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Pedagogy, policy, and inclusive learning environments
Online or on campus
Education Studies explores how people learn across schools, colleges, and community settings. You will examine curriculum theory, inclusive pedagogy, assessment, and education policy. Campus-based micro-teaching sessions build confidence; school placements in Years 2 and 3 connect theory to practice. The programme welcomes students pursuing PGCE routes or education roles in NGOs and government. BA (Hons) Education Studies is taught as one award, not a list of unrelated modules. The published length is 3 years full-time, and the credit total is 360. Students move from Introduction to Education & Pedagogy through Introduction to Education & Pedagogy; Child & Adolescent Development; Sociology of Education & Social Justice; Academic Skills & Reflective Practice; History & Philosophy of Education; Digital Technologies & EdTech in Learning, and finish on Honours Education Dissertation. Each course has a question, a method, and a submission. In this field, students design a short sequence for a named group of learners and the criteria that would mark it fairly. Reading is a curriculum extract, an assessment specification, and an evaluation summary. The artefact a marker expects is a plan with outcomes, a task, criteria, and a note on bias. The award is built so that a graduate can do the following in practice: Design inclusive lesson plans aligned to curriculum standards Critically evaluate education policy and assessment systems Reflect on teaching practice using evidence-based frameworks Teaching assumes the student can read a source, attempt a problem before the seminar, and revise after feedback. Attendance at live seminars is part of the design. The capstone or final course must use the methods of the earlier courses; a project that ignores them does not pass. This course does not confer a teaching licence, QTS, or equivalent registration. The pages for each course name the topics that are examined. Those topics are the syllabus. A brochure line is not a substitute for them.
Partnerships with Edinburgh schools provide structured observation and mentoring placements.
Faculty spotlight
Professor Margaret Hughes leads Inclusive Education; Dr. Tom Bradley researches EdTech adoption in schools.
Study online
Online tuition is free. Online examinations are free. There is no exam fee for online study.
On-campus study
Prefer to learn at our Edinburgh campus? Campus tuition and campus examinations are charged. The published campus price is on each programme page.
| Code | Course | Credits · hours |
|---|---|---|
| EDU101 | Introduction to Education & Pedagogy Introduction to Education & Pedagogy (EDU101) is a 20-credit course on BA (Hons) Education Studies, with 200 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Introduction to Education & Pedagogy as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration.
| 20 · 200 h |
| EDU102 | Child & Adolescent Development Child & Adolescent Development (EDU102) is a 20-credit course on BA (Hons) Education Studies, with 200 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Child & Adolescent Development as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration.
| 20 · 200 h |
| EDU103 | Sociology of Education & Social Justice Sociology of Education & Social Justice (EDU103) is a 20-credit course on BA (Hons) Education Studies, with 200 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Sociology of Education & Social Justice as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration.
| 20 · 200 h |
| EDU104 | Academic Skills & Reflective Practice Academic Skills & Reflective Practice (EDU104) is a 20-credit course on BA (Hons) Education Studies, with 200 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Academic Skills & Reflective Practice as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration.
| 20 · 200 h |
| EDU105 | History & Philosophy of Education History & Philosophy of Education (EDU105) is a 20-credit course on BA (Hons) Education Studies, with 200 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using History & Philosophy of Education as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration.
| 20 · 200 h |
| EDU106 | Digital Technologies & EdTech in Learning Digital Technologies & EdTech in Learning (EDU106) is a 20-credit course on BA (Hons) Education Studies, with 200 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Digital Technologies & EdTech in Learning as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration.
| 20 · 200 h |
| Code | Course | Credits · hours |
|---|---|---|
| EDU201 | Curriculum Design & Assessment Frameworks Curriculum Design & Assessment Frameworks (EDU201) is a 20-credit course on BA (Hons) Education Studies, with 200 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Curriculum Design & Assessment Frameworks as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration.
| 20 · 200 h |
| EDU202 | Inclusive Pedagogy & Special Educational Needs Inclusive Pedagogy & Special Educational Needs (EDU202) is a 20-credit course on BA (Hons) Education Studies, with 200 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Inclusive Pedagogy & Special Educational Needs as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration.
| 20 · 200 h |
| EDU203 | Educational Research Methods Educational Research Methods (EDU203) is a 20-credit course on BA (Hons) Education Studies, with 200 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Educational Research Methods as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration.
| 20 · 200 h |
| EDU204 | School & Community Placement I School & Community Placement I (EDU204) is a 20-credit course on BA (Hons) Education Studies, with 200 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using School & Community Placement I as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration.
| 20 · 200 h |
| EDU205 | Psychology of Learning & Motivation Psychology of Learning & Motivation (EDU205) is a 20-credit course on BA (Hons) Education Studies, with 200 notional learning hours. By the end, students can read a finding and say what it shows about behaviour, and what it does not, using Psychology of Learning & Motivation as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses one empirical paper, one methods critique, and an ethics note. Seminar time is for the decision, not for reading the materials aloud. Assessment is a critical review that a non-specialist manager could follow. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a psychology, counselling, or clinical licence.
| 20 · 200 h |
| EDU206 | Language, Literacy & Multilingual Classrooms Language, Literacy & Multilingual Classrooms (EDU206) is a 20-credit course on BA (Hons) Education Studies, with 200 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Language, Literacy & Multilingual Classrooms as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration.
| 20 · 200 h |
| Code | Course | Credits · hours |
|---|---|---|
| EDU301 | Education Policy, Politics & Society Education Policy, Politics & Society (EDU301) is a 20-credit course on BA (Hons) Education Studies, with 200 notional learning hours. By the end, students can say who decides, under which rule, and draft a note a professional could read, using Education Policy, Politics & Society as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a statute or instrument, a case or policy paper, and a commentary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a memo or draft clause with sources and a revision note. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course is academic. It does not admit the student to practise law and it is not a qualifying law degree.
| 20 · 200 h |
| EDU302 | Comparative & International Education Comparative & International Education (EDU302) is a 20-credit course on BA (Hons) Education Studies, with 200 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Comparative & International Education as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration.
| 20 · 200 h |
| EDU303 | Educational Leadership & School Transformation Educational Leadership & School Transformation (EDU303) is a 20-credit course on BA (Hons) Education Studies, with 200 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Educational Leadership & School Transformation as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration.
| 20 · 200 h |
| EDU304 | School & Community Placement II School & Community Placement II (EDU304) is a 20-credit course on BA (Hons) Education Studies, with 200 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using School & Community Placement II as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration.
| 20 · 200 h |
| EDU305 | Honours Education Dissertation Honours Education Dissertation (EDU305) is a 40-credit course on BA (Hons) Education Studies, with 400 notional learning hours. By the end, students can design a short sequence for a named group of learners and the criteria that would mark it fairly, using Honours Education Dissertation as the working context rather than a generic management example. The course is taught in three movements. First, students establish the terms and the decision the course is about. Second, they apply the method to a case, dataset, text, or design and compare it with a weaker alternative. Third, they revise the work after feedback and state what the conclusion cannot support. Preparation uses a curriculum extract, an assessment specification, and an evaluation summary. Seminar time is for the decision, not for reading the materials aloud. Assessment is a plan with outcomes, a task, criteria, and a note on bias. A pass requires a clear method, evidence a marker can check, and an explicit limit. Credit is not awarded for summary alone. This course does not confer a teaching licence, QTS, or equivalent registration.
| 40 · 400 h |
Modules are assessed through a published mix of coursework, applied projects, and examinations. Exam windows are announced in advance so students in other time zones are not forced into overnight sittings. Alternative arrangements are available where documented.
The published duration is 3 years full-time. Teaching language: English. Actual time-to-complete depends on mode and any recognised prior learning.
You may study this award fully online from your country, or — where published — on campus at Brigant. Online study does not require a student visa. Campus study may.
Degree tuition for this award is published as £0 / tuition-free on the online pathway. Examination or administrative fees may apply at checkout — never an annual tuition invoice. Check the Fees page for any extras.
Requirements are grouped on this page (academic, English, documents). Equivalent qualifications are considered. English may be waived after prior English-medium study.
Assessment is typically a mix of coursework, projects, and examinations. Doctoral awards include a thesis or dissertation and an oral examination. Details sit in the programme specification and module outlines.
Recognition of the award for local employment, professional licence, or ministry attestation is decided by your employer or regulator. University of Brigant publishes verification pages for certificates. We do not claim automatic equivalence in every country.
Start an application on this website. Progress is saved from the first step. Admissions: admissions@brigant.uk.
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