Clearing offers from 48 UCAS tariff points. Subject-specific requirements still apply. See the entry requirements section for details.
Subject ranked 2nd in the UK for academic support*
Subject ranked in the top 10 in the UK for overall satisfaction*
Conduct research alongside our expert academic team
Choose from optional modules to suit your preferences
*National Student Survey 2023 (out of 81 ranking institutions)
This module explores the role of research in shaping educational thought, policy, and practice.
Students will critically examine why research matters and its implications for learners, educators, policy makers and society.
Through four key strands – (i) the landscape of educational research, including policy-driven, practitioner-led, and academic studies; (ii) critical thinking and inquiry skills for evaluating evidence; (iii) ethical foundations underpinning responsible research; and (iv) an introduction to educational data and evidence – students will develop an understanding of research as a driver of change.
By engaging with real-world issues and diverse perspectives, students will gain the tools to interrogate research claims and understand its influence on contemporary educational debates.
This module is designed to provide students with an insight into what learning is, how this takes place and what strategies or approaches can be used to support learning. It is anticipated that the module will draw on learning across the lifetime, e.g. in early childhood through to adulthood. However, it will also provide focused examples of learning in early years, primary and secondary learning environments in order to support students who are aiming for careers in teaching, other educational roles, psychology or educational research. Students will gain a broad overview of learning theory and considerations.
This module introduces students to the foundational theories and principles of Inclusive Education, exploring its history, evolution and key concepts. It typically engages with key theories emphasising responsive pedagogical practices and the importance of viewing inclusion as a social and ongoing process. Students will typically engage in examining how inclusive practices in education work to remove barriers to learning and participation for all learners, regardless of ability, background, and/or identity. The module also foregrounds critical reflections on policy, practice, and the ethical dimensions of inclusion, preparing students to understand and advocate for equitable educational environments.
This module aims to provide you with foundational knowledge and skills across a range of areas, supporting your transition into higher education. You can cover essential study skills relating to communication (verbal and written), academic reading, and personal development, as well as explore topics such as equality, diversity, and inclusion; intercultural communication, ethical scholarship, and academic integrity.
This module introduces students to key theories, frameworks, and debates within Comparative and International Education. It explores how different education systems around the world are shaped by historical, cultural, political, and economic forces. It is particularly important for students interested in exploring the influence of globalisation and internationalisation on educational provision. Students will critically examine global inequalities in education, investigate how international organisations (such as UNESCO, UNICEF, the World Bank) influence educational policy, and analyse the challenges and opportunities that arise when comparing education across diverse contexts. By situating the UK system within a global landscape, students develop a deeper understanding of education as a global endeavour and strengthen their capability to think as informed, ethical global citizens
This module builds upon the foundational knowledge of Inclusive Education developed at Level 4. It explores the concept of diversity in depth, focusing on the lived experiences of different groups of learners and the systemic they face in accessing equitable education. Typically, key categories of focus will include Race, Ethnicity, Socio-Economic Status, Special and Additional Needs, English as an Additional Language (EAL), Refugee Education, Traveller Education, Religion and Gender. Students will critically examine how educational institutions can foster genuine cultures of belonging that go beyond the rhetoric of inclusion. It also explores the inclusion and exclusion paradox. Through case studies and reflective practice, students will develop the skills to evaluate and advocate for inclusive pedagogically and culturally responsive educational practices.
This module aims to support students in developing the knowledge and skills needed ahead of their dissertation in Year 3 and also with a view to developing essential career skills. The module builds on the learning from Year 1 to provide students with an appreciation of the complex nature of research in education and knowledge of the range of research approaches used within educational research. The module will enable students to connect real-world issues in contemporary education practice to traditional and cutting-edge educational research methods and practice.
This module builds on students’ prior understanding of Inclusive Education by focusing on the practical applications of inclusive principles in diverse educational settings. It explores how educational policies and practices impact the provision for learners with different needs including special and additional needs. Students will critically examine the SEND Code of Practice, its application and the gap between policy and practice. The module also introduces alternative educational pathways and provisions within the UK, including special schools, supplementary schools, alternative provision, forest schools, homeschooling, Montessori and Steiner education. Students will develop the skills to evaluate and implement inclusive strategies that promote meaningful participation and learning for all.
This module focuses on curricula for learning in education. It considers the purpose, breadth and design of curriculum structures and models and how these can differ in relation to context and culture. Students can gain an understanding of how the curriculum in England has changed and developed and can describe the subject specific elements within current education provision. This module aims to help students to know, understand and contextualise the core components that make up curricula.
The University has a strong commitment to providing academic programmes with high vocational relevance, which is maintained through working links with local, national and international organisations and, in particular, through student work placements.
The Placement Year aims to give students a continuous experience of full-time work within a journalism, media or communications organisation.
The Placement Year constitutes a work placement during an academic year, funded by full-time paid employment* taking place between Level 5 and Level 6. The minimum duration of placement is 39 weeks.
Students who opt to take this module will have the opportunity to study for one year (two terms) at one of the international institutions with which the School has a partnership arrangement. During the year abroad, students can share classes with local students. Not only will students have the chance to live and socialise in another culture, providing opportunities to study their respective countries, they will also have an opportunity to examine teaching, learning and educational practice.
This module aims to prepare you for an application to either primary or secondary school teacher training, by building your understanding of the school system from statutory, curriculum, pedagogical, and wider stakeholder and agency perspectives. By providing an understanding of the broader expectations of teaching pupils in school settings, the module also aims to support preparation for a postgraduate teaching application, interview, and further study.
Students who opt to take this module will have the opportunity to study for a term at one of the international institutions with which the School has a partnership arrangement. During the term abroad, students can share classes with local students. Not only will students have the chance to live and socialise in another culture, providing opportunities to study their respective countries, they will also have an opportunity to examine teaching, learning and educational practice.
This optional module focuses on childhood by comparing the theories and perceptions of children. It reflects on developmental aspects including social, cognitive, emotional, environmental, physical and language. It considers the ways in which children are portrayed in the media and the impact this may have on cultural representations of children. The module draws on classical and contemporary texts, academic studies and media such as television programmes and films.
This module is designed to provide you with an in-depth understanding of Special Educational Needs and Disabilities (SEND) and Neurodiversity within contemporary educational contexts; with an added insight into the different categories of needs that learners may have in the learning environment. Through an understanding of the models of disability, the module covers specific conditions such as autism spectrum disorder, specific learning difficulties, developmental delays, cerebral palsy, speech and language difficulties and other conditions. Students will also explore the processes of identifying SEND, the roles of other professionals, and the integration of multidisciplinary knowledge in supporting learners. Focusing on learning, teaching and education-related work, the module provides students with an opportunity to engage with cutting-edge research and how these impact on practice.
This module will be organised in two strands. The first is engaging students with key critical and ethical perspectives on artificial intelligence and its evolving role in communication and education. The second is supporting students to learn and apply basic and intermediate AI skills in research and practice across educational and communication contexts and topics. The module and assessment will weave these two strands of work together, with the overall aim of preparing graduates who have the knowledge and skills to actively shape the future of how AI technologies are understood and applied in their field.
The dissertation module builds on previous education research modules and facilitates independent research into an area of interest that is central to a student's programme of study. Typically the module will involve a small-scale investigation into a topic agreed between the student and personal tutor, and with the agreement of the personal tutor, students may undertake more theoretical studies as long as they offer an original framing or interpretation of the research problem.
It is designed to develop student's understanding of, and skills in applying research methods while building and synthesising knowledge gained in previous modules. Students will be asked to complete a research proposal, and if collecting empirical data, an ethical approval form in the first term.
This module considers how to engage with children and families to assess and respond to needs and how to make professional judgements in decisions to safeguard and promote children’s welfare. A further key theme is working in partnership both with children and families and other agencies, considering how, in practice this can best be promoted at different levels and stages of decision-making.
Emphasis will be on current research and developments. This module will be of particular value to students as a preparation for making career choices and to enhance their employability.
† Some courses may offer optional modules. The availability of optional modules may vary from year to year and will be subject to minimum student numbers being achieved. This means that the availability of specific optional modules cannot be guaranteed. Optional module selection may also be affected by staff availability.
Students will be encouraged, through the study of various modules, to consider education from a global perspective. Whilst formal placements are not currently included in the BA (Hons) Education course, we do encourage students to consider the possibilities of taking part in the Lincoln Award: http://lincolnsu.com/lincolnaward.
The College’s Work Opportunities Hub, which looks to identify suitable placements for students, can help those seeking to enhance their studies with work experience.
You may have the opportunity to undertake self-funded study trips abroad, such as to the Czech Republic and Malaysia, to consider education systems globally. These opportunities have been developed through partnerships with universities in Olomouc, Czech Republic and Kuala Lumpur in Malaysia. Please note, you'll be responsible for your accommodation, travel, and general living costs.
I love studying Education at the University of Lincoln, because the modules are so interesting and engaging. They give you plenty of insight into what you can expect in different learning environments if you decide to go into teaching. The lecturers are always on hand to offer support where I need it.
Emma Marum
BA (Hons) Education
Applicants should demonstrate an interest in education in general. We'd like to hear your thoughts about the education system and why you're interested in studying this subject at undergraduate level.
This course aims to incorporate research-based opportunities; and as a result,you'll be encouraged to undertake small-scale research projects in an area of education such as learning or teaching approaches, comparisons of global education systems, studies of curricula, or special educational needs. The course has been designed to provide you with a strong base for postgraduate study and beyond.
Graduates of this course would be well-placed to move into further study in the form of a PGCE primary teacher training course. Please note, to qualify to teach students in secondary education you would need to complete the first degree in a curriculum subject, i.e. English, Physics, History, etc. prior to completing the PGCE secondary qualification.
Graduates also go on to become education specialists in a number of workplaces that provide school trips for children, from museums to outdoor pursuit centres. Others choose to travel and teach English abroad.
96 to 104 UCAS Tariff points from a minimum of 2 A Levels or equivalent Level 3 qualifications.
If you are eligible for a contextual offer, a one grade or 8 UCAS Tariff point reduction to the standard entry requirements will be applied.
A Level: BCC
BTEC Extended Diploma: DMM
T Level: Merit Overall
Access to Higher Education Diploma: 104 UCAS points to be achieved from 45 Level 3 credits.
International Baccalaureate: 28 points overall.
GCSE's: Minimum of three at grade 4 or above, which must include English . Equivalent Level 2 qualifications may be considered.
The University accepts a wide range of qualifications as the basis for entry and do accept a combination of qualifications which may include A Levels, BTECs, Extended Project Qualification (EPQ).
We may also consider applicants with extensive and relevant work experience and will give special individual consideration to those who do not meet the standard entry qualifications.
Non UK Qualifications:
If you have studied outside of the UK, and are unsure whether your qualification meets the above requirements, please visit our country pages
https://www.lincoln.ac.uk/studywithus/internationalstudents/entryrequirementsandyourcountry/ for information on equivalent qualifications.
EU and Overseas students will be required to demonstrate English language proficiency equivalent to IELTS 6.0 overall, with a minimum of 5.5 in each element. For information regarding other English language qualifications we accept, please visit the English Requirements page
If you do not meet the above IELTS requirements, you may be able to take part in one of our Pre-sessional English and Academic Study Skills courses.
If you would like further information about entry requirements, or would like to discuss whether the qualifications you are currently studying are acceptable, please contact the Admissions team on 01522 886097, or email admissions@lincoln.ac.uk
University Study is a major investment, so it’s important to understand the costs and support available. A full breakdown of the fees associated with this programme can be found below. Eligible students may be able to access scholarships and bursaries to help with study costs.
The best way to find out what it is really like to live and learn at Lincoln is to visit us in person. We offer a range of opportunities across the year to help you to get a real feel for what it might be like to study here.
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We want you to have all the information you need to make an informed decision on where and what you want to study. In addition to the information provided on this course page, our What You Need to Know page offers explanations on key topics including programme validation/revalidation, additional costs, and contact hours.