BA (Hons) Education with a Year Abroad

Key details

BA (HONS) EDUCATION WITH A YEAR ABROAD

Start Year

2023

Attendance

Full Time

Award

Degree of Bachelor of Arts

UCAS course code

X30A

Entry Requirements

BBB

Duration (years)

Our ability to learn, educate and teach is part of what makes us human. It allows us to change not only ourselves, but also our society. Quite simply, education can change the course of history.

On this course, you’ll gain the knowledge and expertise you need to understand education within a range of educational contexts. Learning from practitioners, researchers, and experts you’ll study different approaches and contexts to learning and knowledge, and how we develop as lifelong learners.

Education extends far beyond what takes place in school, and so on this course you’ll study how knowledge is shared, and the role of education within society. Drawing on experts in many fields, this degree equips you with the skills and knowledge to better understand the role of education in the 21st century.

You’ll also spend a year overseas, widening your perspective on education or studying a different but related discipline.

About

On this course, you’ll study the role of education within societies and cultures, as well as how schools and other educational settings shape our lives. You’ll address different approaches to education. You’ll also examine the ways people learn across a wide range of educational institutions, both in the UK and beyond, including in primary schools, secondary schools, museums and charities. And you’ll examine how education, childhood, adolescence and lifelong-learning interrelate.

Throughout your degree, you’ll examine cutting-edge issues in educational theory, practice, and policy, guided by experts in various fields with reference to a range of national and international settings. You’ll discover topics such as education as an academic discipline, international education and learning, and the relationship between education and the media. You’ll explore developmental, moral and social issues in education. All this will be underpinned by the history, philosophy, psychology and sociology of education.

The course will help prepare you for a range of career pathways, developing your practical and academic skills. You’ll learn to engage with research throughout the course, and in your third year, you’ll study abroad for a year before returning to UEA for your final year. You’ll be able to choose from a range of universities, including universities across North America, Australia and New Zealand.

In your final year, you’ll complete a research project on a topic of your choice under the supervision of a lecturer who’s actively engaged in research.

Throughout your studies, key skills learning is integrated to ensure you have the opportunity to develop the attributes employers value in a range of fields related to education. These skills, which include writing, teamwork, communication, presentation and problem solving, will enhance your self-confidence and employability.

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Important Information

Whilst the University will make every effort to offer the courses listed, changes may sometimes be made arising from the regular review of course programmes. Where this activity leads to significant (but not minor) changes to programmes, there will normally be prior consultation of students and others. Changes may for example consist of variations to the content and method of delivery of programmes, courses and other services, to discontinue programmes, courses and other services and to merge or combine programmes or courses. The University will endeavour to keep such changes to a minimum, and will inform students.

Assessment for Year 1

You’ll be assessed across a range of coursework based assignments. These may include essays, reflective portfolio, group projects, presentations, designing creative resources, arts-based projects and research reports, as well as your dissertation. You’ll receive feedback during and after you submit work, in classes, group and individual tutorials.

You will be assessed by coursework related to your three core modules.

Feedback
You will get feedback on your formative assignments from your tutors. The purpose of the feedback is to help you improve your work before your final formal or “summative” assignment and we encourage you to discuss your feedback with your tutors.

Structure

You’ll begin your degree by establishing a solid foundation in a range of theories, concepts and issues in Education. You’ll explore education in the context of psychology, sociology, history and philosophy, and discover how such contexts help us understand education in today’s society. You’ll also link the key concepts and issues to real-life examples. We’ll also equip you with the skill needed to study effectively, and introduce key study techniques such as reflection and academic writing.

Teaching and Learning

Teaching
You’ll learn in a combination of large lecture groups of around 80 students and small seminar groups of 20-25. In all sessions you’ll be engaged with group and individual tasks. These support learning and understanding of the key issues. In many sessions you’ll be asked to draw on your own educational experiences and reflections. In the first year, you’ll be taught skills such as academic reading, note-taking and academic writing.

Independent Learning
Alongside your taught sessions, you’ll be required to work independently, and with your peers in groups. Lecturers will ask you to complete preparatory reading and tasks and bring these with you to sessions. You’ll also develop the skills to find readings on your own which you will be expected to bring to taught sessions. You’ll also be required to submit formative work, where lecturers will give you feedback to help you improve, and summative work, which contributes to your overall mark. Your independent study tasks are designed by the course team to help you develop as an independent and self-regulated learner.

Throughout your studies, you’ll have an adviser who will be able to support and advise you on your studies and developing career ambitions.

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Assessment for Year 2

You will be assessed by coursework related to your core modules, including a research project. You will also be assessed through course work related to your optional modules.

Feedback
For each module you will also have the chance to develop your skills with “formative” assessments. For your research project you will work closely with a seminar leader who will provide you with formative feedback related to your project.

Structure

At this stage, you’ll take two compulsory modules focusing on educational psychology, and discovering methods in educational research. In the Educational Psychology module, you’ll study how we learn as well and the factors that can support and hinder learning in educational settings. In the Researching and Learning From Experience module, you’ll acquire the skills required to undertake desk-based and empirical research, and have the opportunity to undertake placements to gain practical knowledge of education.

You can also choose optional modules to tailor your learning to your interests. You’ll have access to a range of modules available within the School of Education and Lifelong Learning, along with selected modules in other schools across UEA. These focus on topics such as childhood and youth studies, special educational needs, teaching and language and education.

You can also choose to learn a new language, and/or broaden your studies by taking selected cross-disciplinary modules.

Teaching and Learning

Teaching
You’ll continue to work in larger lecture groups and small seminar groups. Group size will vary depending upon the module, your optional module lecture groups may be smaller in size.

Of the two core modules, Educational Psychology will allow you to develop your understanding of how we learn as well and the factors that can support and hinder learning in educational settings. The Research and Learning from Experience module will introduce you to different approaches to educational research and some commonly used research methods. You will look at the rationale and appropriateness of methods in different research contexts and students design, gain consent for and carry out their own small-scale research project. Optional modules will allow you to tailor your learning towards your own developing interests and develop your skills further.

Throughout the year, your tutors will continue to develop your understanding of key concepts. You will build upon key skills introduced in Year 1, including team-working and communication, academic reading and writing skills, higher order thinking (critical analysis, synthesis and evaluation) and will further understand the link between theory and practice. We will help you to develop knowledge, insights and attributes that are readily transferable into future work settings.

Independent Learning
You will continue to locate and use UEA library information sources, engage in target setting and monitoring of your academic development, use reflective learning strategies and styles, prepare for formative and summative assessment tasks, use independent and collaborative learning strategies and conduct small-scale, informal investigations.

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Assessment for Year 4

Your final year is assessed by coursework related to your optional modules, and a subject dissertation.

Feedback
For each module, you’ll also have the chance to develop your skills with “formative” assessments. For your dissertation, you will work closely with a supervisor who will provide you with formative feedback throughout the process.

Structure

During your final year, you’ll continue specialising and working with educational theories, concepts, and issues, picking a pathway that reflects your interests. These topics include looking at media and education, motivation, creativity, and political debates in education. You’ll also complete a dissertation research project under the supervision of a lecturer. This will enable you to develop an in-depth appreciation of the breadth and scope of education as a subject, and build skills for pathways beyond this degree, including continuing into research through masters and PhD studies, continuing into education through PGCE pathways, or various other career pathways that we will support you in exploring.

Teaching and Learning

Teaching
You’ll continue to work in larger lecture groups and small seminar groups. Group size will vary depending upon the module, your optional module lecture groups may be smaller in size.

You will complete the core Dissertation module. This module will provide you with the opportunity to undertake a substantial piece of independent research in the form of a dissertation, enabling you to organise, design, conduct and communicate interests and issues within the broad field of education. This could include but is not limited to; pedagogy and lesson design, decolonisation and social justice, curriculum and teacher related issues including trainee teachers and NQTs, motivation and self-efficacy, behaviour change and physical activity promotion, gender and sexuality issues, SEND and education in non-standard setting like museums, zoos or prisons. Your supervisor will confirm the final topic for your dissertation with you.

Optional modules will allow you to tailor your learning and develop your skills further. Your tutors will build upon the skills outlined above in Year 2.

Independent Learning
You’ll continue to locate and use UEA library information sources, engage in target setting and monitoring of your academic development, use reflective learning strategies and styles, prepare for formative and summative assessment tasks and use independent and collaborative learning strategies. In addition, you will develop your independent research skills throughout the dissertation module.

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Assessment for Year 1

You will be assessed by coursework related to your three core modules.

Compulsory Modules

STUDYING IN HIGHER EDUCATION: (RE)CONSTRUCTING LEARNER IDENTITIES

Code EDUB4006Y

Credits 40

This module will provide you with both an introduction to studying at higher education (HE) level and a foundation for lifelong learning. It will support you with the development of successful basic and academic study and research skills in the context of Education. The focus will be on developing study skills and techniques to help you meet both your immediate and long-term study needs. Aims: - Engage with a range of key theoretical perspectives and contemporary issues and adopt a critical enquiry based approach to the exploration of key aspects of Education; - Develop as educators within a community of learners, building on the assets you bring to the learning process and developing the academic competencies and practices appropriate for higher education; - Develop specific academic study and research skills: locating, interpreting, analysing and critically evaluating an extensive range of relevant information sources; - Communicate your ideas in an accurate, focused and structured manner; - Develop a range of 'translatable skills' required by employers, including problem-solving and reasoning, teamwork, communication and presentation of information.

EDUCATIONAL THEORY AND PRACTICE

Code EDUB4007Y

Credits 40

Why does theory matter in educational practice? How can theory help you to make sense of your own experience of being a learner? This module provides you with an introduction to key theoretical and philosophical ideas that have influenced educational practice, past and present. In the autumn semester, you will be studying theorists working in the fields of sociology and psychology who help us to understand how children and young people learn and how the socio-economic context impacts on education and schooling. You will be able to connect theory to practice by discussing the implications of theoretical insights for everyday educational practice. You will participate in activities evaluating education systems from different theoretical perspectives. The syllabus for the spring semester focuses on a series of ideas since the 18th century that have influenced thinking about education. The aim here is to give you an intellectual background for understanding terms such as ‘the Enlightenment’, ‘Romanticism’, or ‘Marxism’. The study of this module will enable you to gain experience in communicating your ideas clearly and effectively in seminars, written work and presentations.

GLOBAL EDUCATION

Code EDUB4009A

Credits 20

You will focus on how educational systems, their pedagogies and approaches differ around the world and look in detail at how education is experienced all over the world, and how global issues continue to change the way education is experienced in the UK and abroad. On successful completion of the module, you will be able to articulate the differences between pedagogical approaches situated in specific socio-cultural concerns and identify the barriers and benefits of different approaches to education from around the world with global perspective. You will be able to relate ideas and opinions on different approaches to education to wider social, cultural and political understandings and critically consider the place of education from a global perspective

DIGITAL LEARNING AND SOCIETY

Code EDUB4010B

Credits 20

You will focus on how technological developments have changed the way education is experienced, exploring what we learn from digital technologies and how they shape our knowledge of the world around us. This will include exploring our relationships with technology, exmaining the rise of gamification in the classroom, unpacking issues of misinformation and disinformation, examining what digital citizenship is, and exploring issues of sex education online. On successful completion of the module, you will be able to articulate the complex relationships between technology, education, culture, and society, and identify the barriers and benefits of digital technology to learning, knowledge, and education writ large. You will be able to relate ideas and opinions the impact of technology and the internet to wide social, cultural and political issues of education and our access to knowledge.

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Important Information

Whilst the University will make every effort to offer the modules listed, changes may sometimes be made arising from the annual monitoring and review of modules. Where this activity leads to significant change to a programme and modules, the University will endeavour to consult with affected students. The University may not be able to offer a module for reasons outside of its control, such as the illness of a member of staff. Availability of optional modules may be restricted owing to timetabling, lack of demand, or limited places. Where this is the case, you will be asked to make alternative module choices and you will be supported during this process.

Assessment for Year 2

You will be assessed by coursework related to your core modules, including a research project. You will also be assessed through course work related to your optional modules.

Compulsory Modules

RESEARCH AND LEARNING FROM EXPERIENCE

Code EDUB5002Y

Credits 40

In this module, you will have the opportunity to study an educational topic of your choice either through a desk based research project or by doing research as part of a placement in an educational setting. The module compliments the 3rd year dissertation module and helps prepare you with the skills you need to carry out the dissertation. With the dissertation it gives students an opportunity to experience a placement in an educational setting of your choice. You will learn about a variety of research methods including observation, literature reviewing and questionnaires as well as the ethical dimensions of research.

Optional A Modules

(40 credits)

WHAT IS TEACHING? THE TEACHER'S ROLE AND PRACTICE IN DIFFERENT SETTINGS

Code EDUB5001A

Credits 20

You’ll explore and gain insight into the nature of' 'teaching' and 'learning' in a range of educational institutions and settings in the UK. By the end of this module you’ll be expected to understand: what it means to be a teacher in different educational contexts; a range of teaching strategies and practices used to support effective learning in various settings and the need for a critical appreciation of the function of different educational institutions, the opportunities they offer and their cultural contexts. There will be opportunities to investigate specific aspects of teaching which are of particular interest to individuals.

CHILDHOOD, YOUTH AND TRANSITIONS

Code EDUB5013A

Credits 20

This module will explore key ideas, contemporary issues and notions of 'risk' within the context of childhood, youth and transitions. It will draw on psychological and sociological theories to consider the role of education within these areas. This module aims to provide you with: - Knowledge and understanding of the sociology and psychology relating to transitions within childhood and youth sectors; - A theoretical understanding of notions of 'risk' and transition; - An analytical understanding of educational and social policy, provision and practice relating to childhood and youth sectors; - A critical understanding of contemporary issues for children and young people.

INCLUSIVE CHILDHOOD; SPECIAL EDUCATIONAL NEEDS

Code EDUB5019A

Credits 20

This module aims to provide you with an understanding to the background and legislation influencing special educational needs education. It will enable you to identify historical, social, cultural and political considerations and to understand key issues related to inclusion and the education of children with special educational needs. Drawing primarily on social, psychological and educational perspectives you will develop a critical approach to analysing special educational needs policy and reflect on how contemporary issues and the current Special Educational Needs Code of Practice is being put into practice in Early Years and Primary Settings. The module is underpinned by a reflection on our attitudes towards children and challenges of inclusion. It is expected that by completing this module, you will be able to: 1. Identify, outline and critically examine key legislation, regulations and codes of practice in relation to supporting children/young people with special needs and disabilities; 2. Demonstrate a critical understanding of the strategies for intervention and the impact of the assessment process on children, their parents and their settings; 3. Demonstrate a critical understanding of current inclusive educational policies and practices within settings; 4. Identify and develop strategies that overcome barriers to learning in a range of educational contexts; 5. Reflect on your own values in relation to children and special educational needs; 6. Demonstrate individually and/or cooperatively a range of problem- solving and reasoning skills, ethics, synthesis, communication and presentation of information. It is expected that by completing this module, you will be able to: • consider the historical and cultural background to current government policy regarding Special Educational Needs; • have an understanding of the SEN Code of Practice and assessment process; • have an understanding of the range of provision and professional support available; • consider the implications of the assessment process on children, their parents and their settings.

Optional B Modules

(40 credits)

NATURE EDUCATION

Code EDUB5004B

Credits 20

This module is about gaining insights into the benefits of learning outside the classroom and developing an understanding about the possible activities which can be undertaken to enhance the learning and wellbeing of varying groups at various stages of development. You will undertake a range of fieldwork activities, led by those with experience in organising and leading educational visits and whilst doing this, develop skills which will enable you to make effective and informed decisions in organising your own educational visits. You will also organise and spend a day with a provider who runs educational visits to gain insights in to this industry. The learning objectives of this module are to: • Understand the terminology associated with outdoor learning, environmental education, educational visits and fieldwork; • Become familiar with aspects of the perceived curricular, social, affective and behavioural benefits of outdoor learning & educational visits; • Reflect upon the significance of prior experiences as starting points for fieldwork participation and reflection; • Understand how different fieldwork approaches can relate to learning outcomes; • Gain insights into the logistical and organisational arrangements associated with arranging educational visits; • Appreciate different methods of data collection associated with fieldwork tasks; • Gain a knowledge of issues and places through first-hand participation in fieldwork. By the end of this module you will be able to: • Identify and critically reflect upon evidence from informed, effective educational visits and fieldwork investigations; • Engage with professional educational visit providers to arrange appropriate fieldwork for your target audience; • Provide evidence-based rationale for educational visits; • Identify and critique suitable locations based on a knowledge of risk assessment and logistics of fieldwork; • Effectively evaluate fieldwork approaches to the learning outcomes you identify. Assessment: Coursework 100%

THE STUDY OF LANGUAGE IN THE CONTEXT OF LEARNING, TEACHING AND EDUCATIONAL POLICY

Code EDUB5017B

Credits 20

The aim of this module is: To help students consider the complex relationship between language and learning, the implications this relationship has for teaching, and how education-policy has addressed some issues to do with language and 'literacy'. By the end of the course it is hoped you will better understand: a) key issues surrounding the learning and/or teaching of reading, writing, talking and listening in English; b) the importance for learning of different kinds of talk in classrooms; c) contrasting approaches to understanding and teaching 'literacy'; d) how the language of formal education can construct particular views of the child. Content: Through seminars, mini-lectures, student presentations and creative work you will meet and investigate some ideas and theories to do with language and learning in English, and some educational policy related to this. Why isn't teaching just a matter of telling, and learning just a matter of listening? How do children learn, or teach themselves, to read, write and talk? Whose English (spoken and written) counts in formal education, who says, and why? If new technologies are changing English, what are the implications for formal education? And how might your language create your identity as well as express it?

EARLY CHILDHOOD DEVELOPMENT

Code EDUB5020B

Credits 20

This module will focus on the social, emotional, cognitive and biological development of the child. Using the Early Years Foundation Stage framework (from birth to five years old), we explore major theories of child development and learning, alongside contemporary research in the field. Students also investigate the role of play as a vehicle for learning and therapy in childhood. There will be opportunities to investigate specific aspects of childhood development which are of particular interest to students.

PSYCHOLOGY IN EDUCATION

Code EDUB5021B

Credits 20

In this module we will examine the psychological and social processes that impact education from critical and applied perspectives. Using a range of theoretical viewpoints, students will explore education challenges faced on national and global levels. This will enable students to transfer the skills and knowledge developed on the module to a host of different learning, teaching and inclusion contexts.

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Important Information

Assessment for Year 4

Your final year is assessed by coursework related to your optional modules, and a subject dissertation.

Compulsory Modules

DISSERTATION

Code EDU-6004Y

Credits 40

The aim of this module is to introduce you to and/or enable you to further develop a range of educational research methods for conducting educational enquiry, and planning, conducting and completing a piece of original educational research. You will utilise knowledge gained from other modules on: BA Education; BSc Physical Education; BSc Physical Education, Sport and Health; BSc Sports Development; BSc Physical Activity and Health programmes. You will focus on the formulation of viable research questions, designing a suitable research project, gaining an understanding of research ethics, conducting small scale research and writing it up in the form of a dissertation. Learning Outcomes: a) To critically appraise underlying principles or approaches to the study of Education and Physical Education, Sport and Health; b) To develop the ability to plan, conduct and complete independent educational enquiry.

Optional A Modules

(20-40 credits)

UNDERSTANDING CHILDHOODS: CULTURE, SOCIETY AND POLITICS

Code EDUB6003A

Credits 20

The module will explore different understandings of ‘childhood’ and the implications of these. It will challenge taken-for-granted understandings, through using different lenses to look at childhood – for example, social, historical or legal/political lenses will show us different ways of thinking about ‘what is a child’, some of these contradictory. There will be lectures to attend, group activities to participate in, movies/documentaries to watch and biographies to analyse and present. By exploring the constructed nature of childhood, we hope you will develop a deeper understanding of how childhood is a diverse and multi-layered concept, and thus how working with a child/children becomes a complex activity, and how it comes to be shaped by a number of social, cultural and historical factors.

CHILDREN, TEACHERS AND MATHEMATICS: CHANGING PUBLIC DISCOURSES ABOUT MATHEMATICS

Code EDUB6006A

Credits 20

This module will introduce you to key issues in mathematics education, particularly those that relate to the years of compulsory schooling. Specifically, in this module, we: • introduce the mathematics curriculum and pupils' experiences of learning key mathematical topics; • discuss public and popular culture discourses on mathematics, mathematical ability and mathematicians as well as address ways in which these discourses can be challenged; • outline and discuss specific pedagogical actions (focused on challenge and motivation) that can be taken as early as possible during children’s schooling and can provide a solid basis for pupils' competence, confidence and and appreciation of mathematics. In this module, you will: • gain insight into key curricular, pedagogical, social and cultural issues that relate to the teaching and learning of mathematics, a crucial subject area in the curriculum; • reflect on pedagogical action that aims to address those issues, particularly in the years of compulsory schooling; • be informed and able to consider the potential of pursuing a career in mathematics education, either as a teacher, educational professional or researcher with particular specialisation in the teaching and learning of mathematics.

MOTIVATION IN TEACHING AND LEARNING

Code EDUB6016A

Credits 20

This module is designed to introduce students to the psychological process underpinning motivated behaviour in education settings. You will examine the role of the teacher in creating motivational climates for learning and assessing some of the key motivational challenges that may occur in educational settings.

TEACHING OF ENGLISH AS A SECOND LANGUAGE: ISSUES AND CHALLENGES

Code EDUB6017A

Credits 20

This module aims to help students develop and understanding of the place of English as an international language. This outline is subject to change: content and timing may alter to better suit group needs. The module will focus on the complexity of approaches to teaching and learning a second language. Students will explore aspects of second language learning and teaching theories, identifying and critically appraising trends and issues that have resulted in specific learning, teaching and assessment practices. During the seminars, participants will be encouraged to draw on and reflect upon their own second language experiences and attitudes to second language learning.

Optional B Modules

(20-40 credits)

MEDIA, CULTURE AND LEARNING

Code EDUB6002B

Credits 20

You will critically consider the relationship between media and education, considering what effect the media has in shaping knowledge, what role education plays in supporting media narratives, and how media and education influence cultural and social issues. You will draw upon current social and cultural issues and explore how these issues are shaped and discussed through the intersecting narratives of media and education. You will consider and reflect on current topics that may include issues around gender, sexuality, religion, youth, class, and sport.

CREATIVITY AND LEARNING

Code EDUB6004B

Credits 20

You’ll examine the theory and practice, philosophy and policy of creativity in relation to education. Ideas and issues explored in the lectures and seminar discussions underpin the practical, reflective, art-based learning activities carried out in the Sainsbury Centre for Visual Arts (SCVA). The module aims to help you: • Understand some of the different perspectives on creativity in education • Consider creative teaching strategies and practices used to support effective learning in educational environments • Develop an awareness of creative initiatives introduced at national and local levels • Explore your own creative processes through the planning, creation and presentation of an art piece • Further your knowledge of creative approaches to pedagogy and practice.

DEBATES,CONTROVERSIES AND POLITICS IN MODERN EDUCATION

Code EDUB6012B

Credits 20

The potential of education to transform the individual and society is beyond debate. How modern education can deliver this transformation is, however, controversial and fraught with difficulty. This module will give you a detailed grounding in key issues in contemporary educational debates. To this end, you will focus on asking questions, challenging taken-for-granted assumptions and engaging critically with claims to knowledge made by politicians, educational researchers, policy-makers, practitioners and other people involved in education. The module examines five major themes in relation to the development of education policy in the period 1988 to date: knowledge; power; language (games); ethics and 'learners'/'learning'. We will locate these themes within the broader context of 'supranational' education policy space and the emergence of ‘GERM’, or the Global Educational Reform Movement (Sahlberg 2011). The key characteristics of GERM include: centrally prescribed curricula and attainment standards; high-stakes tests in literacy and numeracy; international comparisons; competition and consumer choice. In evaluating the impact of GERM on school curriculum and pedagogy, you will draw on insights from contemporary thinkers who offer us new ways of understanding ourselves and others. In the process of considering how global political actors and organisations seek to construct and enact a particular version of ‘modern’ education, you will also explore (and imagine) alternative understandings of '21st century education', including critical pedagogy and capability theory. The study of this module will enable you to hone your presentation skills. It will also enhance your critical thinking, as well as the ability to develop a compelling argument and defend your own position on a current debate in education.

PROFESSIONAL DEVELOPMENT AND COMMUNITY PRACTICE

Code EDU-6003Y

Credits 20

This module aims to provide opportunities for the student to transfer academic and vocational learning into a work-related setting, and vice versa to bring work-place skills and issues into the academic and vocational learning environment. Thus, the module should help to develop good evidence based working practices, and enhance associated knowledge and competency based skills, with a view to improving both student employability and critical reflective practice. It is expected that students should complete a minimum of 120 hours’ voluntary work experience as part of this module in the approved setting. Students will be required to apply for a module place. Places will be allocated on suitability of the placement sought. Roles sought must be voluntary. They must also provide the student with a role of significant responsibility that can be mentored, (not merely the shadowing of professionals in the related sector or delivery of tasks that the student would have access to deliver outside of this placement)

Optional C Modules

(0-20 credits)

WHAT IS TEACHING? THE TEACHER'S ROLE AND PRACTICE IN DIFFERENT SETTINGS

Code EDUB5001A

Credits 20

CHILDHOOD, YOUTH AND TRANSITIONS

Code EDUB5013A

Credits 20

INCLUSIVE CHILDHOOD; SPECIAL EDUCATIONAL NEEDS

Code EDUB5019A

Credits 20

Optional D Modules

(0-20 credits)

NATURE EDUCATION

Code EDUB5004B

Credits 20

THE STUDY OF LANGUAGE IN THE CONTEXT OF LEARNING, TEACHING AND EDUCATIONAL POLICY

Code EDUB5017B

Credits 20

PSYCHOLOGY IN EDUCATION

Code EDUB5021B

Credits 20

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Entry Requirements

A Levels

BBB If you are taking an EPQ and three A-levels, we may offer you a one grade reduction on our advertised typical offer, if you achieve an A in the EPQ.

T Levels

Obtain an overall Pass including a B in the core of the T Level and a Merit in the Occupational Specialism. Acceptable subjects are: Education and childcare, and Science.

BTEC

DDM excluding BTEC Public Services, Uniformed Services and Business Administration

Scottish highers

AABBB

Scottish highers advanced

CCC

Irish leaving certificate

2 subjects at H2, 4 subjects at H3

Access course

Pass the Access to HE Diploma with Merit in 45 credits at Level 3

European Baccalaureate

70%

International Baccalaureate

31 points

GCSE offer

You are required to have Mathematics and English Language at a minimum of Grade C or Grade 4 or above at GCSE.

Additional entry requirements

UEA are committed to ensuring that Higher Education is accessible to all, regardless of their background or experiences. One of the ways we do this is through our contextual admissions schemes.

We welcome and value a wide range of alternative qualifications. If you have a qualification which is not listed here, please contact us via Admissions Enquiries.

Important note

Once enrolled onto your course at UEA, your progression and continuation (which may include your eligibility for study abroad, overseas experience, placement or year in industry opportunities) is contingent on meeting the assessment requirements which are relevant to the course on which you are enrolled.

International Requirements

We accept many international qualifications for entry to this course. View our International Students pages for specific information about your country.

INTO University of East Anglia

If you do not meet the academic and/or English language requirements for direct entry our partner, INTO UEA, offers progression on to this undergraduate degree upon successful completion of a preparation programme. Depending on your interests, and your qualifications you can take a variety of routes to this degree:

International Foundation in Business, Economics, Society and Culture (for Year 1 entry to UEA)

International Foundation in Humanities and Law (for Year 1 entry to UEA)

Students for whom english is a foreign language

Applications from students whose first language is not English are welcome. We require evidence of proficiency in English (including writing, speaking, listening and reading):

IELTS: 6.0 overall (minimum 5.5 in all components) for year 1 entry
IELTS: 6.5 overall (minimum 6.0 in all components) for year 2 entry

We also accept a number of other English language tests. Review our English Language Equivalencies for a list of example qualifications that we may accept to meet this requirement

If you do not yet meet the English language requirements for this course, INTO UEA offer a variety of English language programmes which are designed to help you develop the English skills necessary for successful undergraduate study:

Pre-sessional English at INTO UEA

Academic English at INTO UEA

Interviews

Most applicants will not be called for an interview and a decision will be made via UCAS Track. However, for some applicants an interview will be requested. Where an interview is required the Admissions Service will contact you directly to arrange a time.

Gap year

We welcome applications from students who have already taken or intend to take a gap year. We believe that a year between school and university can be of substantial benefit. You are advised to indicate your reason for wishing to defer entry on your UCAS application.

Intakes

This course is open to UK and International applicants. The annual intake is in September each year.

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Great Lengths

Without access to adequate facilities and lessons Britain is on course to become a nation of non-swimmers.

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PGCE

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Course Reference Number: 6775464

BA (Hons) EDUCATION WITH A YEAR ABROAD