Course specification and structure
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UDEDUCTN - BA (Hons) Education

Course Specification


Validation status Validated
Highest award Bachelor of Arts Level Honours
Possible interim awards Bachelor of Arts, Diploma of Higher Education, Certificate of Higher Education, Bachelor of Arts
Total credits for course 360
Awarding institution London Metropolitan University
Teaching institutions London Metropolitan University
School School of Social Professions
Subject Area Education
Attendance options
Option Minimum duration Maximum duration
Full-time 3 YEARS 6 YEARS
Part-time 6 YEARS  
Course leader Jessie Bustillos Morales

About the course and its strategy towards teaching and learning and towards blended learning/e-learning

The study of Education concerns itself with the preparation of informed, confident and responsible professionals, equipped with the knowledge, skills, understanding and critical instincts to take on the challenges of working in this vital, challenging and, frequently, fluid area of public life.
This course has been designed with the recognition that while there is a growing diversity of educational roles in people-related professions and their associated work settings, for many students the next step will be a move into teaching by attaining Qualified Teacher Status through a PGCE programme. We recognise this through a commitment to the development of educators, broadly conceived through this dual route degree programme.

After a common first year, students can choose between the two routes depending upon their career aspirations. The BA Education route seeks to support students whose professional aspirations require a less formally institutional and more contextualised deployment of what could broadly be described as social pedagogies, e.g. youth, community and social workers; community educators; PCSOs and local wardens; learning mentors; counsellors and trainers; and social entrepreneurs.

The BA Education With Practice route seeks to offer students who may already working in an educational setting (nurseries, school TA roles etc) the opportunity to use their work placement as a vehicle to gain credit and focus their assessment, while further developing their professional practice. It is seen as the best route for students hoping to pursue a PGCE Primary with QTS.

Drawing upon, inter alia, history, philosophy, psychology, sociology, pedagogics, ICT/digital media and cultural studies, the degree seeks through a multidisciplinary appraisal of theory, critical enquiry and reflective engagement with practice. This offers students an interdisciplinary synthesis affording a firm platform for further professional education and personal development.

Education therefore sits squarely at the heart of the mission of the School of Social Professions and has the capacity to be emblematic for the University’s aspiration to transform the lives, meet the needs and build the careers not only of its students, but all those who will, ultimately, benefit from enhanced professionalism in practice.

Course aims

The 3 year degree course aims are:

● To educate students for employment as critical professionals within educational and other cognate settings;

● To encourage students to explore the problematic nature of educational theory, policy and practice with reference to those foundational debates and disciplines that have informed educational discourses;

● To facilitate a meaningful grasp of those knowledges, skills and understandings held and valued by educationists;

● To provide a fund of experience that has been interpreted and rationalised with respect to a set of core competencies that support student entry to a range of professional identities, practices and careers (including Primary Education);

● To provide a formative link between students’ experience of education prior to HE and graduate professional realities beyond;

● To offer a foundation for post-graduate scholarship;

● To fulfil the aspirations and hopes of our students;

● To offer a globally attuned degree that has portability.

Course learning outcomes

The following learning outcomes incorporate and depend on systematic understanding of the key aspects of the knowledge base of Education, including a coherent and detailed knowledge of some specialist areas.

On successful completion of the 3 year degree course students will be able to:


1. Deploy accurately established techniques of analysis and enquiry within Education;

2. Devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront in the study of Education;

3. Describe and comment upon particular aspects of current research, or equivalent advanced scholarship in Education, recognising the uncertainty, ambiguity and limits of knowledge;

4. Manage their own learning, and to make use of scholarly reviews and primary sources (for example, refereed research articles and/or original materials appropriate to Education);

5. Apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects;

6. Critically evaluate arguments, assumptions, abstract concepts and data, to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem;

7. Communicate information, ideas, problems and solutions to both specialist and non-specialist audiences;

8. Exercise initiative and personal responsibility, including decision-making in complex and unpredictable contexts;

9. Undertake appropriate further training of a professional or equivalent nature.

Course learning outcomes / Module cross reference

SS4030 LO1-9

SS4021 LO3-4

SS4020 LO3-4

SS4033 LO1-4, 6-7

SS5019 LO1,3,7

SS5031 LO1-6

SS5020 LO1,3-4,6

SS5081 LO2,4-6

SS5077 LO1,3,7,9

SS5K70 LO2,4-6,8-9

SS5035 LO4-5,8-9

SS6P32 LO1-9

SS6012 LO1-3,6

SS6073 LO3-4

SS6080 LO1, 3-6

SS6010 LO1-4,6-7

SS6011 LO1-4,6-7

SS6035 LO4-5,8-9

Principle QAA benchmark statements

https://www.qaa.ac.uk/docs/qaa/subject-benchmark-statements/sbs-education-studies-15.pdf?sfvrsn=959cf781_10

Assessment strategy

At level 4,5 & 6, the four strands of learning, assessment, feedback and credentialing are braided through the course. The course seeks to combine formative and summative assessment tasks constructively, and to make best use of these tasks to offer students a meaningful learning experience, and to foster their personal and professional development. Assessment tasks are synchronised with each other and with learning outcomes, and designed to meet those outcomes in line with QAA standards and wider professional standards. Processes for marking assessments and for moderating marks are clearly articulated and consistently operated by those involved in the assessment process. Feedback is provided in a timely fashion, and formulated so it is useful to students and enhances their learning. Students are guided and supported in making sense of the assessment tasks and the feedback provided, and the best use of that feedback so that their learning becomes salted into their academic sense of self and their intellectual repertoires necessary for professional practice and future career. In that context, credentialing is not seen merely as the last word on their coursework, but rather, as a process that enables learning, fosters development, builds confidence and clarifies objectives for the task ahead. These understandings and processes are woven into a personal tutoring system that enables students to discuss specific results and achievements, and to identify where particular challenges lie as well as opportunities to narrate their emergent academic, intellectual and professional selves. Assessment tasks are informed by reflection, consideration of professional practice, and subject-specific and educational scholarship. Tasks include coursework and practical examinations: essays of various genres, reports, presentations, individual and group (research) projects, and a final dissertation.

Organised work experience, work based learning, sandwich year or year abroad

For BA Education, the course offers the opportunity for experiential learning at Level 5 in the form of a short practical work experience in an educational institution or organisation.
For the BA Education with Practice, there are more extensive opportunities for students to undertake work-based learning modules at both Level 5 and Level 6 through more extensive experiential work placement modules.
Students who already have part time work roles, e.g. in nurseries or as school TA’s, may be able to use their existing workplace as their placement.

N.B. For both routes, students are likely to require a DBS certificate, which has to be organised and funded by the student, in order to take up work-based learning placements

Our global connections enable additional opportunities, e.g. the possibility to join study abroad programs.

Course specific regulations

University Regulation 3.1.5 specifies that:
‘All undergraduate courses shall be based on a teaching year comprising 30 weeks of formal scheduled teaching augmented, where appropriate, by a summer studies period.’

For the purposes of the Level 4 January entry this will read:
‘All undergraduate courses shall be based on a teaching year comprising 24 weeks of formal scheduled teaching augmented, where appropriate, by a summer studies period.’

Modules required for interim awards

BA Education:

SS4030 Becoming and Educationist: reading, writing and enquiry
SS4021 Knowledge, Culture and Education
SS4020 The School and the City
SS4033 Making Sense of Education
SS5019 Sociology and the Curriculum
SS5031 Qualitative Educational Research in Theory and Practice
SS5020 Psychology of Learning
SS5081 Education: Experiential Learning
SS6P32 Education Studies Dissertation
SS6012 Educators as Social Pedagogues
SS6010 Philosophy of Education
SS6011 Inclusion, Education and Inequalities
plus one of the below option modules:
SS6080 Gender and Education
SS6073 Sport, Education and Society

BA [Hons] Education [with practice]:

SS4030 Becoming and Educationist: reading, writing and enquiry
SS4021 Knowledge, Culture and Education
SS4020 The School and the City
SS4033 Making Sense of Education
SS5019 Sociology and the Curriculum
SS5031 Qualitative Educational Research in Theory and Practice
SS5020 Psychology of Learning
SS5035 Working in Education: Preparing for Professional Practice
SS6P32 Education Studies Dissertation
SS6035 Preparing for QTS: Becoming a teacher
SS6010 Philosophy of Education
SS6011 Inclusion, Education and Inequalities
plus one of the below option modules:
SS6080 Gender and Education
SS6073 Sport, Education and Society

Arrangements for promoting reflective learning and personal development

Reflective learning/personal development as core values underpinning effective and professional educational practice shoot through the course, from Level 4 through to Level 6.

Reflective learning/personal development is highlighted in the following processes and modules:

● Assessment tasks that explicitly ask students to reflect on their learning/learning outcomes, e.g. through the compilation of portfolios/e-portfolios;

● Formal and informal feedback sessions build into modules that enable students to advance their knowledge, understanding and practice, and tutorials that directly brief students on learning aims and outcomes;

● Opportunities for experiential learning and extended placement practice which help students develop and strengthen core competencies;

● Activities built into learning and teaching that support students to forge links between their academic and experiential learning, and their personal development;

● Partnerships with Student Services and external providers that enable students to identify and build an outward-facing professional self for career development and potential employers.

Other external links providing expertise and experience

N/A

Career, employability and opportunities for continuing professional development

BA Education or BA Education with Practice offer a firm platform upon which graduates can construct careers as educators and educationists whether in school or college teaching or in community-based development and learning.
Flexible progression to QTS, Masters’ level study and research is facilitated by the degree, subject to other necessary entry requirements.

Career opportunities

As a graduate of the Education BA route you'll be able to go on to postgraduate study or enter a wide range of careers in areas such as educational management and administration, local government and local authorities, youth work or educational charities.

On completion of the Education (with Practice) BA you can go on to further study for the PGCE, and after gaining Qualified Teacher Status (QTS), you can enter a career in primary teaching, early years teaching, adult education or special educational needs and disability (SEND) learning support in schools.

Entry requirements

In addition to the University's standard entry requirements, you should have:

If you don't have traditional qualifications or can't meet the entry requirements for this undergraduate degree, you may still be able to gain entry by completing our Education (including foundation year) BS (Hons) degree.

To study a degree at London Met, you must be able to demonstrate proficiency in the English language. If you require a Tier 4 student visa you may need to provide the results of a Secure English Language Test (SELT) such as Academic IELTS. For more information about English qualifications please see our English language requirements.

If you need (or wish) to improve your English before starting your degree, the University offers a Pre-sessional Academic English course to help you build your confidence and reach the level of English you require.

Official use and codes

Approved to run from 2019/20 Specification version 1 Specification status Validated
Original validation date 09 Jul 2019 Last validation date 09 Jul 2019  
Sources of funding HE FUNDING COUNCIL FOR ENGLAND
JACS codes 100459 (education studies): 100%
Route code EDUCTN

Course Structure

Stage 1 Level 04 September start Offered

Code Module title Info Type Credits Location Period Day Time
SS4020 The School and the City Core 30 NORTH SPR+SUM THU AM
          NORTH AUT+SPR TUE AM
SS4021 Knowledge, Culture and Education Core 30 NORTH SPR+SUM TUE AM
          NORTH AUT+SPR TUE PM
SS4030 Becoming an Educationist: Reading, Writing and ... Core 30 NORTH AUT+SPR THU PM
          NORTH SPR+SUM TUE PM
SS4033 Making Sense of Education Core 30 NORTH AUT+SPR THU AM
          NORTH SPR+SUM THU PM

Stage 1 Level 04 January start Offered

Code Module title Info Type Credits Location Period Day Time
SS4020 The School and the City Core 30 NORTH SPR+SUM THU AM
SS4021 Knowledge, Culture and Education Core 30 NORTH SPR+SUM TUE AM
SS4030 Becoming an Educationist: Reading, Writing and ... Core 30 NORTH SPR+SUM TUE PM
SS4033 Making Sense of Education Core 30 NORTH SPR+SUM THU PM

Stage 2 Level 05 October start Offered

Code Module title Info Type Credits Location Period Day Time
SS5019 Sociology and the Curriculum Core 30 NORTH AUT+SPR MON PM
SS5020 Psychology of Learning Core 30 NORTH AUT+SPR THU PM
SS5021 Researching Education Core 30 NORTH AUT+SPR MON AM
SS5035 Working in Education: Preparing for Professiona... Alt Core 30        
SS5081 Education: Experiential Learning Alt Core 15 NORTH AUT+SPR THU AM
SS5K70 Becoming a Teacher Option 15 NORTH SPR TUE AM
OL0000 Open Language Programme Module Option 15 NORTH SPR NA  
          NORTH AUT NA  
XK0000 Extension of Knowledge Module Option 15        

Stage 3 Level 06 September start Offered

Code Module title Info Type Credits Location Period Day Time
SS6P32 Education Studies Dissertation Core 30 NORTH AUT+SPR TUE AM
SS6010 Philosophy of Education Alt Core 30 NORTH AUT+SPR THU AM
SS6011 Inclusion, Education and Equalities Alt Core 30 NORTH AUT+SPR MON AM
SS6012 Educators as Social Pedagogues Alt Core 30 NORTH AUT+SPR WED AM
SS6035 Preparing for QTS: Becoming a teacher Alt Core 30        
SS6080 Gender and Education Option 15 NORTH AUT MON PM
SS6081 Education, Sport and Health in Society Option 15 NORTH SPR MON PM
OL0000 Open Language Programme Module Option 15 NORTH SPR NA  
          NORTH AUT NA  
XK0000 Extension of Knowledge Module Option 15