Education BA (Hons)

Full-time undergraduate (3 years, 4 years with foundation year)



This course is available as a 3 year degree or a 4 year extended degree.

If you choose the 4 year extended degree, the first year of your study will be delivered by our partner, Cambridge Ruskin International College (CRIC) on our Cambridge campus. In years 2 to 4 you'll study with us in Chelmsford.


Want to make an impact through education? Our Education degree course in Chelmsford can help you make your mark. Study full-time and explore contemporary educational topics, from social justice to education enterprise. You’ll benefit from guest lecturers and employability events and discover the breadth of careers available in education – both inside and outside the classroom.

Full description


We work with employers to make sure you graduate with the knowledge, skills and abilities they need. They help us review what we teach and how we teach it – and they offer hands-on, practical opportunities to learn through work-based projects, internships or placements.

Education is about more than learning inside the classroom. Throughout our BA (Hons) Education, you’ll have opportunities to volunteer in a range of educational settings so you can get direct experience of professional practice first hand. On graduation, you’ll be armed with the knowledge, skills and professional standards meaning you’ll be ready to work in the wider education arena.

Our course will equip you for a career facilitating life-long learning in a variety of contexts, from outreach organisations, to healthcare providers to policy-making bodies. Perhaps you’ve always dreamed of launching your own education-based charity or enterprise? We’ll help you realise your ambitions and prepare you for your future education career, wherever it may be.

Further examples of the wide range of roles our course can lead you to include such as charities, local authorities and multi-academy trusts, schools, further education organisations, educational resource developers, assessment organisations, higher education organisations, policy-making bodies, not for profits and NGOs. Wherever, and whatever, your future educational career, our course will help you prepare for it.

Modules & assessment

Year one, core modules

  • Education Paradigms 1: Foundations
    This module considers the relationships between history of philosophy and the major educational paradigms in a rigorous but engaging manner, so that the basic understanding of such concepts is established to enable the exploration of possibilities for education now and in the future.
  • Constructions of Learning 1: Concepts
    This module provides a broad but critical introduction to the key theoretical perspectives on learning, relevant to a range of educational environments. It seeks to investigate and challenge the applications of the theories of learning. Such exploration of theories of learning, and the perspectives derived from them, will allow you to evaluate how relevant theories and principles can be applied to educational contexts from policy construct and implementation, to education practice.
  • Education Enterprise 1: Organisation
    Build an understanding of the wide range of arenas in education and the types of businesses that exist within them. The module is underpinned with the concept of social justice (distributive justice and recognitive justice) and encourages the questioning of equity within education, and whether businesses can play a role in redressing any inequality.
  • Critical Skills in Higher Education
    This module is designed to develop the skills you need to succeed at University and flourish in your future career. You’ll enhance your critical thinking skills, create compelling arguments, understand persuasive communication, work in teams and learn to problem solve. Your literacy for academic study will be improved alongside effective skills for research. You’ll reflect on how all these skills are transferable to the world of work and your own personal development.

Year two, core modules

  • Education Paradigms 2 - Perspectives
    This module continues the Education Paradigms strand and focuses on the theoretical, historical, and philosophical aspects of educational theories and their manifestations in educational practice. The module investigates the development of educational systems in the UK and abroad, and uses a sociological framework to examine some key paradigms.
  • Education Enterprise 2
    Building on your understanding of education enterprise in year 1 you’ll undertake critical analysis of case studies and community profiles, comparing the educational issues and provision in a variety of communities, through the lens of social justice. You will then use the understanding developed by the analyses to independently develop a profile of a community of your choice, investigating community demographics, networks, educational issues and provision.
  • Constructions of Learning 2: Communities
    Designed to build on the understanding of theories of learning, developed in the year 1 module Constructions of Learning 1: Concepts. This module moves the focus to the concept that learning may be structured or unstructured, individual or communal in nature. People are constantly learning and adding to their skills, knowledge and competencies. This learning does not always take place within the initial education system, but rather throughout the lifespan. Learning can take place anywhere including the home and community. Investigate the concept of formal, non-formal and informal learning; using Bronfenbrenner’s ecological model to understand how an individual’s community may affect their learning; and investigate the ways in which individuals can come together as communities of practice, in a physical or digital environment, to support their learning.
  • Studying Education Research and Development
    This module introduces the key issues, perspectives and debates around research and development within the field of education. A range of designs, paradigms and approaches will be explored from philosophical first principles through to methods of data collection and analysis.

Year three, core modules

  • Education Paradigms 3 - Ideologies and Cultures
    This module focuses on the ideologies and cultures relating to the beliefs and facts around knowledge acquisition, creation, and dissemination. It investigates the processes and conditions needed for the formulation of an ideology and deconstructs a number of historical examples.
  • Constructions of Learning 3 - Context
    This module develops an understanding of the importance of assessment policy in education. It focuses on an international comparison of education pedagogy and assessment policies, so as to understand the development of different assessment policies, and their possible impact on educational experience.
  • Special Focus Project
    The specialist focus project enables you to demonstrate your ability to raise and address significant questions in relation to your choice of a topic or issue. This may involve auditing or evaluating existing practice; commenting on significant theoretical or conceptual developments at the local, national or international level; developing an educational innovation with a rationale based on current research literature; or constructing a philosophical review of a specific theoretical or practice innovation.
  • Engagement in Education 3 - Research and Development
    This module focuses on the research and development process of educational resource production. Drawing from examples of different resources in educational settings and their uses, students will design, develop and evaluate a resource that addresses a particular educational need or issue.


It’s important to us that you leave our course as a well-rounded education practitioner, so throughout our course we aim to provide the necessary support and tools for you to succeed. We’ll give you the opportunities to flourish as an autonomous, active learner through providing you with on-going feedback and personalised teaching approaches and resources based on learner needs, interests and experiences.

We’ve built a wide range of assessments into our course to allow you to demonstrate your learning in the modules, and to ensure you’re developing the knowledge and skills you’ll need for a career in education. These assessments can include presentations, essays, reports, poster displays and portfolios.

Where you'll study

Your faculty

The Faculty of Health, Education, Medicine and Social Care is the largest in ARU, with over 7,000 students. Our Faculty is teeming with expertise and primed to meet the demand for creating health professionals, teachers, doctors, scientists and educators for the three districts we serve: Chelmsford, Cambridge and Peterborough.

We have been training undergraduates for professional roles for over 25 years, with a reputation for quality, dedication and ambition balanced with student satisfaction.

We know that to give our students the very best experiential learning, prior to getting into the workplace, simulation is second to none, for safe, realistic, learning environments. We have invested heavily in purpose built simulated wards, science labs and skills space, to support our students through their learning.

Where can I study?

Tindal Building on our Chelmsford campus

Our striking, modern campus sits by the riverside in Chelmsford's University and Innovation Quarter.

Explore our Chelmsford campus

Fees & funding

Course fees

UK & EU students starting 2019/20 or 2020/21 (per year)


International students starting 2020/21 (per year)


Fee information

For more information about tuition fees, including the UK Government's commitment to EU students, please see our UK/EU funding pages

Entry requirements

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Foundation year entry requirements

  • 5 GCSE passes at grade 3 or D or above and evidence of two years post-GCSE study at Level 3
  • If you have achieved at least grade E in one A level, or equivalent, you are exempt from the two year post-GCSE study requirement, but you still have to meet the GCSE requirements
  • If English is not your first language you will be expected to demonstrate a certificate level of proficiency of at least IELTS 5.5 overall including 5.5 in each band/component

Important additional notes

Our published entry requirements are a guide only and our decision will be based on your overall suitability for the course as well as whether you meet the minimum entry requirements. Other equivalent qualifications may be accepted for entry to this course, please email for further information.

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UK and EU students

Apply through UCAS

UCAScode: X301

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International students

Applicants from outside the UK and EU, apply to ARU

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