University of Manchester

BSc Education

Graduates will be able to demonstrate a broad knowledge of education and competency in professional educational environments. Potential career routes for BSc Education graduates include:

• primary and early years education;
• special needs teaching;
• youth work;
• child and adolescent counselling and educational psychology;
• mental health assistance;
• school-based intervention training and delivery;
• educational officer training (for local authorities);
• teaching English as a second language;
• non-government organisations (NGOs) focused on community education;
• or simply continue with their postgraduate studies and engage with academic research.

The skills you'll develop, such as written and oral communication, teamwork, project management, intercultural awareness, proficiency in research and critical evaluation, are vital for a variety of careers.

The University has its own dedicated Careers Service that you would have full access to as a student and for two years after you graduate.

At Manchester you will have access to a number of opportunities to help boost your employability .

BSc Education draws upon psychology, sociology, and critical policy analysis to help explain and understand teaching and learning processes, the mechanisms of and solutions to global inequalities both within and beyond education, and how such issues are affected by government policies on education.

A key feature of the BSc Education is the opportunity to choose from one of three specialist pathways through the degree, to enable students to focus their studies on a particular career trajectory. This is not compulsory and you are welcome to tailor all your optional units to your own preferences instead.

• BSc Education (Primary/Early Years Education) - This pathway is ideal if you want to focus on the Primary and Early Years settings, and how children learn. As part of the courses offered for this pathway, you will develop a global perspective on navigating early years and teaching careers in education, critically evaluate teaching and learning theories pertaining to mathematics and literacy learning in early and primary years and develop a research approach to developing teaching and learning. Your learning is accompanied with field trips to early years setting to give you a rich real life experience to embed the skills you will acquire through the courses.
• BSc Education (International Education) - In response to an increasingly globally mobile and globally connected world, this pathway provides an exciting opportunity for students whose interests lie in education with an international scope. You will consider educational systems and policies, educational purposes, methods and approaches relevant to a shifting global landscape. This pathway offers a well-rounded knowledge of international education and globalisation, including issues and challenges, research-informed policy and practice, and latest developments. You will leave with the knowledge and skills relevant to policy and practice in international education. As a result, you will develop a global perspective on navigating careers in NGOs, Civil Service, Leadership and Training in Private Sector education.
• BSc Education (Special Needs in Education) - The SNiE pathway is for students interested in exploring core areas of psychology specifically in relation to education. Students will develop a global perspective on navigating Special Needs and Disability Support worker careers in education. You will develop an understanding of international practice and policy on concept of difference in relation to special needs and disability, critically review policy on inclusive practice, and compare and contrast policy, provisions for mental health and wellbeing in different global contexts and educational settings through social theory. This will equip you to take up roles as SENDCo in schools and/or continue on further studies to become an educational psychologists amongst many other careers.

BSc Education course is ideally suited for those who wish to:

• begin a career pathway towards Primary or Early Years teaching (eg through PGCE Primary);
• begin a career pathway towards professional psychology training routes, with an educational focus (eg educational psychology);
• enter other education-based vocations, with a specialism towards pastoral responsibilities and/or special educational needs;
• enter a career in Teaching English as a Second Language and/or Non-Government Organisations (NGO) focused on community education or adult learning both in the UK and overseas;
• prepare for a research career within the public sector and/or private industry

A key feature of the programme is its ‘Learning through Research' approach, which enables you to develop skills relevant to employment in a range of professions (including teaching but also civil service, third sector, NGOs, and educational psychology). These include:

• the ability to collate and analyse data, information, and evidence;
• critical analysis of contemporary global problems in education;
• written and oral communication skills.

In Year 2, this is supported by planning a research project in an appropriate organisation (eg a school). This helps build skills to undertake a substantial piece of research (dissertation) in Year 3. During Year 2 and 3, students also have the unique opportunity to volunteer and help organise our BSc Education conference, which is attended by all year groups.

Aims

The BSc Education aims overall to offer students a broad-based but thorough education, underpinned by research at the cutting edge of theory and practice. It will equip students to contribute to improvements in the quality of education for students, their families and communities in educational settings throughout the world. Through the provision of carefully selected specialisms that reflect the research strengths of the Manchester Institute for Education, the BSc Education also aims to develop specialist knowledge, whilst simultaneously developing employability skills targeted at relevant careers.

Teaching and learning

Important notice: factors affecting fieldwork and placements

The School of Environment, Education and Development (SEED) recognises the value of fieldwork and placements. However, the safety and wellbeing of our students and staff remains our priority.

The School will assess on a regular basis the viability of any travel and fieldwork and communicate any significant changes to our students at the earliest possible opportunity.

The role of SEED

• changes to the rules and guidance on travel and activities implemented and published by the UK and overseas governments;
• a risk assessment conducted by or on behalf of the University identifying unmanageable risk;
• changes that enhance the educational value and student experience of the activity;
• changes to the situation of a placement provider (for example, which cause them to be unable to accept students);
• the unavailability of appropriate insurance cover;
• the unavailability of appropriate travel and accommodation and any significant changes to their financial costs;
• where fieldwork and placements are a compulsory element of the Programme, they will be replaced with something academically similar;
• where a trip or placement is not a compulsory element of the Programme, it may not be replaced.

We will consult with affected students at the earliest possible opportunity and explore the options available to them.

The duty of students

Preparation, attendance and conduct

Attendance at preparatory classes is a compulsory prerequisite of the fieldwork and placements to ensure safety and learning outcomes are met.

Students who do not attend the compulsory preparatory classes may be prevented from participating in the fieldwork or placement. It is the duty of students to discuss any attendance issues with the field course or placement convenor.

Students are representatives of the university during their fieldwork or placement.

Behaviour deemed by the convenor to be unacceptable may result in students being sent home.

Where a student is unable to attend or complete the fieldwork or placement (e.g. due to mitigating circumstances), is prevented from attending due to absence from compulsory preparatory classes, or returned home due to poor conduct:

• a suitable alternative assessment will be offered (as appropriate) to ensure that the programme ILOs are met, and that the student is not academically disadvantaged;
• the University accepts no responsibility for any costs incurred by the student in relation to the fieldwork or placement.

Immigration, passport and visa requirements

It is the responsibility of the individual student to ensure they have:

• a valid passport to enter the destination country (including sufficient months prior to expiry);
• a valid visa (where required) and comply with its requirements.

The School cannot guarantee that visas required for fieldwork or a placement will be granted by the relevant authority. Please note that countries may change their immigration and visa regulations at short notice.

Where a student is unable to attend fieldwork or a placement because they do not have the required visa or passport:

• a suitable alternative assessment will be offered to ensure that the programme ILOs are met and that the student is not academically disadvantaged;
• the University accepts no responsibility for any costs incurred by the student in relation to the fieldwork or placement.

Coursework and assessment

You will be assessed through various methods including:

• essays;
• team projects;
• coursework;
• presentations;
• podcasts;
• reflective portfolios;
• blog posts;
• a major project.

Course content for year 1

Year 1 introduces the research and study skills expected of students accessing a first year undergraduate course.This includes developing understanding in the core disciplines that underpin education - psychology, sociology and critical policy studies for instance, by recognising and juxtaposing key theories and issues regarding education locally and globally.

It also includes developing competencies and skills in research methods and obtaining relevant literature sources, effective inter- and intra-personal skills, and independent and sustained motivation for autonomous learning.

Course content for year 2

Year 2 places stronger demands on students to think critically and evaluate information and evidence.

There is a greater emphasis on the application of theory to key educational problems through preparing for a research project and the completion of 40 hours in an educational organisation of your choice.

You will continue to build and deepen their knowledge of the course's core areas, and have the opportunity to choose a specialism in either primary and early year's education, international education, or special educational needs and disabilities.

Course content for year 3

In Year 3, you are offered the opportunity to deepen and apply your skills and knowledge - through your elected specialism (if you have chosen one), a range of optional units, and your dissertation project.

Students are given more demanding assignments than in Year 2 and are required to foster further independence in their learning, appropriate to the ultimate aims and objectives of the course. The application of theory to practical educational problems is further developed through the Year 3 research- or literature-based dissertation.