Education
Entry requirements
104 UCAS points from a minimum of 2 A Levels or equivalent qualifications.
45 Level 3 credits with a minimum of 104 UCAS Tariff points
GCSE/National 4/National 5
Applicants will also need at least three GCSEs at grade 4 (C) or above, which must include English and Maths. Equivalent Level 2 qualifications may also be considered.
Pass Diploma from a minimum of 2 Higher Level subjects.
Pearson BTEC Level 3 National Extended Diploma (first teaching from September 2016)
104 UCAS Tariff points to include a minimum of 4 Highers or a combination of Highers and Advanced Highers.
T Level
UCAS Tariff
From a minimum of 2 A Levels or equivalent qualifications.
About this course
The study of education aims to provide insight into how children and young people learn and the ways in which this is shaped and delivered. The BA (Hons) Education degree looks at learning and teaching through the four pillars of knowledge: philosophy, sociology, history and psychology. The programme considers the different ways in which education is implemented and understood throughout the UK and globally. We aim to support our students to understand and question current and historical education systems and to consider how these systems align with policy, practice and social expectations. Students will have the opportunity to consider education in compulsory schools and in other learning environments not associated with typical classrooms. Research-based learning is an important part of this course and students will be encouraged to use enquiry and investigative approaches to learn more about education throughout their three-year study.
Modules
The first year centres on introductory core modules which focus on learning, teaching, education and research skills. Students can reflect on the global and local influences on policy and practice and consider how this has shaped the ways children and young people are enabled to learn.
A tutorial system operates throughout the three-year course. The first year aims to provide a sound basis for students to develop their own personal and academic skills and provides a sound basis for transition to second year. The course also includes a series of scheduled meetings with a personal tutor.
In the second year, students have the opportunity to develop and refine their research skills and can begin to tailor their course to their interests by choosing two optional modules to examine topics in greater depth. Students take part in two core modules focusing on: historical and comparative approaches to education; and diversity, inclusion and alternate approaches to education.
During the final year, students have the opportunity to complete two core modules, one which reflects on contemporary issues in education, and one which is an extended study. This extended research based module, along with further elective modules aims to provide opportunities for students to build on their own interests and may be determined by their career aspirations. For the most up to date module information, please visit the course page for this programme on our website.
Assessment methods
The way students will be assessed on this course will vary for each module. It could include coursework, such as a dissertation or essay, written and practical exams, portfolio development, group work or presentations to name some examples. Throughout this degree, students may receive tuition from professors, senior lecturers, lecturers, researchers, practitioners, visiting experts or technicians, and they may be supported in their learning by other students.
Tuition fees
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The Uni
Lincoln (Main Site)
School of Education
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.
How do students rate their degree experience?
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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)
After graduation
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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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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).
This is the percentage of final-year students at this university who were "definitely" or "mostly" satisfied with their course. We've analysed this figure against other universities so you can see whether this is high, medium or low.
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This information is from the Higher Education Statistics Agency (HESA), for undergraduate students only.
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:
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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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