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.
How You Study
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.
Teaching takes place in lectures, seminars and workshops, and in small groups, depending on the level and the topic of study. In addition, staff use the intranet to provide materials to support teaching; course materials are posted to an online virtual learning environment to supplement face-to-face teaching and support onsite and remote study.
Contact Hours and Reading for a Degree
Students on this programme learn from academic staff who are often engaged in world-leading or internationally excellent research or professional practice. Contact time can be in workshops, practical sessions, seminars or lectures and may vary from module to module and from academic year to year. Tutorial sessions and project supervision can take the form of one-to-one engagement or small group sessions. Some courses offer the opportunity to take part in external visits and fieldwork.
It is still the case that students read for a degree and this means that in addition to scheduled contact hours, students are required to engage in independent study. This allows you to read around a subject and to prepare for lectures and seminars through wider reading, or to complete follow up tasks such as assignments or revision. As a general guide, the amount of independent study required by students at the University of Lincoln is that for every hour in class you are expected to spend at least two to three hours in independent study.
How You Are Assessed
The aims of module assessments are to provide a measure of the development and attainment of course outcomes, including the attainment of high-level intellectual skills such as critical analysis and evaluation.
Accordingly, the nature of assessment varies across the three levels of the course. Assessments at levels one and two focus on the acquisition and understanding of knowledge and skills. In contrast, the level three assessments place far greater emphasis on the ability to apply, analyse and evaluate knowledge.
The University of Lincoln's policy on assessment feedback aims to ensure that academics will return in-course assessments to students promptly – usually within 15 working days after the submission date (unless stated differently above)..
Methods of Assessment
The way students are assessed on this course may vary for each module. Examples of assessment methods that are used include coursework, such as written assignments, reports or dissertations; practical exams, such as presentations, performances or observations; and written exams, such as formal examinations or in-class tests. The weighting given to each assessment method may vary across each academic year. The University of Lincoln aims to ensure that staff return in-course assessments to students promptly.
What We Look For In Your Application
Applicants should demonstrate an interest in education in general. We would like to hear about your own thoughts about the education system and why you are interested in studying this subject at undergraduate level.
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.
For a comprehensive list of teaching staff, please see our School of Education Staff Pages.
Entry Requirements 2018-19
GCE Advanced Levels: BBC
International Baccalaureate: 29 points overall
BTEC Extended Diploma: Distinction, Merit, Merit
Access to Higher Education Diploma: A minimum of 45 level 3 credits to include 30 at merit or above.
Applicants will also be required to have at least three GCSEs at grade C or above including English and Maths.
Mature students with extensive relevant experience will be selected on individual merit. All relevant work experience should be noted on the application form.
If you would like further information about entry requirements or would like to discuss whether the qualifications you are currently studying are acceptable, please contact the Admissions team on 01522 886097 or email email@example.com.
Introduction to Education (Core)
This module is designed to provide students with an introduction to education and consider the background to UK and global perspectives on current education policy and provision. It aims to enable students to understand the relationship between education, politics and society, to understand the views of others and to establish a personal view that will inform the choices they make as global citizens.
Introduction to Educational Research (Core)
This module is designed to introduce students to research methods including quantitative and qualitative research methods used in education research, and aims to help students to develop the understanding of what qualitative and quantitative research projects are like. It will provide an overview of the purpose and different approaches that can be used within research in education.
Introduction to Learning (Core)
This module is designed to provide students with an insight into what learning is, how this takes place and what strategies or approaches can be used to support learning. It is anticipated that the module will draw on learning across the lifetime, e.g. in early childhood through to adulthood. However, it will also provide focused examples of learning in early years, primary and secondary learning environments in order to support students who are aiming for careers in teaching, other educational roles, psychology or educational research. Students can gain a broad overview of learning theory and considerations.
Introduction to Teaching (Core)
This module is designed to introduce students to the theories of teaching and the role of the teacher. It will explore theories of teaching and their consequences for lesson planning, preparation and delivery, classroom management and effective learning environments. It will explore the role of the teacher – such as developing relationships with the students, teaching style to meet different needs and abilities, modelling good practice, being innovative, resourceful and purposeful. It will also explore theories and principles of behaviour management, which will include assertive discipline, preventative approaches to disruption; promoting alternative thinking strategies and conflict resolution.
Curriculum: Principles and purposes (Option)†
This module focuses on curricula for learning in education. It considers the purpose, breadth and design of curriculum structures and models and how these can differ in relation to context and culture. Students can gain an understanding of how the curriculum in England has changed and developed, and can describe the subject specific elements within current education provision. This module aims to help students to know, understand and contextualise the core components that make up curricula.
Diversity, Inclusion and Alternative Education (Core)
This module is designed to provide students with insight into the diversity that can be observed between learning, concepts of inclusion and approaches to alternative education. The module focuses on teaching and learning in a range of educational environments and through educational research. The module provides the opportunity for students to engage with contemporary research and ideas linked to these key concepts and to explore how policy impacts on provision for different groups of learners.
Intermediate Education (Option)†
This optional module is designed to provide students with a deepening understanding of education studies. The module will focus on how education impacts on and is viewed by society. It will consider how social justice, educational policy and representations of education in society can impact on knowledge, understanding and attitudes.
Perspectives in Education (Core)
This module aims to support students to critique and synthesise their knowledge and understanding of education by comparing the approaches of philosophers, historians, sociologists and psychologists. It introduces students to each of these academic disciplines and their contribution to our current understanding of education. The module draws on classical texts, key academic studies and critically compares their influence on our understanding of education in the UK and internationally.
Psychology of Education (Option)†
This module is designed to provide students with an insight into the psychology of education and how psychology can be used to support practice in a range of learning environments. The module provides students with an opportunity to engage with cutting edge research and how this impacts on practice. Students can gain an insight into some of the key ideas in psychology and how these influences educational practice.
Research Methods in Education (Core)
The aim of this module is to support students in preparing for their dissertation by providing students with the knowledge, understanding and skills to be able to appreciate the complex nature of research in education, and the research approaches appropriate to be able act as autonomous researchers, with the capability to plan a realistic project proposal enabling them to address a research question of their choice within a specific educational context.
Studies of Childhood (Option)†
This optional module focuses on childhood by comparing the theories and perceptions of children. It reflects on developmental aspects including social, cognitive, emotional, environmental, physical and language. It considers the ways in which children are portrayed in the media and the impact this may have on cultural representations of children. The module draws on classical and contemporary texts, academic studies and media such as television programmes and films.
Advanced Psychology of Education (Option)†
This module is designed to provide students with an advanced insight into the psychology of education and how psychology can be used to support practice in a range of learning environments. The module is particularly aimed at those considering a career in teaching and provides students with an opportunity to engage with cutting-edge research and how this impacts on practice. Students will be able to gain an insight into specific in psychology and how these influences educational practice.
Advanced SEND (Option)†
This optional module is designed to provide students with an insight into the different categories of needs that learners may have in the learning environment. The module focuses on learning, teaching, education related work and educational research, and provides students with an opportunity to engage with cutting-edge research and how this impacts on practice. Students will be able to gain an insight into some of the key ideas in the pedagogy associated with supporting children with Special Educational Needs and Disability.
Contemporary Issues in Education (Core)
This module is designed to introduce students to major issues shaping education today, and to the conceptual tools needed to understand these in an informed way. Students can gain an understanding of key sites of debate in compulsory and alternative education, and critically examine a range of current debates in areas such as educational systems, policies and reform within the UK and in global context, through multidisciplinary perspectives. This module aims to help students understand and confidently engage with the discursive, social and political contexts of education today.
The dissertation module builds on previous education research modules and facilitates independent research into an area of interest that is central to a student's programme of study. Typically the module will involve a small-scale investigation into a topic agreed between the student and personal tutor, though with the agreement of the personal tutor, students may undertake more theoretical studies as long as they offer an original framing or interpretation of the research problem.
It is designed to develop students understanding of, and skills in applying research methods while building and synthesising knowledge gained in previous modules. Students will be asked to complete a research proposal, and if collecting empirical data, an ethical approval form in the first term.
History of Education (Option)†
This module focuses on the development of state-funded education, primarily in the UK, but with reference to systems of education in other countries. It provides a social history of education and situates it within a broader social history of the public sector. The module draws on archival documents, the media, public policy, academic theory and applied research, and pays particular attention to the role of educators, students and parents in shaping debates around public education.
Learning Through Reflection (Option)†
This module is designed to introduce students to the concept of learning through reflection, where reflection is deliberate, purposeful, and structured, where reflection is linked to theory and practice, it is to do with learning and it is about change and development. The module is designed to build on students' critical thinking and critical reflection skills through the close study of educational theory, practice and through the exploration of the educational philosophers, their relevance to modern educational thought and through the development of critical writing skills.
Philosophy of Education (Option)†
This optional module is designed to provide students with an insight into education from a philosophical perspective. It considers how curricula, teaching and learning are influenced and shaped by the broader views, values and beliefs of what education is and what it is for. Students can engage critically with the fundamental, and enduring questions about education.
Sociology of Education (Option)†
This module is designed to help students ‘see education sociologically’ by exploring the relationship between education, individuals and social life, and between learning and power. How do schools and other educational institutions influence people’s life chances? How do the state, religion, family and economic systems shape educational values and practices? Who decides how people should be educated, about what, and why? How are social inequalities of class, race, dis/ability, gender and sexuality produced and challenged through educational theory, policy and practice? What is the relationship between educational and social change?
Drawing on historical and contemporary examples in national and international perspective, this module aims to help students ‘map’ theoretical perspectives and research methods in the sociology of education and apply these in their own thinking and practice.
†The availability of optional modules may vary from year to year and will be subject to minimum student numbers being achieved. This means that the availability of specific optional modules cannot be guaranteed. Optional module selection may also be affected by staff availability.
The BA (Hons) Education course aims to incorporate research-based opportunities; and as a result, students can gain the knowledge and skills required to study aspects of education of specific interest. The course has been designed to provide students with a strong base for postgraduate study and beyond.
The four pillars of knowledge: psychology, history, sociology and philosophy can support a broad understanding of education, and this in conjunction with the study of local and global issues, aims to enable students to gain depth and breadth in their knowledge.
The course may also include self-funded trips abroad to experience education in other countries. Please note that students will be responsible for their own travel, accommodation and general living expenses while undertaking such trips.
Students will be encouraged, through the study of various modules, to consider education from a global perspective. Whilst formal placements are not currently included in the BA (Hons) Education course, we do encourage students to consider the possibilities of taking part in the Lincoln Award: http://lincolnsu.com/lincolnaward
Student as Producer
Student as Producer is a model of teaching and learning that encourages academics and undergraduate students to collaborate on research activities. It is a programme committed to learning through doing.
The Student as Producer initiative was commended by the QAA in our 2012 review and is one of the teaching and learning features that makes the Lincoln experience unique.
At Lincoln, we constantly invest in our campus as we aim to provide the best learning environment for our undergraduates. Whatever the area of study, the University strives to ensure students have access to specialist equipment and resources, to develop the skills, which they may need in their future career.
View our campus pages [www.lincoln.ac.uk/home/campuslife/ourcampus/] to learn more about our teaching and learning facilities.
Upon successful completion of the BA (Hons) Education course, students may choose to progress to one of our PGCE Postgraduate Certificate in Education (Secondary or Primary) courses. School Centred Initial Teacher Training courses include Qualified Teacher Status (QTS) and credits towards Master’s level study. Alternate career pathways may include working in museums, libraries and education establishments which do not require QTS but do look for an in-depth understanding of education and learning.
The School of Education at the University of Lincoln provide postgraduate, Master’s and doctoral level study opportunities for those wishing to build upon their undergraduate honours degree.
The University Careers and Employability Team offer qualified advisors who can work with students to provide tailored, individual support and careers advice during their time at the University. As a member of our alumni we also offer one-to-one support in the first year after completing a course, including access to events, vacancy information and website resources; with access to online vacancies and virtual resources for the following two years.
This service can include one-to-one coaching, CV advice and interview preparation to help you maximise our graduates future opportunities.
The service works closely with local, national and international employers, acting as a gateway to the business world.
Visit our Careers Service pages for further information. [http://www.lincoln.ac.uk/home/campuslife/studentsupport/careersservice/]
For each course students may find that there are additional costs. These may be with regard to the specific clothing, materials or equipment required, depending on their subject area. Some courses provide opportunities for students to undertake field work or field trips. Where these are compulsory, the cost for the travel, accommodation and meals may be covered by the University and so is included in the fee. Where these are optional students will normally (unless stated otherwise) be required to pay their own transportation, accommodation and meal costs.
With regards to text books, the University provides students who enrol with a comprehensive reading list and our extensive library holds either material or virtual versions of the core texts that students are required to read. However, students may prefer to purchase some of these for themselves and will therefore be responsible for this cost. Where there may be exceptions to this general rule, information will be displayed in a section titled Other Costs below.
|Full-time||£9,250 per level
||£12,800 per level|
|Part-time||£77.00 per credit point†||N/A|
|Full-time||£9,250 per level
||£13,800 per level|
|Part-time||£77.00 per credit point†||N/A|
In 2018/19, fees for all new and continuing undergraduate UK and EU students will be £9,250.
†Please note that not all courses are available as a part-time option.