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Education Studies (work-based) BA (Hons)

Unistats

What is Unistats?

Key Information Set (KIS) Data is only gathered for undergraduate full-time courses. There are a number of reasons why this course does not have KIS data associated with it. For example, it may be a franchise course run at a partner college or a course designed for continuing professional development.

Overview

This course is designed for people already working in an educational setting and want to gain a relevant degree while in employment.

education work-based

8 top reasons to study here

Work placements: You will experience an alternative educational setting for a period of 1 day a week for 6 weeks.
Happy students: 100% overall student satisfaction for graduates from 2017 from this course (National Student Survey 2018).
Academic progression: This course enables you to apply for a PGCE or Masters study. As an LSBU Education Studies student, you will get an automatic interview for our PGCE primary course.
Award winning: No.1 London university for 'Learning opportunities' and No.2 for 'Learning community' for Education (National Student Survey, 2017)
Flexible staff: The course is taught through lectures, discussions, workshops, video presentations and blended learning methods.
Experienced teachers: all academics are ex-teachers and have years of experience in the education industry.
Professional links: The Centre for Education and School Partnerships has extensive links with schools, alternative educational settings and the creative industries.
Dedicated facilities: Specialist rooms with resources found in primary school classes.

This degree course covers...

The course is designed to be a work-based programme which gives you the opportunity to develop your skills and abilities in the context of your current employment. This course covers:

  • Teaching and learning
  • Psychology and child development
  • The learning environment
  • Alternative education
  • Inclusive practice
Key course information - ordered by mode
Mode Duration Start date Location
Mode
Full-time
Duration
3 years
Start Date
September
Location
Southwark Campus

Case studies

Modules

Year 1

  • Study skills This module introduces students to Higher Education Study Skills. Students will explore core skills including organisation and time management, core computing and maths skills, developing academic English and critical reading.
    There will be specific information on assignment planning and assignment writing. The module will be personalised with students working from their own current level of understanding. Developing study skills not only helps students to improve their learning and performance, it can also enrich their experience of Higher Education and university life.
  • What is education? This module introduces you to key concepts and issues in the history, sociology and philosophy of education. By examining historical and current issues that are of major concern within the world of education, the module seeks to provide you with the theoretical ideas that will underpin future studies at Levels 5 and 6. Themes such as equality, human rights and citizenship are addressed within the module both as current political issues and as ideas that illustrate the competing ideologies within education.
  • The relationship between psychology and education This module introduces students to the discipline of psychology by focusing on a number of core areas. The module begins with a brief introduction to the historical development of psychology and related theoretical and methodological approaches. The module then introduces biological psychology by looking at the relationship between brain and behaviour, before considering how we learn through observation. Finally, the issue of emotions will be explored. Throughout the module there will be an emphasis on practical applications of psychology and how it impacts on education.
  • Constructing childhood  This module explores the ways in which childhood is constructed by societies and communities. It focuses on how these constructions of childhood are conveyed through literature, films and advertising, looking at ‘texts’ about childhood and those designed for children. The module considers how constructions of childhood have changed over time and how these different constructions have been shaped by political, social and economic factors. The theoretical underpinning for this module is from the fields of literary theory and cultural studies. It seeks to provide students with the theoretical ideas that will support future studies at Level 5 and Level 6.
  • Language, literacy and learning This module will allow you to develop your understanding of the English curriculum and recent developments in the research and methodology of teaching reading, writing and speaking and listening. There will be a focus on the writing process and you will write and illustrate your own children’s book for an intended audience. Links between theory and practice will be made explicit and you will be encouraged to reflect on your own experiences as language users and producers.
  • Community, family and children Building on themes introduced in the  'Constructing childhood' module, the focus will be on considerations of social capital, youth culture and transitions. This modules explores concepts of community, family and childhood.  It discusses how these notions change over time and can vary from culture to culture.  The module explores students’ own position with regard to these concepts as this will impact on their work with children in educational settings. It discusses the impact of media views, dominant discourses and educational and social policy in relation to ideas of community, family and children.  The module discusses notions of equality and how society seeks to meet the needs of diverse communities.  It explores how communities enable children to become adults and how society works with disaffected young people.

Year 2

  • Developing mathematical thinking A theorised, developmental problem-solving approach to understanding mathematical thinking and how learning in mathematics is supported. This module introduces students to key concepts and issues in the development of mathematical thinking. By examining attitudes towards mathematics and the processes within problem solving, the module seeks to provide students with both theoretical and mathematical ideas that will underpin future studies. Themes such as number, pattern, questioning and assessment are all addressed within the module.
  • Equality, culture and citizenship  An exploration of the individual as a citizen within the context of social justice. This module builds on concepts introduced at L4.  It provides a more critical and analytic exploration of the notion of equality, including critiquing notions of justice and social justice.  The module develops the notion of community through analysing models of citizenship and the role of the individual in communities and wider social arenas.  It explores what it means to hold rights, children’s rights and the link between being a rights holder and a responsible citizen. The module explores the notion of the individual, individual freedom and identity and the impact of culture on identity and life in a wider social arena.
  • Introduction to social and developmental cognition This module provides students with a basic framework for understanding how cognitive functions and social processes emerge and develop, and examines the ways in which these two areas interact, with a particular focus on learning and the classroom. Students will be presented with a number of contemporary issues and examples that are important for the study of developmental and social cognition, including the development of thinking and representation, early social behaviours, and how these may differ in atypical development. Students will be encouraged to reflect on their own classroom practices in order to gain a deeper understanding of topics.
  • Interpersonal interactions An exploration of peer and family relationships, friendship, social capital and bullying. You will develop your theoretical understanding of a range of interpersonal interactions between learners, professionals, family and peers and reflect on their importance in educational contexts. Using theory to inform practice, you will develop your approaches to enhancing relationships between pupils and others in an educational setting with the aim of promoting learning, well- being and inclusive practice for all.
  • Alternative education setting placement During this module, students will spend six days on placement in an alternative educational setting of their choice. This experience will provide students with the opportunity to work with children, families and communities in an educational context other than a mainstream setting and their own place of work. This will enable students to develop their knowledge and understanding about education in a wider sense, there will be a specific focus on inclusive practice. Students will complete directed tasks whilst on placement to contribute to an AES learning journal (please read an extract from Georgie's AES placement below)  in which they will reflect on their own and others’ learning.
  • Barriers to learning  Building on a range of previous modules the focus will be on identifying and reducing barriers for individual learners. This module aims to provide students with the opportunity to understand the notion of ‘barriers to learning’, and consider their potential implications in educational contexts, with a view to developing effective informed practice which aims to promote learning and well-being for all pupils.

Year 3

  • The learning environment This module is designed to enable students to explore some key educational issues. Specifically, sessions will aim to equip students with a challenging, critical framework with which they might consider issues of effective learning environments and the role of display within such environments.  The majority of reflection and investigation will take place within the student’s work place setting, through the creation of an interactive display and discussions with a range of stakeholders.
  • Project (double module across semesters)
    In the third year you'll have the opportunity to design a work-based study which will develop your ability to reflect on how theory is applied to practice in your own teaching in a new educational context which is different from your everyday workplace. For this module you will need to draw together skills, understanding and knowledge to identify a practicable project focus, and to carry out and report on the small-scale research project you will complete.  You will need to obtain ethical approval for your project, read widely around your area of interest, and develop skills in structuring your project report so that your ideas and findings are clear.  
    You will get guidance and support through a carefully structured programme of lectures and seminars.  You will also receive 1:1 supervision, supporting you to identify an area of interest and a specific research focus within this.
    The practical research experience you will have can lead into a range of postgraduate studies.  The module also helps you to develop a range of transferable academic skills including self-evaluation and critical thinking skills.
  • Applied personality, intelligence and testing
  • Creativity in education Reflections on curriculum will help you to understand how you and children develop creative approaches to learning. This module is designed to enable students to explore some key issues around Creativity in Education.
    Specifically, sessions will aim to equip students with a framework with which they might consider issues of curriculum provision.
    Areas such as thematic approaches to teaching and learning, cross-curricular planning, creativity in the curriculum, educational visits to museums and galleries are all addressed within the module.
    The teaching and learning style of the module is practical and participatory. The module also provides students with the opportunity to develop digital skills to organise and present information.
  • Contextualising education globally
    Deconstructing the education system enables learners to gain greater understanding of the complexities of how the education system works and how the parts of a system are related to one another and to society. This module builds on the year one module ‘What is education?’ by exploring policy, practice and curriculum across the globe. Through learning about education systems in other countries and making a comparison with their own, learners will be able to analyse educational issues systematically. This will give learners opportunities to accommodate new knowledge and principles which can then be applied across education systems.

Reflecting on the alternative education setting module

"As part of the BA Education studies work-based course, students are required to complete a placement in an alternative education setting of their choosing. I was fortunate enough to have been given the opportunity to take part in the pilot of the LSBU and HMP Pentonville Learning Together partnership which was in fact, the highlight of my degree. The Learning Together course focused on ‘Education for Social Justice’ which asked university students and prison learners to study together in the prison environment to explore what education should look like in the 21st Century and how it can be used as a tool for social change. Despite the challenges, and initial preconceptions, I was able to evaluate what it means to learn and facilitate learning in the harsh reality of category A prison. Along the journey, the partnership proved to be inspiring and thought provoking and I was truly sad for it to end. Having only worked with primary aged pupils previously, it was interesting to act as a facilitator with adult learners leading and supporting discussions and group work. As a student, I found it interesting to learn about education for social justice, a topic relevant to my current employment as a Teaching Assistant in a Primary School and to my degree course. I was taught the importance of resilience, flexibility and sensitivity in an alternative education setting and reminded of the need for facilitators to be prepared for any disruptions. Each week I felt inspired by my HMP Pentonville classmates for continuing with education, despite the difficult experiences they may have had and the harsh reality they are living in. The connections made by students “transcended the physical boundaries that they were imposed with” (Fogarty, 2017)."

Georgia Denny Year 3 BA Education Studies (work based)

AES Placement image of HMP Pentonville prison drawing

Employability

You are required to be employed in an education setting for at least two days per week for the duration of the course. You'll develop theoretical understanding which can then be related to your work meaning you'll become better positioned to contribute to the development of the school.  Many applicants will be teaching assistants and some may be non- graduate teachers. The course will provide the grounding to enable you move on to post graduate teacher training and M level study.

LSBU Employability Service

We are University of the Year for Graduate Employment - The Times and Sunday Times Good University Guide 2018

LSBU is committed to supporting you develop your employability and succeed in getting a job after you have graduated. Your qualification will certainly help, but in a competitive market you also need to work on your employability, and on your career search.

As an LSBU student you have access to the Employability Service and its resources during your time here and for two years after you graduate.

Our Employability Service will support you in developing your skills, finding a job, interview techniques, work experience or a placement/internship, and will help you assess what you need to do to get the career you want at the end of your course. LSBU offers a comprehensive Employability Service, with a range of initiatives to complement your studies, including:

  • Direct engagement from employers who come in to network with students
  • Job Shop – daily drop in service to help with, tailoring CVs, cover letters and applications, sourcing online resource, mock interviews and general job searching. One to one appointments for further support also available
  • Mentoring and work shadowing schemes
  • Higher education achievement report - The HEAR is designed to encourage a more sophisticated approach to recording student achievement, which acknowledges fully the range of opportunities that LSBU offers to our students.
    It pulls into one certificate: Module grades, Course descriptions, Placements, LSBU verified extra-curricular activities
  • Employability workshops - delivered free to students all year round on a variety of related topics
  • Careers fairs throughout the year to really focus your thoughts on a career after university

Find out about any of these services by visiting our student employability page

Placements

As well as having the opportunity to apply theory to practice in an educational setting throughout the course, you'll also experience an alternative educational setting placement during the second year of the course.

Reflecting on the alternative education setting module

"As part of the BA Education studies work-based course, students are required to complete a placement in an alternative education setting of their choosing. I was fortunate enough to have been given the opportunity to take part in the pilot of the LSBU and HMP Pentonville Learning Together partnership which was in fact, the highlight of my degree. The Learning Together course focused on ‘Education for Social Justice’ which asked university students and prison learners to study together in the prison environment to explore what education should look like in the 21st Century and how it can be used as a tool for social change. Despite the challenges, and initial preconceptions, I was able to evaluate what it means to learn and facilitate learning in the harsh reality of category A prison. Along the journey, the partnership proved to be inspiring and thought provoking and I was truly sad for it to end. Having only worked with primary aged pupils previously, it was interesting to act as a facilitator with adult learners leading and supporting discussions and group work. As a student, I found it interesting to learn about education for social justice, a topic relevant to my current employment as a Teaching Assistant in a Primary School and to my degree course. I was taught the importance of resilience, flexibility and sensitivity in an alternative education setting and reminded of the need for facilitators to be prepared for any disruptions. Each week I felt inspired by my HMP Pentonville classmates for continuing with education, despite the difficult experiences they may have had and the harsh reality they are living in. The connections made by students “transcended the physical boundaries that they were imposed with” (Fogarty, 2017)."

Georgia Denny Year 3 BA Education Studies (work based)

AES Placement image of HMP Pentonville prison drawing

Staff


Fabienne Benoist

School/Division: Law and Social Sciences / Centre for Education and School Partnerships
Job title: Course Director for the BA (Hons) Education Top Up; Senior Lecturer

Fabienne Benoist is the course director for the BA (Hons) Education Top Up programme and a Senior Lecturer in the Centre for Education and School Partnerships.


Zoë Leadley-Meade

School/Division: Law and Social Sciences / Centre for Education and School Partnerships
Job title: Course Director, BA (Hons) Education Studies (non work-based)

Zoë Leadley-Meade is a Senior Lecturer and the Course Director for BA (Hons) Education Studies. Zoë’s research interests are focussed on creative pedagogy as a tool for empowering students.


Dr Nicola Martin

School/Division: Law and Social Sciences / Centre for Education and School Partnerships
Job title: Head of Research, Higher Degrees and Student Experience

Nicola has a PhD focussing on inclusive practice with autistic university students. She has 35 years’ experience in education working with disabled pupils and students from nursery age to adults in FE and HE and an international research profile in the field.


Katherine Pechey

School/Division: Law and Social Sciences / Centre for Education and School Partnerships
Job title: Senior Lecturer

Katherine Pechey is a Senior Lecturer in the Education Division, teaching on the PGCE and BA (Hons) Education programmes.


Andrew Read

School/Division: Law and Social Sciences / Centre for Education and School Partnerships
Job title: Interim Head of Division for Education

Andrew is Interim Head of Division for Education and Head of Undergraduate Education Programmes in the School of Law and Social Sciences. His research interests revolve around exploring models of ‘good practice’ in teaching and learning.


Martha Shaw

School/Division: Law and Social Sciences / Centre for Education and School Partnerships
Job title: Senior Lecturer

Martha is a qualified teacher in sociology, with an established research profile in the area of beliefs and values in education.


Helen Thomas

School/Division: Law and Social Sciences / Centre for Education and School Partnerships
Job title: Senior Lecturer - Primary Mathematics Education

Helen Thomas is a senior lecturer in the Education Department leading and teaching on Primary Mathematics postgraduate and undergraduate modules as part of Initial Teacher Education and BA (Hons) Education Studies courses.


Dr Helen Young

School/Division: Law and Social Sciences / Centre for Education and School Partnerships
Job title: Senior Lecturer

Dr Helen Young joined London South Bank University (LSBU) in August 2016 from UCL Institute of Education. She is a Senior Lecturer in Education and teaches on the BA Education Studies and the EdD. She also has responsibility for partnerships with alternative educational settings and is Acting Course Director for the EdD.


Facilities

Teaching and learning

You'll have a tutor who will visit you in your work setting in the first year of your studies. Resources will be available through the university virtual learning environment and monitored chat rooms with tutor input will be set up to enable you to communicate with each other. Study skills will be embedded throughout the course as well as being delivered via a specific Study Skills module. You will receive support in accessing assistive technology and LSBU study, library and disability services.

Entry requirements

2018 entry

  • A Level BCC or:
  • BTEC National Diploma MMM or:
  • Access to HE qualifications with 9 Distinctions and 36 Merits or:
  • Equivalent Level 3 qualifications worth 106 UCAS points
  • Applicants must hold 5 GCSEs A-C including Maths and English (reformed GCSEs grade 4 or above)
  • Students working in informal and formal educational settings will be considered on the basis of their overall qualifications and work experience.

We welcome qualifications from around the world. English language qualifications for international students: IELTS score of 6.0 or Cambridge Proficiency or Advanced Grade C.


If you are a mature student and your qualifications fall short of those above, your application may still be considered if you can provide evidence of working in an educational setting. An interview and a written task will be used to assess your suitability.

Visit UCAS for guidance on the 2018 tariff.

How to apply

International (non Home/EU) applicants should follow our international how to apply guide.

Instructions for Home/EU applicants
Mode Duration Start date Application code Application method
Mode
Full-time
Duration
3 years
Start date
September
Application code
X302
Application method

All full-time undergraduate students apply to the Universities and Colleges Admissions Service (UCAS) using the University's Institution Code L75. Full details of how to do this are supplied on our How to apply webpage for undergraduate students.

All part-time students should apply directly to London South Bank University and full details of how to do this are given on our undergraduate How to apply webpage.

Accommodation

Students should apply for accommodation at London South Bank University (LSBU) as soon as possible, once we have made an offer of a place on one of our academic courses. Read more about applying for accommodation at LSBU.

Finance

It's a good idea to think about how you'll pay university tuition and maintenance costs while you're still applying for a place to study. Remember – you don't need to wait for a confirmed place on a course to start applying for student finance. Read how to pay your fees as an undergraduate student.

Fees and funding

Fees are shown for new entrants to courses, for each individual year of a course, together with the total fee for all the years of a course. Continuing LSBU students should refer to the Finance section of our student portal, MyLSBU. Queries regarding fees should be directed to the Fees and Bursary Team on: +44 (0)20 7815 6181.

Full-time
The fee shown is for entry 2017/18.
UK/EU fee: £9250International fee: £12500
AOS/LSBU code: 4383Session code: 1FS00
Total course fee:
UK/EU £27750
International £37500

For more information, including how and when to pay, see our fees and funding section for undergraduate students.

Possible fee changes

Current regulatory proposals suggest that institutions will be permitted to increase fee levels in line with inflation up to a specified fee cap. Specifically, LSBU may be permitted to increase its fees for new and existing Home and EU undergraduate students from 2017/18 onwards. The University reserves the right to increase its fees in line with changes to legislation, regulation and any governmental guidance or decisions.

The fees for international students are reviewed annually, and additionally the University reserves the right to increase tuition fees in line with inflation up to 4 per cent.

Scholarships

We offer students considerable financial help through scholarships, bursaries, charitable funds, loans and other financial support. Many of our scholarships are given as direct tuition fee discounts and we encourage all eligible students to apply for our Access Bursary. New home full-time undergraduate students meeting eligibility criteria could receive a £1,000 cash bursary by joining us in the 2017/18 academic year. Find out more about all our scholarships and fee discounts for undergraduate students.

International students

As well as being potentially eligible for our undergraduate scholarships, International students can also benefit from a range of specialist scholarships. Find out more about International scholarships.

Please check your fee status and whether you are considered a home, EU or international student for fee-paying purposes by reading the UKCISA regulations.

Case studies

Select a case study and read about practical project work, students' placement experiences, research projects, alumni career achievements and what it’s really like to study here from the student perspective.

Prepare to start

We help our students prepare for university even before the semester starts. To find out when you should apply for your LSBU accommodation or student finance read the How to apply tab for this course.

Applicant Open Days

To help you and your family feel confident about your university choice we run Applicant Open Days. These are held at subject level so students start getting to know each other and the academic staff who will be teaching them. These events are for applicants only and as an applicant you would receive an email invitation to attend the relevant event for your subject.

Enrolment and Induction

Enrolment takes place before you start your course. On completing the process, new students formally join the University. Enrolment consists of two stages: online, and your face-to-face enrolment meeting. The online process is an online data gathering exercise that you will complete yourself, then you will be invited to your face-to-face enrolment meeting.

In September, applicants who have accepted an unconditional offer to study at LSBU will be sent details of induction, which is when they are welcomed to the University and their School. Induction helps you get the best out of your university experience, and makes sure you have all the tools to succeed in your studies.

Read more about Enrolment and Induction.

Suggested reading

  • Bartlett, S. & Burton, D. (2012) 3rd Ed. Introduction to Education Studies: Education Studies: Key Issues Series. London: Sage Publishing Ltd. 
  • Stella Cottrell  (2013) The study skills handbook. Paglrave.
  • Gianna Knowles (Editor) (third edition) (2018) Supporting inclusive practice and ensuring opportunity is equal for all. Routledge
  • Murphy, L., Mufti, E. & Kassem, D. (2009) Education Studies: An Introduction. Maidenhead: Open University Press.
 
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Open Days and Events
Teaching excellence framework
Contact information

Course Enquiries - UK/EU

Tel: 0800 923 8888

Tel: +44 (0) 20 7815 6100

Get in touch

Course Enquiries - International

Tel: +44 (0) 20 7815 6189

Get in touch
 
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