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University of Huddersfield

TESOL and Education

UCAS Code: D138

Bachelor of Arts (with Honours) - BA (Hons)

Entry requirements


A level

B,B,B

or equivalent

Access to HE Diploma

M:45

120 UCAS tariff points from International Baccalaureate qualifications.

Pearson BTEC Level 3 National Extended Diploma

DDM

UCAS Tariff

120

from a combination of Level 3 qualifications

About this course


Course option

3years

Full-time | 2018

Subject

Teacher training

This course will give you the chance to develop your theoretical knowledge alongside the practical skills required for planning and teaching English to speakers of other languages. You’ll have the opportunity to build your understanding of different learning cultures, language acquisition and how to apply these skills to your own classroom practice. Plus you’ll be able to share experiences with students from a range of different countries.

You’ll investigate why English has become a global language and the effect this has within the classroom, develop an understanding of how language works and experience different approaches to teaching English. We’ll also support you to develop your ability to critically reflect on your own personal educational development.

As part of your course you’ll be supported to undertake a major study, identifying a TESOL topic of your choice to help you gain valuable insights into the effective teaching of English as a second or foreign language.

The course will also help you build up transferable skills that employers are looking for, developing you as a critical thinker and being able to understand and challenge current approaches and policy.

Successful completion of this course enables you to consider a range of English as a second or foreign language teaching roles or to consider progression onto Master’s programmes.

Modules

Year 1 - Core modules: TESOL in a Multi-lingual world; Perspectives in Learning and Development; Theories and Strategies for Learning; Self Society and Welfare
Year 2 - Core modules: Language Description for TESOL; Advanced Critical and Reflective Writing in Context. Option modules: choose two from a list which may include: Philosophical Approaches to Education; People in Action: Work with Individuals and Groups; Analysing Educational Approaches. Year 3 - Core modules:
TESOL - Methodologies and Practice; Major Study; Research Methodologies. Option modules: choose one from a list which may include: Leadership and Management in Professional Contexts; Helping in Context (Counselling, Coaching and Mentoring).

Assessment methods

Exam
Coursework

Tuition fees

Select where you currently live to see what you'll pay:

England
£9,250
per year
EU
£9,250
per year
International
£13,000
per year
Northern Ireland
£9,250
per year
Scotland
£9,250
per year
Wales
£9,250
per year

Extra funding

Please see our website for full details of the scholarship http://www.hud.ac.uk/undergraduate/fees-and-finance/undergraduate-scholarships/

The Uni


Course location:

University of Huddersfield

Department:

Education and Community Studies (DECS)

TEF rating:
Read full university profile

What 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.

99%
high
Teacher training

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.

Teacher training

Teaching and learning

100%
Staff make the subject interesting
100%
Staff are good at explaining things
100%
Ideas and concepts are explored in-depth
94%
Opportunities to apply what I've learned

Assessment and feedback

Feedback on work has been timely
Feedback on work has been helpful
Staff are contactable when needed
Good advice available when making study choices

Resources and organisation

100%
Library resources
100%
IT resources
93%
Course specific equipment and facilities
100%
Course is well organised and has run smoothly

Student voice

Staff value students' opinions
Feel part of a community on my course

Who studies this subject and how do they get on?

98%
UK students
2%
International students
33%
Male students
67%
Female students
73%
2:1 or above
12%
Drop out rate
368

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.

Teacher training

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.

100%
med
Employed or in further education
41%
med
Employed in a role where degree was essential or beneficial

Top job areas of graduates

What do graduate employment figures really tell you?

The stats above mainly cover teaching degrees for training and qualifying in primary school education. These tend to be three or four-year courses — check with course tutors about how long you will need to study to get your Qualified Teacher Status. Most graduates go into teaching roles — usually primary school teaching, so these courses have good employment rates and starting salaries. We have a shortage of teachers of all kinds, which is deepening, and whilst many of the most severe are at secondary level, the prospects for this degree are not likely to take a downturn any time soon.

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This is what the university has told Ucas about the criteria they expect applicants to satisfy; some may be compulsory, others may be preferable.

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This is the percentage of applicants to this course who received an offer last year, through Ucas.

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This is what the university has told Ucas about the course. Use it to get a quick idea about what makes it unique compared to similar courses, elsewhere.

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Course location and department:

This is what the university has told Ucas about the course. Use it to get a quick idea about what makes it unique compared to similar courses, elsewhere.

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Teaching Excellence Framework (TEF):

We've received this information from the Department for Education, via Ucas. This is how the university as a whole has been rated for its quality of teaching: gold silver or bronze. Note, not all universities have taken part in the TEF.

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This information comes from the National Student Survey, an annual student survey of final-year students. You can use this to see how satisfied students studying this subject area at this university, are (not the individual course).

We calculate a mean rating of all responses to indicate whether this is high, medium or low compared to the same subject area at other universities.

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This information is from the Higher Education Statistics Agency (HESA).

You can use this to get an idea of who you might share a lecture with and how they progressed in this subject, here. It's also worth comparing typical A-level subjects and grades students achieved with the current course entry requirements; similarities or differences here could indicate how flexible (or not) a university might be.

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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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