We’re still welcoming applications for September 2020. Our lecturers continue to deliver excellent teacher training online and will also be reviewing applications and holding interviews online.
Our Education (including foundation year) BA degree will open opportunities for you to enter education. Our four-year course is the perfect route into a career in education if you can’t meet the necessary entry requirements or don't have the traditional qualifications required to start a standard undergraduate degree. You’ll graduate with the same degree title and award as students on the traditional route.
On the course you’ll have tutors and academic mentors who will support you to achieve your educational goals and identify your strengths. Offering great flexibility by the end of your foundation year, we’ll provide you with opportunities for specialism in a wide range of subjects after introducing you to a broad range of social sciences and current subjects.
Our Education (including a foundation year) BA course will engage your interest in a range of issues within the sphere of education and social sciences. Learning in a stimulating environment, you’ll develop your critical thinking and reasoning skills, allowing you to construct, evaluate and defend arguments in the sphere of education and related studies. We’ll equip you with the practical and academic skills that will allow you to assess what shapes educational practices, policies and institutions.
Throughout your degree, you’ll receive academic and pastoral support from a range of services at the University. Your support system will include an academic tutor and academic mentors, who will offer individual support, as well as small group workshops to reinforce your skills' development and to ensure that you’re settling into university.
The foundation year will build your confidence and improve your academic skills, providing a great foundation for higher academic study. You’ll develop an important variety of skills including research, report writing, critical analysis and planning. All of these are considered necessary by employers across an array of industries and indispensable in higher study of education and other social sciences.
Your foundation will be shared with students from a number of our other foundation year courses, so in Year 0 you'll get to study with other students interested in a variety of different specialisms. You’ll also take a taster module in education, so that you can gain an awareness of the field you will be studying for the following years. The taster module will introduce you to perspectives on the nature and purpose of education. It will present a critical overview of key historical changes that have shaped formal systems of education and highlight wider discussion on politics and policy in education, in particular issues around diversity and inclusion.
The focus in the subsequent years will shift from providing you with academic skills in the context of education studies to expanding your knowledge of the theories and practices in the field of education. Learn more about the content of the subsequent three years of this course on our Education BA degree.
We pride ourselves on our student-centred and varied assessments. Each of the methods have been designed to help you flourish in your studies and support the development of key academic skills.
In addition to the University's standard entry requirements, you should have:
To study a degree at London Met, you must be able to demonstrate proficiency in the English language. If you require a Tier 4 student visa you may need to provide the results of a Secure English Language Test (SELT) such as Academic IELTS. For more information about English qualifications please see our English language requirements.
If you need (or wish) to improve your English before starting your degree, the University offers a Pre-sessional Academic English course to help you build your confidence and reach the level of English you require.
The modules listed below are for the academic year 2019/20 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 0 modules include:
This module aims to:
1. clarify what is meant by critical thinking, reasoning and argument
2. explore the importance of examining knowledge critically in academic practice
3. provide the opportunity for students to apply their understanding to academic practices in their particular pathways
4. develop students’ critical thinking and reasoning skills so that they are able to assess, appreciate and defend a variety of beliefs and values, in particular:
• encouraging students to consider the importance of different points of view
• encouraging students to recognise the complexity surrounding many issues
• developing a rational approach to analysing and evaluating argument
• developing the skills needed to form and defend well-reasoned arguments, both orally and in writing
This module will follow a task based approach involving a process of critically examining an issue, historical or current. Students will be involved in the process of identifying an issue and conduct research into it to gain a critical understanding.
There is a focus on collaborative group work during which students explore a past and/or potential intervention to the issue.
Students will critically reflect on the process and their own learning.
This module aims to:
1. To introduce students to the study of media, crime and ‘race’.
2. To enable students to develop their reading and seminar skills and to respond critically and analytically to a range of texts.
3. To enable students to search, find and use appropriate digital resources, and further develop and consolidate academic skills to enhance their learning experience.
This module explores introductory ideas around the themes of self and society, in order to:
- introduce students to academic study in the Social Sciences and Humanities at H.E level
- encourage students to reflect on their own identities, as well as their skills and qualities and how they might further develop them through their H.E studies
- introduce and develop academic literacy, critical thinking and analytical skills through engagement with and production of a range of short Social Science and Humanities themed texts
- introduce reflective practice and support students to become effective, self-aware learners
- introduce and develop digital literacy skills
- develop organisational, planning and time management skills
- guide students to constructively use feedback to improve academic work
This core module aims to enable students to:
• Investigate the basic principles of research
• Critically analyse published research
• Develop and practise research skills
• Develop writing skills required for effective report writing
• Develop strategies to use feedback to improve writing
This core module aims to enable students to:
• Increase their knowledge and awareness of current research in their subject area
• Source and critically analyse published research in their area of interest•
• Further develop and practise research skills
• Further develop writing skills required for effective report writing
• Further develop strategies to use feedback to improve writing
This module aims to:
- Improve academic literacy through essay writing and feedback in the context of Social Science and Humanities debates
- Develop critical analysis and evaluation of academic source material
- Select and integrate source material appropriately in academic writing
- Develop students’ voice in academic writing
- Integrate reflective practice throughout the essay writing process
- Further develop organisational, planning and time management skills
- Guide students to constructively use feedback to improve academic work
This module aims to:
• Introduce students to perspectives on the nature and purpose of education
• Present a critical overview of key historical changes that have shaped formal systems of education
• Highlight wider discourses on politics and policy in education, in particular issues around diversity and inclusion
• Foster reflective practice and professionalism as foundation to future employment in the education sector or elsewhere
• Provide students with the opportunity to develop the academic and personal skills required to progress onto an Education degree
Year 1 modules include:
The module provides orientation to study in HE with reference to Education Studies. It focuses on transferable skills including those of reading, writing and oral communication as well as those of digital literacy while also providing an introduction to the theoretical underpinnings and methods of qualitative educational research.
This module aims to:
• Introduce students the conventions of academia and academic study;
• Support students with a range of transferable skills including writing, reading and oral communication as well as digital literacy;
• Encourage students to use academic discourse with confidence and familiarise themselves with academic literature;
• Introduce students to educational research and support them with conducting a small-scale qualitative research project.
This module will introduce you to various ideas and theories about the role education plays in society. It will ask you to think about the meaning and purpose of education in the light of these ideas. In particular we will focus upon questions about the transmission of knowledge and culture. And we will ask what the relation between knowledge, culture and education should be, especially in our own rapidly changing, highly technological, multi-cultural society.
The module aims:
● To introduce you to the study of education as a social phenomenon and encourage you to question its role in contemporary society
● To examine critically the idea of culture and the role it plays in social and educational theory
● To analyse what we mean by knowledge and to explore the ways in which it gets established
● To study the historical impact of various developments in the representation, storage and transmission of knowledge, such as writing and number systems, printing, and digital media
● To reflect upon the future of education in the 21st century given the rapid advances in IT, AI and robotics as well as the environmental challenges facing humanity
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.
The module aims to
• Introduce students to the subject discipline;
• To provide an overview of some of the major issues and debates in the development of English education and encourage students to critically engage with these with regard to social justice in education;
• Present a range of theoretical perspectives which can be used to describe and analyse the education system;
• Provide a sound foundation for self reflection in relation to career choice and employability
• To offer students a context within which to develop the practices of reading, of dialogue and of reflective writing required in higher education.
The module encourages students to reflect on their own identities and educational possibilities and limitations in urban contexts. Students will engage with key reading and relevant theories to support this exploration. Students will look at how the urban environment can be used as a resource for educational enquiry, particularly concepts of borders, boundaries, place and space and how these influence the social reality of the city. The module explores how education and policy in the urban environment impacts on social class, ethnicity, gender, race, language and multilingualism. Further, it investigates formal and informal learning in a variety of urban educational contexts. Throughout the module, students will develop their critical reading and writing skills and improve their oral skills in presentations and seminars.
Year 2 modules include:
The main focus of research into education has traditionally utilised socio-political methodologies and perspectives on educational issues, tracing their problems and solutions to structural features of society. In the process, that element of human nature at which the educational project is primarily directed – the psyche, mind or brain – and the contribution that its systematic nurture might make to improve educational outcomes, has been largely overlooked. Yet rational knowledge of and research into the psyche / mind / brain, its learning processes, capacities and limits, can greatly improve education policy as well as teaching practice.
In recent years, there has been a recent resurgence of interest in the nature of the mind / brain and its relevance to learning. This module aims to draw upon this resurgence in order to diversify the range of approaches traditionally offered to students of Education Studies. It will be of use to students covering both academic and practical pathways within Education Studies, insofar as the module investigates theoretical paradigms of the mind and their relevance to learning, while also inviting students to investigate their potential to resolve real-world, concrete situations encountered by policymakers and teachers.
The module aims to:
• Provide students with an historical overview of studies of the mind / psyche / brain since the nineteenth-century up to the present
• Introduce students to various paradigms of the mind from psychology and neuroscience and their potential contribution to learning
• Critically investigate and evaluate the potential contribution that models of the mind / brain developed by psychologists and neuroscientists can make to guiding decisions concerning education policy and the planning of teaching and learning
This module aims to provide students with the appropriate theoretical and methodological research knowledge and skills to develop a pilot research study as foundation for thinking about their Final Year Dissertation.
Students will be introduced to influential examples of different types of educational research. Students will learn to identify and analyse the different aspects of the research studies.
The module aims to:
● Critically explore the curriculum as a symptom of the purpose of schooling
● Introduce students to theories within the sociology of knowledge in relation to concerns about whether school curricula convey knowledge or ideology
● Identify and analyse competing ideological positions surrounding current curriculum debates
● Consider the nature and purpose of individual subjects within the National Curriculum
This module enables students to undertake a period of work-based learning in relation to their course at Level 5 within an appropriate educational institution or organisation and to gain credit for that learning. Students have the opportunity to apply, to test and to extend the knowledge that they have gained at all levels of their course. In doing so, students are able to enhance and extend their understanding of professional educational practice.
Students unable to take up a work placement can take the peer mentoring opportunity and gain an insight into 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.
The module aims to give students the opportunity to:
• Apply their prior learning in an appropriate work environment;
• Relate specific knowledge (theoretical perspectives, ethics, policy and practice understanding) to the work or mentoring environment;
• Consider professional practice and pedagogies in specific real-life situations;
• Recognize how their work relates to wider educational and social discourses;
• Enhance their professional and personal development.
Note: Students are expected to find and organise 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
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 organise their own placement in an educational setting where they get insight into professional teaching and learning practice. Objectives of the placement might be in relation to professional standards, how teaching and learning is facilitated, or intended outcomes of interventions.
The module is framed by Kolb’s (1984) learning style model, the four-stage learning cycle: planning – reflecting – interpreting – identifying next steps. This cycle will inform both the module structure and the assessment strategy.
At the beginning of the module, students will attend a series of workshops where they will be briefed on the module and undergo induction. Guidance on securing a placement will be offered in conjunction with the career service, including inputs on personal and professional development.
Students will need to have their work-based learning agreement approved, before they take up the opportunity to gain practical experience.
During the work-experience, students will reflect weekly on their observations and actions with respect of the objectives of their learning agreement and wider professional standards in an online journal, much as they would do on a PGCE course. There will be feedback sessions allowing students to discuss their own practice and learning.
Towards the end of the work-based learning period there will be a series of workshops to support students’ interpretation of their experience in relation to theory and professional educational practice.
Kolb, D. (1984) Experiential learning experience as a source of learning and development, New Jersey: Prentice Hall.
This module introduces students to teaching and how to acquire Qualified Teacher Status. It examines professional practice and career and organizational norms across a range of sectors as well as lines of career development. It examines the place of education and teachers in professional networks as well as some of the challenges that attend this. The module situates these discussions within a critical framework and offers an introduction to historical and sociological accounts of teachers’ lives and to meanings attaching to professionalism as both practice and social status thereby proposing the idea of teaching as a community of practice.
The module aims:
• To prepare students with a fund of knowledge and critical understanding in advance of making important career decisions;
• To introduce the structures and career development pathways for teachers working across a range of educational sectors and institutions;
• To introduce historical and sociological readings of teachers’ lives, beliefs and aspirations and to examine how teachers narrate and lend meaning to their careers;
• To explore teaching as a community of practice;
• To examine diverse notions of professionalism and their implications for institutional and workplace realities.
Note: The module is offered as an Extension of Knowledge and hence attracts students from across the University.
The module enquires into the purpose of Religious Education in state schools, within the context of a multi-faith society and secular liberal state. It traces the cultural and sociological causes that motivated the change from Religious Instruction prescribed by the Butler Act of 1944, to Religious Education implemented in the Baker Act of 1988. It focusses on the two attainment targets of Religious Education, and asks whether they assist teachers in discerning whether the subject is to communicate knowledge of world culture, to deepen spiritual understanding, or to promote the socio-political value of tolerance and social harmony.
Religion, Education and Contemporary Society aims to:
• Introduce students to challenges related to teaching RE in the UK
• Convey information concerning the status of RE within the National Curriculum
• Introduce students to prevailing pedagogical methods of teaching RE
• Introduce students to theoretical perspectives formulated by religious thinkers, as well as liberal secularists, applicable to contemporary approaches to teaching RE
• Raise issues concerning the relation between religious communities within the UK and liberal civil society
• Encourage students to reflect on the nature and function of religious belief and practice, and how this might influence the content of the curriculum and approaches to its delivery
Year 3 modules include:
This module provides students with the opportunity to conduct a small-scale qualitative research investigation and to develop skills of independent enquiry.
This module reflects on the meaning, purposes and role of the educator in democratic societies. It explores notions of social pedagogy and ideas around the role of a public intellectual. It considers value settings for the educator and for education and seeks to help students develop a personal philosophy of education.
The module aims to:
● Examine a number of important approaches to understanding the role of the educator and professionalism in democratic societies, including theoretical contributions from a reading of social pedagogy, citizenship education and the meaning of the public intellectual;
● Familiarise students with complementary and competing conceptions drawn from theorists such as Freire and Dewey as well as work on leadership, management and professionalism;
● Critically examine the characteristics, aspirations and convictions of the educational workforce and ideological constructions of the educator.
The module will introduce students to academic debates around social justice and inclusion as philosophical notions and as practical realms of education. The module will encourage students to engage academically, critically and reflectively with the different interpretations of inclusion and equalities that emerge from inclusion studies, inclusion policies and political discourses around inclusion. The module develops a historical and analytical understanding of aspects of past and current policy in relation to inclusion and inclusive education. It will draw upon formal areas of inclusive studies and social justice, and educational academic research.
The module aims:
1. To enable students to apply theory to interpret debates around inclusion, inclusive education and inclusive practices in society;
2. To highlight debates around inclusion and exclusion in educational discourse, inclusive policy and theory;
3. To explore the many interpretations and definitions around inclusion and equalities and analyse how they are embedded in education
4. To examine the relationship between educational and social structures with reference to issues of inclusion, social exclusion and social justice;
5. To explore academic educational research around inclusion and inclusion policy to critically engage with current debates around inclusions and exclusions in education
• To introduce students to the history of philosophy from the Greeks to the 20th century, by way of the contribution they have made to issues within education
• To lead students to appreciate the relevance of philosophical arguments and theories to questions about the nature, methods and aims of education;
• To enable students to explore the theories of the systematic relationship between ideas concerning human nature, human development and the sources of knowledge, and education through curricula and pedagogies
• To encourage students to develop their skills of analysis and criticism by philosophising alongside and against key figures in the history of philosophy.
• To encourage students to understand the relevance of philosophical debates within the philosophy of mind, epistemology and value theory to issues related to the teacher’s task of teaching and the learner’s task of learning
The module will encourage academic debate around gender issues and gender theory and education as hallmarks of urban education and its theorisation; these debates will emanate from and be stimulated by empirical encounter and the reading of current educational academic research. It will draw upon formal areas of gender studies, feminist theory, sociology of education, gender philosophy, educational academic research and cultural studies and the theorisation, metaphors and methodologies of enquiry they contribute to the interpretation and understanding of gender in education.
The module aims:
• To enable students to apply theory to interpret research data and contexts
• To explore the impact of gendered- and hetero-normativities in education institutions and practices
• To highlight the historicity of gender within educational discourse and practice
• To examine the relationship between educational and social structures with reference to gender
• To explore methodological approaches to researching gender issues and social transformation across all sectors, including Higher Education
• To develop analytical and interpretive skills around empirical studies into gender studies by reading academic educational research around gender
• To introduce and reinforce the importance of educational research and autobiography in exploring the construction of gender and gendered relations within education
• to offer an historical perspective upon the relationship between sport, education and society;
• to encourage a critical examination of the relationship between play, games and sport and their respective relations to educational ideologies;
• to explore current controversial dimensions to sport in education and in schools, the community, and wider society;
• to become familiar with recent initiatives from government and sporting bodies to regenerate sport in schools and offer a critical perspective on them;
• to attempt a critical evaluation of sport and its place in contemporary education with a view to its regeneration as a core aspect of educational practice and purpose.
“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.”
National Student Survey
After this four-year course you’ll be able to enter a wide range of careers within education, such as local government, charities, youth work and educational management. You’ll also gain a range of transferable skills, such as critical thinking, reasoning and writing that will translate into a variety of careers.
On completion of this course you can also go on to postgraduate study, which will allow you to work in primary teaching, early years education or adult education.
This is a four-year degree course with a built-in foundation year (Year 0). It's the perfect route into university if you don't meet the necessary entry requirements for the standard undergraduate degree. You'll graduate with a full undergraduate degree with the same title and award as those who studied the three-year course.
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.
Discover Uni is an official source of information about university and college courses across the UK. The widget below draws data from the corresponding course on the Discover Uni website, which is compiled from national surveys and data collected from universities and colleges. If a course is taught both full-time and part-time, information for each mode of study will be displayed here.
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 looking to study part-time should apply direct to the University. If you require a Tier 4 (General) student visa, please be aware that you will not be able to study as a part-time student at undergraduate level.
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.
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Dr Aminul Hoque MBE, Visiting Lecturer in Education, is the main presenter on the new series ‘A Very British History: British Bangladeshis’.
Education lecturers have partnered with a specialist to support the communications skills of students
London Metropolitan University has been named as "an example of good practice" and a "source of inspiration for others" by the European Commission, an executive body of the EU.
The University is hosting a free one-day seminar exploring historical themes, methods and resources to enhance study, teaching and research across the social professions.
Seven students from London Metropolitan University recently presented their research results at the prestigious British Conference of Undergraduate Research.
Education Studies BA graduate, Kelly Power, had her work shortlisted at this year’s Undergraduate Awards Programme.