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What makes Education Studies at Worcester special?

Our Education Studies degree will prepare you for a rewarding career in the education sector, working with children, young people or adults. The course will enable you to pursue a diverse range of roles, including primary education, learning support and supporting learners with special educational needs.

Across the world from the UK to Africa, education is the bedrock upon which our societies are founded. The course will teach you about the development of modern education and how education differs across the world. You'll also learn about education from diverse settings, from Forest Schools to the inner city, and from young minds to lifelong learning.

Our modules will teach you theories from a range of approaches, including political, historical, cultural, psychological and sociological aspects of education. You'll apply these approaches to real-world issues, such as how best to tackle bullying? Each of the three years consist of a wide range of optional modules so you can be tailor your subjects to your interests.



Key features

  • There is a wide range of module choices to suit a variety of interests.
  • There is an array of diverse career opportunities that are enhanced from doing the Education Studies degree at Worcester. These include prison education, forest schools, work with diverse groups, further education, higher education and youth work.
  • You can go on to complete a Master's degree upon successful completion of the course, which can lead to many opportunities in Higher Education.
  • Excellent teacher training progression opportunities: a 2.2 degree classification or above will enable you to be considered for an interview for one of our PGCE Primary courses, provided you meet the course prerequisites.
  • Strong course links with teacher training providers and a huge variety of employers within the education sector provide excellent placement opportunities.

"The breadth of modules and courses available within Education Studies was amazing. I did drama as well as coaching and mentoring within my discipline, and these have given me a broad range of skills."

Persis Thomas, Education Studies BA graduate.

“Being in this learning environment has been inspirational and life-changing for me… I have found it a challenge, but it has changed me as a person… I now believe anything is possible and have become a stronger, more confident person.”

Emma Wilcock

Entry requirements

What qualifications will you need?

UCAS tariff points

Entry requirements

88 UCAS tariff points

Other information

A Criminal Records Bureau disclosure is required for some modules on the course

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Course content

What will you study?

Our courses are informed by research and current developments in the discipline and feedback from students, external examiners and employers. Modules do therefore change periodically in the interests of keeping the course relevant and reflecting best practice. The most up-to-date information will be available to you once you have accepted a place and registered for the course. If there are insufficient numbers of students interested in an optional module, this might not be offered, but we will advise you as soon as possible and help you choose an alternative. 

Year 1


  • Foundations of Education
  • Education in Context
  • Equality and Diversity: the educational experience


  • Children and Young People's Wellbeing and Digital and Social Media
  • Inner City Education
  • Introduction to teaching English as a foreign language
  • Optional modules offered by the Language Centre

Year 2


  • Educational Enquiry


  • The Psychology of Teaching and Learning
  • From Exclusion to Inclusion?
  • Radical Education
  • Religion and Education
  • Work Experience in an Educational Setting
  • The Global Dimension in Education
  • Post Compulsory Education
  • Equality and Diversity for Adults in the lifelong Learning Sector
  • Mentoring and Coaching within Education
  • Optional modules offered by the Language Centre

Year 3


  • Independent Study


  • Policy Making: The Search for Solutions in Education
  • Managing Educational Change
  • Disaffection in Education
  • Citizenship and Education
  • Values in Education
  • Relationships in Education
  • Work Experience in an educational setting
  • Organising Learning and Teaching
  • Critical Perspectives on Special Educational Needs; Process and Practice
  • Extension Module
  • Social, Emotional and Mental Health Difficulties
  • Special Educational Needs and Disability in an Inclusive Setting
  • Post Compulsory Education
  • Equality and Diversity in Adult Education
  • Mentoring and Coaching within Education
  • 'Race' Ethnicity and Education
  • Education and the Sociological Imagination
  • Theatre and Education

Student views - Alexandra


Jenny Taylor

In the second year of her Education Studies degree Jenny took the opportunity to study abroad in Australia. 

Read all about Jenny's experiences in her blog post.

Teaching and assessment

How will you be taught?

The University places emphasis on enabling students to develop the independent learning capabilities that will equip you for lifelong learning and future employment, as well as academic achievement. A mixture of independent study, teaching and academic support through the personal academic tutoring system enables you to reflect on progress and build up a profile of skills, achievements and experiences that will enable you to flourish and be successful.


You are taught through a combination of interactive seminars, lectures, presentations and external visits.

In addition, meetings with personal academic tutors are scheduled on 4 occasions in the first year, three occasions in the second year and twice in the final year of a course.

You have an opportunity to undertake a semester long placement abroad in the second year of the course.

Contact time

In a typical week you will have around 14-16 contact hours of teaching. The precise contact hours will depend on the optional modules selected and in the final year you will normally have slightly less contact time in order to do more independent study.

Typically class contact time will be structured around:

  • 10 hours of interactive seminars in groups of 15-50 (dependent on modules chosen)
  • 5 hours of full group lectures

In year two and/or three, a half-day per week can be spent in placement for one semester.

Independent self-study

In addition to the contact time, you are expected to undertake around 22 hours of personal self-study per week. Typically, this will involve completing online activities, reading journal articles and books, working on individual and group projects, undertaking research in the library and online and preparing coursework assignments and presentations.

Independent learning is supported by a range of excellent learning facilities, including the Hive and library resources, the virtual learning environment and extensive electronic learning resources.


The course provides opportunities to test understanding and learning informally through the completion of practice or 'formative' assignments. Each module has one or more formal or 'summative' assessments which are graded and count towards the overall module grade. These assignments might indicatively be essays, critical reflections, presentations and reports. There are no exams on the course.

Assessment methods include a range of coursework assessments such as essays, critical reflections, reports, portfolios, projects, case study, presentations and a final year independent studies project.
The precise assessment requirements for an individual student in an academic year will vary according to the mandatory and optional modules taken, but a typical formal summative assessment pattern for each year of the course is:

Year 1

3 essays
3 critical reflections
2 presentations
1 report

Year 2

2 essays
2 portfolios
1 research proposal
1 critical reflection
1 presentation
I project

Year 3

1 independent study
3 essays
2 case studies
2 presentations
1 report
1 reflective summary


You will receive feedback on formative assessments and on formal coursework assessments. Feedback is intended to support learning and you are encouraged to discuss it with personal academic tutors and module tutors as appropriate.

We aim to provide you with feedback on formal coursework assessments within 20 working days of hand-in.

You will be taught by a teaching team whose expertise and knowledge are closely matched to the content of the modules on the course. The team includes senior academics and professional practitioners with relevant experience.

Teaching is informed by the research and consultancy, and 100 per cent of course lecturers have (or are working towards) a higher education teaching qualification (excluding Sessional lecturers) or are Fellows of the Higher Education Academy. You can learn more about the staff by visiting our staff profiles.


Ellie Hill

Ellie joined the Institute of Education at Worcester in 2013, as Senior Lecturer in Religious Education working within the Institute of Education. Her expertise and interest lies in Religion and Values Education, Professional Studies, School Leadership and Classroom Observation.

In her on-going work, Ellie is currently contributing to a book on Inclusive Education with her colleagues in the Centre for Education and Inclusion at University of Worcester. In addition, her work with REQM (RE Quality Mark) involves supervising teachers in post as they undertake action research in their subject area.

Ellie is the Course Leader for BA Education Studies and her work at the University of Worcester involves lecturing within Education Studies, MA in Religion and Values and Initial Teacher Training (ITE). The overview of different degrees is immensely interesting and one informs the other when preparing to work with students.

Prior to her role at the University of Worcester, Ellie held a post of Senior Lecturer in Education at the University of Northampton for four years. There she was Head of Year 3 BA QTS and supported the trainee teachers as they prepared for their first year as qualified teachers.

The preparation for this role came from Ellie's earlier career in Primary Education which culminated in headship of a village primary school for 5 years. The school was placed in special measures by OfSTED during her first term, thus ensuing an upward climb to leave the school as Good when she moved into lecturing in Higher Education.


  • Bed Hons, MA Policy Studies, NPQH

- See more at:


Gareth Dart

Gareth joined the University of Worcester in 2007. He was course leader for the Education Studies degree for 5 years, during which time the course doubled in size. He continues to act as the year one lead as well teaching on various modules of the degree and on Masters courses. He has specific interests in teacher education and special and inclusive education in the contexts of resource poor countries, particularly in southern Africa.

Gareth started his professional career in supported housing for young people with a range of needs in the UK and the USA and quickly became interested in the ways that the service users learned various skills as well as the reasons as to why many had had very poor educational opportunities.

He moved into the Further Education sector, firstly in a residential college run by MENCAP and then as an access course leader in a large mainstream college. From there he spent a number of years involved in developing and running teacher education courses in in Botswana focussing on special and inclusive education. He continues to be involved in education projects in southern Africa such as Teacher Education in Sub-Saharan Africa (TESSA), and the experiences of learners with albinism in the region.


  • PGCE 
  • MEd  
  • BSc (Hons) 

Dr Philip Woodward

Philip joined the Institute of Education at Worcester in 2015, as a Senior Lecturer in Education Studies. He brings extensive experience from both further and higher education.

In the higher education sector, Philip spent twelve years as an Associate Lecturer for The Open University working on a range of multidisciplinary social science courses. He has also contributed to the University of Greenwich Initial Teacher Education programme as an Associate Lecturer.

In the further education sector Philip spent nineteen years teaching Sociology in colleges in both London and Southampton on a range of courses. He also has extensive experience of managing curriculum teams, UCAS applications and pastoral provision.


  • EdD (Open) The significance of cultural and social capital in university choice: intra-class differences amongst working-class students
  • MEd in Lifelong Learning (Open)
  • MA in Film & Television Studies (Westminster)
  • MA in Philosophy (Kent)
  • BA (Hons) Sociology & Social Anthropology (Hull)
  • PGCE (FE) (Greenwich)

Dr Marie Stephenson

Marie joined the Centre for Education & Inclusion in 2014 and brings extensive teaching experience from the post-compulsory (FE) sector. Marie has a number of specialisms, which include teaching the visually impaired, having spent a number of years designing and delivering courses at the Royal National College for the Blind. In addition to teaching here at the University of Worcester, Marie also spent time in the USA, delivering on the Executive Leadership Doctoral Program at the George Washington University, Graduate School of Education & Human Development.

Marie holds a Masters degree in Educational Leadership & Management and a doctorate in Education. Her doctoral thesis concerned Ethical decision-making: Learning from Prominent Leaders in Not-for-Profit Organisations. The research has provided many insights into the ethical leader mindset, particularly how elite or specialized individuals maintain their moral compass in morally intense situations in value expressive organisations (contexts). The contribution adds to the field by linking individual ethical awareness, with that of the organization and as corollary, society. The concepts of responsibility, trust and ethics are shown to be perpetually interwoven. Marie hopes to add to this work by completing a Post-Doc which explores how gender plays a part in ethical decision-making building on Carol Gilligans (1982) seminal work In a Different Voice.


Academic Qualifications:

  • PhD in Education Feb 2018
  • PG Cert Research Methods, University of Worcester (Distinction) - 2013
  • MSc Educational Leadership and Management (Distinction), University of Worcester February 2008
  • PGCE in Education (Education & Training) with Distinction, University of Wales - 1998

Professional Qualifications:

  • BTEC Professional Award: Teaching Adults with a Visual Impairment

Where could it take you?


Our Education Studies degree provides an excellent route into teaching, as you'll be able to progress onto a PGCE course.

If you achieve a 2:1 or above, you will be guaranteed an interview for primary teacher training at Worcester (provided you meet the various national pre-requisites for the course).

The option to take a TEFL language qualification as part of the degree offers additional employment opportunities.

The course will also prepare you for a range of'rewarding roles in the education sector. As well as going on to become successful primary teachers, other students have moved into areas such as:

  • Supporting learners with special educational needs
  • Child mentoring and welfare
  • Training officers in the private sector
  • Prison education
  • Forest schools
  • Working with diverse groups
  • Further education
  • Higher education
  • Youth work

"As a mature student studying Education Studies, the choice of modules the course offers has allowed me to not only broaden my views within the study of education, but it has also challenged my beliefs and filled me with excitement for my future career."

Kelly Chamberlain, first year Joint Honours student

Student views - Julie


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Tom Hale

Tom spent several years after sixth form travelling and living abroad, but it was his time on the Education Studies undergraduate degree course at the University of Worcester that helped crystallise what he wanted for his future.

“I have always been interested in helping people or giving advice to people,” said Tom. “The course was brilliant and touched on lots of different things; the historical aspects of education along with very up to date content. I thought the tutors were brilliant and offered lots of support and information.

“I think my experience at University has changed me as a person; it’s made me realise a few things about the world and it’s helped me know where I want to go in my career.”

Tom is now working at Perrywood Primary School as a teaching assistant, and is training through the school to become a qualified teacher.

He is also doing a Master’s degree in education part-time at the University of Worcester.

Danni Kirkland

I really enjoyed doing my undergraduate degree in Education Studies, and it was a great course that allowed me to keep my career options open.

When I started the course I knew that I didn't want to go into teaching, but I was still unsure of exactly wanted I wanted to do. It wasn't until the second year that I realised I wanted to have a career in Educational Psychology. I began researching what I would need to do to meet the entry requirements for a Professional Doctorate in Educational Psychology (as this is the only entry into the profession), and selected modules for my third year that incorporated some aspects of psychology.

I finished my degree last year and I am currently on the MSc Psychology at the University of Worcester. I intend to apply for the doctorate for the September 2019 intake. The degree in Education Studies was great as it enabled me to explore different career options whilst on the course, as well as preparing me academically for the challenges of completing a Masters degree. 


How much will it cost?

Full-time tuition fees

UK and EU students

The standard tuition fee for full-time UK and EU students registering in the academic year 2019/20 will be £9,250 per year.

For more details, please visit our course fees page.

International students

The standard tuition fee for full-time international (non-EU) students registering in the academic year 2019/20 will be £12,400 per year.

For more details, please visit our course fees page.

Part-time tuition fees

UK and EU students

The standard tuition fees for part-time UK and EU students registering on this course in the academic year 2019/20 will be £1,156 per 15-credit module, £1,542 per 20 credit module and £2,313 per 30-credit module.

For more details, please visit our course fees page.

Additional costs

Every course has day-to-day costs for basic books, stationery, printing and photocopying. The amounts vary between courses.

If your course offers a placement opportunity, you may need to pay for a Disclosure & Barring Service (DBS) check.


Finding the right accommodation is paramount to your university experience, and our welcoming student communities are great places to live and study.

We have over 1,000 rooms across our halls of residence. With rooms to suit every budget and need, from our 'Traditional Hall' at £102 per week to 'En-suite Extra' at £165 per week (2019/20 prices).

For full details visit our accommodation page.

How to apply

How do you apply?

Applying through UCAS

Single Honours:
Education Studies BA (Hons) - X302

Joint Honours:
Computing and Education Studies BA/BSc (Hons) – GX43
Education Studies and English Language BA (Hons) – XQ3H
Education Studies and English Literature BA (Hons) – XQ33
Education Studies and Psychology BA/BSc (Hons) – XC38
Education Studies and Religion, Philosophy and Values in Education BA (Hons) - X30P
Education Studies and Sociology BA (Hons) - XL33

UCAS is the central organisation through which applications are processed for entry onto full-time undergraduate courses in Higher Education in the UK.

Read our How to apply pages for more information on applying and to find out what happens to your application.



Get in touch

If you have any questions, please get in touch. We're here to help you every step of the way.