BA (Hons) Psychology in Education

Key information

Typical offer:
Entry requirements
Fees: See below
Full details
UCAS code: X311
Institute code: H36

Entry requirements

The University of Hertfordshire is committed to welcoming students with a wide range of qualifications and levels of experience. The entry requirements listed on the course pages provide a guide to the minimum level of qualifications needed to study each course. However, we have a flexible approach to admissions and each application will be considered on an individual basis.

UCAS points A Level BTEC Access Course Tariff IB Requirement
104 - 112 BCC - BBC MMM - DMM An overall merit profile in 45 credits at Level 3. 104 - 112 points

Additional requirements

All students from non-majority English speaking countries require proof of English language proficiency, equivalent to an overall IELTS score of 6.0 with a minimum of 5.5 in each band.
If you do not have the required IELTS or equivalent for direct entry on to your degree programme, our Pre-sessional English and International Foundation courses can help you to achieve this level.
For more details on the University of Hertfordshire's entry requirements, please visit our Undergraduate Entry Requirements page.
Find out more about International Entry Requirements.

UCAS points A Level BTEC Access Course Tariff IB Requirement
112 - 120 BBC - BBB DMM - DDM An overall merit profile in 45 credits at Level 3 112 - 120 points

Additional requirements

All students from non-majority English speaking countries require proof of English language proficiency, equivalent to an overall IELTS score of 6.0 with a minimum of 5.5 in each band.
If you do not have the required IELTS or equivalent for direct entry on to your degree programme, our Pre-sessional English and International Foundation courses can help you to achieve this level.
For more details on the University of Hertfordshire's entry requirements, please visit our Undergraduate Entry Requirements page.
Find out more about International Entry Requirements.

UCAS points	A Level	BTEC	Access Course Tariff	IB Requirement
104 - 112	BCC - BBC	MMM - DMM	An overall merit profile in 45 credits at Level 3.	104 - 112 points

UCAS points	A Level	BTEC	Access Course Tariff	IB Requirement
112 - 120	BBC - BBB	DMM - DDM	An overall merit profile in 45 credits at Level 3	112 - 120 points

Why choose this course?

We are ranked 11th for Education in the UK
Final year placement in educational setting
Facilities include an observation room

Education at Hertfordshire is ranked 13th in the UK in the Guardian 2022 league table .
The top University in the 2021 NSS for teacher training and in the top 10 providers for employability by the School of Education
Top of university provider in overall satisfaction for undergraduate primary ITE provision (NSS 95.1%)
Gain the required skills and knowledge to meet the requirements of today’s psychological needs allowing you to thrive in your future career
Access to first-class teaching facilities and resources, which have been designed to help you with your studies
You will be taught by a skilled group of research informed academics, who bring together years of extensive knowledge and experience from a range of educational backgrounds. They will challenge, support and help you to develop your expertise in psychology.
You could be eligible for bursary or grant if you are a full-time home student starting your course in September 2022. Full eligibility criteria and further details.
Broaden your understanding of the role psychology plays in shaping policy our lives, society, education and work environments

Careers and employability

91% of UH Education graduates are in employment or further study 15 months after graduating from their 1st degree (Graduate Outcomes Survey 2018 -2019). In addition to this, the average salary of our Education graduates 15 months after graduation is £21,000 (Graduate Outcomes Survey 2017- 2018).

Many of our graduates have found work in the public sector and private sector, in roles such as Wellbeing Practitioner, Academic Coach, Support Worker, Education Consultant, Human Resources Officer, Market or Social Researcher and Policy Officer.

After further study, graduates have also gone on to roles such as Dance Movement Psychotherapist, Art Therapist, Play Therapist, Psychotherapist/Counsellor and Teacher.

Our aim is not only to teach you the principles of psychology theory but how to use those theories in practical work environments. This is the reason why so many of our students thrive in employment after graduation.

What's the course about?

Level 4

Module	Credits	Compulsory/optional
Who Am I?	15 Credits	Compulsory
Have you ever asked yourself how and why you have become the individual you are, why you think the way you do and what will influence the person you will become? In this module you will be exploring some of the internal mental states and processes that shape you and your behaviour.In this overview of cognitive psychology, you will begin to understand what is meant by cognition and what it means to think, to store, process and retrieve information and remember and forget. During the module, you will consider the various processes that are involved in thinking and the factors that shape them.
Becoming a Psychologist	15 Credits	Compulsory
You are doing a degree in Psychology so what do you need to know? What special skills will you need? Psychologists apply a range of skills in different areas of their work. For instance, the psychologist as a counsellor helps people to talk openly and express their feelings. The psychologist as an investigator, might carry out controlled experiments to test an idea about human behaviour. While the psychologist as an agent of change might use behaviour modifications techniques to change abnormal behaviour. All of these fields in psychology require research skills, specialised knowledge and personal attributes (e.g. reflection, empathy, open-mindedness). In this module, students will explore the essential skills, knowledge and qualities that psychologists employ to understand the mind and behaviour. Using the Seven Major Skills used by applied psychologists, this module will consider how psychologists pose critical questions about human behaviour, how they come to test these questions and report their findings. By the end of the module, students will be able to differentiate between the Process and Social approaches to understanding types of behaviour and the essential skills for each approach.
Psychology - The Story So Far	15 Credits	Compulsory
What is learning? How do we learn? What are the factors that motivate and inhibit learning? These are some of the key questions that you will explore during this module. As a psychologist you will need to gain an introduction and overview of the historical development of the science and practice of psychology in order to grow into its academic persona. The challenge is that ever-increasing specialisation within the field often makes it difficult to discern the common roots from which the field of psychology has evolved. By exploring this shared past, you will be better able to understand how psychology has developed into the discipline we know today and informs the daily life of teachers and learners. By studying the history and systems of psychology within education, you will be able to identify the key cultural and political events in the evolution of psychology to the present and understand the purposes of cross-cultural psychology, theoretical orientations and methodologies. By studying the field's successes and mistakes, alongside today's emerging findings, you will develop your ability to think critically about psychology within education and how it has developed in response to modern culture, politics, economics and current events.
Perception and Behaviour	15 Credits	Compulsory
In social psychology, our perception reflects who we are and how we fit into society. In positive psychology, our perception has the potential to affect our overall well-being and happiness. And in cognitive psychology, our perception affects how we see ourselves, others, situations and the worlds around us. Because our perception is intertwined with much of what we do, this module focuses on understanding the psychology behind our perceptions. Key theories and research into social perception will enable students to understand the following questions:• Are stereotypes inherently wrong?• What has perception got to do with conspiracy theories?• In what ways does perceiving people differ from perceiving objects?• Do we believe that first impressions are more influential than later impressions? • How does perception affect how we think and act?We can all be thought of as psychologists. Why? Because we tend to explain, predict and to some degree, control the behaviour of other people. This module focuses on how we come to engage in this process of social perception. It draws on attribution theory, social identity theory, and implicit personality theory among others, to explain/understand how we perceive ourselves and others, especially inferring what people are like (the Halo effect), the importance of names and self-disclosure, stereotyping, ingroups and outgroups, how we represent and carry out/ manage our impressions of ourselves and others. By the end of this module, students will come to appreciate the relevance of social psychology in understanding complex social issues such as stereotyping, unconscious bias, social identity and representation, impression formations and management.
It is all in the Mind	15 Credits	Compulsory
This module is about social psychology in action and how people live as agents in their own lives and social contexts. You will draw on and use psychological understanding in your everyday life in understanding yourself and your interactions with others. Adopting a collectivist approach, you will deepen your understanding of social psychology and its uses and abuses. The module will challenge you to confront issuers that arise in today's diverse, multicultural society. There is an opportunity to explore themes such unconscious bias, prejudice, persuasion, control and power, feelings and the regulation of emotions, motivations such as hunger, thirst sex, sensation-seeking and self-actualisation, aspects of social life such as forming and maintaining relationships, communicating one to one and in groups, leadership and aspects of our inner life such as personality, the self and what we do when things go wrong.
Lost in Transition	15 Credits	Compulsory
The idea that "The only constant in life Is change." is attributed to Heraclitus, however, despite this, humans have survived and flourished because they are adaptable and resilient as a species. In a world that is increasingly unsettled how do we continue to adapt even when that requires psychological change? This module is an exploration and, in many ways, a celebration of this quality in humans. In addition, you will explore some common life challenges that require psychological change and adjustment by an individual e.g. role changes, lifestyle changes. family relationship, loss and grief and age-related transitions. You will learn to recognise characteristics of poor adjustment such as low self-esteem, anxiety and depression and aggressive behaviour. In addition, you will consider how organisational change may affect morale, empowerment and motivation in employees as well as a numbers of models of psychological change used by leaders and managers.
Learning - Using Psychology	15 Credits	Compulsory
How can we possibly know and understand what is happening in someone's mind? Is it possible to develop a scientific understanding of the mind, brain, behaviour and experience, and how they interact with the complex environments in which they exist? If such a scientific understanding exists, how can we apply it to real life issues in education, learning and Special Education Needs and/or Disabilities?Using a range of perspectives and theories you will explore developmental psychology in relation to education, for example, typical and atypical development across the lifespan, including childhood, adolescence and aging, attachment, social relations, cognitive and language development and cultural development. In addition, you will explore alternative perspectives and theories from biological psychology in relation to education, for example, biological bases of human and non-human animal behaviour, hormones and behaviour, behavioural genetics, neuroscience, typical and atypical neuropsychology, comparative and evolutionary psychology. By the end of this module, you will be able to recognise the thinking and assumptions that underpin some of the interventions implemented by educators in order to promote learning.
Practicing Psychology in an Uncertain World	15 Credits	Compulsory
Although the assertion that psychology was born in the 19 century is sometimes contested it is part our daily life now and informs our "language of motives" as we interact with each other. However, what is psychology? What does it aim to do? How can psychology be used to change our behaviour? How does it contribute to our understanding of human behaviour? And what sorts of questions are of relevance in psychology? These are some of the key questions that this module seeks to examine. Throughout the module, students will critically question what psychology is, its core themes/issues, longstanding debates and approaches in psychology, and how these insights from psychology can help us to understand human and even animal behaviour. Overall, the ideas in module will serve as a useful foundation for understanding the psychological concepts, theories, research and interventions related to the later modules on the programme.

Level 5

Module	Credits	Compulsory/optional
Study Abroad - BA Hons / BSc Psychology in Education	60 Credits	Compulsory
This is an optional module that enables you to study abroad for Semester B. The University of Hertfordshire has contacts with several higher education institutions in countries like Australia and the United States of America, and the UH Study Abroad office will help you choose a university that offers a psychology programme similar to the BA(Hons) /BSc Psychology in Education. You will agree your exact programme of study with your Programme Tutor (or nominee) in consultation with appropriate others and the host University. An exact match of modules is not required but you should have the opportunity to gain an insight into a broad spectrum of psychological concepts, theories and perspectives as well as societal features in your host country. The experience of studying abroad will extend your existing knowledge and prepare you for study in your final year.
Seeking Elusive Evidence	15 Credits	Compulsory
How and why do psychologists carry out research into the mind and human behaviour? How do researchers in psychology construct knowledge about human behaviour? What techniques are employed to delve into the human mind and experience? How do psychologists generate data about human behaviour? What is the relationship between psychological theory, research and interventions? How can researchers in psychology ensure that their research is ethical and does no harm. Are there different types of psychological research?These vital questions are examined in this module. You will analyse how the scientific method is applied in psychology, the processes involved in constructing psychological knowledge and how to test a hypothesis, identify variables, use sampling, using experimental and non-experimental methods through debate and discussion, critical evaluation of key research and practical activities in which you will apply what you have learned.
Brain and Behaviour	15 Credits	Compulsory
Children may at times behave in ways that shock, frustrate and challenge educational professionals. Understanding that all behaviour is communication and what is at the root of behaviour is key to effective school-based behaviour support. During this module, you will consider the many and varying influences on our own thoughts, feelings and behaviours and way that these are linked. You will learn about the importance and impact of attachment and relationships in shaping children's understanding of the world and their own place within it. You will analyse the impact of trauma and adverse childhood experiences on children's brains and they key role played by educational professionals in helping children to grow into resilient, independent young people.You will use this familiar context to consider and debate the biological basis of behaviour and how far such thinking creates expectations that are realistic and/or fixed.
Psychological Myths	15 Credits	Compulsory
"Pop" psychology is everywhere in our modern life and influences us both as individuals and in terms of social policy. As a psychologist you need to develop a critical awareness of the use of popular psychology, who is deploying and why. You will examine how psychological research can be misused in educational setting and its implications for policy and practice. In addition, you will analyse a range of misconceptions in popular psychology including ideas in mental illness, intelligence, learning styles, self-esteem, parenting styles and stress management. You will have an opportunity to consider the use of popular psychology in a specific context either known and experienced by you or of interest and importance to you. During the module emphasis will be given to the notion of rigor in psychological research and how it leads to generating reliable and valid conclusions.
Investigating	15 Credits	Compulsory
As a relatively new "science" psychology takes little for granted and is perhaps better able to accept uncertainty than longer standing scientific methods e.g. as first outlined by Sir Francis Bacon (1561-1626) to provide logical, rational problem solving across many scientific fields. On your journey through this module, you may find yourself challenging the accepted approach of the basic steps of the scientific method of making an observation that describes a problem, creating a hypothesis, testing the hypothesis, drawing conclusions and refining the hypothesis. Is it really that simple? You will be critically examining a range of research reports, some sound, some not, to look at how qualitative methods may be used in psychology.
Connected Global Perspectives	15 Credits	Compulsory
"People are the same the world over!" Is this true? Or is it that the interpretation of behaviour differs in different parts of our globe. This is an important consideration in our connected lives. You can observe cultural differences in the smallest of actions. When working and interacting with people from different cultures, you learn to look at their behaviour without making assumptions that are based on cultural identity. Large companies now have advisors to promote and interpret cultural sensitivity knowing that understanding how culture affects the way organisations operate in different parts of the world helps them to use acceptable business practices and why colleagues and customers behave differently based upon their location and cultural heritage.In this module you can explore psychological perspectives from other cultures including those where the term 'psychology' would hardly be recognised. You will analyse patterns in behaviour, psychological functioning and experience that appear different in other countries and cultures and consider how far socialisation or interpretation is involved in the perceived differences.
Hard Facts and Uncertainty	15 Credits	Compulsory
There is no such thing as absolute certainty, but there is assurance sufficient for the purposes of human life. -- John Stuart Mill. Certainty is thought to be an emotional state and is often confused with objectivity. In this module you will draw on philosophy to consider how certain you may be about 'hard facts' in psychology looking at opposing views such as from Socrates (ancient Greece), Al-Ghazali (Islamic theologian) Descartes (18th Century) and Ludwig Wittgenstein (20th Century). You will learn about empirical studies involving a variety of methods of data collection, including experiments, observation, questionnaires, interviews and focus groups and how to analyse, present and evaluate quantitative data that are often deemed to be scientific, objective and certain and so preferred. Using your awareness of how "hard" hard facts are, you will develop a story of practice in a specific setting of your choice.
Downloading: Social Media and Learning Identities	15 Credits	Compulsory
Social media plays an ever-increasing part in our lives. This module asks whether it is beneficial or disadvantageous to learning and learners' identities. You will consider issues of equality, diversity and inclusion as well as social justice as well as how social media may shape attitudes and values and thinking dynamics in learning. Does access to social media develop agency and self-efficacy? What are the psychological perils of using social media for learners?
Socialisation, Conformity and Indoctrination	15 Credits	Compulsory
Are you a dedicated follower of fashion? Have you ever asked yourself why? Do you behave differently when you are in a group or crowd? Does being different in some way make you feel uncomfortable? Could a knowledge of psychology make you more influential? The themes of this module (socialisation, conformity and indoctrination) might be linked with ways that society may limit the freedom and autonomy of individuals. In this module you will consider a range of features of human lives and experiences that are shaped by living in groups and in societies. Differences between societies both culturally and in time will be explored to provoke debates about the psychological impact of groups and societies on individuals and collective behaviour.

Level 6

Module	Credits	Compulsory/optional
Doing Research	30 Credits	Compulsory
Now it is stage in your programme for you to push and test the frontiers of knowledge in psychology by carrying out an investigation of your own. From initial planning through to conducting and collecting your data and then analysing the results you will be in charge, supported, of course, by your research supervisor and module leader. You will evaluate your research, carry out an in-depth literature review of that area, formulate hypotheses based on that review and design a study to test these. At all times you must make sure that you maintain an ethical approach. This investigation gives you the opportunity to explore a topic in psychology that you really enjoy and in which you are interested at a much deeper level. You may find your choice defines your identity as a psychologist and in your future career.
Difference and Conformity	15 Credits	Compulsory
Are you fascinated by media portrayals of forensic psychologists? In this module we look at how psychology informs concepts of difference, conformity, deviance and delinquency and criminal behaviour. You will consider whether deviance is always criminal and whether conformity can lead to criminal behaviour. Why do we expect the difficult or troubled child to be predisposed to enter a career in crime and, if that is the case, why does it happen? Because difference and deviance are defined by societal norms it can vary within a society, according to factors such as age and social status and be linked to issues related to inclusion of those with protected characteristics. How far is difference, deviance and crime innate, socially determined or negotiated? In this module students will have an opportunity to investigate topics of their choice using a psychological lens.
Being Human and Becoming Who We Are	15 Credits	Compulsory
"The essence of being human is that one does not seek perfection" - George Orwell. The nature of humans has intrigued scholars and writers for thousands of years. For some, we're naturally self-seeking, self-centred, aggressive, cruel, irrational and tribal. While for others, we're inherently rational, good and altruistic people. And for some, we're a mixture of the good and the bad, the yin and yang. So, what makes us human and what makes us tick, is best explain from an eclectic perspective, rather than relying heavily on a single perspective. This is why this module will draw on humanistic, cognitive, biological, behavioural, social and positive psychology to question what it means to be human, our distinctive differences, as well as similarities. This will open lots of provocative and radical debates, studies and theories on social connections, happiness, goal setting, goal-attainment and goal-striving. To challenge both old and new assumptions about human nature, we will pay close attention to self-determination theory, self-concordant theory, humanistic theory social brain hypothesis and broaden and build theory, among other.
Counselling, Mentoring and Coaching	30 Credits	Compulsory
"The purpose of counselling is to set people free", says Rollo May. What do you make of this statement? To a greater extent, this maxim lies at the heart of what counselling is, and what this module seeks to critically explore. At its most basic, this module shows how psychology can be applied in therapeutic and helping professions. The module will allow students to gain understanding of what goes on within the practice of counselling, mentoring and coaching. It employs real-life cases, hypothetical scenarios, psychological theories and research to critically reflect on the following questions:· What really happens in counselling?· Is it possible to be non-judgemental in counselling?· How can we understand human behaviour, emotions and thoughts within the context of counselling/mentoring/coaching?· Why do some people prefer counselling to biological interventions?· What's the difference between counselling and coaching/mentoring?· What makes a good counsellor/mentor/coach?· What should be the relationship between the counsellor and the counselee, or the mentor and mentee? · How effective is talking therapy? Does it really work?These questions will be addressed using the work of psychologists who have made a significant contribution to the field of counselling psychology.
The Psychology of Place - Learning Environments	15 Credits	Compulsory
This module provides further opportunities for students to practise creative, critical and practical thinking skills in psychology. It is concerned with questions about creating a positive learning environment. For example, what would your ideal school look like? And why? How might educators support students to enhance their self-concept and self-efficacy? What should an educator do when openly challenged by learners? In what ways could educators support their learners to develop into self-regulated individuals? And how might educators promote critical thinking and problem-solving in their work? In this module, we will address these key issues about creating a positive learning environment within educational settings. Taking a social constructivists perspective, we will construct a personal, as well as an evidence-based understanding of what makes a positive learning environment. Using school-based documentaries and classic movies about school life, we will also question and provide justifications for different learning environments and how they support and/or inhibit learner development.
Careers in Psychology	15 Credits	Compulsory
Psychology gets at the heart of how people view and treat each other and what motivates us in interpersonal relationships so it is a great preparation for a career. Psychologists with a graduate-level psychology degree have a number of job options available to them and can work at colleges and universities, government agencies, non-profit organisations, hospitals, and private companies. There are a number of special roles for trained psychologists including: observing the behaviour of people in controlled or real-life settings, helping businesses train employees, working in a human resources department on employee recruitment processes or with advertising professionals on how to craft successful marketing campaigns, teaching learners in schools, organisations, colleges or universities, working in campaign strategies, to mediate conflict and in market research firms. Graduates may pursue further training in counselling, industrial psychology, social work, child psychology, forensic, sports, clinical, health and sports psychology as well as many other careers where their high level of transferable skills come into play. This module aims to prepare you to launch yourself successfully into your chosen career.

What if I need support?

You’ll get a personal tutor to guide you through your course, all the way to graduation.
You might also want or need extra support during your time with us. Rest assured, no matter what you study, we’ve got you covered. For help with study skills, including referencing, essay writing and presentations, you’ll have access to our academic support services. You can attend workshops, 1-to-1 sessions and online tutorials. Both our LRCs run drop-in study skills sessions. And the best thing is, it’s all free.
Within the School of Education, we have a dedicated Student Success and Engagement Team who are there to support you with your welfare and academic writing support. There are also opportunities to have a peer mentor, who will be a more experienced student specially trained to provide support.

Check out our student blogs

Alumni Stories

Jake Garwood

Meet Jake Garwood who discovered his passion for teaching and education while studying. He currently works as a Year 4 teacher in a junior school near the University.

Current job role	Year 4 teacher
Year of graduation	2016 / 2017
Course of study	BA (Hons) Education
PGCE in Primary Education

Sparking a passion

Jake decided to go to the University of Hertfordshire based on our 'excellent reputation for teaching training.' His time as a student did not disappoint as his course sparked his passion for education and he says the 'engaging modules at the University and inspiring tutors played a key part in making me the teacher I am today.'

The variety of modules on both of my degrees, from contemporary issues in education to educational technology, from philosophy of education to equality and inclusion, put me in the best possible position to begin my teaching career.'

Aspirations for the future

Jake finds teaching an extremely rewarding career, therefore he does not intend to leave the profession. He says, 'I think it is one of the most rewarding profession available and if you care about the future, then teaching the next generation is one of the best things you can do.'

However, he adds that his ultimate goal is to work towards a Masters in Education, followed by a PhD in the same field. He'd like to keep his options open as to future career paths.'

What's next for my career?
Many exciting career paths could follow your studies. These can include but are not limited to:
- Wellbeing Practitioner
- Academic Coach
- Research Assistance
- Teacher (after further study if seeking qualified teacher status)
- Support Worker
- Advice Worker
- Border Force Officer
- Careers Adviser
- Chaplain
- Dance Movement Psychotherapist (after further study)
- Art Therapist (after further study)
- Education Consultant
- Human Resources Officer
- Life Coach
- Market Researcher
- Mediator
- Play Therapist (after further study)
- Policy Officer
- Police Officer
- Psychotherapist/Counsellor (after further study)
- Social Researcher (in public or private sectors)
Our aim is not only to teach you the theories and principles of psychology but how to use those theories in practical environments. This is the reason why so many of our students thrive in industry after graduation.
View our Alumni profiles

Jake Garwood

Course fact sheets
BA/BSc (Hons) Psychology in Education	Download

Programme specifications
BA/BSc (Hons) Psychology in Education	Download

Additional information
Sandwich placement or study abroad year	n/a
Applications open to international and EU students	No
Course length	Full Time, 3 Years Part Time, 6 Years
Location	University of Hertfordshire, Hatfield

International/EU applicants without pre-settled status in the UK

Apply through our international/EU application portal

Home and EU applicants with pre-settled/settled status in the UK

Apply using the links below:

2024

Start Date	End Date	Link
26/09/2024	31/05/2025	Apply online (Full Time)
26/09/2024	31/05/2025	Apply online (Part Time)

2025

Start Date	End Date	Link
26/09/2025	31/05/2026	Apply online (Full Time)
26/09/2025	31/05/2026	Apply online (Part Time)

Fees and funding
Fees 2024
UK Students

Full time
- £9250 for the 2024/2025 academic year
Part time
- £1155 per 15 credits for the 2024/2025 academic year
*Tuition fees are charged annually. The fees quoted above are for the specified year(s) only. Fees may be higher in future years, for both new and continuing students. Please see the University’s Fees and Finance Policy (and in particular the section headed “When tuition fees change”), for further information about when and by how much the University may increase its fees for future years.

View detailed information about tuition fees

Read more about additional fees in the course fact sheet

Other financial support

Find out more about other financial support available to UK and EU students

Living costs / accommodation

The University of Hertfordshire offers a great choice of student accommodation, on campus or nearby in the local area, to suit every student budget.

View detailed information about our accommodation

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Get info and updates

BA (Hons) Psychology in Education

Key information

Typical offer:

Fees: See below

UCAS code: X311

Institute code: H36

Additional requirements

Additional requirements

Why choose this course?

Careers and employability

What's the course about?

Check out our student blogs

Student Blogs

What I love most about my course

Student Blogs

Student Blogs

iLab

Learning Resource Centre (LRC)

Alumni Stories

Meet Jake Garwood who discovered his passion for teaching and education while studying. He currently works as a Year 4 teacher in a junior school near the University.

Sparking a passion

Aspirations for the future

International/EU applicants without pre-settled status in the UK

Home and EU applicants with pre-settled/settled status in the UK

2024

2025

Fees 2024

UK Students

Full time

Part time

Other financial support

Living costs / accommodation