Education with Psychology (with Foundation Year)
UCAS Code: X8FY
Bachelor of Arts (with Honours) - BA (Hons)
Entry requirements
A level
Successfully completed Access Diploma course
Pearson BTEC Level 3 National Extended Diploma (first teaching from September 2016)
UCAS Tariff
About this course
Bridging the disciplines of education and psychology, our Education with Psychology degree explores how young children and adolescents learn and develop in today’s society.
This dynamic course provides you with the opportunity to develop your knowledge of education alongside specialist areas of psychology such as human development and educational psychology and apply your specialist knowledge to real life circumstances, linking theory, policy and practice.
Combine this with our employability units and optional professional practice year, and you will be well-placed to enter your chosen career or further study to become a teacher or professional psychologist.
Modules
UNITS:
Early Child Psychology (EDC054-1) Compulsory
Key Concepts In Education Studies (EDC041-1) Compulsory
Narratives Of Childhood (EDC048-1) Compulsory
Psychology Of Adolescence (EDC049-1) Compulsory
The Inclusive Society (EDC053-1) Compulsory
Understanding The Workplace (EDC052-1) Compulsory
Investigating The Social World (EDC021-2) Compulsory
Social Processes And Lifespan Development (PSY001-2) Compulsory
The Professional Workplace (EDC064-2) Compulsory
Children And Young People In The Digital Age (EDC069-2) Optional
Comparative Education (EDC043-2) Optional
Deschooling (EDC061-2) Optional
Developing Professional Practice (EDC062-2) Optional
Developing Teaching Practice (EDC063-2) Optional
Families And Communities (EDC066-2) Optional
Policy And Practice In Special Educational Needs And Disability (EDC068-2) Optional
The Lifelong Curriculum (EDC067-2) Optional
Atypical Child And Adolescent Development: Theories And Applications (PSY001-3) Compulsory
Dissertation (EDC207-3) Compulsory
Perspectives On Pedagogy And Behaviour (EDC210-3) Compulsory
Psychology Of Mental Health (PSY006-3) Compulsory
Beyond Professionalism (EDC203-3) Optional
Children And Young People¿S Wellbeing (EDC204-3) Optional
Children, Young People And The Media (EDC212-3) Optional
Children¿S Literature (EDC205-3) Optional
Coaching Psychology (PSY002-3) Optional
Contemporary Debates In Education, Childhood And Youth (EDC206-3) Optional
Critical Debates In Send Education (EDC154-3) Optional
Philosophy Of Education (EDC163-3) Optional
Representations Of Disability (EDC209-3) Optional
Technology Enhanced Education (EDC217-3) Optional
Assessment methods
This course aims to provide a wide range of assessment methods to support the diverse needs of our learners. Assessments include exams, exhibitions, essays, webfolios, panel discussions, debates, practicals, case studies, reflective logs and presentations. The assignments will build directly on the teaching sessions and you will be supported by lectures to complete the assignments. Substantial guidance is provided on the VLE and in detailed assessment briefs. In level 4 more support is provided in the form of formative assessment opportunities and we will explain the role of constructive feedback to you. You will also have more hours dedicated to guided (staff directed learning activities) in level 4 compared to later in the course. There are opportunities for 1 to 1 and group tutorials to support the assessments both within units and in personal tutorials and staff office hours.
The overall purposes of assessment in this course are:
1. Objectively to measure your achievements against the specified learning outcomes of the unit and course (summative).
2. To assist student learning by providing appropriate feedback on performance (formative).
3. To provide a reliable and consistent basis for boards of examiners to determine the progression of, and conferment of achievement.
Tuition fees
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The Uni
Bedford Campus
School of Education and English Language
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See your living costsWhat students say
We've crunched the numbers to see if overall student satisfaction here is high, medium or low compared to students studying this subject(s) at other universities.
How do students rate their degree experience?
The stats below relate to the general subject area/s at this university, not this specific course. We show this where there isn’t enough data about the course, or where this is the most detailed info available to us.
Education
Teaching and learning
Assessment and feedback
Resources and organisation
Student voice
Who studies this subject and how do they get on?
Most popular A-Levels studied (and grade achieved)
Psychology (non-specific)
Teaching and learning
Assessment and feedback
Resources and organisation
Student voice
Who studies this subject and how do they get on?
Most popular A-Levels studied (and grade achieved)
After graduation
The stats in this section relate to the general subject area/s at this university – not this specific course. We show this where there isn't enough data about the course, or where this is the most detailed info available to us.
Education
What are graduates doing after six months?
This is what graduates told us they were doing (and earning), shortly after completing their course. We've crunched the numbers to show you if these immediate prospects are high, medium or low, compared to those studying this subject/s at other universities.
Top job areas of graduates
What do graduate employment figures really tell you?When you look at employment stats, bear in mind that a lot of students are already working in education when they take this type of course and are studying to help their career development. This means they already have jobs when they start their course, and a lot of graduates continue to study, whilst working, when they complete their courses. If your course is focused on nursery or early years education, a lot of these graduates go into nursery work or classroom or education assistant jobs; these jobs are not currently classed as 'graduate level' in the stats (although they may well be in the future as classifications catch up with changes in the way we work), and many graduates who enter these roles say that a degree was necessary.
Psychology
What are graduates doing after six months?
This is what graduates told us they were doing (and earning), shortly after completing their course. We've crunched the numbers to show you if these immediate prospects are high, medium or low, compared to those studying this subject/s at other universities.
Top job areas of graduates
What do graduate employment figures really tell you?What about your long term prospects?
Looking further ahead, below is a rough guide for what graduates went on to earn.
Education studies
The graph shows median earnings of graduates who achieved a degree in this subject area one, three and five years after graduating from here.
£19k
£23k
£27k
Note: this data only looks at employees (and not those who are self-employed or also studying) and covers a broad sample of graduates and the various paths they've taken, which might not always be a direct result of their degree.
Educational psychology
The graph shows median earnings of graduates who achieved a degree in this subject area one, three and five years after graduating from here.
£16k
£19k
£21k
Note: this data only looks at employees (and not those who are self-employed or also studying) and covers a broad sample of graduates and the various paths they've taken, which might not always be a direct result of their degree.
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Post-six month graduation stats:
This is from the Destinations of Leavers from Higher Education Survey, based on responses from graduates who studied the same subject area here.
It offers a snapshot of what grads went on to do six months later, what they were earning on average, and whether they felt their degree helped them obtain a 'graduate role'. We calculate a mean rating to indicate if this is high, medium or low compared to other universities.
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Graduate field commentary:
The Higher Education Careers Services Unit have provided some further context for all graduates in this subject area, including details that numbers alone might not show
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The Longitudinal Educational Outcomes dataset combines HRMC earnings data with student records from the Higher Education Statistics Agency.
While there are lots of factors at play when it comes to your future earnings, use this as a rough timeline of what graduates in this subject area were earning on average one, three and five years later. Can you see a steady increase in salary, or did grads need some experience under their belt before seeing a nice bump up in their pay packet?
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