Education, Leadership and Culture
University of Manchester
UCAS Code: X305 | Bachelor of Arts (with Honours) - BA (Hons)
University of Manchester
UCAS Code: X305 | Bachelor of Arts (with Honours) - BA (Hons)
Entry requirements
A level
Typical A Level Offer: ABB Typical Contextual Offer: BBB
We require a QAA-recognised Access to HE Diploma (a minimum of 60 credits overall with at least 45 at Level 3), with Merit in a subject area relevant to the chosen course. The specific course requirements are 60 credits are required with 45 at level 3 and 30 credits at Distinction and the remaining 15 credits at Merit grade. We also consider other factors such as other educational achievements, life experience and skills on an individual basis.
Cambridge International Pre-U Certificate - Principal
We consider applicants offering Pre-U Principal Subjects, or a mix of Pre-U and A-level subjects, provided a minimum of three distinct subjects overall is taken. Candidates are expected to achieve D3, M2, M2.
The University recognises the benefits of the Extended Project Qualification (EPQ) and the opportunities it provides for applicants to develop independent study and research skills. Although the Extended Project will not be included in the conditions of your offer, we strongly encourage you to provide information about the EPQ in your personal statement and at interview. A number of our academic Schools may also choose to take your performance in the EPQ into account should places be available in August for applicants who narrowly miss the entry grades for their chosen course.
GCSE/National 4/National 5
Applicants must demonstrate a broad general education including acceptable levels of Literacy and Numeracy, equivalent to at least Grade C or 4 in GCSE/iGCSE English Language and Mathematics. GCSE/iGCSE English Literature will not be accepted in lieu of GCSE/iGCSE English Language. Please note that if you hold English as a second language iGCSE qualification, we may also require you to offer one of our acceptable equivalent English Language qualifications or achieve a higher grade in your iGCSE than the one stated above. Please contact the academic School for clarification.
International Baccalaureate Diploma Programme
34 points overall with 6,5,5 in Higher Level Subjects.We are aware of the planned changes to the IB Mathematics curriculum. IB students will be able to choose from Mathematics: analysis and approaches and Mathematics: applications and interpretation from September 2019.Applicants studying the International Baccalaureate Career Related Programme (IBCP) should contact the academic School prior to applying so that their academic profile can be considered.
OCR Cambridge Technical Diploma
We consider the Technical Diploma for entry provided it is in a subject relevant to the chosen course. Entry requirements are based on achievement of the full Technical Diploma with Grades DM plus an additional level 3 qualification such as an A Level at Grade A..
OCR Cambridge Technical Extended Certificate
We consider the Technical Extended Certificate for entry provided it is in a subject relevant to the chosen course. Entry requirements are based on achievement of the full Technical Extended Certificate with Grade D plus additional Level 3 qualifications such as A Levels at Grades BB.
OCR Cambridge Technical Extended Diploma
We consider the Technical Extended Diploma for entry provided it is in a subject relevant to the chosen course. Entry requirements are based on achievement of the full Technical Extended Diploma with Grades DDM
OCR Cambridge Technical Foundation Diploma
We consider the Technical Foundation Diploma for entryprovided it is in a subject relevant to the chosen course. Entry requirements are based on achievement of the full Technical Foundation Diploma with Grades MM plus additional level 3 qualifications such as A Level at Grade BB.
Pearson BTEC Level 3 National Diploma (first teaching from September 2016)
We consider the National Diploma for entry provided it is in a subject relevant to the chosen course. Entry requirements are based on achievement of the full National Diploma with grades DM, plus an A-level at grade B.
Pearson BTEC Level 3 National Extended Certificate (first teaching from September 2016)
We consider the National Extended Certificate for entry provided it is in a subject relevant to the chosen course. Entry requirements are based on achievement of the full National Extended Certificate with grade D, plus two A-levels at grades BB.
Pearson BTEC Level 3 National Extended Diploma (first teaching from September 2016)
We consider the National Extended Diploma for entry provided it is in a subject relevant to the chosen course. Entry requirements are based on achievement of the full National Extended Diploma with Grades DDM. Please note that the National Diploma and the National Extended Certificate must be studied alongside A-levels. We are unable to accept combinations of the BTEC qualification.
We normally require grades AABBC or ABBBB in Scottish Highers. In addition, Scottish Advanced Highers are normally required in one of the following combinations:Three Advanced Highers ABB or Two Advanced Highers AB , plus two additional Higher BB English Language and Mathematics not taken at Higher/Advanced Higher must have been achieved at SCQF level 5 (minimum National 5 grade C / Intermediate 2 grade C / Standard Grade Credit level grade 3). If you require further clarification about the acceptability of this qualification please contact the Academic School(s) you plan to apply to.
We normally require grades AABBC or ABBBB in Scottish Highers. In addition, Scottish Advanced Highers are normally required in one of the following combinations:Three Advanced Highers ABB or Two Advanced Highers AB , plus two additional Higher BB English Language and Mathematics not taken at Higher/Advanced Higher must have been achieved at SCQF level 5 (minimum National 5 grade C / Intermediate 2 grade C / Standard Grade Credit level grade 3). If you require further clarification about the acceptability of this qualification please contact the Academic School(s) you plan to apply to.
The University welcomes and recognises the value of the Welsh Baccalaureate Advanced Diploma/Advanced Skills Challenge Certificate and usually requires two A Levels or equivalent to be included within this. The minimum grade required will normally be the same as the lowest grade listed in the A Level entry requirements. If you require further clarification about the acceptability of this qualification please contact the academic School(s) you plan to apply to.
UCAS Tariff
We've calculated how many Ucas points you'll need for this course.
About this course
The BA Education, Leadership and Culture considers education in a range of formal and non-formal contexts and cultural settings. You will learn about the opportunities education has to offer in addressing some of the key social and cultural challenges of 21st century.
This involves exploring educational research and practice across different areas, including schools and universities; urban spaces; digital and social media; creative industries; art and heritage; the world of work; multicultural communities; and more.
By looking at educational leadership cultures and styles that enhance social responsibility and justice, you will gain knowledge and develop skills in innovative leadership practices.
Building on world-leading expertise at the Manchester Institute of Education, it helps you develop as culturally responsive and ethical leaders who collaborate with a wide range of stakeholders to tackle ‘real-world’ challenges.
Delve into ‘culture’ as a key concept and explore authentic and creative forms of learning, development, and problem solving that meet the complexities of 21st century life.
The course draws from shared experience and professional advice of both academic and non-academics working in educational and/or cultural institutions and communities across Manchester.
A key feature of the course is that you can put our theory into your practice and gain invaluable hands-on experience through placement in the second and third year. This is facilitated by project-based and collaborative learning with Manchester based public and third-sector partners such as; museums and heritage institutions, civic organisations, community groups and charities, schools, colleges and universities, and other stakeholders with a cultural and educational mission.
**The programme will support you to:**
- Gain key insights and build experience in education and educational leadership in a wide variety of cultural contexts
- Develop your own educational leadership practice, working towards equitable and sustainable social change
- Engage with progressive theoretical debates and be enabled to apply your knowledge collaboratively in both formal and non-formal educational contexts
- Obtain knowledge on inclusivity, sustainable leadership, and the purposeful curatorship of knowledge/information in increasingly diverse, complex, and often conflictual socio-cultural spaces
- Benefit from practical experience in collaborative work and cultural co-production for the purposes of civic and democratic inquiry and practical problem solving in local, national, and global contexts.
Tuition fees
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The Uni
University of Manchester
School of Environment, Education and Development
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
Who studies this subject and how do they get on?
Most popular A-Levels studied (and grade achieved)
Management studies
Sorry, no information to show
This is usually because there were too few respondents in the data we receive to be able to provide results about the subject at this university.
Who studies this subject and how do they get on?
Most popular A-Levels studied (and grade achieved)
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.
Sorry, no information to show
This is usually because there were too few respondents in the data we receive to be able to provide results about the subject at this university.
Sorry, no information to show
This is usually because there were too few respondents in the data we receive to be able to provide results about the subject at this university.
Management 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
What about your long term prospects?
Looking further ahead, below is a rough guide for what graduates went on to earn.
Education
The graph shows median earnings of graduates who achieved a degree in this subject area one, three and five years after graduating from here.
£25k
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.
Management 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.
£26k
£30k
£39k
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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Higher entry requirements
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Lower entry requirementsSame UniversityThis is what the university has told Ucas about the criteria they expect applicants to satisfy; some may be compulsory, others may be preferable.
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This is what the university has told Ucas about the course. Use it to get a quick idea about what makes it unique compared to similar courses, elsewhere.
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Course location and department:
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Teaching Excellence Framework (TEF):
We've received this information from the Department for Education, via Ucas. This is how the university as a whole has been rated for its quality of teaching: gold silver or bronze. Note, not all universities have taken part in the 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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