Bradford College
UCAS Code: X300 | Bachelor of Arts (with Honours) - BA (Hons)
Entry requirements
A level
Pass in an accredited Access to HE Diploma.
GCSE/National 4/National 5
Three GCSE passes at Grade C/4 minimum (one of which must be in English, and preferably Mathematics and Science). Level 2 equivalent qualifications in Mathematics and English will be accepted for admission to this degree, but applicants wishing to proceed to a course of Initial Teacher Training will require GCSE passes at Grade C/4 minimum in English, Mathematics and Science. Please contact the College directly for advice regarding acceptable equivalent qualifications.
Pearson BTEC Level 3 National Extended Diploma (first teaching from September 2016)
UCAS Tariff
At least two A Levels or an equivalent Level 3 qualification with a minimum of one at Grade C or a Merit in the equivalent qualification, or successful completion of an accredited Access course or equivalent qualification, preferably at Merit. Other qualifications or experience which demonstrate that you possess the knowledge and skills in an appropriate area of study may be acceptable.
About this course
Do you have a passion for supporting children through teaching?
This 3 year programme will teach you about the educational aspects of sociology, politics and psychology, whilst simultaneously investigating the history and philosophy of education.
From primary, secondary and higher education, this programme will challenge you to make sense of policy decisions, understand and apply theories of ideology, and consider implications for diverse socio-economic and cultural populations.
This course will give you a real insight into the teaching professions and provide you with work experience to help bring your learning to life. The course will open exciting career opportunities in teaching, special educational needs, educational welfare, local authorities, community youth work, museums and research.
We deliver the course through a number of teaching methods include lectures, seminars, discussions, role play, presentations by external speakers, visits to a range of educational organisations and other methods appropriate to the issue being considered.
Our enthusiastic and highly qualified team will support and challenge you in your development as a critical, independent thinker, as you explore new ideas and new abilities in the field of education.
**Course benefits**
The course is delivered within the Margaret McMillan School of Education, in the heart of a thriving Further Education College and our team provide a supportive learning and teaching environment.
You can expect to build personal confidence, adaptability and self-reflection.
Specialist staff, external speakers and a range of stimulating teaching and learning strategies will ensure you have a quality student experience.
Throughout the course, you will be supported so that you can progress into your chosen vocational area and/or further post-graduate study.
Modules
Year 1:
Introduction to Academic Studies
Education for Health and Physical Activities
Theories of Learning Development
Meeting the Needs of Diverse Communities
Introduction to Teaching
Decolonising Education
Year 2:
History of Educational Policy
Education Beyond the Classroom
Introduction to Professional Contexts
Principles of Research
Environmental Sustainability in Education
Promoting Mental Health and Wellbeing (Option)
Supporting Learners with SEND (Option)
Year 3:
Personal and Professional Planning for Progression
Dissertation
International Perspectives in Education
Philosophy, Politics, and Social Justice in Education
Childhood, Youth and Society
Assessment methods
Assessment methods are varied, rigorous and appropriate to each module.
You will have the opportunity to receive feedback so you can develop your skills and confidence prior to submitting your assessments.
Assessment also occurs through student discussion, case studies, seminars, presentations, and question and answer sessions, with feedback provided either during the session or within one week.
You will get involved in individual and group presentations, written reports, practical activities, portfolios, case studies, plans and rationales for sessions or proposals that could be delivered to a user of a service.
You will also receive feedback feedback from your designated work-based learning mentor on your employability skills and professional practice.
A detailed briefing about the assessment strategy for each module will be published in module handbooks and be available on the VLE.
Feedback on assessment will be provided within a maximum of 20 working days or 4 weeks.
Tuition fees
Select where you currently live to see what you'll pay:
The Uni
Bradford College
School of Education Secondary ITT
What students say
We've crunched the numbers to see if the overall teaching satisfaction score here is high, medium or low compared to students studying this subject(s) at other universities.
How do students rate their degree experience?
The stats below relate to the general subject area/s at this university, not this specific course. We show this where there isn’t enough data about the course, or where this is the most detailed info available to us.
Education
Teaching and learning
Assessment and feedback
Resources and organisation
Student voice
After graduation
The stats in this section relate to the general subject area/s at this university – not this specific course. We show this where there isn't enough data about the course, or where this is the most detailed info available to us.
Education studies
What are graduates doing after six months?
This is what graduates told us they were doing (and earning), shortly after completing their course. We've crunched the numbers to show you if these immediate prospects are high, medium or low, compared to those studying this subject/s at other universities.
Top job areas of graduates
When you look at employment stats, bear in mind that a lot of students are already working in education when they take this type of course and are studying to help their career development. This means they already have jobs when they start their course, and a lot of graduates continue to study, whilst working, when they complete their courses. If your course is focused on nursery or early years education, a lot of these graduates go into nursery work or classroom or education assistant jobs; these jobs are not currently classed as 'graduate level' in the stats (although they may well be in the future as classifications catch up with changes in the way we work), and many graduates who enter these roles say that a degree was necessary.
What about your long term prospects?
Looking further ahead, below is a rough guide for what graduates went on to earn.
Education studies
The graph shows median earnings of graduates who achieved a degree in this subject area one, three and five years after graduating from here.
£18k
£20k
£27k
Note: this data only looks at employees (and not those who are self-employed or also studying) and covers a broad sample of graduates and the various paths they've taken, which might not always be a direct result of their degree.
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Teaching Excellence Framework (TEF):
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This information comes from the National Student Survey, an annual student survey of final-year students. You can use this to see how satisfied students studying this subject area at this university, are (not the individual course).
This is the percentage of final-year students at this university who were "definitely" or "mostly" satisfied with their course. We've analysed this figure against other universities so you can see whether this is high, medium or low.
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This information is from the Higher Education Statistics Agency (HESA), for undergraduate students only.
You can use this to get an idea of who you might share a lecture with and how they progressed in this subject, here. It's also worth comparing typical A-level subjects and grades students achieved with the current course entry requirements; similarities or differences here could indicate how flexible (or not) a university might be.
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Post-six month graduation stats:
This is from the Destinations of Leavers from Higher Education Survey, based on responses from graduates who studied the same subject area here.
It offers a snapshot of what grads went on to do six months later, what they were earning on average, and whether they felt their degree helped them obtain a 'graduate role'. We calculate a mean rating to indicate if this is high, medium or low compared to other universities.
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Graduate field commentary:
The Higher Education Careers Services Unit have provided some further context for all graduates in this subject area, including details that numbers alone might not show
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The Longitudinal Educational Outcomes dataset combines HRMC earnings data with student records from the Higher Education Statistics Agency.
While there are lots of factors at play when it comes to your future earnings, use this as a rough timeline of what graduates in this subject area were earning on average one, three and five years later. Can you see a steady increase in salary, or did grads need some experience under their belt before seeing a nice bump up in their pay packet?
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