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Education Studies - BA (Hons)

Why study this course?

Whether it’s concern over the curriculum or the role of schools in transforming society and achieving economic stability, education throws up major issues that affect us all. This thought-provoking course is designed to tackle not only the big questions concerning the place of education in the modern world, but also the detail of everyday practice in schools and other educational institutions that shape children’s and teacher’s lives.

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With this degree you’ll examine a rich mix of philosophy, history, sociology, psychology, human geography, and cultural studies along with research methods, in order to understand what shapes educational practices, policies and institutions. There are opportunities to develop mentoring and coaching skills and to take specialist modules in educational aspects of multilingualism, science, religion, sport, children’s literature and special educational needs. You’ll also have the opportunity to undertake a placement to enhance your understanding of educational practice.

Assessment

You're assessed by coursework that includes essays, presentations, individual and group research projects, and a final dissertation.

In addition to the University's standard entry requirements, you should have:

  • a minimum of grades BBC in three A levels (or a minimum of 112 UCAS points from an equivalent Level 3 qualification)
  • GCSE English at grade C (grade 4 from 2017) or above (or equivalent)

Applications are welcome from mature students who have passed appropriate Access or other preparatory courses or have appropriate work experience.

We welcome applications from mature students who wish to develop career options related to education, teaching or community-based action and we can offer accreditation for prior experience/education.

If you don’t have traditional qualifications or can’t meet the entry requirements for this undergraduate degree, you may still be able to gain entry by completing the Education Studies Extended Degree (including Foundation Year) BA (Hons).

All applicants must be able to demonstrate proficiency in the English language. Applicants who require a Tier 4 student visa may need to provide a Secure English Language Test (SELT) such as Academic IELTS. For more information about English qualifications please see our English language requirements.

The modules listed below are for the academic year 2017/18 and represent the course modules at this time. Modules and module details (including, but not limited to, location and time) are subject to change over time.

Year 1 modules include:

  • This module currently runs:
    • all year (September start) - Wednesday morning

    The module provides orientation to study in HE with reference to Education Studies. It has focus on the process of academic reading, writing, oral communication and information literacy, while also providing an introduction to selected educational research methods.

    Read full details.
  • This module currently runs:
    • all year (September start) - Monday morning

    This module will enable students to recognise and demonstrate the importance of communication as a core skill both in their academic journey and also for working in health and social care settings. Students will consider the theory and practice of communication in a variety of formats; the communication needs of a range of service user groups within diverse settings with colleagues and peers. Students will also develop their reflective skills in order to appraise the development of their own communication skills particularly in response to feedback

    Read full details.
  • This module currently runs:
    • all year (September start) - Tuesday morning

    This module explores a number of important questions about the relationship between technology, knowledge and society and begins to think about how our ideas about each of these contribute to an understanding of what education means and what should be found in the curriculum.

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  • This module currently runs:
    • all year (September start) - Tuesday afternoon

    Through a series of activities based both within the classroom and the field, the module encourages students to reflect on their own identities, lived experiences and educational encounters in order to examine Global City London as place (the world), as a way of being (their world) and as confluence of many and diverse stories. Students are asked to explore subjectivity/objectivity through learning encounters with the Global City, inter alia, through the media of walking, photography, film and sensori-scapes.

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  • This module currently runs:
    • all year (September start) - Thursday afternoon
    • all year (January start) - Wednesday morning

    The module provides an introduction to Education Studies. In doing so it draw on a wide range of intellectual resources, theoretical perspectives and academic disciplines to illuminate understanding of education and the contexts within which it takes place. It also provides an introduction to potential career pathways using Education Studies experiences and qualification.

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  • This module currently runs:
    • all year (September start) - Tuesday morning
    • all year (January start) - Friday afternoon

    This module provides the foundation for an explicit, clear focus on social research throughout Sociology and related degrees in addition to supporting students to acquire understanding of and skills in academic literacy. The methodological principles and perspectives for effective social research are explained and also illustrated through exploration of research case studies. It will additionally provide experience in using the vast array of text, visual and statistical primary documentary sources and their interpretation for research. Research as process will be examined including main research approaches, the formulation and development of research questions and social, ethical and political contexts of research practice.

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  • This module currently runs:
    • all year (September start) - Thursday morning
    • all year (January start) - Monday afternoon

    To examine how social problems become conceived as such by the media, government and civil society and to analyse the impact of particular social problems on society. We shall also reflect on the location of particular social problems in different spaces: global, regional, national, local and examine policy responses to particular social problems

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Year 2 modules include:

  • This module currently runs:
    • all year (September start) - Tuesday afternoon

    This module explores educational policy responses in their social and historical contexts, the relations between education and social themes, issues and problems. The programme of study broadly addresses three related areas – firstly the module examines debates, education policies and specific interventions, via institutional, practice or curriculum change, in response to identified social problems – from broad cross-cutting themes, such as ‘race’/ethnicity, class, gender, poverty and citizenship to specific topical areas such as sex education, drug education, education for economic and industrial awareness, skills and vocational training; secondly international educational contexts and challenges of uncertain global futures. Finally, it examines the historical and social construction of educational policies, practices and institutions with a particular focus on changing ways of seeing children and childhood, adopting a social constructionist approach.

    Read full details.
  • This module currently runs:
    • all year (September start) - Monday afternoon

    This module builds on themes introduced in Year 1 relating to the social construction of knowledge and the power relationships that play out in the design and delivery of the curriculum. It explores a number of different ideologies and their impact on the education system with particular reference to the curriculum.

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  • This module currently runs:
    • all year (September start) - Monday morning

    This module introduces and explores contemporary themes and methods in educational research. It supports students as they locate, read and interpret published educational research and evaluate both its findings and its design and methodologies.

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  • This module currently runs:
    • all year (September start) - Wednesday afternoon

    This module is designed to enable students to undertake a period of work-based learning, in relation to their course at level 5, within an appropriate organisation, and to gain credit for that learning. Students will have the opportunity to apply, to test and to extend the knowledge that they have gained at all levels of their course. In so doing, students will be able to enhance and extend their understanding of professional educational practice. The module will also afford them the opportunity to gain professional experience of an appropriate education-related work environment.

    Students will be expected to find and organize their own placement in an educational setting where they get insight into professional teaching and learning practice. This is very likely to involve a Disclosure and Barring Service (DBS) check. Objectives of the placement might be in relation to professional standards, how teaching and learning is facilitated, or intended outcomes of interventions.

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  • This module currently runs:
    • autumn semester - Wednesday morning

    This module offers students an introduction to mentoring, coaching and supervision together with opportunities to apply their learning to support new C-level students on the course. This represents an important first step that will allow students to build mentoring processes as a component into their subsequent professional lives or to open up a specific career path.

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  • This module currently runs:
    • spring semester - Tuesday morning

    This module introduces students to teaching and how to acquire Qualified Teacher Status. It examines practices and career and organisational norms across a range of sectors as well as lines of career development. It examines the place of education and teachers in inter-professional networks as well as some of the challenges that attend this.

    The module situates these discussions within a critical setting and offers an introduction to historical and sociological accounts of teachers’ lives and to meanings attaching to professionalism as both practice and social status and, thereby, to begin to understand the character of teaching as a community of practice.

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  • The module explores and analyses texts written for children and their relevance education in multicultural classrooms and societies.

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  • This module aims to provide an overview of key perspectives on psychological and emotional wellbeing. It considers the links of physical and psychological health – and explores factors that influence emotional wellbeing, and how this in turn links to educational outcomes. It is aimed at students who are interested in promoting health and wellbeing through education in its broadest sense – be this schools, further/higher education settings or local communities – or other educational settings such as sport clubs, youth centres or libraries. The focus of the module is on older children and adults. It helps students to promote mental and emotional health – and provide help on a first aid basis.

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  • This module currently runs:
    • autumn semester - Tuesday morning

    This module will introduce students to issues related to teaching Religious Education within the context of the UK over the last half-century. It will not only look at the changing status of RE within UK law and the National Curriculum during this period, but also at wider debates about religion within the culture at large, and theoretical positions formulated by the religions themselves by which they have attempted to conceptualise their standing in relation to other faiths and secular society as a whole. It will examine specific pedagogies of teaching RE, the growth of faith schools, and the criticisms elicited by the latter from New Atheists and others.

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Year 3 modules include:

  • This module currently runs:
    • all year (September start) - Tuesday morning

    This module provides students with the opportunity to conduct a small-scale qualitative research investigation and to develop skills of independent enquiry.

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  • This module currently runs:
    • all year (September start) - Wednesday morning

    This module reflects on the meaning, purposes and role of the educator in democratic societies. It explores a range of identities and value settings for the educator and for education and seeks to help students develop a personal philosophy.

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  • This module currently runs:
    • all year (September start) - Monday morning

    This module builds on earlier studies of social problems, social inclusion and exclusion, and education policy. We will reflect further on the meaning of social inclusion and exclusion in society, and the specific meaning of the terms in education in relation to the world of education and students with special educational needs. The study of the role of education and schooling in relation to achieving inclusion in both arenas is the focus of this module.

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  • This module currently runs:
    • all year (September start) - Thursday morning

    This module examines constructions of childhood that shape children’s experience of education and schooling. It proceeds from a commitment to social constructionism as an approach to understanding children’s lives in an increasingly diverse society and globalising world. This also facilitates a critical appraisal of the historical provenance of dominant discourses of childhood and ‘the child’ as an ideal type that commonly shape, direct and justify the normal practices of schooling, education, care and other institutions of childhood. The module complements historical and social examination of children’s lives with an explicit emphasis on the role played by space and place in the construction of childhood institutions. Cross-cultural and anthropological accounts of childhood and children’s lives are explored as part of the module’s intention to expand the imagination beyond dominant minority-world accounts and begin a process of rethinking predicated on difference, emergent globalisation and the agency of children.

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  • This module currently runs:
    • autumn semester - Monday afternoon

    This module encourages a critical examination of key debates concerning feminist theory, research and practice in education. It provides students with an awareness of the complex social contexts in which gender relations are formed, legitimized and changing. Importantly, its approach will be to explore how gender intersects with other identities such as race and social class in shaping educational experiences and outcomes and seeks to illuminate a range of associated social inequalities. The module will examine research methods, policy formation and practice in relation to its theoretical orientation and commitments.

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  • This module currently runs:
    • autumn semester - Thursday afternoon

    This module enables students to explore major currents of thought in the Western philosophical tradition which have had and continue to have an impact on educational theory and practice.

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  • The module will examine the significance of the expanding British empire of the nineteenth and early twentieth centuries, in shaping the perceptions and identities of both the British and those over whom the empire exerted colonial power. It will analyse the assumptions and ideologies produced by colonial relationships historically; examine the extent to which these continue to shape attitudes and world-views; and consider the role of education as a medium contributing to, or counteracting their influence.

    In particular, the module will examine the salience of ‘race’ and its increasing importance in the imperial experience in the nineteenth century, as well as its social, cultural and political legacy in the twentieth century.

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  • This module will examine science education in the light of the increasing importance attached to the public understanding of science. The module will begin by asking what is science, and how does it work, exploring various different conceptions of scientific knowledge and method. The module will then critically investigate different theories of science education in the light of these different models of scientific knowledge and method. Particular attention will be focused on the question of the purpose of science education. On the one hand, how are scientists made? And what kind of scientist do we want to make? On the other hand, what do those of us who are not going to become scientists need to know about and of science? How as citizens are we supposed to judge on matters of which we cannot possibly have adequate knowledge? Does science education help, if it cannot make us expert in every field which might conceivably impact on our lives?

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  • This module currently runs:
    • spring semester - Tuesday afternoon

    This module sets out to combine an academic study of the relations between sport, education and society, with a pragmatic desire to explore sport in school, commensurate with wider educational objectives. Whilst the themes examined are general ones, they are explored with specific reference to a range of team and individual sport and physical activities, such as athletics, cricket, football, weightlifting, tennis, swimming, boxing, gymnastics and various exercise classes. At "national", world and Olympic games some of these offer valuable perspectives upon the place of sport in education and wider society. Furthermore the relation between them and their changing social construction is, in itself, a fertile area of inquiry.

    The module is divided into three blocks:

    • the first explores an historical perspective on the meaning and development of modern sport, and its place in education and society. Furthermore, it is concerned with relations to broader social and economic change and the implications of ‘race’ and social class for men and women’s, differing engagement with sports activity;
    • the second examines the role of sport in leisure and recreation;
    • the third offers an opportunity to define and deploy a critical perspective upon sport and its place in the curriculum, educational practice and the relation to national life.

    Read full details.

If you're studying full-time, each year (level) is worth 120 credits.

Year 1 (Level 4) modules include:

  • Making Sense of Education
  • Education and Encounter in the Global City
  • Culture, Curriculum and Technics
  • Becoming an Educationist: Reading, Writing and Enquiry

Year 2 (Level 5) modules include:

  • Qualitiative Educational Research in Theory and Practice
  • Knowledge, Ideologies and Curricula
  • Education Policy in Historical and Social Contexts
  • Peer Mentoring in Practice
  • Education: Experiential Learning (placement)
  • Children’s Literature in Multicultural Classrooms
  • Becoming a Teacher

Year 3 (Level 6) modules include:

  • Education Studies Dissertation
  • Social Pedagogies and the Public Intellectual
  • Rethinking Childhood and Children's Lives in Education and Schooling
  • Experiments in Radical Education
  • Inclusion and Meeting Special Educational Needs
  • Sport, Education and Society
  • Philosophy, Enlightenment and Education
  • Gender and Education
  • Race, Empire and Education
  • Science Education and Public Understanding

Our students recorded 82% satisfaction with the course in the National Student Survey, 2015. These are some of the things they said:

“I feel like my course has helped me grow as an individual. I feel more confident but most importantly, it has encouraged me to become a critical thinker.”

“The teaching staff at London Met is what sets it apart, their enthusiasm is tangible and infectious.”

“I was always able to access any extra support or guidance should I need it. I have really enjoyed the journey and feel that it has helped me to grow and develop as a whole person. I have always also really enjoyed the diversity of students at the university. It's wonderful to be exposed to so many different cultures, backgrounds and views.”

“Over the past three years, my course has allowed me to gain the confidence I needed in order to engage in conversation and debates. I also feel that it has mentally stimulated me and given me the skills and knowledge I have needed to be well prepared for life after university."

The Education Studies BA equips you with skills, knowledge and understanding to take on socially responsible roles as a critical professional in a range of settings, including primary teaching, youth and community work, and community education, support and development.

This degree takes you one step closer to Qualified Teacher Status (QTS) for primary teaching gained through a subsequent application for an Early Years Teaching PGCE or Primary PGCE.

Graduates not entering teaching have found employment in careers and guidance, arts management, educational research by PhD and as academic colleagues at London Met and other institutions.

Between 2016 and 2020 we're investing £125 million in the London Metropolitan University campus, moving all of our activity to our current Holloway campus in Islington, north London. This will mean the teaching location of some courses will change over time.

Whether you will be affected will depend on the duration of your course, when you start and your mode of study. The earliest moves affecting new students will be in September 2018. This may mean you begin your course at one location, but over the duration of the course you are relocated to one of our other campuses. Our intention is that no full-time student will change campus more than once during a course of typical duration.

All students will benefit from our move to one campus, which will allow us to develop state-of-the-art facilities, flexible teaching areas and stunning social spaces.

Please note, in addition to the tuition fee there may be additional costs for things like equipment, materials, printing, textbooks, trips or professional body fees.

Additionally, there may be other activities that are not formally part of your course and not required to complete your course, but which you may find helpful (for example, optional field trips). The costs of these are additional to your tuition fee and the fees set out above and will be notified when the activity is being arranged.

Unistats is the official site that allows you to search for and compare data and information on university and college courses from across the UK. The widget(s) below draw data from the corresponding course on the Unistats website. If a course is taught both full-time and part-time, one widget for each mode of study will be displayed here.

How to apply

Applying for January 2018

You could start this course as soon as January 2018.

To begin a course starting in January you can either apply online (directly to the University – simply click the apply now button) or over the phone by calling the January hotline on .

If you're a UK/EU applicant applying for full-time study you must apply via UCAS unless otherwise specified.

UK/EU applicants for part-time study should apply direct to the University.

Non-EU applicants for full-time study may choose to apply via UCAS or apply direct to the University. Non-EU applicants for part-time study should apply direct to the University, but please note that if you require a Tier 4 visa you are not able to study on a part-time basis.

All applicants applying to begin a course starting in January must apply direct to the University.

When to apply

The University and Colleges Admissions Service (UCAS) accepts applications for full-time courses starting in September from one year before the start of the course. Our UCAS institution code is L68.

If you will be applying direct to the University you are advised to apply as early as possible as we will only be able to consider your application if there are places available on the course.

Fees and key information

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