Education BA
ABB at A level, grade 6/B in GCSE English Literature and minimum grade 4/C in GCSE English Language may also be considered; graduates earn a median £23,000 three years on.
Typical A level offer
ABB
grade 6/B in GCSE English Literature and minimum grade 4/C in GCSE English Language may also be considered · 95% of entrants came with A levels · 90% stay on after year 1 · Warwick course page, Discover Uni
Year 13 · applying
What do you need to get in?
ABBtypical A level offer; abb you will also need grade 6/b in gcse english language. applicants with grade 6/b in gcse english literature and minimum grade 4/c in gcse english language may also be considered.
Typical offer — the grades most applicants are asked for. Contextual offer: BBB, for applicants from under-represented backgrounds.
Warwick course page, read 19 September 2026 · Discover Uni entry profile
- 1grade 6/B in GCSE English Literature and minimum grade 4/C in GCSE English Language may also be considered
Who actually got in: 95% with A levels, 5% with the IB. 10% arrived with 208 or more UCAS tariff points — roughly A*A*A or better. Based on 15 entrants.
UCAS tariff points — a points scale for grades: A* = 56, A = 48, so A*A*A = 160. Entrants’ totals include extra subjects.
Other qualifications4
| Qualification | Typical offer | Required subjects |
|---|---|---|
| IB | 32 points32 | — |
| BTEC | DDDDDD in a BTEC Level 3 Extended Diploma or National Extended Diploma in a relevant subject. We also welcome applicants taking combinations of A level and BTEC qualifications. You will also need grade 6 | — |
| Advanced Highers | ABAB in two Advanced Highers and BBB in three further Highers subjects. | — |
| Access | 45 Credits at Level 3, including Distinction in 33 Level 3 credits and Merit in We will consider applicants returning to study who are presenting a QAA-recognised Access to Higher Education Diploma on a case-by-case basis. Typically, we require 45 Credits at Level 3, including Di | — |
Years 1–3
What do you study?
8compulsory modules in year 1
Compulsory modules this year: social & cultural skills 43% · arts & humanities 33% · transversal skills 17% · language & communication 3%.
Module — one course unit, usually a term or a year long; “core” means everyone takes it. One UK credit is about ten hours of study; a full year is 120 credits.
Warwick course page · optional modules vary by year
Year 1 · 8 core · 120 credits ≈ 1,200 hours
- Creativity, Culture and Learning
What you learn (7)
- identify key debates and concepts in the study of creativity
- analyse how creativity is applied across different educational frameworks
- reflect critically on the application of creativity in education
- explain how ideology shapes attitudes to creative thinking and behaviour
- describe how ideology influences creative learning at different scales
- evaluate the distinction between creative and non-creative learning experiences
- evaluate how creativity and culture influence one's identity as learner and teacher
- International Education
What you learn (5)
- explain how education operates within international contexts
- compare education systems across different countries
- explain how globalisation affects schooling and education practices
- describe the variety of lifelong learning approaches across international settings
- present a case study of an international educational initiative
- Theories of Learning
What you learn (6)
- identify key theories and theorists of education and learning
- describe the main ideas of major learning theories
- explain how learning theories influence current educational practice
- evaluate the relevance of theoretical perspectives to teaching practice
- explain the concept of lifelong learning
- relate the concept of lifelong learning to personal development
- Academic Identity and Skills
What you learn (11)
- identify the range of methods used to assess academic work at university
- describe how to engage in an academic feedback process
- explain the criteria used in the undergraduate 20 point marking scale
- deliver constructive feedback to peers on academic work
- create a reflective journal using the mahara platform
- identify different interactive online teaching and learning approaches used at university
- explain what analysis means in an academic context
- explain what critique means in an academic context
- describe the standards expected of an undergraduate presentation
- evaluate the importance of developing employability skills during undergraduate study
- relate the concept of lifelong learning to one's own ongoing development
- Introduction to the Philosophy of Education
What you learn (6)
- explain the contribution of philosophy to studying education
- construct a philosophical argument about an educational issue
- communicate philosophical arguments clearly to others
- evaluate the cogency of philosophical arguments and concepts
- judge the value of philosophical concepts for educational practice
- apply different approaches to analyse the purpose of philosophy in education
- Sociologies of Education
What you learn (8)
- explain key theories in the sociology of education
- evaluate sociological concepts applied to education
- explain how education systems contribute to social inequality
- support arguments on education and inequality with empirical examples
- construct a coherent argument using sociological theory and research
- interpret sociological concepts and research findings accurately
- identify sociological concepts relevant to educational practice
- assess the usefulness of sociological concepts for educators
- Historical Perspectives on Education
What you learn (4)
- describe patterns of change and continuity in education over time
- explain how political, economic and social forces have shaped education
- critically interpret academic texts and other source materials
- evaluate educational theories and concepts to build a coherent argument
- Understanding Childhood and Child Development
What you learn (6)
- describe different perspectives on childhood
- evaluate the usefulness of different perspectives on childhood
- explain holistic patterns of child development
- describe development across physical, cognitive, social, emotional and language domains
- discuss current debates relating to childhood
- critically analyse contemporary topics concerning children
Year 2 · 0 core, 9 optional
9 optional modules
- Research Methods
What you learn (3)
- explain theoretical and methodological foundations of research design
- apply quantitative, qualitative and library-based research skills
- use ICT tools for research and presentation purposes
- Globalisation and Education
What you learn (2)
- explain how education functions within a global context
- compare education systems across different countries
- Professional Identity and Skills: Work-Based Placement
What you learn (9)
- gain practical experience operating in a professional workplace
- demonstrate personal responsibility when completing workplace tasks
- exercise independent decision-making in a professional context
- apply existing skills to new organisational tasks
- acquire new knowledge and competences relevant to organisational roles
- reflect on personal practice to identify gaps in own knowledge
- explain how personal knowledge limits shape analysis and interpretation
- communicate arguments and analysis clearly to specialist audiences
- communicate arguments and analysis clearly to non-specialist audiences
- Arts-Based Learning in Education
What you learn (6)
- explain how arts-based learning practices evolved in education
- communicate arguments and analysis clearly within a team
- collaborate with peers to design an arts-based teaching activity
- apply arts-based pedagogical techniques to a practical teaching problem
- evaluate the strengths and limitations of a teaching response
- identify gaps in own knowledge and propose improvements
- Contemporary Issues in Special Educational Needs, Disability and Inclusion
What you learn (10)
- explain key principles underlying inclusive education
- identify core areas of special educational need
- evaluate approaches to early diagnosis of special educational needs
- evaluate early intervention strategies for children with additional needs
- critique special educational needs policy in England
- explain how sen policy shapes educational practice
- apply theories of special educational needs and disability to classroom practice
- analyse limitations of theoretical models when applied in practice
- identify challenges of translating research into educational practice
- evaluate the suitability of different approaches to supporting children with sen
- Analysing and Interpreting Education Policy
What you learn (8)
- describe how historical events have shaped current education policy
- apply policy analysis techniques to real-world education policies
- communicate findings of a policy analysis to an audience
- explain cultural factors influencing education systems over time
- explain social factors affecting historical and current education landscapes
- evaluate the role of education within global political structures
- evaluate the relationship between education and global economic systems
- critique how education policy decisions influence teaching practice
- Masculinities, Fatherhood and Young Children
What you learn (4)
- describe key theories of masculinity relevant to fatherhood
- analyse evidence on fathers' influence on children's development
- evaluate policy approaches to engaging fathers in family services
- compare practice strategies for involving men in children's services
- Digital Media and Technology in Childhood
What you learn (7)
- explain how media and technology influence children's learning and wellbeing
- evaluate research findings on child development and media use
- apply child-centred design principles to analyse children's media
- apply ethical frameworks to evaluate digital tools for children
- critique digital products for representation and accessibility issues
- present academic work using varied communication formats
- reflect on personal knowledge limits when making judgements about children's media
Year 3 · 2 core, 4 optional · 60 credits ≈ 600 hours
- Shaping Educational Change
What you learn (5)
- describe examples of educational change within particular contexts
- critique research, theory and policy publications relating to educational issues
- question assumptions underlying contemporary educational debates
- evaluate arguments and assumptions underpinning alternative models of education
- present ideas, problems and solutions clearly to a professional audience
- Individual Research Projects - Dissertation
What you learn (3)
- explain theoretical and methodological concepts underpinning research design
- formulate a research question for a given topic
- apply qualitative and quantitative data collection techniques
4 optional modules
- Childrens Literature in Childhood
What you learn (8)
- describe key genres of children's literature
- explain literary disciplines applied to children's texts
- apply established analytical techniques to children's literature
- explain theoretical frameworks used to critique children's texts
- evaluate children's literary texts using critical approaches
- deconstruct literary texts aimed at children and young adults
- identify uncertainties and limits within children's literature scholarship
- discuss current research questions in children's literature studies
- Education and Social Justice
What you learn (6)
- explain how social and educational inequalities interact across different life stages
- critique key theoretical and philosophical perspectives on inequality and social justice
- construct a sustained argument on issues of social justice using relevant evidence
- evaluate the effectiveness of government policies aimed at reducing educational inequality
- critique empirical research on interventions designed to reduce educational inequalities
- propose solutions to educational inequality problems based on research analysis
- Education for Sustainability
What you learn (8)
- explain key concepts underpinning education for sustainable development
- discuss current debates surrounding education for sustainable development
- analyse the role of educational institutions in advancing sustainability
- evaluate policies on sustainable development education at different governance levels
- evaluate strategies and approaches used to implement sustainable development education
- propose suitable solutions for implementing sustainability policy in practice
- recognise the uncertainty and ambiguity present in sustainability policy and practice
- identify limitations in current knowledge of sustainable development education
- The Developing Child in the School Context
What you learn (9)
- describe key stages of human development from childhood to adolescence
- relate developmental stages to the school context
- summarise current research on child development
- compare theories underpinning child development
- apply established analytical techniques to developmental knowledge
- analyse theories and empirical studies of child development
- discuss the practical application of developmental theories in schools
- use discipline-specific research skills to extend subject knowledge
- apply research skills to consolidate understanding of child development
“What you learn” restates each module’s published learning outcomes in our own words, as short skill statements in the same form as the GCSE and A level curriculum, with the help of an AI model; fields of knowledge follow the twelve fields of the knowledge sphere. The university’s module page, linked from each title, is the authoritative description.
After graduating
Where does it lead?
£23,000median pay three years after graduating
Lower quarter£15k
Median£23k
Upper quarter£26k
Median — the middle earner: half earned more, half less. Pay is for graduates of this subject at this university who finished in 2016-18, not adjusted for inflation; based on 60 graduates.
Discover Uni dataset (HESA and Office for Students, CC BY 4.0, contains HESA data); earnings from the Longitudinal Education Outcomes data (Department for Education) · aggregation level 24, 14, 23
Half of graduates earned between £14,500 and £26,000. Five years on, the median is £28,500. 100% were in work or further study 15 months after finishing; 60% of those in work were in professional or managerial jobs.
All outcome figures6
| Measure | Value | Based on |
|---|---|---|
| Continue after year 15% left | 90% | 25 |
| In work or study, 15 months on5% studying | 100% | 15 |
| Professional or managerial job | 60% | 10 |
| Pay 3 years on, median | £23,000 | 60 |
| Pay 5 years on, median | £28,500 | 65 |
Money
What does it cost?
£10,050a year for UK students, 2027/28 entry
Tuition fee loan — paid straight to the university; repayments start the April after you leave, at 9% of income above the threshold. UK fees are capped by government and rise with inflation; placement and study-abroad years are usually charged at a lower rate.
Warwick fees page · source
About £30,150 in fees over 3 years, covered by a tuition fee loan you repay only when earning above the threshold.
National Student Survey 2025-26
What do students say?
94%agreed the course was good overall (question 26)
NSS — a yearly survey of final-year students at every UK university; 87% of this course’s final year answered. Small groups can swing a lot year to year.
National Student Survey, via Discover Uni · 20 students answered
Highest: 100% agreed on question 20; lowest: 79% on question 24.
All questions26
| Question | Agree |
|---|---|
| Question 1 | 90% |
| Question 2 | 85% |
| Question 3 | 90% |
| Question 4 | 90% |
| Question 5 | 90% |
| Question 6 | 95% |
| Question 7 | 90% |
| Question 8 | 90% |
| Question 9 | 90% |
| Question 10 | 90% |
| Question 11 | 90% |
| Question 12 | 95% |
| Question 13 | 90% |
| Question 14 | 90% |
| Question 15 | 95% |
| Question 16 | 95% |
| Question 17 | 95% |
| Question 18 | 95% |
| Question 19 | 85% |
| Question 20 | 100% |
| Question 21 | 95% |
| Question 22 | 80% |
| Question 23 | 90% |
| Question 24 | 79% |
| Question 25 | 88% |
| Question 26 | 94% |
Question texts are published by the Office for Students; the dataset carries only the question numbers.
Modules, entry requirements and fees are facts read from University of Warwick’s course page on 2026-09-19 and may change; the university’s page is authoritative. Descriptions are not reproduced. Outcome figures are from the Discover Uni dataset. University of Warwick is a trade mark of the university; sch.today is independent of it.