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Education Studies (BA) (Full-Time, 2020 Entry)

Education Studies (BA)

Education Studies (BA)

  • UCAS Code
  • X35B
  • Qualification
  • BA
  • Duration
  • 3 years full-time
  • Entry Requirements
  • (See full entry
  • requirements below)

Our innovative Education Studies (BA) programme offers a comprehensive study of education from a variety of subject approaches. It addresses not only the theory and practice of teaching and learning, but also the related subjects of the marketisation of education, political perspectives on educational policy, creativity and culture, childhood and society, and psychological and philosophical perspectives on how children and adults learn.

Critically analysing Education in a fast-changing globalised world, the BA (Hons) Education Studies will introduce you to creative and forward-thinking approaches to teaching and learning. It will also enable you to develop your understanding of contemporary educational policy at both global and local levels, while exploring the background to the history and development of education. You’ll gain hands-on experience through a work-based placement, with tailored career advice throughout the course. With optional modules to choose across a range of different related disciplines, from philosophy to sociology, economics to psychology, you’ll gain a broad set of skills to help you progress to where you want to be.

Taught by staff from the University of Warwick’s departments of Education, Psychology and Sociology, our taster course is two days long and packed with teaching activities designed to give you a real taste of studying these exciting and complementary disciplines at undergraduate level.

Year 1: Eight compulsory modules.

Year 2: Compulsory Research Methods module, plus two further core modules and a Work-Based Placement module.

Year 3: Two core modules including dissertation, plus modules from within the Centre or education-focused modules from other Departments.

13-week Erasmus placement in Year 3.

Teaching sessions are in smaller, seminar-type groups rather than large lecture theatres. As you’d expect, our course uses a wide variety of teaching and learning methods ranging from traditional lectures to practical workshops where you'll collaborate with your fellow students.

Contact hours
12 hours per week in the first year, and additional time for self-directed study. For your second and third years, the amount of time you spend in lectures, seminars or tutorials will depend on the modules you choose.

Class size
Smaller groups of around 10-25 students.

Assessment takes a number of different forms on the course, including essays, examinations, presentations, reflective on-line journals, creative projects and the development of policy ideas and other professional documents.

The first year will be a 50/50 split between coursework and examinations, while in Years 2 and 3 you will do a minimum of 25% examined work.

Alongside the assessed work that counts towards your marks for each module, you will receive a range of formative (non-credit) feedback, including comments on written work, seminar contributions or peer-group presentation skills. This formative feedback is invaluable in helping you to get the most from your degree – pushing you to achieve more, and ensuring you’re always learning and developing the quality of the work you produce.

In addition to course and module leaders, you’ll have a personal tutor to support you with any issues you might have - either academic or more generally - helping to keep you on track with your studies. In your third year you’ll also have a dissertation tutor to guide you through this important piece of work and help you develop the extended research skills you’ll need.

Studying overseas can add immeasurably to your personal development and future study and career opportunities. As part of our BA Education Studies, you can choose either a 13-week placement abroad or a full intercalated year, where your third year will be spent at one of our partner Universities:

  • Dronning Mauds Minne Hogskole in Trondheim, Norway
  • University of Boras, Sweden (13 weeks only)
  • Maria Ulrich College of Early Childhood Education, Portugal (13 weeks only)
  • Monash University, Melbourne, Australia

A year abroad will not count towards your final degree mark, but it will give you the chance to experience studying Education in another country as well as experiencing life in a new and exciting culture.

There is a work-based placement module (core) in Year 2, with a minimum of 15 hours on placement.

A level: BBC

IB: 30

BTEC: We welcome applications from students taking BTEC qualifications, either alone or in combination with A levels. Our typical BTEC offers are as follows:
BTEC Level 3 Extended Certificate plus 2 A-Levels: D plus AB
BTEC Level 3 National Diploma plus 1 A-Level: DD plus A
BTEC Level 3 National Extended Diploma: DDD

Our standard GCSE requirements

All applicants must possess a minimum level of competence in the English Language and in Mathematics/Science. A pass at Grade C or above, or Grade 4 or above in GCSE English Language and in Mathematics or a Science, or an equivalent qualification, satisfies this University requirement.

Additional requirements: You will also need to meet our English Language requirements.

Contextual data and differential offers
Warwick may make differential offers to students in a number of circumstances. These include students participating in the Realising Opportunities programme, or who meet two of the contextual data criteria. Differential offers will be one or two grades below Warwick’s standard offer (to a minimum of BBB).

  • Warwick International Foundation Programme (IFP)
    All students who successfully complete the Warwick IFP and apply to Warwick through UCAS will receive a guaranteed conditional offer for a related undergraduate programme (selected courses only). For full details of standard offers and conditions visit the IFP website.
  • We welcome applications from students with other internationally recognised qualifications. For more information please visit the international entry requirements page.
  • Taking a gap year
    Applications for deferred entry welcomed.

    We do not typically interview applicants. Offers are made based on your UCAS form which includes predicted and actual grades, your personal statement and school reference.

    Open Days
    All students who have been offered a place are invited to visit. Find out more about our main University Open Days and other opportunities to visit us.

Year One
Theories of Learning

This module introduces you to various theories outlining how human beings learn. The module covers leading child development theorists' perspectives on learning in the early years (such as Jean Piaget and Lev Vygotsky) as well as exploring the work of theorists who explore learning from the perspective of older children, young people and adults. By the end of the module you'll have acquired the tools for evaluating the strengths and weaknesses of contrasting learning theories. This module also aims to give you an insight into the relationship between social values, culture and theories of learning.

Foundations for Learning

What motivates children to learn? How do they learn? What should they learn? In this module, you’ll consider what very young children (0-5 years) need to take part in education and society. Topics include:

• developmental theory (prenatal and through early years)

• holistic learning

• diversity and inclusion

• the role of adults in education and society

• leadership and governance

• UK and international initiatives to improve the outcomes for disadvantaged young children and their life chances

International Education

This module will explore models, concepts and themes relating to education at a global level. There are two overarching trends which structure the sessions. First, processes of globalisation provide a theoretical frame within which students will examine themes and trends that cut across geographical and national boundaries. Among other things, globalisation and children’s rights to education, the Millennium Development Goals, the investment in early years education, and the marketisation of schooling and higher education are discussed. Second, the module will focus on the way that education is promoted within different international contexts, thereby exploring how factors such as ideology, culture and economics impact on education. There will be more of a case study approach here with students focusing on country specific education systems, such as Scandinavia, America or Italy. In each case the focus may be on the schooling system, the provision of early years education or the shifting role of higher education.

Social Contexts of Childhood and Education

This module discusses the ways in which childhood, education and schooling are perceived in different social contexts. Throughout the module, we explore a number of arenas through which children are nurtured, protected and socialised, including family, peer group and the virtual world of mass media and digital technology. These contexts are viewed as important educational sites in their own right, as well as providing crucial supportive networks for schools and children's schooling. The module focuses on the way that these social contexts have changed as well as concentrate on the expanding roles that children themselves play in their own socialisation, schooling and identity formation. We also critically analyse the impact of class, poverty, gender and ethnicity on education and childhood.

Creativity, Culture and Learning

The idea of creativity is at the heart of contemporary educational policy and practice. You could say that developing creativity is a 21st-century educational ideal. Yet claims about creativity often avoid questions of what creativity is and why creative activities might be valuable. Through this module, you’ll understand:

• the key debates and concepts relating to creativity

• how different forms of creative thinking, behaviour and learning can be encouraged

• the role of ideology in shaping personal, local, national and global attitudes to creative forms of thinking, learning and behaving

• how to debate and evaluate what a creative learning experience is

Academic Identity and Skills
Introduction to the Philosophy of Education
Education Today

This module concerns understanding and debating contemporary trends within education and the social values they reflect. It will encourage you to become familiar with the dominant areas of debate, controversy and innovation that can be seen to characterise contemporary education discourse. The module will approach the topic of education through many contrasting perspectives. You'll critically appraise the social, cultural and political factors that affect students, teaching professionals, parents and other key stakeholders, as they negotiate and participate in the contemporary education 'offer' provided at a local, national and international level. Key practical approaches and philosophical perspectives will be introduced and debated, as you consider how factors such as inclusion, equality, diversity, community, religion, attainment, quality, excellence, economic growth and political instability interact within the contemporary education marketplace. Through a mixture of lectures, seminars and tutorials, you’ll be encouraged to identify particular areas of debate and controversy that interest you and to develop presentations and seminar papers that investigate the strengths, weaknesses and opportunities that can be identified within contemporary education policy and practice.

Year Two
Research Methods

This module will equip you with the theoretical knowledge, and the practical research design and ICT skills, required for research in the education field. You’ll study:

• how to form research questions and hypotheses

• how to match research questions to appropriate research methodologies

• when to employ quantitative or qualitative research, and what their strengths and limitations in education are

• how to design data collection materials such as questionnaires and interview schedules

• ethical and legal issues involved with research in an education field

Policies and Politics of the English Education System
Globalisation and Education

This module will explore models, concepts and themes relating to the globalisation of education. In particular, there are two general trends outlined and critically examined with reference to globalisation.

The first overarching theme is the idea of globalisation as a process of global standardisation. The module will pick up on a number of debates and issues relating to how attempts have been made to homogenise education globally, or at least move towards more universal provision at a number of different levels. This will involve analyses of the political and economic dimensions of globalisation as it affects education including the involvement of supra-national organisations, NGOs, and nation states.

The second dominant theme is the emphasis on global diversity. Attempts at globalising education come up against political and cultural obstacles. The second half of the module will focus more on trends and cases of education and schooling that highlight the diversity of provision, and practices within education. The sessions will refer to global and national policy contexts where relevant, as well as pick up on novel attempts to provide education and schooling in contexts of political and economic adversity.

Philosophy in Education

What justifies the state in compelling children to attend school? Is the state entitled to its power to design curricula that parents might object to – for example, teaching biological evolution instead of intelligent design? Does educating children for their own benefit conflict with educating them for the common good?

You’ll explore questions like these – and others related to learning, indoctrination, autonomy, the individual and society – to understand how philosophical assumptions behind school curricula can assist in teaching subjects and enhancing pupils’ learning. By the end of the module, you’ll also be able to apply a practical dimension to conceptual thought.

Education, Race and Ethnicity

In this module, you’ll explore the complexities of racial and ethnic inequalities in Europe, and how they impact on the education of particular populations in selected European countries. This will involve comparing and analysing different educational approaches to diversity and their application in practice. You’ll also examine the ways in which race and ethnicity intersect with gender and faith to shape students’ educational experiences and outcomes.

Professional Identity and Skills: Work-Based Placement
Year Three
21st Century Educational Innovation

This module explores current and future innovation in education. Topics include: the future needs of education practice, from birth to adult; global and local cultures and practice; multiliteracy; diversity; social justice; the marketisation of education; and governance. You’ll also investigate the difference between equity and equality – and analyse how different models of education positively or negatively impact students’ learning.

After three years of study, this module will enable you to apply the knowledge you’ve gathered during your course to present your own possible alternative models of education.

Individual Research Project
Examples of optional modules/options for current students

Children’s Literature in Childhood; Introduction to Special Educational Needs and Disability; Education and Social Justice; Education for Sustainability; The Public and Social Significance of Religions: Educational Perspectives; Masculinities, Fatherhood and Young Children; Education, Race and Ethnicity; Social Theory and Education; Key Issues in Education Today.

Our course prepares graduates for roles in areas including: PGCEs in all aspects of teacher training; teaching assistants; non-teaching school-based roles such as inclusion officers and family liaison roles; organisations who run school-based initiatives such as the police, women’s aid and youth homeless charities; policy, advocacy and research roles in research organisations, charities and NGOs, international development positions; education and outreach officers in theatres, galleries, museums and libraries; specific advocacy and support roles in organisations that work with children and families with special educational needs and disabilities; work with charities such as MIND, Save the Children and Bernardos.

Helping you find the right career

Our department has a dedicated professionally qualified Senior Careers Consultant offering impartial advice and guidance together with workshops and events throughout the year. Previous examples of workshops and events include:

  • Meet Your Alumni: Real-life Career stories from the Centre for Education Studies Alumni
  • Careers in Education
  • Careers with Children and Young People
  • Warwick careers fairs throughout the year
  • Centre for Education studies Careers Workshops

Find out more about our Careers & Skills Services here.

UCAS code

Bachelor of Arts (BA)

3 years full-time

Start date
28 September 2020

Location of study
University of Warwick, Coventry

Tuition fees
Find out more about fees and funding

Additional course costs
There may be costs associated with other items or services such as academic texts, course notes, and trips associated with your course.

You may wish to undertake some research with children or young people that may require a Disclosure and Barring Service (DBS) check or a Certificate of Good Conduct for students from outside of the UK. A DBS check costs around £70 and a Certificate of Good Conduct can vary in price.

This information is applicable for 2020 entry.

Given the interval between the publication of courses and enrolment, some of the information may change. It is important to check our website before you apply. Please read our terms and conditions to find out more.

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