Education Studies
University of Cumbria
UCAS Code: X302 | Diploma of Higher Education - DipHE
University of Cumbria
UCAS Code: X302 | Diploma of Higher Education - DipHE
Entry requirements
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About this course
Are you passionate about education? Do you want to inspire people of all ages, races, and backgrounds? Apply your drive to make a positive impact through education in our DipHE Education Studies program.
This innovative course is designed around current research and pressing social issues, giving you the chance to explore the topics that truly fascinate you. Once you successfully complete the course, you may be eligible to transfer to our full BA (Hons) Education Studies program.
**Course Overview**
Study education and learning from a national and global point of view, in vocational and non-vocational education and training and in lifelong learning. You'll gain hands-on experience through practical placements and be supported by industry-experienced tutors who will provide you with a solid academic foundation to complement your practical skills. Explore subjects related to education, teaching, and learning, and gain insights into the global and national landscape of education.
Dive into the world of social justice, policy, and current affairs within the context of education.
**Year one
Compulsory Modules**
- Professional Studies and Work-based Contexts
- Learning and Development
- Introduction to Safeguarding in Education
- Educational Environments
- An Introduction to the History and Sociology of Education
- Key Issues in Education Today
**Year two
Compulsory Modules**
- Professional Studies and Work-based Contexts 2
- Psychology of Education
- Educational Policy and Context
- Global Childhoods
- Education, Faith and Philosophy
- Planning an Enquiry
Modules
YEAR ONE
In year one, you will begin to develop the knowledge, understanding and skills drawn from a range of subjects; principally sociology, psychology, and policy. You will also complete placements in up to two different educational settings of your choice.
- Professional Studies and Work-based Contexts
Develop a professional understanding of relevant education working environments including schools and non-school settings via your placement.
- Learning and Development
Consider different influences on the development and learning of children, young people and adults, with a particular focus on social and emotional factors.
- Introduction to Safeguarding in Education
An introduction to issues relating to safeguarding children, young people and vulnerable adults in the context of education services in England.
- Educational Environments
Understand education environments with reference to different forms of both formal and informal education.
- Introduction to the History and Sociology of Education
Develop an historical and sociological understanding of education.
- Key Issues in Education Today
Build upon concepts around the links between education across the lifespan, social justice, identity and issues in society which effect education today.
YEAR TWO
In Year Two, you will build on the knowledge, understanding, and skills from Year One, progressively deepening your learning while adding global and philosophical perspectives. You will also have the opportunity to complete placements in another two educational settings of your choice continuing with two days off timetable to complete your placements.
- Professional Studies and Work-based Contexts
Further develop your professional understanding of education working environments.
- Psychology of Education
Develop an understanding of psychological theories, relevant to educational practice, and how these relate to practice and their influence in educational settings.
- Educational Policy and Context
An introduction to the reasons for policy in education (across all age phases) and the relationships between policy and social justice.
- Global Childhoods
Develop a theoretical understanding of public policy issues surrounding global childhoods.
- Education, Faith and Philosophy
Understand your own values and personal ethics in relation to philosophical thought.
- Planning an Enquiry
Plan and prepare for a small scale research project.
Assessment methods
Modes of assessment will be closely aligned with the programme modules and will encourage the development of breadth and depth of intellectual, practical and transferrable skills. Methods will include:
- Essays
- Group presentations supplemented by individually-produced supporting papers
- Individual/paired presentations
- Video presentation/short film/podcast
- Portfolios
- Patchwork texts
The Uni
London - Tower Hamlets
Institute of Education
What students say
We've crunched the numbers to see if the overall teaching satisfaction score here is high, medium or low compared to students studying this subject(s) at other universities.
How do students rate their degree experience?
The stats below relate to the general subject area/s at this university, not this specific course. We show this where there isn’t enough data about the course, or where this is the most detailed info available to us.
Education
Teaching and learning
Assessment and feedback
Resources and organisation
Student voice
Who studies this subject and how do they get on?
Most popular A-Levels studied (and grade achieved)
After graduation
The stats in this section relate to the general subject area/s at this university – not this specific course. We show this where there isn't enough data about the course, or where this is the most detailed info available to us.
Education
What are graduates doing after six months?
This is what graduates told us they were doing (and earning), shortly after completing their course. We've crunched the numbers to show you if these immediate prospects are high, medium or low, compared to those studying this subject/s at other universities.
Top job areas of graduates
When you look at employment stats, bear in mind that a lot of students are already working in education when they take this type of course and are studying to help their career development. This means they already have jobs when they start their course, and a lot of graduates continue to study, whilst working, when they complete their courses. If your course is focused on nursery or early years education, a lot of these graduates go into nursery work or classroom or education assistant jobs; these jobs are not currently classed as 'graduate level' in the stats (although they may well be in the future as classifications catch up with changes in the way we work), and many graduates who enter these roles say that a degree was necessary.
What about your long term prospects?
Looking further ahead, below is a rough guide for what graduates went on to earn.
Education
The graph shows median earnings of graduates who achieved a degree in this subject area one, three and five years after graduating from here.
£22k
£26k
£28k
Note: this data only looks at employees (and not those who are self-employed or also studying) and covers a broad sample of graduates and the various paths they've taken, which might not always be a direct result of their degree.
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Teaching Excellence Framework (TEF):
We've received this information from the Department for Education, via Ucas. This is how the university as a whole has been rated for its quality of teaching: gold silver or bronze. Note, not all universities have taken part in the TEF.
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This information comes from the National Student Survey, an annual student survey of final-year students. You can use this to see how satisfied students studying this subject area at this university, are (not the individual course).
This is the percentage of final-year students at this university who were "definitely" or "mostly" satisfied with their course. We've analysed this figure against other universities so you can see whether this is high, medium or low.
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This information is from the Higher Education Statistics Agency (HESA), for undergraduate students only.
You can use this to get an idea of who you might share a lecture with and how they progressed in this subject, here. It's also worth comparing typical A-level subjects and grades students achieved with the current course entry requirements; similarities or differences here could indicate how flexible (or not) a university might be.
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Post-six month graduation stats:
This is from the Destinations of Leavers from Higher Education Survey, based on responses from graduates who studied the same subject area here.
It offers a snapshot of what grads went on to do six months later, what they were earning on average, and whether they felt their degree helped them obtain a 'graduate role'. We calculate a mean rating to indicate if this is high, medium or low compared to other universities.
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Graduate field commentary:
The Higher Education Careers Services Unit have provided some further context for all graduates in this subject area, including details that numbers alone might not show
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The Longitudinal Educational Outcomes dataset combines HRMC earnings data with student records from the Higher Education Statistics Agency.
While there are lots of factors at play when it comes to your future earnings, use this as a rough timeline of what graduates in this subject area were earning on average one, three and five years later. Can you see a steady increase in salary, or did grads need some experience under their belt before seeing a nice bump up in their pay packet?
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