Available with:

  • Foundation Year

This course offers the following optional pathway, allowing you to focus your studies on your particular area of interest:

  • International

Course Summary

Do you want to have an impact on the world around you, inspiring critical thinking and challenging inequality? Our BA Education course will give you the skills and knowledge to do this, illuminating the transformative power of education. As educational professionals of the future, we realise the significance of widening mindsets and enriching the educational experience. Our passionate tutors will support you in gaining an excellent understanding of the sociology, psychology, and philosophy of education, and how this changes in reaction to national and international developments.

This highly practical course has placements in each year, which will enable you to relate theory to practice and gain hands-on employability skills that are highly sought after in the field.

International opportunities are available to you on this course for you to experience new things as you get world-ready. Our Experiential Overseas Learning module offers a unique opportunity to participate in a short-term placement around the world in our Education BA course. You could also study abroad for a full academic year at one of our bilateral exchange partners or through ISEP (International Student Exchange Programs), a network of over 300 additional higher education institutions worldwide.

This course significantly builds on your knowledge and understanding of political science, as well as sociology, philosophy, and psychology, to help you to fully develop expertise in the academic study of education. Our lecturers are research-active in a wide variety of educational topics and bring contemporary insight into the classroom that covers education in its broadest sense. We explore formal, informal, and non-formal ways of learning across all age groups; we support and understand both lifelong and life wide study, realising the importance of experiential learning in tandem with delivered tuition. 

As well as teaching our programme, we also provide reassurance and support throughout your studies and deliver lectures and seminars to smaller class sizes, getting to know you personally in what one of our international students has described as our “living classroom”. 

Why You'll Love it


What you’llStudy

Module content:

  • Reading and writing critically.
  • Constructing and evaluating an argument.
  • Note-taking techniques for reading and listening.
  • Understanding plagiarism and academic integrity.
  • Introduction to reflective practice.
  • Preparing for, and delivering, powerpoint presentations.
  • Referencing and citation.
  • Summarising and paraphrasing written sources.
  • Literature searching.
  • Report writing.
  • The culture and expectations of higher education.
  • The assessment process including the role of assessment criteria and feedback.
  • The nature of research journal publishing.

Whilst much of the content above is generic, students will be encouraged to situate skills within the context of the undergraduate discipline they are entering, which leads to some variation in emphasis for certain skills.


Module aims:

1.To raise awareness of the range of study skills required for successful higher education studies, including the process of academic writing, reading strategies, seminar skills, organisation of time and materials, planning for and meeting deadlines, understanding and responding to feedback.

2. To introduce students to concepts such as plagiarism, academic integrity and appropriate use of artificial intelligence tools.

3. To facilitate an effective transition into higher education by exploring, and providing guidance in, the key elements of successful undergraduate studentship including students' understanding of taking responsibility for their own learning.

4. To teach students how to undertake a literature, visual or data review for their discipline and be able to differentiate between a valid, reliable source and an unsubstantiated or irrelevant source.  

Module content:

  • Research and planning skills.
  • Becoming familiar with topics that comprise their undergraduate degree subject.
  • Developing a knowledge base for a discipline of study.
  • Identifying areas of interest.
  • Application and development of critical analytical skills.
  • Development of self-directed study.
  • Use of learning resources.

Module aims:

1. To develop students' skills in planning and writing an essay.

2. To familiarise students with the process of tutor supervision for a written piece of work.

3. To give students an opportunity to focus on a topic within their undergraduate degree subject.

4. To write a piece of work that allows the student to broaden and deepen knowledge on a topic of their choice.

5. To prepare and deliver an academic poster presentation outlining the student's research topic.

Module content:

  • Society, social structures and socialisation 
  • Social scientific ideas, theories and ‘lenses’ on society 
  • Social scientific research and basic research methods  
  • Digitalisation of society, smartphone technology and social media platforms 
  • Consumerism and consumer culture – definitions, impacts and debates 
  • Inequalities related to gender, social class, ‘race’ and ethnicity, and LGBTQ+ communities 
  • Social issues and problems related to knife crime, riots and uprisings, prostitution and sex work   
  • Social justice, power and movements for social change

Module aims:

1. To examine contemporary society from some key perspectives of social science.

2. To introduce students to research in the social sciences.

3. To introduce students to contemporary themes and issues in the social sciences.

 

Module content:

  1. What is social work? Differentiate between professional social workers and the wider social care workforce. Explore the role of the social worker in relation to inter-professional working.
  2. The impact of legislation on social work practice and decision making.
  3. The core roles of social workers e.g. assessment of need, intervention and review.
  4. History of social work in the UK and the complex relationship between policy and professional social work. 
  5. Social Work England professional standards, British Association of Social Work Code of ethics.
  6. Interpersonal communication skills; development of self-awareness and of own communication skills.

 


Module aims:

To provide an introduction for students into the values, knowledge and skills required to become a registered social worker.

Module content:

  • The role and historical context of Psychology
  • Social Psychology in human interaction
  • Development across the lifespan
  • Biological Psychology: the basics of the brain and behaviour
  • Introduction to mental health
  • Stress and stress management 


Module aims:

1. To introduce students to some of the perspectives in Psychology

2. To enable students to apply Psychology to professional practice

3. To explore a current issue in Psychology

In Year 1, modules will support your transition to university study whilst developing your knowledge and understanding of the school system and the concept of education. You will undertake your first placement.

Module content:

Starting your first year at university is a new experience and it requires dedication, commitment and hard work. By making the choice to attend university you are responsible for your own learning which can be quite a change from previous study.

This module is designed specifically to introduce you to the academic and professional skills necessary to engage in Higher Education. It will walk you step by step through some of the major skills you will need to develop in order to be a successful student. 

Topics covered include how to get the most out of lectures, working as part of a team, how to find appropriate academic sources, how to use APA referencing, interpreting an assignment brief, structuring a written assignment, advancing a written argument, beginning critical analysis and wellbeing and resilience.


Module aims:

This module aims to:

  • introduce students to the academic and professional skills necessary to engage in Higher Education;
  • support students to make a successful transition to study and life at University;
  • build learning power to enable students to become effective and independent learners.

Module content:

This module will introduce you to the key skills and attributes required for successful practice in the workplace.  It will introduce you to legislative and statutory guidance for safeguarding, recognising when a person might be in danger or at risk and the procedures which must be followed.  You will be able to explore professional, generic, work-specific and transferrable skills in the workplace and set action plans and targets for professional performance.  This module will also enable you to begin the process of developing reflective practice skills and how to link theory with practice, and practice to theory.


Module aims:

This module aims to :

  • introduce students to placement learning in professional contexts which are relevant for their chosen programme of study.
  • guide students through the professional knowledge, skills and dispositions which will enable them to have an enriching placement experience and prepare them for further placement experiences at Level 5 of their programme.
  • introduce students to key elements of the University of Chester Citizen Student Strategy: it will support students in contributing to the community as engaged learners, foster a sense of the benefits of active learning and engagement with employers.

For students on the Early Childhood (0-8) pathway, the module will give the opportunity to complete elements of the Early Years Educator criteria and the Graduate Practitioner Competencies.

Module content:

This module provides a historical overview to the emergence of social justice, inclusive education, and special educational needs. Terms, perceptions, and concepts are considered, as well as the importance of reflecting on any personal bias that might impact professional practice. You will be introduced to key theories, legislation and policy and consider how this might translate into practice. Emphasis will be placed on how children and young people with special educational needs and other diverse needs can be supported and enabled in settings, in relation to both a learning and social context.


Module aims:

This module aims to:

  • examine concepts and theories relating to social justice, inclusive education, and special educational needs; 
  • explore how children and young people with diverse needs can be supported in settings and, the importance of early identification of need.

Module content:

This module aims to:

Explore how childhood is socially constructed and the ways in which children, as social agents, shape their childhoods, as well as considering the historical and social conditions that led to the introduction of a state system of schooling.

Discuss and consider the significant acts and events that marked the consolidation of state involvement and how changes in the structure of society led to advances in educational provision.

 


Module aims:

Students will be encouraged to explore historical and contemporary representations of children, and the concept of childhood. This module will then introduce the origins of a state-controlled education system where students will explore the social conditions which lead to this. Key moments in history will allow students to develop an understanding of how the past has shaped the present and will encourage comparison and contrast of current issues in education and society.

Module content:

In this module you will explore pedagogy, learning theories, key concepts and theories of play and the relationship between play and holistic development. 

You will engage with policy, practice, research and debates in relation to playful learning and thinking in the EYFS and National Curriculum.   This will include the importance of successful transitions between stages of learning.

You will explore how play and exploratory learning are used to scaffold, facilitate and extend children and young people’s learning and thinking.  


Module aims:

This module aims to:

  • examine key concepts and theories of learning and development;  
  • engage with policy, practice, research and debates in relation to playful learning and thinking:
  • explore the vital role of play in young children's learning, including how play and exploratory learning is used to scaffold, facilitate and extend learning and development.  

Module content:

Children and young people live in a social world and grow up with all kinds of different experiences which can impact on their personal, social and emotional development. In this module, you will explore the variety of factors which affect the behaviour of children and young people.  This includes topics such as attachment, self-esteem, parenting, family dynamics, temperament and personality and Special Educational Needs & Disability. 

You will also examine ways of supporting the social and emotional development of children and young people, including through multi agency working and whole setting approaches.


Module aims:

This module aims to:

  • support students in understanding the myriad factors which impact on the social and emotional development of children and young people;
  • develop insights into ways of supporting children and young people's social and emotional development.

Year 2 gives you the opportunity to develop your knowledge and focus on your chosen pathway with modules specific to this. Here, you can pursue our International Pathway which provides you with the opportunity to take the Cambridge English Certificate in Teaching English to Speakers of Other Languages (CELTA). With this pathway, you gain an additional qualification and work and study abroad. You can also explore our study abroad opportunities and UK-based placements.

Module content:

This module introduces you to the concept and value of research for shaping effective policy, systems and practice in the child, family, young people, and education workforce. Focus will be given to the importance of ethical principles when undertaking research involving people, and you will be presented with various opportunities to design, pilot, evaluate data collection tools and examine your findings against published literature. Although quantitative and mixed methods research will be considered, emphasis will be placed on qualitative approaches, particularly those which encourage participatory research. You will develop transferrable research skills and gain confidence in formulating research questions and proposals to prepare you for your level 6 research study.


Module aims:

This module aims to:

  • promote understanding of the value of research for shaping effective policy, systems and practice in the child, family, young people, and education workforce;
  • provide an opportunity to design, pilot and evaluate data collection tools;
  • develop the knowledge, skills and confidence required for the level 6 research study. 

Module content:

This module enables students to develop the skills and attributes required for successful practice in the workplace.  Students will engage with safeguarding updates in line with current statutory and legislative guidance.  Also, there will be discussion and analysis of professional, generic, work-specific and transferrable skills in the workplace, alongside the application of team-work in practice.  Students will also be able to evaluate action plans and targets for professional performance, and review models of reflective practice.  The relationship between theory and practice, and practice with theory will also be further developed.


Module aims:

This module aims to

  • develop students’ placement learning in professional contexts which is relevant for their chosen programme of study.
  • support students through further analysis of the professional skills and values which will enable them to have an enriching placement experience.
  • reinforce students' understanding of the key elements of the University of Chester Citizen Student Strategy: it will further support students in contributing to the community as engaged learners, fostering a sense of the benefits of analysing their active learning and engagement with employers.

For students on the Early Childhood (0-8) pathway, the module will provide an opportunity to complete elements of the Early Years Educator criteria and the Graduate Practitioner Competencies.

Module content:

In this module you will consider definitions and interpretations of the concept of creativity. You will focus on recognising a range of alternative, creative and thematic approaches to delivering educational opportunities.

As part of your learning you will use problem solving methods to plan, design and prepare for creative learning opportunities.

This module will also encourage you to explore the place of creativity within the curriculum and associated barriers to creativity. Throughout the module you will scrutinise and evaluate the use of curriculum design methods and resources for all learners.


Module aims:

This module aims to support students to:

  • engage with a range of alternative, creative and thematic approaches to delivering educational opportunities;
  • analyse the place of creativity and associate barriers within curricula;
  • evaluate creative curricular approaches and resources and consider their impact on all learners.

Module content:

The traditional academic programme structure is not applicable in relation to this experiential learning opportunity. The experiential content is freely structured and determined by negotiation between the student, placement supervisor and host organisation. It is generally informed by the aims and learning outcomes and by the objective of optimising added value for both the host organisation and the student experience. 

A mid-placement review will enable peer to peer sharing of experiential learning, permit feedback and allow an analysis of the range of skills and benefits derived from the placement. It will also further develop the construction of the portfolio.  

All students will engage in the drawing up of a learning agreement on acceptance of the placement that will cover a contact plan and agreed learning outcomes with their designated academic tutor and placement coordinator.


Module aims:

This module aims to:

  • provide an opportunity for students to apply and enrich their previous theoretical knowledge and understanding of course content through observation in and insights derived from working in an organisation and professional environment 
  • enable students to develop their practical and transferable skills in a work-based environment and to experience a broad range of tasks and responsibilities relevant to their chosen setting 
  • enable students to pursue professional and personal development in a workplace environment
  • enable students to analyse practice skills required in the workplace environment as they relate to theoretical perspectives from their studies and research and vice versa.

Module content:

This module will challenge your understanding of what different groups in society consider to be 'useful' learning.

Through an examination of key educational ideologies you will begin to explore how beliefs and values underpin political ideology. As well as comparing and contrasting different educational and political ideologies, you will be given opportunity to appreciate the problematic nature of education policy and practice in the curriculum.

During the module you will engage in fundamental questions concerning the aims, values and outcomes of education and its relationship to society. 


Module aims:

This module aims to:

  • explore and examine the beliefs and values that underpin educational and political ideology;
  • provide opportunities for students to appreciate the problematic nature of education policy and practice in the curriculum;
  • engage with fundamental questions concerning the aims, values and outcomes of education and its relationship to society.

Module content:

In this module you will examine how education has been portrayed through various mediums such as film, television and music and media communications. You will explore media representations from years gone by up until the present day whilst discussing different ideological perspectives being exposed.

Within this module you will be encouraged to reflect on the purpose of education and the experience of the learner through a theoretical lens, as well considering your own learning journey and experience. 

 


Module aims:

This module aims to:

  • encourage students to reflect on the purpose of education and the experience of the learner as shown in media representations;
  • understand and apply theoretical and ideological perspectives to education and learning in order to enable students to consider their own learning experiences.

Module content:

Within this module you will develop an awareness of the impact of global movements and pressures upon contemporary education policy and practice. You will begin to interrogate learning and educational processes in a wide variety of contexts within society.  You will gain an awareness of the differences between educational systems and understand the rationale behind comparing and contrasting the educational provision in different countries. 

 


Module aims:

This module aims to:

  • provide opportunities for students to appreciate the problematic nature of education and how historical, political, cultural and economic factors influence the development of educational policy and practice;
  • encourage students to develop an awareness of the impact of global movements and pressures upon contemporary education policy and practice whilst discussing fundamental questions concerning the aims values and outcomes of education and its relationship to society.
  • enable students to gain an awareness of the differences between educational systems and understand the rationale behind comparing and contrasting the educational provision in different countries. 

Module content:

  • The multiple facets of global citizenship
  • Ethical engagement and practice
  • The United Nations Sustainable Development Goals
  • Cross-cultural issues and sensitivity
  • Intercultural communication
  • Culture shock
  • Cultural adjustment
  • Self- assessment of needs: identification of the range of transferable skills, competencies and attitudes employees need and employers expect graduates to possess-with a strong focus on understanding the intercultural competencies (ICC) needed to live and work abroad.
  • Critical analysis/evaluation of individual requirements in relation to culture/cultural adjustment/culture shock/visas/medical.
  • Critical analysis/evaluation of skills already acquired in relation to key skills related to ICC.
  • Devising strategies to improve one’s own prospects of working abroad in the future.
  • Devising an action plan to address gaps in transferable skills based on organisational analysis and sector opportunities.

Module aims:

This module promotes a reflective and critical approach to interculturality and aims to enhance students’ prospects of gaining overseas graduate employment, which will enable them to:

  1. Examine and evaluate a chosen aspect of the society of a target country
  2. Enhance cultural and intercultural awareness and further develop related skills.
  3. Articulate clearly their career plans and take steps to prepare for their first paid overseas graduate role,
  4. Take responsibility for their own learning and acquisition of identified employability skills,
  5. Articulate, orally and in writing, their findings and their employability skills.

Module content:

The principal purpose of this module is to encourage the student to reflect upon their personal experiences as a study abroad student and how these experiences impact the student’s perceptions of identity, culture and history.

Focusing on diversity and inclusion this module will nurture a critical evaluation of the influence of relationships on the world stage and how diversity shapes society and the individual. This requires them to assess their own thoughts, actions and activities throughout their time at the University of Chester. In order to achieve this, the module will encompass: journaling for reflection; models of reflection and writing for reflection.  The module will also examine: experiential learning models; skills required for self-directed experiential learning; the psychology of culture shock; self-identity and intercultural awareness; sustainability, cross-cultural issues and sensitivity.  


Module aims:

The aims of the module are: 

  • To develop and enhance skills of reflection and evidence this with models of reflection.  
  • To gain an understanding of the history of diversity and inclusion and its impact on cultural values, beliefs and perceptions.
  • To build upon an understanding of similarities (and differences), of customs, social mechanisms and habits apparent in English speaking and other countries and how this impacts culture shock.
  • To introduce and develop the concept of global citizenship within shifting historical, social-economic and communication trends.
  • To foster critical evaluation.

Module content:

This module is designed for Level 5 Modern Language or English Language students intending to spend a year abroad and/or considering teaching English as Foreign Language. It is also suitable for students of all disciplines interested in a career in TEFL. Students will develop their knowledge of English grammar and structure and acquire a basic understanding of the communicative approach to teaching English as a Foreign Language.  Students will also be introduced to a range of methods of teaching, learning and assessment. This knowledge will be applied practically in the planning of motivating learning activities and lesson structures, utilising the loop input approach. Students will also be acquainted with a variety of language learning resources. To complement their theoretical knowledge students will also be provided with practical teaching experience, ideally with authentic foreign learners of English, where they will have to opportunity to experiment with various learning and assessment techniques. Some teaching practice will also be in the form of micro-teaching sessions with peers on the module.


Module aims:

  1. To develop students' awareness of English language grammar and structure.
  2. To raise students’ awareness of phonology and the appropriate methods and materials to teach English pronunciation successfully.
  3. To introduce students to some basic contemporary pedagogical theory related to the teaching of English as a Foreign Language.
  4. To introduce students to a range of teaching and learning materials
  5. To provide students with practical skills for the English language classroom.
  6. To establish sound approaches to critical reflection with regard to observation, practice and professional development.
  7. To enable students to enhance their transferable and interpersonal skills such as self-presentation, time management, communication and problem solving.

Year 3 enables you to question and challenge your practice, and to develop your skills in research by exploring an aspect of personal interest in greater depth. You will have a third year placement, allowing you to pursue employment opportunities and begin to tailor your career. You also have the option to go for the International pathway this year. This provides you with the opportunity to take the Cambridge English Certificate in Teaching English to Speakers of Other Languages (CELTA). With this pathway, you gain an additional qualification and work and study abroad.

Module content:

This independent extended research project provides you with the opportunity to study an area of significance related to children, young people and/or families and communities in professional contexts. Building on concepts, theories and skills encountered within the programme, the module enables you to develop a high level of specialist knowledge which will help to prepare you for the workforce. Within an empirical context, the position of research in terms of quantitative and qualitative perspectives is justified, as is the adoption of methods of data collection.  Ethical issues within research are analysed, as are techniques of data analysis and presentation.  The application of theory is a key feature of the module which incorporates a literature review.


Module aims:

The module aims to:

  • integrate concepts, theories, knowledge, and skills encountered within the programme;
  • provide the opportunity to plan, undertake and evaluate an extended research study that helps to develop specialist knowledge and skills in preparation for the workforce. 

Module content:

  • Safeguarding updates in line with current statutory and legislative guidance
  • Discussing and analysing professional, generic, work-specific and transferrable skills in the workplace
  • Evaluating action plans and targets for professional performance
  • Models of reflective practice
  • The relationship between theory and practice and modules studied in Level 6
  • CV writing and applying for jobs/further study
  • Considering placements to date; making career plans

Module aims:

This module aims to:

  • enable students to critically reflect upon their placement learning in a professional context, relevant to their chosen programme of study;
  • support students to demonstrate the professional skills and values that will enable them to have an enriching placement experience and support their employability and future career choices;
  • extend students’ demonstration of the University of Chester Citizen Student Strategy.

Module content:

This module supports you in building on the content covered earlier in the programme, to analyse social inequalities relating to issues of gender, sexuality, socio-economic status, and the intersection with special educational needs and disabilities. Using an intersectional lens, you will consider the impact of the consequences of inequalities on the holistic outcomes of children and young people. You will critically analyse and compare these aspects of diversity against national and global policies and practice.

You will be expected to reflect on the knowledge gained throughout the programme to develop a critical awareness of social justice and how you can challenge barriers, reduce inequalities, and empower individuals at risk of disadvantage due to gender, and sexuality, socio-economic status 


Module aims:

This module aims to: 

  • explore key theories to examine inequalities both nationally and globally in relation to gender, sexuality, socio-economic status, and disability; 
  • examine how practitioners can challenge barriers and empower individuals facing disadvantage and inequality on the grounds of gender, sexuality, socio-economic status, and disability. 

Module content:

This module will enable students to understand the concept and purpose of lifelong learning. Through a theoretical lens, students will explore the philosophy of lifelong learning in educational provision, communities and individuals as well as the potential implications. In doing this, students will be enabled to assess their own needs and abilities to anticipate developmental pathways for their future.


Module aims:

This module aims to:

  • Define the paradigms of lifelong learning and implications for education and training systems including schools; formal and informal systems of education, industry and business; 
  • Critically examine the impact of globalisation and technological change and government responses to educational development, including policy on lifelong learning.

 

 

Module content:

This module will enable you to engage with a community, and work in developing a relevant piece of work within it. 

The community group with which you work will be negotiated between you, your tutor and the group itself. The specific project may be available at the point of induction to the module, but may also be developed by you individually or as part of a small group in agreement with the community group. 

You will be continually encouraged to critique aspects related to social justice, social inequality and structural/cultural access to shared resources.


Module aims:

This module aims to:

  • develop an understanding of the development and sustainability of ‘community’ within a specific environment. This will be engendered through the exploration of community learning processes in the contexts of social justice and citizenship;
  • support critical engagement with ideologies relating to concepts of learning and education in community settings.

Module content:

This module provides a further opportunity for students to engage in independent learning, building on knowledge and skills acquired in the lower level modules and to examine in some depth an area of study of their choice, subject to approval by the department. The study will lead to the production of a research project, written in English, and an oral discussion, also in English. It will normally focus on a significant political, historical, sociological, linguistic or cultural aspect of the EU, including issues of identity and nationalism that the student wishes to examine, and may relate to an area covered in other modules or studied during the student’s residence abroad. In all cases the subject needs to be approved by the tutor.


Module aims:

  • To further develop knowledge of an area of study of interest in contemporary EU.
  • To foster advanced level writing skills in English.
  • To synthesise and analyse source materials and to critically reflect upon the subject of their study.
  • To further develop cultural and intercultural awareness.
  • To further develop independent learning techniques.

Module content:

This module will offer students the opportunity to examine thematically some of the challenges of representing identity and giving voice to diversity in contemporary global societies. Students will be exposed to a range of literary, visual, audio and cinematic texts (all available in translation) from across the language cultures. These texts will be structured around four dominant themes drawn from, among others: decolonising the intellectual; oral traditions in the 21st century; visual representations of difference; young voices in protest; identity politics in action. Students will, thereby, analyse and compare cultural representations of contemporary identities. 


Module aims:

  1. To examine, through a range of diverse texts, cultural representations of identity
  2. To analyse a number of significant written, visual, audio or cinematic texts and to interpret and comment on their style, content and context.
  3. To further develop transferable skills such as critical analysis and oral presentation.
  4. To enhance research and written skills. 
BA Education YouTube video

BA Education - A Community of Learning

Who you’ll Learn from

Dr Helen Eadon-Sinkinson

Programme Leader
Helen Eadon-Sinkinson

Prof Mark Gant

Head of Modern Languages
Prof Mark Gant

Dr Paula Hamilton

Programme Leader, MA Education, Society and Globalisation
Dr Paula Hamilton

Debbie Ravenscroft

Senior Lecturer
Debbie Ravenscroft

How you’ll Learn

You will be taught through a combination of lectures, seminars and tutorials, as well as placement experience, which forms an important part of your learning.

You will be assessed in a variety of ways, including coursework, portfolios, essays, presentations, posters and digital outputs.

Beyond the Classroom

Our Experiential Overseas Learning module offers a unique opportunity to participate in a short-term placement around the world. 

This course offers the exciting opportunity to study abroad for a full academic year at one of our bilateral exchange partners or through ISEP (International Student Exchange Programs), a network of over 300 additional higher education institutions worldwide. 

If you choose a degree with a Placement Year, you’ll have the opportunity to undertake a year’s paid professional placement at the end of your second year, where you’ll experience the workplace, apply your learning and build connections for your future.  

On this course, you’ll spend time out on placement where you’ll apply what you have learnt to real scenarios in the workplace, giving you genuine experience and insight that will prepare you for your future career. 

This course is one of the few courses in the University of Chester where you will have placements in all three years of study. 

Our International pathway is run in partnership with the University of Chester’s Department of Languages and Cultures. The modules undertaken on this pathway may allow you to study overseas Education, learn a language, teach English to speakers of other languages, and more. This is an exciting new pathway not previously offered to University of Chester students, or widely within the UK. It provides you with the opportunity to take the Cambridge English Certificate in Teaching English to Speakers of Other Languages (CELTA). With this pathway, you gain an additional qualification and work and study abroad, learning more about international and intercultural education, a growing area of interest in the field. 

Entry Requirements

104 UCAS Points

UCAS Tariff

104 points

GCE A Level 

Typical offer – CCC-BCC

BTEC 

BTEC Extended Diploma: DMM

International Baccalaureate

26 points

Irish / Scottish Highers

Irish Highers - H3 H3 H3 H4 H4

Scottish Highers - BBBB

Access requirements

Access to HE Diploma, to include 45 credits at level 3, of which 30 must be at Merit or above

T Level 

T Level with a Pass grade and C or above in the core

OCR Cambridge Technicals

OCR Extended Diploma: DMM

Extra Information

Welsh Baccalaureate Advanced and A level General Studies will be recognised in our offer.  We will also consider a combination of A Levels and BTECs/OCRs.

Please note that GCSE grade C/4 or above in English (or equivalent) is required. GCSE grades C/4 or above in Maths and Science are desirable.

All successful candidates who receive an offer of a place for this course and choose the University of Chester as their Firm choice will be required to undergo checks with regards to their suitability to practice.

A couple of months prior to admission to this course, the University will contact you to request that you complete a self-declaration form detailing any relevant convictions or other information that you believe may have an impact upon your ability to undertake work with children or vulnerable adults.  You will also receive instructions on how to complete an online application for a Disclosure and Barring Service (DBS) check through the University as a registered body, there will be a charge for this.

Please note that the University does not accept previous DBS checks from other registered bodies or the update service.

For details about the cost of the DBS and for further information please visit our DBS web pages.

Students from countries outside the UK are expected to have entry qualifications roughly equivalent to UK A Level for undergraduate study and British Bachelor's degree (or equivalent) for postgraduate study. To help you to interpret these equivalents, please click on your country of residence to see the corresponding entry qualifications, along with information about your local representatives, events, information and contacts.

We accept a wide range of qualifications and consider all applications individually on merit. We may also consider appropriate work experience.

English Language Requirements

  • IELTS Academic: Undergraduate: 6.0 (minimum 5.5 in each band)
  • Postgraduate: 6.5 (minimum 5.5 in each band)

For more information on our entry requirements, please visit International Entry Requirements.

72 UCAS Points

UCAS Tariff

72 points.

GCE A Level 

72 UCAS points from GCE A Levels to include grade D in at least one subject

BTEC 

BTEC Extended Diploma: MMP

International Baccalaureate

24 points

Irish / Scottish Highers

Irish Highers -  H4 H4 H4 H4 H4

Scottish Highers - CCDD

 

Access requirements

Access to HE Diploma – Pass overall

T Level 

Pass (D or E on the core)

OCR Cambridge Technicals

OCR Extended Diploma: MMP 

Extra Information

Welsh Baccalaureate Advanced and A level General Studies will be recognised in our offer.  We will also consider a combination of A Levels and BTECs/OCRs.

Please note that GCSE grade C/4 or above in English (or equivalent) is required. GCSE grades C/4 or above in Maths and Science are desirable.

If you are a mature student (21 or over) and have been out of education for a while or do not have experience or qualifications at Level 3 (equivalent to A Levels), then our Foundation Year courses will help you to develop the skills and knowledge you will need to succeed in your chosen degree.

All successful candidates who receive an offer of a place for this course and choose the University of Chester as their Firm choice will be required to undergo checks with regards to their suitability to practice.

A couple of months prior to admission to this course, the University will contact you to request that you complete a self-declaration form detailing any relevant convictions or other information that you believe may have an impact upon your ability to undertake work with children or vulnerable adults.   You will also receive instructions on how to complete an online application for a Disclosure and Barring Service (DBS) check through the University as a registered body, there will be a charge for this.

Please note that the University does not accept previous DBS checks from other registered bodies or the update service.

For details about the cost of the DBS and for further information please visit our DBS web pages

Where you'll Study Exton Park, Chester

Fees and Funding

£9,250 per year (2024/25)

Our full-time undergraduate tuition fees for Home students entering University in 2024/25 are £9,250 a year, or £1,540 per 20-credit module for part-time study.

The University may increase these fees at the start of each subsequent year of your course in line with inflation at that time, as measured by the Retail Price Index. These fee levels and increases are subject to any necessary government, and other regulatory, approvals.

Students from the UK, Isle of Man, Guernsey, Jersey and the Republic of Ireland are treated as Home students for tuition fee purposes.

Following the UK’s exit from the EU, students from countries in the European Economic Area and the EU starting in or after the 2021/22 academic year will pay International Tuition Fees.

Students who have been granted Settled Status may be eligible for Home Fee Status and if eligible will be able to apply for Tuition Fee Loans and Maintenance Loans.

Students who have been granted Pre-settled Status may be eligible for Home Fee Status and if eligible will be able to apply for Tuition Fee Loans.

Irish Nationals living in the UK or Republic of Ireland are treated as Home students for Tuition Fee Purposes.

£13,950 per year (2024/25)

The tuition fees for international students studying Undergraduate programmes in 2024/25 are £13,950. 

This fee is set for each year of study. All undergraduate students are eligible for international and merit-based scholarships which are applicable to each year of study.  

For more information, go to our International Fees, Scholarship and Finance section.

Irish Nationals living in the UK or ROI are treated as Home students for Tuition Fee Purposes. 

Your course will involve additional costs not covered by your tuition fees. This may include books, printing, photocopying, educational stationery and related materials, specialist clothing, travel to placements, optional field trips and software. Compulsory field trips are covered by your tuition fees. 

If you are living away from home during your time at university, you will need to cover costs such as accommodation, food, travel and bills. 

 

The University of Chester supports fair access for students who may need additional support through a range of bursaries and scholarships.

Full details, as well as terms and conditions for all bursaries and scholarships can be found on the Fees & Finance section of our website.

Your future Career

Job prospects

Our commitment goes beyond your undergraduate studies. Subject to achieving a 2:1 in your undergraduate degree, you will benefit from a guaranteed interview on one of our postgraduate teacher training courses (PGCEs) and a range of other courses that will allow you to specialise in areas such as special educational needs, leadership and creativity, as well as pursuing research interests. 

Embedded at the heart of the course is the emphasis on employability skills, ensuring that you will be equipped to enter a diverse range of careers, both directly from the course as a graduate professional and with further study at postgraduate level. 

Education graduates enter a variety of education-related jobs, such as developing careers in training staff in industry, teaching, coaching, therapy, counselling, management, working in museums and galleries, and working in school in a range of support roles, including SEND support and learning mentors, to name but a few. To find out more about the possible career paths following your studies, take a look at the Prospects website.

Progression options

Coaching and Mentoring PGCert: Level 7 

Education, Society and Globalisation MA 

Educational Leadership MA, PGDip, PGCert 

Primary (5-11) PGCE with QTS 

Primary School Direct (5-11) PGCE with QTS 

Secondary (Lead School Partner Route) PGCE with QTS 

Careers service

The University has an award-winning Careers and Employability service which provides a variety of employability-enhancing experiences; through the curriculum, through employer contact, tailored group sessions, individual information, advice and guidance.

Careers and Employability aims to deliver a service which is inclusive, impartial, welcoming, informed and tailored to your personal goals and aspirations, to enable you to develop as an individual and contribute to the business and community in which you will live and work.

We are here to help you plan your future, make the most of your time at University and to enhance your employability. We provide access to part-time jobs, extra-curricular employability-enhancing workshops and offer practical one-to-one help with career planning, including help with CVs, applications and mock interviews. We also deliver group sessions on career planning within each course and we have a wide range of extensive information covering graduate jobs and postgraduate study.