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.
In the most recent Destinations of Leavers from Higher Education (DLHE) survey, 97% of all 2017 graduates from this course were in work or further study within six months.
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.
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:
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).
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 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.
Through a series of activities based both within the classroom and in the field, the module encourages students to reflect on their own identities, on lived experiences of others and on educational possibilities and limitations in urban contexts. The reading of empirical research and the introduction to relevant theory support this exploration.
The module aims:
• To draw upon the global multi-cultural city as an empirical resource for educational enquiry;
• To consider concepts of borders, boundaries and horizons and to identify their impact on social realities in the global city;
• To explore a range of theories from urban sociology, cultural studies and human geography to examine the relationship between the self, groups and place with a specific focus on educational institutions and their role in the city;
• To explore ways in which education has historically and traditionally impacted on social class, gender, ‘race’, ethnicity, language, dis/ability etc. in urban contexts.
This module explores a number of important questions about the relationship between knowledge, society and technology, 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.
The module aims:
• To present a range of arguments and tools that can be used to describe and analyse educational ideas as a socio-cultural construction;
• To identify ways in which knowledge is produced, reproduced and transmitted, and to explore the changing role of schooling within this;
• To offer an introduction to the historical and contemporary role of ‘knowledge technologies’ in transforming the meaning of core notions including: what is meant by knowledge, learning, cultural memory and communication as well as the challenges of sustainability;
• To think about educational futures and to explore different educational scenarios.
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.
Year 2 modules include:
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/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.
The module aims to give students the opportunity to:
• Apply their prior learning in an appropriate work environment;
• Relate specific knowledge (theoretical perspectives as well as policy and practice understanding) to the work 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.
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
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 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.
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.
“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.
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.
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.
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Apply to us for September 2019
Applying for a full-time undergraduate degree starting this September is quick and easy – simply call our Clearing hotline on or complete our online Clearing application form.
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.
Please select when you would like to start: