BA (Hons) Education with Foundation

Advice from graduate Charlotte Dunn:

"Experience is key. Make sure that you take the time to gain lots of experience within schools and working with children as this will help you to confirm whether or not it’s definitely what you want to do. This process will also give you the necessary experience to take with you into your career.

Personally, whilst at university, I worked in America as a camp counsellor for a summer, I took a placement in a nursery, I spent a few weeks in a school, and I undertook training to become an online mentor for BeatBullying. The University has a fantastic volunteering service which I used."

Read more from Charlotte in her case study.

Whether you want to teach, or work in social or care contexts, Education will open up a flexible and varied career path.

Find out more about what you can do with your Education degree.

Read what our alumni have to say about the career opportunities their degree gave them.

Your foundation year will:

• enable you to enter University from non-traditional entry routes, whether you are returning to education after a break or if you come with qualifications other than A levels.
• introduce you to supportive and accessible academic staff in a welcoming community with personal tutor support.
• prepare you for level 4 study in a research-rich environment, establishing relationships with the University, support services, teaching staff and other education students.
• provide research-informed teaching opportunities which build on your prior learning, encouraging you to draw on your work/professional/personal experiences
• provide you learning experiences which offer small group work, problem-solving and interactive approaches through a wide range of diverse and innovative teaching methods.
• support you in developing essential study skills through a variety of coursework-based inclusive assessments – from essays and presentations to creative projects, personal development plans and written projects.

This course is an integrated part of the BA (Hons) Education degree at the University of Plymouth. Successful completion of your foundation year (Year 0) will not lead to a separate award or qualification its own right but provides progression onto Year 1 of  BA (Hons) Education or BA (Hons) Early Childhood Studies.

When you join the BA (Hons) Education with Foundation, you will:

• Engage with our three cores: social justice, inclusion and sustainability
• Critically consider eco-education: from global education to outdoor and experiential learning
• Tackle central education issues, such as diversity, special educational needs, disability, mental health and wellbeing
• Learn from experienced lecturers and tutors who are actively engaged in national and international research projects in education.

• Foundation year

• In your foundation year (Year 0), you’ll acquire the knowledge and skills you’ll need to progress through your studies and become a confident, independent learner. You’ll take four 30 credit modules which will introduce you to a range of education-related topics whilst preparing you for degree-level study at the University of Plymouth.

  Please note that BA (Hons) Education with Foundation and BA (Hons) Early Childhood Studies with Foundation will be combined for the foundation year only.

  Core modules

  • Questioning Education (ED001)

    The module introduces students to the key debates within education in its widest sense. It takes a sociological perspective, exploring how education has been shaped throughout history, policy and society. Exploring both popular, political and personal perspectives of education and the education system.

  • Studying Learning and Learning to Study (ED002)

    The module introduces students to the theories and approaches of learning. Key ideas of how learning is facilitated will be explored and considered in light of students own learning and transition to university study. Academic skills will be introduced and embedded in the learning activities engaging in application and development of these.

  • Children and Stories (ED003)

    This module will explore ideas about children and their stories from a number of perspectives. These might include philosophical, methodological and literature based approaches. It will look at the importance of story in the early years; narrative, thought and language; story, fantasy and role play in children's understanding of the world.

  • Independent Enquiry (ED004)

    This module centres on a desk-based enquiry into an aspect of education and learning. Students will be supported to undertake a detailed exploration of their chosen topic using a range of secondary data.

• Year 1

• In the first year of your extended degree, key areas are introduced including: issues of social justice, sustainability and policy plus action for social change, alternative education, disability and inclusion, and education for sustainability. Equality sits at the heart of your learning, helping you develop an understanding of the practical, political and social issues in education today. Placement opportunities allow you to develop specific areas of expertise. During the second semester you will study the following three modules side by side:

  • Debating Values in Education (EDST409)
  • Introduction to Global Education (EDST405)
  • Education Futures (EDST411)

  Core modules

  • Equality and Justice in Education (EDST408)

    This module focuses on notions of equality and social justice as ways of investigating several important issues in both policy and practice of education. It offers an opportunity to compare ideological positions with practices which should be validated against observation and discussion of equality or social justice issues in education. It examines the role of education in addressing social justice.

  • Debating Values in Education (EDST409)

    This module examines the basis of the values and attitudes we hold in relation to educational issues. In particular we address the aims and purposes of education through the perspectives of significant thinkers in the field. Students are encouraged to make an in-depth philosophical study of one example of the application of value systems to an area of educational activity.

  • Education Futures (EDST411)

    This module allows students to consider a diverse range of educational ideas and practices, including for example: de-schooling, radical/revolutionary pedagogies, Steiner, Montessori, educational utopias and democratic schools. Students will be encouraged to use these examples as a basis to consider both current and possible future educational practice.

  • Introduction to Critical Dis/ability Studies and Inclusion (EDST414)

    This module will introduce some of the key perspectives in disability studies and inclusive education. It will critically examine the historical background and different models of disability. It will look at the role of the educator and education system in relation to learners with disabilities and/or special educational needs. Stereotypes, labelling and language use will be examined. It will challenge participants to examine their own attitudes towards disability. Educational perspectives on and practices of exclusion, integration and inclusion will be explored.

  • An Introduction to Critical Questions in Education (EDST415)

    The module addresses central questions in Education, starting with how learning experiences shape, influence, and construct our multiple and ever changing identities. Succeeding sessions will address key issues, such as ‘What is social justice?’; ‘How do we build an inclusive society?’ The weekly sessions will include written exercises to encourage a development of reflective thinking, and will integrate workshops from The Writing Café staff, and Library services to support your academic writing.

  • Introduction to Global Education (EDST416)

    The module takes a broad view of global education and analyses how it relates to human culture and our relationship with the world around us. We will be focusing on environmental, economic, social and political aspects of global issues and how they interrelate, exploring educational ideas and concepts that underpin the aspects of the field.

• Year 2

• In the second year of your extended degree, you are introduced to research and can take additional modules in outdoor learning, early childhood education, therapeutic interventions, and inclusive practices. Focus on vocational or postgraduate pathways, while work based learning allows you to use paid or unpaid work to enhance your graduate profile. You can also opt for a year or semester studying abroad.

  Core modules

  • Learning Matters (EDST518)

    A module that builds students’ capacity to recognise and evaluate learning as it occurs in educational, work and recreational settings. It draws upon established, current and critical theory on learning and human development, and focuses on applying these theories to examples of educational practice from existing research and the students’ experiences.

  • Introduction to Work-based Learning (EDST519)

    This module is intended to provide students with the opportunity to maximise learning opportunities which accrue from part-time, term-time (PTTT), volunteering and vacation experience, which could include paid or unpaid work, based on the recognition that learning takes place in a wide variety of situations and settings. The module will contextualise work-based learning in higher education; and consider its potential for learning about the self, education and society.

  • Beginning Research Matters (EDST520)

    This module enables students to develop a self-directed in-depth study of an area of educational interest . It further provides a basic introduction to research methods to establish some of the fundamentals of research design and process. The student has the opportunity to identify their own educational points of focus by either studying an area outside the scope of modules on offer; or to pursue in greater depth an area touched upon in an earlier module.

  Optional modules

  • Working with a Range of Professionals (EEC522)

    This module is intended for those who wish to understand more about working with other professionals whose work impacts on young children and their families in some way; in Case Conferences; strategy meetings as well as report writing, producing and implementing developmental and/or safeguarding plans, etc.

  • Service Learning for Sustainable Change Challenge Module (EDST517)

    Through this module you will be thinking about the big challenges of today in relation to the UN Sustainable Development Goals. Through a service learning and collaborative sustainable education approach, you will be creatively engaged with pressing issues across the city and local area in order to facilitate learning that helps us make positive change together. This module will enable you to reflect on your development as: competent and confident professionals, sustainable and global citizens, resilient and thriving individuals, and critical and creative learners.

  • Child Well-being in the Developing World Challenge Module (EEC545)

    Through this module you will be thinking about the big challenges facing young children today in relation to the UN Sustainable Development Goals. Through reflecting on childhood and the well-being of young children in the developing world (defined as those that are low on the UN Human Development Index), we will be looking critically at issues such as poverty, global inequalities, access to resources, education, health, conflict, livelihoods and sustainability.

  • Learning Outside the Classroom (EDST521)

    This module focuses on the understanding and personal exploration of Learning Outside the Classroom and Outdoor Learning. Understanding of the fieldwill be gained through theoretical and practical sessions. Students are encouraged to link theory with practice and will devise and justify (drawing on literature and personal reflection) a program of activities for a targeted group in a named real-world location.

  • Creating Therapeutic Spaces in Education and Communities (EDST526)

    This module aims to conceptualise Inclusion through a broad lens, and to explore therapeutic principles, methods and spaces and the role/s they can play, to encourage and enable social and educational inclusion. It will challenge participants to examine their understanding of key terms and their knowledge of a range of therapeutic approaches.

• Final year

• In the final year your main focus is educational research. Career-related option modules are available in years 2 and 3, linked to your personal development as an educator and member of society. There are opportunities to go on course-related residentials in selected modules.

  Core modules

  • Research in Education (EDST602)

    This module enhances students knowledge and understanding of the nature, significance and role of research and its impact on theory, policy and practice in the field of education. It develops students knowledge, skills and understanding in respect of planning, designing, carrying out and critically evaluating their own independent educational research enquiries.

  Optional modules

  • Education for the 21st century: Global, Sustainable and Wild (EDST617)

    This module offers an integrated approach to key themes in envisioning future fit education; namely global citizenship, sustainable development and environmental care. It asks the learner to explore contemporary educational issues such as the impact of the UN Sustainable Development Goals and Global Action Programme for ESD. It critically and creatively considers the role of compassionate engagement in education with regard to ecological literacy, global citizenship, human rights, social justice, peace and planetary well-being.

  • Enabling Environments for Young Children's Learning (EEC627)

    This module considers issues surrounding the spaces in which adults interact with children in teaching and learning relationships. Students will examine governments' and practitioners' beliefs and principles that influence the creation of these `spaces' and the pedagogic practices within them

  • Children and Risk (EEC638)

    Looking at the complexity of child protection issues, within a personal, institutional and community context, addressing the issue of risk and the decision-making process the right decision against the defensible decision, in order to develop a personal, and critical perspective on issues of protection and control. In addition an exploration of the concept of Risk In the wider context.

  • Voice and Participation in Education and Society (EDST627)

    The module engages with a range of approaches to, and understandings of, inclusive values, practices and cultures within educational settings. The module is organised around two central questions. First, What is the difference between being in and being of an educational setting? Second, how might we best live and learn together and how can inclusive practice be developed by focussing on issues of voice and participation in education and society.

  • Wellbeing and the 'Good Life' (EDST618)

    What is meant by ‘wellbeing’? How do we know what it is, what affects it, and how to evaluate ours? What do we need to consider if we are going to ‘manage’ our own and to have achievable goals for a ‘Good Life’? This module is about exploring concepts and theories surrounding wellbeing, and to question our own individual and cultural values and expectations in regard to it. Essentially, though, it is about questioning our own, and looking at a small but significant wellbeing toolkit to help us negotiate the myriad challenges of daily life.

  • Troubling Gender and Sexualities (EDST619)

    This module will explore theories and discourses surrounding gender and sexualities to examine historical, philosophical, political and cultural references, as well as personal experiences. The intention of this module is to raise personal and professional awareness of our differently gendered identities, practices, and attitudes towards sexualities. These will be contextualised within social and popular/culture phenomena in order to explore messages and representation of gender, transgender and sexuality issues, and to examine education and societal practices which foster the above. Ultimately, it is about raising a consciousness and inspiring action for change.

Every undergraduate taught course has a detailed programme specification document describing the course aims, the course structure, the teaching and learning methods, the learning outcomes and the rules of assessment.

The following programme specification represents the latest course structure and may be subject to change:

BA (Hons) Education with Foundation Programme Specification 2021 22 6663

UCAS tariff

32 - 48

Don’t have 32–48 UCAS tariff points? We will consider ‘non-standard’ applications on a case-by-case basis.

A levels: For Level 3 entry the Tariff points entry level will normally be 32–48 points from A level or equivalent. Non-standard applicants will normally be interviewed.

All Access courses: Pass a named Access to HE Diploma (preference to education/ social science/health and social care, but all considered) with at least 33 credits at Merit/Dist.

T levels: Pass (preference to education, social science, health and social care, but all considered)

Welsh Baccalaureate: Refer to the Admissions Tutor.

Scottish Qualifications Authority: 32–48 points at Advanced Highers – refer to Admissions Tutor.

Irish Leaving Certificate: Irish Highers, H5 in five subjects equivalent to 32–48 points.

International Baccalaureate: 24 overall

GCSEs: Applicants are recommended to have GCSE (or equivalent) Maths and English at Grade C/Level C or above. If applicants do not have the equivalent, completing this during this degree will be promoted.

Proficiency in English: Students for whom English is an additional language will need to demonstrate ability in spoken and written English equivalent to an IELTS score of 6.0 and/or successfully complete the university’s special test before entering the Foundation Year.

We are looking for applicants with good potential including with non-standard qualifications and background, so will consider every application on a case by case basis. Alternatively, if you have any questions or concerns about meeting the entry requirements listed above we would encourage you to contact the Admissions Team on +44 1752 585858 or email admissions@plymouth.ac.uk, where a member of the team can offer you further advice.

Non-academic requirements

• All candidates will be required to complete a satisfactory DBS (formerly CRB) Enhanced Disclosure, register with the Independent Safeguarding Authority and complete a criminal convictions self-declaration form.
• We also ask all applicants to complete a self-disclosure form so that the University can consider suitability for programmes that involve contact with children and vulnerable adults. This form offers the opportunity to declare any criminal convictions prior to completing a DBS application.

We welcome applicants with international qualifications. For a full list of all acceptable qualifications please refer to our tariff glossary.