Education BA
BBB at A level; graduates earn a median £23,500 three years on.
Typical A level offer
BBB
80% of entrants came with A levels · 80% stay on after year 1 · York course page, Discover Uni
Year 13 · applying
What do you need to get in?
BBBtypical A level offer
Typical offer — the grades most applicants are asked for. Contextual offer: BBC, for applicants from under-represented backgrounds.
York course page, read 19 September 2026 · Discover Uni entry profile
Who actually got in: 80% with A levels, 5% with other higher education. Based on 25 entrants.
Other qualifications5
| Qualification | Typical offer | Required subjects |
|---|---|---|
| Access | 21 credits at Distinction and 24 credits at Merit or higher | — |
| BTEC | DDMDDM We consider a range of BTEC qualifications equivalent to 3 A Levels, or in combination with A Levels or other qualifications. For example: Distinction, Merit in BTEC Level 3 National Diploma plus | — |
| IB | 31 points | — |
| T Level | Distinction overall including grade B in the Core in T Level in Education and EaDistinction overall including grade B in the Core in T Level in Education and Early Years Merit overall including grade B in the Core in following T Level subjects: Accounting; Design and Development | B in the Core in T Level in Education and Early Years Merit overall including grade B in the Core in following T Level subjects: Accounting |
| Scottish Highers | BBBBB | — |
Years 1–3
What do you study?
6compulsory modules in year 1
Compulsory modules this year: social & cultural skills 40% · arts & humanities 21% · transversal skills 20% · language & communication 13%.
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.
York course page · optional modules vary by year
Year 1 · 6 core · 120 credits ≈ 1,200 hours
- Psychological Perspectives on Education
What you learn (9)
- describe theoretical perspectives in educational psychology
- evaluate how different theories contribute to educational psychology
- describe the historical development of educational psychology as a discipline
- explain current debates within educational psychology
- construct academic arguments in written form
- construct academic arguments in oral presentations
- critically analyse research literature on educational psychology issues
- critically evaluate policy and media sources on educational psychology topics
- use the virtual learning environment and internet resources for study
- Key Concepts in Education
What you learn (7)
- critically reflect on contemporary issues in curriculum, learning and assessment
- describe key concepts used in educational study and practice
- critically evaluate relevant academic literature on education
- construct academic arguments in written form
- present academic arguments orally
- collaborate productively within a group to meet shared responsibilities
- use virtual learning environments and internet resources effectively
- Researching Education
What you learn (14)
- distinguish between paradigms of educational research
- critically review educational research literature
- explain how educational research is designed and constructed
- conduct a literature review on an issue in compulsory education
- explain issues of sampling, reliability and validity in research
- interpret sampling, reliability and validity across approaches
- evaluate data collection methods across research approaches
- communicate ideas clearly to others
- search for relevant academic sources
- analyse issues and ideas relevant to the topic
- collaborate effectively within a group
- deliver formal and informal presentations to peers
- supplement assigned readings with independently sourced material
- use the virtual learning environment to develop IT skills
- Social Perspectives on Education
What you learn (6)
- explain key social parameters shaping educational policy and practice
- critically interrogate social factors affecting educational practices
- identify the agents, places, objects and settings involved in education
- analyse educational settings using social theory
- explain political and economic consequences of educational inequalities
- propose potential solutions to educational inequalities
- Meanings and Contexts of Education
What you learn (20)
- compare how education is understood across different contexts
- describe international contexts in which education takes place
- explain global agendas shaping education policy
- describe how schools are organised across different countries
- evaluate alternative forms of education against conventional schooling
- analyse recognised alternatives to mainstream schooling
- assess the strengths of alternative schooling approaches
- reflect on how education differs across national settings
- explain how historical development has shaped education systems
- explain how education contributes to national development
- challenge personal assumptions through dialogue with peers and readings
- produce effective notes from academic sources
- locate relevant academic sources for a topic
- communicate ideas clearly at undergraduate level
- analyse educational issues and ideas using critical skills
- collaborate effectively within group work tasks
- deliver formal and informal presentations on education topics
- select appropriate supplementary readings to support study
- use the virtual learning environment to support study
- produce written work at undergraduate academic standard
- Cultural and Creative Approaches to Education
What you learn (7)
- analyse cultural depictions of education and childhood in art and media
- describe key concepts within cultural studies of education
- identify methods of narrative and aesthetic analysis
- theorise the function of narrative in shaping ideas about education
- apply storytelling techniques to explore issues of childhood and youth
- critique the concept of creativity within educational contexts
- produce creative work in response to given prompts
Year 2 · 3 core, 8 optional · 60 credits ≈ 600 hours
- Education, Power and Society
What you learn (7)
- explain current debates linking education, power and society using evidence
- evaluate key theories and concepts from the module critically
- apply module theories and concepts to real-world issues
- analyse political, cultural and social forces shaping education
- reflect critically on influences affecting educational practice
- communicate analysis of educational debates clearly in writing
- present analysis of educational debates clearly through speech
- Worldviews, Knowledge and Education
What you learn (12)
- explain how dominant discourses in education and research have emerged historically
- describe how colonial history has shaped current education and research practices
- identify diverse worldviews that contest mainstream global narratives
- analyse power relations that determine whose knowledge is accepted as valid
- compare alternative worldviews that challenge accepted knowledge systems
- evaluate different educational approaches used in various countries and cultures
- apply academic study skills appropriate to undergraduate-level work
- develop graduate skills relevant to future employability
- collaborate with peers to solve problems as part of a team
- produce a short film collaboratively using video editing software
- communicate ideas clearly to different audiences
- present research findings on a chosen topic to an audience
- Educational Research Methods
What you learn (11)
- identify a range of qualitative and quantitative research strategies
- apply questionnaires, interviews and observation to collect data
- evaluate the strengths and limitations of different data collection methods
- analyse data gathered through questionnaires, interviews and observation
- critique claims made in published research using methodological knowledge
- design a research plan for an empirical study
- describe the features of a strong empirical dissertation
- construct reasoned arguments to support a position
- communicate ideas clearly in academic contexts
- collect and analyse research data individually and in a team
- use the virtual learning environment to support study activities
8 optional modules
- Special Educational Needs and Disability
What you learn (16)
- identify ways learner behaviour and preferences vary in classrooms
- describe how differing learner needs manifest in educational settings
- explain historical and current theories of inclusive education
- compare stakeholder viewpoints on inclusive education approaches
- describe how views of atypical child development have changed historically
- explain how biological, social and cognitive factors interact to shape learner variation
- describe the development of atypical behaviours in learners
- explain implications of learner diversity for teaching practice
- explain implications of atypical development for educational psychologists
- construct a structured academic argument in writing
- present an academic argument orally
- organise multiple academic sources to support an argument
- analyse how theories from different disciplines combine to explain educational diversity
- contribute reasoned viewpoints to public debate on inclusive education
- use the virtual learning environment to access course resources
- use internet tools effectively for academic research
- Education and the Environment
What you learn (16)
- apply environmental educational theory to schooling contexts
- analyse policy on young people, nature and sustainability across scales
- critique dominant discourses on nature and sustainability in education
- evaluate educational practice using scientific, literary and philosophical evidence
- design educational practices addressing nature and sustainability
- identify uncertainties and limits in environmental knowledge
- experience teaching practices that highlight knowledge limitations
- construct evidence-based arguments on environmental education topics
- present arguments using written, oral and digital formats
- communicate persuasively within interdisciplinary groups
- apply advanced academic research, reading and writing skills
- synthesise information to support analytical arguments
- plan independent study time to meet session requirements
- collaborate in groups to refine and present ideas
- contribute to debate to reach collective decisions
- navigate the virtual learning environment to manage study
- Teaching, Learning and Assessment
What you learn (10)
- conduct undergraduate-level research using relevant sources
- produce written academic work at undergraduate standard
- synthesise and analyse ideas from multiple sources
- plan independent study time around class preparation and follow-up tasks
- work independently to prepare for and consolidate class sessions
- collaborate with peers to develop and refine ideas
- present ideas formally and informally to an audience
- contribute to group debate to reach collective decisions
- navigate a virtual learning environment to access course materials
- manage personal learning across online and face-to-face settings
- Children's Literature
What you learn (8)
- analyse aesthetic qualities of key works of children's fiction
- examine ideological content within major genres of young people's literature
- apply literary analysis methods to teaching children's texts
- adapt text transmission strategies to different educational contexts
- question personal assumptions about childhood and adolescence through literary study
- re-evaluate beliefs about education using literary texts
- evaluate differing viewpoints on controversial educational issues
- construct reasoned arguments about contested educational debates
- Education Policy and its Impacts
What you learn (15)
- compare educational issues across different historical periods and locations
- describe different concepts and methods used in policy analysis
- evaluate the influence of ideology and evidence on policy decisions
- evaluate the effectiveness of borrowing policy from other contexts
- analyse how and why educational reforms develop over time
- evaluate the use of crisis narratives in shaping policy
- identify social influences on education across different settings and eras
- relate broader societal trends to individual experiences in education
- construct academic arguments in written and spoken formats
- collaborate productively within a group to meet shared responsibilities
- evaluate research, policy and media sources on education policy topics
- develop an evidence-based policy proposal for presentation
- present a policy pitch effectively to an audience
- engage critically with guest speakers' perspectives on education policy
- use online learning platforms and internet resources effectively
- Sociology of Childhood and Youth
What you learn (13)
- explain how concepts of childhood and youth are socially constructed
- distinguish psychological from sociocultural perspectives on childhood
- analyse how power relations shape experiences of childhood and youth
- apply a relational perspective to the study of childhood and youth
- discuss debates on the agency and rights of children and young people
- evaluate how childhood debates influence educational policy and practice
- conduct academic research using appropriate sources and methods
- synthesise academic literature into coherent written arguments
- plan independent study time to prepare for and follow up sessions
- collaborate with peers to develop and refine shared ideas
- present ideas formally and informally to an audience
- contribute to group debate to reach collective decisions
- use the virtual learning environment to manage study materials
- Developmental Psychology and Education
What you learn (13)
- explain how attachment formation shapes learner identity
- analyse how child and adolescent development affects learning outcomes
- examine the effect of sex and gender on lifespan development
- examine cultural factors shaping development across the lifespan
- compare theoretical perspectives on cognitive development in learners
- compare theoretical perspectives on social development in learners
- describe how emotional, cognitive and social development interact across life stages
- construct a reasoned academic argument in writing
- present a reasoned academic argument orally
- evaluate the reliability of academic sources used in an argument
- evaluate the validity of academic sources used in an argument
- analyse how cross-disciplinary theories enhance understanding of development
- use online research tools to gather academic information
- Teaching and Learning a Second Language
What you learn (14)
- evaluate contemporary issues in second language teaching and learning
- describe theories of first and second language acquisition
- identify diverse learner needs in language education
- evaluate strategies to address learner needs
- design a teaching activity for language learners
- critique principles and methods of second language teaching
- explain theories of grammar and vocabulary teaching
- describe practices for assessing second language skills
- communicate ideas effectively to an academic audience
- locate relevant academic sources using research tools
- analyse issues and ideas critically
- plan a short teaching activity
- deliver a short teaching activity
- present findings to a group audience
Year 3 · 2 core, 17 optional · 60 credits ≈ 600 hours
- Empirical Education Dissertation
What you learn (11)
- formulate a clear research question grounded in relevant literature
- select appropriate research methodology and measures for a study
- produce an ethics proposal addressing research ethical issues
- analyse data using an appropriate chosen method
- present research results clearly and appropriately
- interpret research findings in relation to existing literature
- evaluate the strengths and weaknesses of a research design
- discuss the educational implications of research findings
- construct academic arguments in written and spoken formats
- use evaluated sources to support academic arguments
- use virtual learning environment and internet tools effectively
- New Directions in Educational Research
What you learn (10)
- explain current advances in educational research across related disciplines
- synthesise knowledge of education and allied disciplines into a coherent overview
- identify contemporary issues across educational disciplines and research centres
- relate current educational issues to knowledge gained across the programme
- explain specialist concepts in educational studies and language and literature education
- identify cross-cutting themes linking different research topics and projects
- critique recent research publications and education policies
- formulate questions and feedback on researchers' work during discussion
- chair academic discussions using conference-style facilitation skills
- engage an audience effectively during academic presentations
17 optional modules
- Perspectives on Literacy in Education
What you learn (13)
- explain what constitutes being a literate individual
- describe individual and social processes underlying literacy development
- identify contemporary forms of literacy beyond written text
- describe technical components of literacy and their teaching
- evaluate theories and models of literacy critically
- explain the historical development of literacy concepts
- evaluate social and cultural biases linked to particular literacy forms
- devise creative strategies to promote literacy in varied settings
- apply research and analytical skills through session preparation
- deliver presentations to communicate ideas to peers
- evaluate personal experience and learning progress using course concepts
- propose applications of course content to future teaching practice
- use the virtual learning environment to support study
- Assessment in Education
What you learn (11)
- explain key ideas and issues in educational assessment
- identify common types of assessment instruments and approaches
- evaluate advantages and disadvantages of different assessment methods
- explain current debates on assessment's role in improving educational outcomes
- locate relevant written sources on a given topic
- interpret the meaning of academic texts
- extract key arguments and supporting evidence from articles
- compare differing viewpoints and conclusions across sources
- present arguments clearly in spoken form
- present arguments clearly in written form
- summarise key points from group discussions
- Language and Psychology
What you learn (11)
- identify methods for studying language comprehension, production and acquisition
- explain why language processing resists conscious control or explicit teaching
- discuss causes of success and failure in language processing and learning
- evaluate research findings for their relevance to language education
- justify a personal position on language teaching practice
- lead a small-group academic discussion
- apply critical reading strategies to academic texts
- summarise the main points of a research article
- distinguish arguments from supporting evidence in a text
- compare opposing viewpoints on contested issues in the field
- reflect on one's own participation in psycholinguistic experiments
- Learning Gender: Exploring the Links Between Gender, Education & Society
What you learn (12)
- critique personal assumptions about male and female categories
- explain why gender should be made visible in educational theory
- evaluate debates on gender differences in educational participation and achievement
- discuss how gender and sexuality norms shape learner identities
- explore how schools reinforce gender binaries and stereotypes
- apply gender-sensitive approaches when conducting and consuming research
- extract key points from academic articles
- identify arguments and supporting evidence in texts
- critically reflect on media representations of special educational needs
- communicate ideas effectively in spoken and written form
- use the virtual learning environment to support coursework
- produce weekly learning logs demonstrating grasp of key concepts
- Genetics and Education
What you learn (13)
- explain principles of behavioural genetics such as twin studies and GWAS
- evaluate evidence and assumptions on heritability of learning abilities
- analyse historical and political context of genetics-education debates
- critique the strengths and limitations of behavioural genetics in education
- formulate a personal evidence-based view on genetics and education debates
- apply theoretical knowledge to analyse a self-identified current issue
- synthesise information to form a personal stance on a controversial topic
- communicate a reasoned argument with supporting evidence in writing and speech
- identify and combine diverse sources such as papers, policy and media
- evaluate the reliability and relevance of different information sources
- analyse how interdisciplinary theories and data inform one another
- manage information independently to contribute effectively to debate
- present research findings as a poster for expert and lay audiences
- Understanding Motivations and Emotions in Education
What you learn (17)
- apply motivation theory to explain student learning
- propose ways to improve student learning using motivation research
- explain how social and cultural processes shape motivation and emotions
- critically evaluate current theories of motivation
- construct a personal integrated view of what drives learning
- construct academic arguments in written form
- present academic arguments orally
- search independently for relevant academic sources
- analyse how theories from different disciplines inform one another
- manage information sources independently to support academic debate
- use the virtual learning environment and internet resources effectively
- produce well-structured academic essays
- collaborate effectively in group work tasks
- deliver formal and informal presentations
- organise own independent study schedule
- plan weekly study time to complete preparatory and follow-up tasks
- navigate the virtual learning environment to support independent study
- Has Neuroscience Entered the Classroom?
What you learn (10)
- describe how brain development underpins key educational cognitive skills
- outline basic principles of neuroimaging techniques used in education research
- evaluate neuroscience-based criteria for diagnosing learning difficulties
- discuss current debates on applying neuroscience to education
- analyse how psychology, neuroscience and education theories interrelate
- critically evaluate cross-disciplinary data to enhance understanding of learning
- design a research study using quantitative and neuroimaging methods
- conduct original research to test personal hypotheses
- manage information independently across interdisciplinary educational topics
- apply mind-brain-education knowledge to participate in academic debate
- Reading Development and Disorders
What you learn (2)
- assess implications of reading theories for educational practice
- evaluate advantages and disadvantages of diagnostic labels
- Child and Adolescent Mental Health
What you learn (11)
- explain key psychological concepts of mental illness and wellbeing in young people
- critically evaluate theories and research on youth mental health
- apply psychological theories to explain mental illness and wellbeing in young people
- apply self-directed reading to analyse a chosen mental health issue
- formulate a personal viewpoint on an applied topic in educational psychology
- present a reasoned argument with supporting evidence in writing
- present a reasoned argument with supporting evidence orally
- identify and combine diverse sources such as articles, media and policy documents
- evaluate the reliability, validity and relevance of different sources
- analyse how cross-disciplinary theories and data enhance understanding in varied contexts
- manage information independently to engage effectively in debate
- What Makes a Great Teacher?
What you learn (5)
- explain teacher social and emotional characteristics and their measures
- explain how teachers' characteristics relate to effectiveness and wellbeing
- discuss how research from multiple disciplines informs teacher characteristics
- construct a reasoned argument on an applied education topic
- synthesise academic, media and policy sources critically
- Intelligence
What you learn (14)
- explain core concepts and methods used in intelligence research
- describe psychometric approaches to assessing intelligence
- explain genetic and environmental influences on intelligence
- evaluate the relevance of intelligence to educational outcomes
- analyse scientific literature and data on intelligence
- formulate a personal viewpoint on intelligence as a topic in psychology and education
- present a reasoned argument supported by evidence in written form
- present a reasoned argument supported by evidence orally
- identify relevant academic, media and policy sources on a topic
- evaluate the reliability, validity and relevance of varied sources
- analyse how theories and data from different disciplines can inform one another
- apply cross-disciplinary insights to different contexts to deepen understanding
- manage empirical and theoretical information independently
- engage effectively in academic debate using selected information
- Positive Psychology in Education
What you learn (8)
- critique current research findings on mental health and wellbeing in positive psychology
- evaluate education policies addressing mental health and wellbeing
- appraise positive psychology interventions used to improve wellbeing in schools
- present complex ideas clearly and engagingly to diverse audiences
- produce well-structured academic writing on psychological topics
- design evidence-based interventions grounded in positive psychology principles
- analyse challenges in collaboration among researchers, policymakers and educators
- explain how collaborative processes shape development of wellbeing interventions
- Dressed for Success: Bringing Texts Alive in the Classroom
What you learn (10)
- apply text-analysis techniques across genres and periods in classroom settings
- describe curricula and guidelines governing the teaching of texts
- identify specific texts used for teaching english at different key stages
- describe different modes of pupil engagement in english language and literature teaching
- critique research findings on the pedagogy of english as a school subject
- conduct research and analysis to prepare for class sessions
- deliver oral presentations to peers
- evaluate own learning experiences against course knowledge
- propose potential applications of course content to future teaching practice
- use a virtual learning environment to support coursework
- Bullying in School
What you learn (13)
- define bullying using established academic definitions
- discuss current debates surrounding how bullying is defined
- describe different forms and variations of bullying behaviour
- identify different roles individuals take in bullying situations
- evaluate how theory and research shape understanding of school bullying
- evaluate approaches to intervening in bullying behaviour
- apply theoretical concepts to analyse a specific bullying topic
- synthesise evidence to discuss a current bullying issue
- evaluate evidence relating to a contemporary bullying issue
- construct a well-justified argument using varied evidence sources
- evaluate bullying interventions using module knowledge and evidence
- present a justified argument on bullying in written form
- present a justified argument on bullying in oral form
- Education and Global Development
What you learn (20)
- identify major theoretical approaches to development
- explain how these theories inform analysis of education in developing countries
- discuss contrasting definitions of developed and developing countries
- explain how interpretations of education vary across contexts
- question common assumptions about education and development
- evaluate differing perspectives on education's role in development
- apply theories analysing education's role in developing countries
- critically compare personal experience with peer and reading perspectives
- produce effective written and oral communication at undergraduate level
- take structured notes from academic sources
- locate relevant academic sources for research
- analyse issues using different theoretical frameworks
- collaborate effectively within group tasks
- deliver formal and informal presentations
- select appropriate supplementary reading materials
- critically examine issues in education and global development
- use virtual learning environment tools for blended learning
- produce extended academic writing at undergraduate standard
- contribute actively to class discussions
- reflect critically on learning through weekly journal writing
- Race, Difference, Equity and Equality and other issues in Education
What you learn (9)
- identify ways race and difference affect educational access and fairness
- critique how misrecognition undermines social justice in education systems
- critique current educational practices regarding access and equity
- develop an action plan to promote equity and social justice in education
- evaluate key theoretical ideas relating to race and difference
- examine how policy debates shape equality and justice outcomes in education
- construct written arguments on educational equity issues
- present oral arguments on educational equity issues
- collaborate effectively with peers in group tasks
- Transformative Environmental Education
What you learn (13)
- evaluate how education can tackle global environmental issues equitably
- critique differing approaches used within environmental education
- examine how education can question underlying values on environmental topics
- evaluate ways of engaging diverse stakeholders and perspectives on environmental issues
- explain a whole systems approach to sustainability education
- devise alternative visions for future environmental education
- communicate ideas clearly to different audiences
- generate creative and innovative solutions to problems
- analyse arguments and evidence critically
- use digital tools effectively to support learning
- collaborate effectively within a group to achieve shared goals
- reflect critically on personal learning and practice
- conduct independent research on an environmental education topic
“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?
£23,500median pay three years after graduating
Lower quarter£19k
Median£24k
Upper quarter£28k
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 90 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 23, 14
Half of graduates earned between £19,000 and £27,500. Five years on, the median is £30,000. 93% were in work or further study 15 months after finishing; 61% of those in work were in professional or managerial jobs.
All outcome figures7
| Measure | Value | Based on |
|---|---|---|
| Continue after year 15% left | 80% | 20 |
| In work or study, 15 months on12% studying | 93% | 70 |
| Professional or managerial job | 61% | 55 |
| Pay 15 months on, median | £25,000 | 30 |
| Pay 3 years on, median | £23,500 | 90 |
| Pay 5 years on, median | £30,000 | 90 |
National Student Survey 2025-26
What do students say?
88%agreed the course was good overall (question 26)
NSS — a yearly survey of final-year students at every UK university; 86% 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: 94% agreed on question 6; lowest: 67% on question 25.
All questions26
| Question | Agree |
|---|---|
| Question 1 | 89% |
| Question 2 | 83% |
| Question 3 | 83% |
| Question 4 | 83% |
| Question 5 | 89% |
| Question 6 | 94% |
| Question 7 | 83% |
| Question 8 | 72% |
| Question 9 | 89% |
| Question 10 | 89% |
| Question 11 | 83% |
| Question 12 | 83% |
| Question 13 | 89% |
| Question 14 | 78% |
| Question 15 | 94% |
| Question 16 | 89% |
| Question 17 | 78% |
| Question 18 | 94% |
| Question 19 | 89% |
| Question 20 | 89% |
| Question 21 | 89% |
| Question 22 | 94% |
| Question 23 | 89% |
| Question 24 | 83% |
| Question 25 | 67% |
| Question 26 | 88% |
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 York’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 York is a trade mark of the university; sch.today is independent of it.