of close-reading skills (e.g. quotation, critical commentary, etc.) which inform weekly blogs, effective and persuasive writing, etc.
- Building and consolidating research and academic skills (e.g. using libraries and journal databases; handling scholarly materials and referencing accurately to develop and substantiate good academic practice).
- Reflection on the UN Sustainability Development Goals.
A literary text does not have meaning in and of itself, its meaning is always a product of its relation to other texts, both literary and non-literary. This module will examine a range of ways that texts have been analysed through their relationship with other texts. It will begin with the well-established concepts of source, genre, and allusion, examining specific texts and tracing these relationships. It will then look at theoretical expansions of the concept of intertextuality and consider these in relation to an extended study of a pair of related literary texts. Finally, it will consider adaptation of literary texts such as a fairy tale into other media such as film, television and the visual arts, considering how identification of a text as an adaptation of a preceding one impacts upon the interpretation of both.
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.
- Introducing Early Childhood 15 Credits
- Introducing Special and Inclusive education 15 Credits
Optional
This module provides an in-depth analysis of the 1944 and 1988 Education Acts. It looks at the historical and political backgrounds to the Acts, investigates the ideologies which lay behind the Acts, and looks at the influence of and reaction to them amongst different groups. The ideologies of the Acts are compared and related to the wider social and political context in which they originate. The module encourages students to reflect on notions of educability, equality, selection and differentiation. It enables students to explore how those notions have been related to differing philosophical and political views and how they have been implemented in relation to different economic models of education including the education market. The implications of changes in early years education are considered in relation to the ideologies underpinning the Acts. The introduction of Special Education Needs into the state provision of education in the 1944 Act is also considered. The module also raises questions about education and social and cultural reproduction. Students are encouraged to reflect upon the two Acts in the light of their own views about education provision and their own experience of education.
This module enables students to reflect meaningfully on their own educational experiences and provides an opportunity for collaborative work. Through studying a range of educational theorists, students will be introduced to various approaches to teaching and learning which will a) provide a point of departure and foundation for future study and b) provide a means through which they can reflect on their own educational experiences and those of others. In addition, students will be encouraged to explore and question what ‘educational experience’ might mean beyond formal, institutional settings.
The module combines an introduction to the ideas and theories of various educators concerned with education. Some of the educators encountered will offer ideas about education directly in relation to schooling whilst others offer insights into education in its broader sense. The range of educators examined will represent particular interests of course tutors and will introduce students to the breadth of content they will encounter during their studies. Drawing on a diverse range of figures from various fields, including the arts, religion, and philosophy, this module asks students, not only to engage with the insights and teachings of each of the individuals they encounter, but also with the very question of what it means to be an educator and to educate.
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.
This double module provides the foundation for the degree by establishing key skills for English Literature students. It focuses on four key areas:
- Developing a critical faculty through the study of various methodologies, for example: reading for political or ideological context; examining the terms ‘reader’, ‘author’ and ‘text’; exploring genre and hermeneutics; the controversy of the English ‘canon’.
- Advanced reading and handling of primary texts through the development of close-reading skills (e.g. quotation, critical commentary, etc.) which inform weekly blogs, effective and persuasive writing, etc.
- Building and consolidating research and academic skills (e.g. using libraries and journal databases; handling scholarly materials and referencing accurately to develop and substantiate good academic practice).
- Reflection on the UN Sustainability Development Goals.
A literary text does not have meaning in and of itself, its meaning is always a product of its relation to other texts, both literary and non-literary. This module will examine a range of ways that texts have been analysed through their relationship with other texts. It will begin with the well-established concepts of source, genre, and allusion, examining specific texts and tracing these relationships. It will then look at theoretical expansions of the concept of intertextuality and consider these in relation to an extended study of a pair of related literary texts. Finally, it will consider adaptation of literary texts such as a fairy tale into other media such as film, television and the visual arts, considering how identification of a text as an adaptation of a preceding one impacts upon the interpretation of both.
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.
- Introducing Early Childhood 15 Credits
- Introducing Special and Inclusive education 15 Credits
Modules
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.
In Education: Social and Political thought we studied attempts to offer definitive explanations of what should motivate individuals to act. In this module we turn to theories of ethics that disrupt these accounts. The materialist interpretations of social and political relations advanced in Education: Social and Political thought are also disrupted as we consider the complexities of knowledge and power, along with the ethical dimensions of human relations. We will explore selected theorists through primary sources and you will be expected to have access to the key texts. A list of these is available on our web site. The goal of this module is to extend our understanding of education beyond the classroom and into the wider world. It will, of necessity, introduce many important ethical and political issues, and will provide perspectives that can be employed in other optional modules.
- What is a Child? 15 Credits
- A Thinking about 'Race' 15 Credits
- B Thinking about 'Race' 15 Credits
- Independent Study 15 Credits
- Theorising Early Childhood 15 Credits
- Impairments, Disability and Inclusion 15 Credits
- Theories of Discipline 15 Credits
- Thinking the Holocaust 15 Credits
- Technology and Education 15 Credits
- Globalisation and Comparative Education 15 Credits
- Physical Education 15 Credits
- Constructing Identity: Teachers' Lives and Pupils' Stories 15 Credits
- Theorising Special and 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
- Education and Work 15 Credits
- Education & Nature: learning in the Anthropocene 15 Credits
- Education Beyond Left and Right 15 Credits
- Culture/ Education 15 Credits
- Education and Christianity 15 Credits
- Philosophies of Education 15 Credits
- Play 15 Credits
- Volunteering in Education Studies 15 Credits
- Chaucer and his World 15 Credits
- The Rise of the Novel: 1660-1770 15 Credits
- Victorian Literatures 15 Credits
- Children's Literature and Young Adult Fiction 15 Credits
- Preparation for Research 15 Credits
- Policy and provision - 15 Credits
- Enabling environments -15 Credits
Optional
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.
In Education: Social and Political thought we studied attempts to offer definitive explanations of what should motivate individuals to act. In this module we turn to theories of ethics that disrupt these accounts. The materialist interpretations of social and political relations advanced in Education: Social and Political thought are also disrupted as we consider the complexities of knowledge and power, along with the ethical dimensions of human relations. We will explore selected theorists through primary sources and you will be expected to have access to the key texts. A list of these is available on our web site. The goal of this module is to extend our understanding of education beyond the classroom and into the wider world. It will, of necessity, introduce many important ethical and political issues, and will provide perspectives that can be employed in other optional modules.
- What is a Child? 15 Credits
- A Thinking about 'Race' 15 Credits
- B Thinking about 'Race' 15 Credits
- Independent Study 15 Credits
- Theorising Early Childhood 15 Credits
- Impairments, Disability and Inclusion 15 Credits
- Theories of Discipline 15 Credits
- Thinking the Holocaust 15 Credits
- Technology and Education 15 Credits
- Globalisation and Comparative Education 15 Credits
- Physical Education 15 Credits
- Constructing Identity: Teachers' Lives and Pupils' Stories 15 Credits
- Theorising Special and 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
- Education and Work 15 Credits
- Education & Nature: learning in the Anthropocene 15 Credits
- Education Beyond Left and Right 15 Credits
- Culture/ Education 15 Credits
- Education and Christianity 15 Credits
- Philosophies of Education 15 Credits
- Play 15 Credits
- Volunteering in Education Studies 15 Credits
- Chaucer and his World 15 Credits
- The Rise of the Novel: 1660-1770 15 Credits
- Victorian Literatures 15 Credits
- Children's Literature and Young Adult Fiction 15 Credits
- Preparation for Research 15 Credits
- Policy and provision - 15 Credits
- Enabling environments -15 Credits
Modules
The dissertation will be a piece of independent research undertaken by the student resulting in an 8,000 – 10,000 word project.
- Current Issues in Education 15 Credits
- Independent Study 15 Credits
- Loss of Childhood 15 Credits
- Early Years Education (A) 15 Credits
- Early Years Education (B) 15 Credits
- Early Years Education A 15 Credits
- Early Years Education B 15 Credits
- Critiquing Higher Education 15 Credits
- Constructing the Other: Race, Ethnicity and Religion 15 Credits
- Educating the Teenage Consumer 15 Credits
- The Inclusive Educator: Values, Virtues and Practice 15 Credits
- Discipline and the Soul 15 Credits
- Holocaust Education 15 Credits
- Marxisms and Schooling 15 Credits
- Life, Death and Education 15 Credits
- Utopia and Education 15 Credits
- Education and the Arab-Islamic World 15 Credits
- Film as Education 15 Credits
- Reconceptualising Early Childhood Education (RECE) 15 Credits
- Contemporary Theory and Practice in Early Childhood 15 Credits
- Early Childhood in a Changing World 15 Credits
- Philosophy, Education and the Learning Person 15 Credits
- Deconstructing Philosophies of Education 15 Credits
- Education, 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
- Women's Writing in the Long Eighteenth Century 15 Credits
- Literature, Sexuality and Morality 15 Credits
- The Victorian Art of Murder 15 Credits
- The Shakespeare Phenomenon 15 Credits
- Literature and Social Justice 15 Credits
- English, Etc. 15 Credits
- Tales from the Inside: Global Prison Literatures - 15 credits
- Other Worlds and Fantasy Fiction 15 credits
- Keywords in Literary Studies 15 credits
- Utopian and Dystopian Fiction 15 credits
- Literature and Psychoanalysis 15 credits
- Globalisation and Contemporary Fiction 15 credits
- Romantic Celebrity Culture 15 credits
- Jewish Identities 15 credits
- Consumer Culture 15 credits
- Shakespeare and Early Modern Tragedy 15 credits
- Shakespeare and Early Modern Comedy 15 credits
- Revolution and Restoration, Literature 1625-1688 15 credits
- Postmodernism 15 credits
- Modernism 15 credits
- Gothic and Romantic Fiction 15 credits
- Eighteenth-century Romanticism 15 credits
- Nineteenth-century Romanticism 15 credits
- Literary Adaptations 15 credits
- The Literature of Business - 15 credits
- Literature and Environments - 15 credits
- Leadership in Education - 15 Credits
Optional
The dissertation will be a piece of independent research undertaken by the student resulting in an 8,000 – 10,000 word project.
- Current Issues in Education 15 Credits
- Independent Study 15 Credits
- Loss of Childhood 15 Credits
- Early Years Education (A) 15 Credits
- Early Years Education (B) 15 Credits
- Early Years Education A 15 Credits
- Early Years Education B 15 Credits
- Critiquing Higher Education 15 Credits
- Constructing the Other: Race, Ethnicity and Religion 15 Credits
- Educating the Teenage Consumer 15 Credits
- The Inclusive Educator: Values, Virtues and Practice 15 Credits
- Discipline and the Soul 15 Credits
- Holocaust Education 15 Credits
- Marxisms and Schooling 15 Credits
- Life, Death and Education 15 Credits
- Utopia and Education 15 Credits
- Education and the Arab-Islamic World 15 Credits
- Film as Education 15 Credits
- Reconceptualising Early Childhood Education (RECE) 15 Credits
- Contemporary Theory and Practice in Early Childhood 15 Credits
- Early Childhood in a Changing World 15 Credits
- Philosophy, Education and the Learning Person 15 Credits
- Deconstructing Philosophies of Education 15 Credits
- Education, 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
- Women's Writing in the Long Eighteenth Century 15 Credits
- Literature, Sexuality and Morality 15 Credits
- The Victorian Art of Murder 15 Credits
- The Shakespeare Phenomenon 15 Credits
- Literature and Social Justice 15 Credits
- English, Etc. 15 Credits
- Tales from the Inside: Global Prison Literatures - 15 credits
- Other Worlds and Fantasy Fiction 15 credits
- Keywords in Literary Studies 15 credits
- Utopian and Dystopian Fiction 15 credits
- Literature and Psychoanalysis 15 credits
- Globalisation and Contemporary Fiction 15 credits
- Romantic Celebrity Culture 15 credits
- Jewish Identities 15 credits
- Consumer Culture 15 credits
- Shakespeare and Early Modern Tragedy 15 credits
- Shakespeare and Early Modern Comedy 15 credits
- Revolution and Restoration, Literature 1625-1688 15 credits
- Postmodernism 15 credits
- Modernism 15 credits
- Gothic and Romantic Fiction 15 credits
- Eighteenth-century Romanticism 15 credits
- Nineteenth-century Romanticism 15 credits
- Literary Adaptations 15 credits
- The Literature of Business - 15 credits
- Literature and Environments - 15 credits
- Leadership in Education - 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: CCC-BBC from 3 A Levels or equivalent grade combinations (e.g. CCC is comparable to BCD in terms of tariff points)
- BTEC/CTEC: MMM-DMM 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 the UCAS 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 5.5 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.
2024 Course Tuition Fees
| UK / Channel Islands / Isle of Man / Republic of Ireland |
International |
|
|---|---|---|
| Year 1 | £9,250 | £16,700 |
| Year 2 | £9,250 | £16,700 |
| Year 3 | £9,250 | £16,700 |
| Total | £27,750 | £50,100 |
| Optional Sandwich Year* | £1,850 | £3,340 |
| Total with Sandwich Year | £29,600 | £53,440 |
Additional tuition fee information
If you are a UK student starting your degree in September 2024, 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 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.
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 £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 £139.14 and a 15 credit module is £2,087.
* Please note that not all courses offer an optional sandwich year.
**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
In student's second and third year of study, some optional modules may require students to purchase one 'set' text per year. Indicative cost is £15 per text.
Core texts
For the English Literature element of the Programme it is recommended that students buy core texts, but it is possible to buy second-hand copies or study using library and online sources. Indicative cost is £50 - £200 per year.
Trips
- There will be optional visits to schools for Education Studies students in their second year. The cost of travel and expenses will need to be covered by the student.Indicative cost is £0 - £20.
- Optional London trip with English Literature. Indicative cost is £48.
- There are some optional field trips to educational sites for Education Studies students in their 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 is £35 - £70 per trip.
Mandatory
Core texts
Books and other reading materials are very important to the Education Studies programme. In the students second year of study, students will be required to purchase core texts for two mandatory modules. Indicative cost is £100.
Printing and Binding
The University is pleased to offer our students a printing allowance of £5 each academic year. This will print around 125 A4 (black and white) pages. If students wish to print more, printer credit can be topped up by the student. The University and Student Union are champions of sustainability and we ask all our students to consider the environmental impact before printing.
Disclosure and Barring Service
A Disclosure and Barring Service (DBS) clearance check may be required if you undertake a placement, volunteering, research or other course related activity where you will have contact with children or vulnerable adults. The requirement for a DBS check will be confirmed by staff as part of the process to approve your placement, research or other activity. The indicative cost is £40.
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
Graduates enter educational roles within public services, business, service industries, personnel, libraries, museums, and charities. They have also gone on to become teachers, lecturers, journalists, actors, publishers and producers.
The University of Winchester ranks in the top 10 in the UK for graduates in employment or further study according to the Graduate Outcomes Survey 2023, HESA.
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.
OUR CAREERS SERVICE
"There are so many opportunities that come along with Education Studies, from anything in a museum to the police force, anywhere where education touches, Education Studies can enhance your skills."
