Education Studies and English Literature BA (Hons)
In English Literature, our philosophy is simple: words matter. Words shape the world we live in (books can and have changed the world) and the connections between the written page and the concerns of the ‘real’ world are a crucial part of the programme. Overall, the degree will enable you to develop your expertise as a reader and critic of a range of literary materials, whilst also supporting you in the development of a portfolio of professional skills which will aid you in the wider job market. Education Studies is concerned with understanding how people develop and learn throughout their lives, and the nature of knowledge and critical engagement with ways of knowing and understanding. It offers intellectually rigorous analysis of educational processes, systems and approaches, and their cultural, societal, political, historical, and economic contexts.
92% of Graduates agree that this course provided them with opportunities to explore ideas and concepts in depth. National Student Survey, 2019.
- UCAS Code – XQ3H
- Duration – 3 years full-time | 6 years part-time
- Start date – September 2020, September 2021
- School – Humanities, Religion & Philosophy
Minimum Entry Requirements
96 UCAS Tariff points
3 GCSEs at grade C/4 (or equivalent) including English Language
UK and EU 2020-21 £9,250 per year
International 2020-21 £12,750 per year
The York St John Experience
The Education Studies and English Literature programme is built around a number of key dispositions that the team wishes to develop with our students. Through change, critique, creativity and curiosity, it is hoped that Education Studies and English Literature students will care about themselves, others and the environment, and challenge both themselves and others in their ongoing quest to understand themselves and the world as it is, as it could be, and as it should be.
Change is a constant, in that all students need to be prepared for change, and that change will happen no matter what. The important thing is to be able to understand this. Critique enables students to deal with change; it allows them to question why things are as they are, who is driving change, and to engage with their own responses to this. Creativity allows students to look at their world in a number of ways, not just accepting it as it is, and also looking for different ways to respond to it. Curiosity is about wanting to find out more, and to understand themselves and others, and to know how to find out in a coherent and ethical manner.
Graduates are able to participate in and contest changing discourses exemplified by reference to debate about values, personal and social engagement, and how these relate to communities and societies. Students have opportunities to develop their critical capabilities through the selection, analysis and synthesis of relevant perspectives, and to be able to justify different positions on educational matters. They will engage in a critique of current policies and practice and challenge assumptions.
The programme is specifically designed so that you will have a foundational Level 1 year that introduces you to the skills required for University-level Literature and Education studies. All our introductory Literature modules seek to equip students with an understanding of historical developments in the form of the written word. These modules provide you with a basic grounding in key texts, major historical moments, and important critical terms that will be applicable across the rest of your degree.
Literature modules include:
Introduction to Literary Studies I
In this module you will have the chance to build your confidence in working with literature at degree level. You will engage with a range of texts written prior to the nineteenth century that includes prose, drama, poetry, speeches, letters and articles. Together, we will start to think about some of the ways that literature and history can be brought together and why the study of English Literature remains a popular and important discipline.
Writing, Research and Literature
On this module you will learn the basics of academic writing and research at University level. Drawing upon a range of classic and contemporary short stories and poems as your starting point, you will develop a range of skills such as, using the library catalogue, choosing secondary sources, planning essays, developing arguments, and close reading texts, so that you can write and discuss the works that inspire you with confidence and flair.
Introduction to Literary Studies II
On this module we’ll examine some well-known classics alongside more unusual selections that help us to question the social, political, cultural and historical values by which we approach literature. This includes an exciting range of texts across different media and forms, from nineteenth century poetry to early cinema and 1930s nonfiction. Along the way we’ll be thinking about gender, class, war, empire, form, genre, and much more besides.
Theorising Literature: Power and Identity
The critic Michel Foucault once wrote that ‘power is everywhere’; on this module we seek to uncover the ways that economic, social, and cultural power is portrayed and exerted through the written word. Who has the power in a literary text? And how do we as readers discern this? We will discuss these issues as they relate to identity politics and the intersections between class, gender, race, sexuality, ability, nation, and age in selected literary works.
This module prepares students to reflect on the study of Literature at undergraduate level by introducing them to two key, overarching concepts: the idea of literary value and the canon. The module is designed to complement semester 1 modules in which issues of literary value and the canon are raised, albeit in less detail, and to provide a meta-context for students to learn and reflect on why they study what they study at university as well as, more precisely, how canonical assumptions can influence their reading and writing.
Education Studies modules include:
Key Changes in Modern Schooling
Through this module, you will develop a broad and balanced knowledge and understanding of the principal features of English education in an historical context. By critically analysing Government policy both in this country and abroad, students can evaluate the effectiveness of the development of educational systems in post-industrial societies.
Learning as a Student
Students vary in their outlook and understanding of what it means to be a student of Higher Education. Some are fresh from school and some may have been engaged in other sorts of professional or recreational learning since leaving school. This module supports you as you reflect on your learning and understand your roles and responsibilities as a learner. This includes an understanding of the cognitive and meta-cognitive skills that they need to acquire or develop to be a successful autonomous learner.
What is Inclusive Learning?
This module critically investigates how specific groups of learners may be categorised and stereotyped within society and educational settings, leading to marginalisation and exclusion. The module offers you opportunities to explore how inclusive education might be applied in practice across a range of learning settings.
Questioning the Purpose of Education: Philosophical Perspectives
The purpose of education has been contested by philosophers, politicians and educators for millennia. This module forms one of the foundation blocks of the Education Studies course and guides you through a number of different philosophical approaches, value positions and educational ideologies that have been used to explain and rationalise certain approaches to education.
Global Development and Education
This module will examine global development as it applies to education around the world and offer a critique of theories of development as well as some measures of development. The module will engage with whether changing trends in education are to be welcomed and will critically assess some of the broader discourses surrounding education and global development.
Representations of Education
This module considers how depictions or representations of education are an important part of our cultural imagination and how they help to form and inform our understandings of education and schooling. Fictional accounts, works of art and media representations provide unique spaces to both reinforce and challenge dominant ideas about education and provoke debate about what should be taught, how effective learning occurs and the roles and relationships between pupils and teachers.
At Level 2 you have the chance to follow your own writing and research interests, and select the modules that most appeal to you. As a joint honours student, you will take an employability module with either Education Studies or English Literature. Both of these modules encourage students to consider their professional and transferable skills, and how they might utilise them in the working world, as well as allowing students to undertake work-related projects and have the opportunity to meet professionals from industries including publishing, journalism, and teaching. This innovative approach to employability has been extremely popular with our students over the past few years.
Literature modules include:
Is it proper to remove literary texts from their historical contexts, or is historical awareness essential to any understanding of the text? Is it really the case that a text can mean anything to anybody, or are there more objective ways of understanding what texts are and how they work? What is actually happening when we read literature? And what is ‘literature’ anyway? This module will engage with the fundamental questions lying behind the discipline of literary studies. Through a direct discussion of theoretical texts, it will examine concepts such as beauty, culture and language from a range of perspectives. It will equip students with a toolbox of interpretative procedures that will enable them to offer insightful readings of any text written in English, irrespective of when and where it was published.
This module introduces students to the relationship between American literature and physical and mythical/symbolic spaces, and explores the ways in which this space is imagined and represented in a range of texts. In American culture, concepts of space and setting have a particular relevance that dates back, for example, to events such as the Declaration of Independence, the founding of civic spaces, and the Californian Gold Rush. The rationale behind this module is to ask students to think creatively, critically, and innovatively about physical space and literature, and explore the relationship between American socio-economic history, and the development of a specifically American literary tradition.
Science Fiction for Survival
Drawing on a range of theoretical and critical concepts around utopianism, the module will consider landmarks in the history of SF in order to develop students’ understanding of key concerns relevant to the genre. The title ‘Science Fiction for Survival’ aims to highlight the way in which science fiction, through its attention to both technology and ideology, encourages readers/viewers to consider the way in which humanity’s post-industrial choices have impacted directly on the well-being of the planet and its diverse human and non-human inhabitants. Students on the module will have the opportunity to get involved with the project Terra Two: An Ark for Off-World Survival, and to develop content for the site.
This module provides an opportunity to read texts produced by and written about major conflicts of the twentieth and early twenty first centuries. We will start with the mechanised horror of the Western Front and work our way through the Second World War, the Spanish Civil War, Vietnam, the Troubles, 9/11 and the War on Terror. We read texts by writers as diverse as Martha Gellhorn, George Orwell and Kurt Vonnegut and examine the complex relationship between language, experience and memory.
Sick Novels: Literature and Disease
On this module we’ll be looking at the ways in which diseases are represented in novels from several different periods. What sorts of things can disease suggest in the literary text, and what kinds of associations come with different diseases? Why do some diseases seem to appear in many novels (tuberculosis and cancer, for example) and why are some less often written about? What kinds of anxieties about society do diseases embody or allow the author to explore?
This is an exciting module which will explore Shakespeare’s plays in their early modern contexts but also understand them as written for performance. We will also explore them as modern/post-modern texts in reception. The module engages with a range of theoretical approaches, from new historicist to feminist and queer readings.
From Harlem to Hip-Hop: African American Literature and Culture
Obama...Beyoncé...the 'Black Lives Matter' movement. Without doubt, the African American experience is a major influence on our contemporary political, cultural, and social landscape. Starting with the Harlem Renaissance of the 1920s and 1930s and continuing through to the present day, we will discuss key African American novels, plays, and poems alongside music (including jazz, soul, blues, and hip-hop), film, art, and political writings in order to better understand the ways that black writers respond to and shape American culture and history.
Civil War to Civil Society: British Literature, 1640-1740
The English Civil War and execution of Charles I, the Commonwealth, the ‘Glorious Revolution’, and the Restoration of the Crown led to a period of great literary production – as well as suspicion from those in power towards writers and publishers. This module will engage with the ways in which literature challenged and negotiated what it meant to be ‘civil’ in the 17th and 18th centuries. How did writers explain seismic changes to a growing readership? How did new voices (the working class, women, writers of colour, dissenting writers) enter the conversation? What new kinds of literature emerged to make sense of events and what kind of community was created through reading?
We look at the different ways books and films tell stories, and what happens to literature and literary characters when they get ‘translated’ onto the screen. In addition to examining specific examples of film adaptation, students can choose to experiment creatively on a project of their own.
Literature at Work
This module will enable English Literature students to engage in discussions about a range of career trajectories relevant to their degree on both a practical and ideological level. Crucially, the module will facilitate reflective thinking about skillsets and their relationship to students’ career aims. Team work and project management are integral features, with students working in groups to develop, plan, and execute a project or alternatively, to engage in work-place learning through an external placement. Guest speakers will introduce a variety of graduate career pathways, potentially including publishing, research, teaching, marketing, and journalism.
Revolution and Response: British Literature, 1740-1840
Beginning with the ‘rise of sensibility’, this module will explore the idea of ‘revolution’ and the myriad ways in which the literature published in these decades agitated for and responded to political upheavals and changes as well as ‘revolutions’ in literary tastes and production, gender roles and expectations, the role of literature, and the relationship between individuals and society. Writers took full advantage of an increasingly literate population and met an insatiable desire for print with an outpouring of plays, poetry, ‘novels’, treatises, periodicals, and newspapers. This module will engage with the idea of ‘revolution’ through a wide range of topics and texts, including poetry, prose, and drama.
Education Studies modules include:
Knowledge & the Curriculum
Knowledge and knowledge construction provide the focus of this module. You will engage in a critical examination of education for the 21stcentury and the role and purposes of knowledge in the learning process and what is taught. You will examine epistemologies and will consider these in relation to knowledge construction, curriculum planning and learning.
Education & Social Justice
Social Justice is seen by many as central to the idea of education. This module examines the concept of Social Justice, noting the different conceptions and the contestable nature of the concept. Seeing Social Justice as a form of distributive justice will enable students to look at how goods are valued and allocated, and whether education can be seen as a good in this sense. The notion of Social Justice as linked to Modernity will also be examined, and whether there is a need to move towards Ecological Justice, which means a discussion of social change.
Life Chances & Education
The module engages critically with the discourse surrounding improving educational outcomes for children and young people, which tends to see them as autonomous and disregards a critical understanding of the dynamics of life-chances. This module endeavours to develop students’ understanding of how life-chances shape the context within which children and young people grow and develop.
Media & Dis/ability
The media is central to twenty-first century life and as an industry has been critical in the dissemination of information, attitudes and social beliefs. This module takes a critical approach to how the media has been used to both entrench and challenge particular representations of disability and special educational needs by critically examining a range of primary media sources including film and TV, expressive arts, literature, newspapers, internet sources and charities to consider how disability and special educational needs are portrayed.
The Globalisation of Education Policy
This module will focus upon the impact of globalisation upon education. The controversies within globalisation theory will be examined, and the contestability of the idea discussed. Reference will be made to other global forces (impact of cold-war and post-colonialism) and debate whether globalisation is a continuing process within capitalism, or whether it is a new event. How different countries react to globalisation and the subsequent effect upon their education systems will form a large part of this module.
Learning as a Researcher
With claims of ‘research-based’ evidence to support change in education policy and practice, it is important that you understand how meaningful conclusions can be drawn from data. This module combines a critical look at the research methods employed by others with opportunities to develop research skills to an advanced undergraduate level. It engages you in a range of research-related activities and exercises which will support future research projects.
Reflecting on Learning
Employability is central to the mission of York St John University. As a placement module this enables students to locate learning in the workplace, identify graduate attributes, and reflect upon future career options. This module links theoretical perspectives to practice, identifies personal values as they relate to the workplace and stimulates the development of a personal philosophy of learning.
Education & Development
The critical study of Colonialism and Imperialism will enable students to understand how parts of the globe came to be as they are, and to examine the variants, legacy and possible continuation of these two phases. The contestable nature of what is being studied will lead to questioning of what is meant by developed, and development. Global and local responses to the legacy of Colonialism and Imperialism, especially through educational systems, will be explored in this module.
In your final year you will be ready to take on a bigger role in the management of your learning. You might find yourself leading a class discussion, or doing a non-assessed presentation in a seminar. You will write a dissertation (an extended project that runs for the whole academic year) on the subject of your choice, and with the support of an academic supervisor. In many ways, this is in the intellectual culmination of your degree, as you become an independent researcher and are required to manage your own academic project. Many of our students note that this is one of the most enjoyable sections of their degree, as they are specialising in a literary topic that they are passionate about, and are putting into practice the skills they have accrued during their time at York St John University.
Literature modules include:
English Literature Dissertation
In your final year, you will be ready to take on a bigger role in the management of your learning. Students write a dissertation (an extended project that runs for the whole academic year) on the subject of their choice, and with the support of an academic supervisor. In many ways, this is in the intellectual culmination of the degree, as students become independent researchers and are required to manage their own academic project. Many of our students note that this is one of the most enjoyable sections of their degree, as they are specialising in a literary topic that they are passionate about, and are putting into practice the skills they have accrued during their time at YSJ.
The Victorian Novel: Realism, Sensation, Naturalism
On this module we’ll focus on the ways in which the novel as a form was developed, challenged, and experimented with in the Victorian period. We’ll consider how the novel engages with and represents social issues in the period, but we’ll also look at the ways in which the novel form itself adapted and transformed as a vehicle of expression: from realist texts which set out to depict believable and probable events and characters, to science fiction, the sensation novel, romance, mystery, and adventure.
The Experimental Century
By the beginning of the twentieth century, many of the religious, philosophical and cultural assumptions of the Western hemisphere had been smashed into pieces. In this pessimistic moment flourished a range of aesthetic movements whose radical call was to ‘make it new’. Their desire to reconstitute the tradition would produce original, playful and subversive approaches to old-fashioned forms. And their experiments would expand the boundaries of culture until it encompassed a whole range of new identities, new concepts and new genres. This module will introduce students to these restless modernists, and explore the consequences of their work in twentieth century culture. Along the way it will examine how the Civil Rights Movement, feminism, and queer subcultures turned experimental aesthetics to new, politically radical ends.
‘The Gothic’, according to David Punter, ‘arises on the sites of vanished cultural territories’ (2000). The point of ‘vanishing’ conceals and reveals the origin of this ‘contested, maligned, and misunderstood’ (Carol M. Davison, 2009) mode of writing. This module will provide an opportunity for students to engage with the ‘origins’ of Gothic literature and conventions, exploring the ways in which the Gothic persists and adapts to different historical and cultural contexts. We will be reading poetry and prose, drama and non-fiction throughout the module, as well as considering other media (art, film, sound) and critical theories of the Gothic.
The Making of Modern Drama
This module examines aspects of theatrical experimentation over the last century, and its impact on the contemporary stage. In addition to comparing the aims and achievements of different theatrical movements, students may undertake a creative project (e.g. writing a script or designing a stage-production) in response to what they have learned.
Research Now I and II
This module recognizes the interest students have in the research culture and open environment that we have cultivated at YSJU. It allows final year students to respond to current and ongoing research projects within the lecturing team, building on their research skills and supporting the specific skills demanded of final-year work and dissertation modules.
American Radicals: Outside the Canon
This module will examine a selection of texts from twentieth century American literature and relate the works to their cultural, social and political backgrounds. The module will focus on texts that demonstrate formal innovation and experimentation, and will reflect the plurality of twentieth century American experience. Students might read Native American, African American, Chicana, Chinese-American texts alongside literature produced in the wake of radical social change such as Beat writing, Vietnam narratives, and responses to 9/11.
Writing the Caribbean
This module will examine a range of texts from the Anglophone and Anglocreole Caribbean, a region that has produced two Nobel Prize winners in Literature (Derek Walcott & V.S. Naipaul). The aim is to introduce students to a range of writing from and about the Caribbean which reveal the longstanding global dimensions of this writing and the ways in which this is currently being marked and remembered. The close connections between Britain and the Caribbean will be a particular focus, both in a historical and contemporary context.
Cultures of the Now: Contemporary Writing
This module encourages students to consolidate their understanding of the history of literature by examining a range of texts from a variety of locations – Europe and the USA, but also Africa and the Asian subcontinent – in order to get a grip on the strange paradoxes of our own global moment. Is the world a fragmented assortment of local traditions, or a conformist monoculture? What do those in one part of the world owe to those living in another? And is the popularity of literary texts which seek to represent and understand ‘the other’ something to celebrate, or simply another manifestation of consumerism?
Gender and Sexualities
When it comes to issues of gender and sexuality, what is natural and what is cultural? How have gender debates informed popular culture and critical theory? How are different genders and sexualities presented in film and literature? And how do different cultural groups use popular culture and literature to reinforce, challenge, transgress or disrupt traditional gender expectations? Coming in the final semester of third year, this module challenges students to draw on all of the skills, theories and approaches they have rehearsed throughout the degree to confront, explore and interrogate the representation of gender roles and sexuality in popular culture.
Education Studies Modules include:
Current debates have centred on how education developments, approaches and interventions are measured as effective. Recent government policies have focused on a move towards developing and promoting evidence based practice and teachers are increasingly being encouraged to conduct research to evaluate and inform their practice. However, some critics have argued that this medical-based approach does not work within an education environment, such as the classroom, where variables cannot be tightly controlled. This module explores the question about how educational practice can be effectively evaluated.
Education & Contemporary Ethical Issues
Education is underpinned by values, and especially ethical values. This module enables students to develop their own values through investigating normative and applied ethics. They will examine ethical theories, and then apply them to current issues. These will then be applied to educational settings.
Digital Learning - The Future of Education?
This module considers what education may look like in the future. With the growth of technology, educational institutions may well need to re-appraise learning. Claims that technology will enable humans to learn more efficiently will be examined, as will the converse that it will infantilise and trivialise learning. The virtual educational institution is one scenario amongst many that will be critically appraised. The ability to be free in time and space could have a radical effect upon learning.
Education, Health & Well-being
Government initiatives around health and wellbeing have become increasingly important in education and currently underpin the fundamental aims of the school curriculum. A key current debate centres on the extent to which education should be involved in health and wellbeing. Arguments focus on the extent to which education can address wider societal concerns such as childhood obesity, self-esteem and happiness. This module critically engages with such debates and questions whether education can provide effective solutions for societal problems.
Autobiography Narrative – Writing Educational Journeys
Stories and narratives form essential ways in which meaning is constructed through experiences. This module explores the ways in which narratives construct personal and professional identities and considers how narratives and ‘stories’ might influence an individual’s ability to engage with educational opportunities and potential implications for professional practice. Students are encouraged to consider their own educational journeys/narratives alongside theoretical frameworks.
Education & the Environment
This module looks at the evidence for global change (population growth, biodiversity decline, climate change and resource depletion), and asks whether education as it is presently constituted is able to meet the possible challenges suggested by these changes. Is our current education system set up to meet the challenges of Modernity, and is it able to meet global change as shown above? Is humankind moving into post-modernity, with differing challenges? What would education look like if it concentrated upon the Earth, which all living and non-living things rely upon?
Teaching & the Role of the Teacher
This module examines the differing roles and purposes of what it means to be a teacher. Teacher Education in many countries has been structured and defined by the State. Within many countries state defined and accredited teachers carry out their roles within tight confines. Should there be more room for teacher agency? To who are teachers accountable? The multi-faceted role of the teacher will be explored from a spectrum of teacher as technician/ deliverer to teacher as liberator/ resister. This will be done by engaging in debate about purpose and role. Can the role be divorced from the social, political and institutional context?
Evaluating interventions and therapies
Interventions and therapies (for example speech therapy, Occupational Therapy and positive behaviour interventions) are used with children with SEN/D in classrooms throughout the world. Often these are adopted by teachers and practitioners with little consideration of the historical, cultural, political and medical discourses which underpin them, how they might be perceived by the recipients, or the quality of the evidence gathered to support their use. This module will engage students in a critical evaluation of different interventions and therapies used with children with special educational needs and disabilities, building on much of the learning already established throughout the strand.
Researching in an Educational Context (Dissertation)
The emphasis in this module is on research processes and problems; students are active participants, creators and communicators of knowledge. With tutor support, students have the opportunity to research into, and present their findings from, a specialist area of Education Studies. Integral to this study is the embodiment of a range of knowledge, skills and understanding that demonstrate social and ethical responsibility, developing independence and self-awareness, presenting and summarising information in a range of formats, critical analysis and offering solutions to complex problems.
Teaching & Assessment
The BA (Hons) Education Studies and English Literature programme will use a diverse range of teaching and learning strategies which will focus on equipping you with the skills and knowledge required to be effective and successful students. This programme is designed so that there is a progressive shift in the overall balance of time you spend in independent compared to tutor-supported learning. Level 1 has increased contact time to ensure that you have a sound grounding in the subject area, which is then gradually reduced through Levels 2 and 3 in order to develop student autonomy, whilst still providing a supportive environment.
The aims of all our teaching is to help you to become a better writer and literary critic, to challenge you to consider new ideas and concepts, and to support you in understanding the complex connections between literature and contemporary society. Literature is a dialogic discipline: that is, informed discussions and debates are a crucial part of the learning process. We do not want students to be passive learners, but instead expect you all to be actively engaged and involved with your degree subject.
n Education Studies the teaching and learning strategy includes lectures, seminars, case studies, group work, report writing and aims to be accessible to a mixture of learning styles and interactive activities. A series of key lectures for each module will provide you with an introduction to the main themes, theoretical concepts and debates. Seminars aim to provide you with the opportunity to debate and discuss the themes raised by lectures and self-directed study. This will provide you with opportunities to have a deeper understanding of the issues covered in the modules and encourages an environment in which you can communicate and discuss the subject matter with other students.
In English Literature we use a range of teaching styles and settings to help support you during your time at University. You will attend lectures, seminars (groups of students with a tutor), tutorials (one-to-one meetings with a tutor), workshops, and experience collaborative learning (working with your fellow students), events, field trips, as well as independent study sessions, and times when you will need to use online resources.
There are no exams on this programme - you will be assessed entirely through coursework. As well as writing essays there are other assessment opportunities designed to help you develop new skills and prepare for graduate employment. You will encounter a wide range of assessment, including portfolios, presentations, posters, artefacts, reports, reflections, commentaries, close-reading exercises, and opportunities for reflective writing. Some modules are assessed by one piece of coursework (usually a portfolio) and you will have the chance to work on this throughout the semester. The feedback you will receive focuses on how you can improve your work for future assessment, and we encourage all students to keep a feedback folder to help keep track of their academic development. Your assessments will build in complexity and criticality as you progress through the degree so that by the final year, you are working with increasing independence.
The minimum entry requirements for this course are:
96 UCAS Tariff points
3 GCSEs at grade C/4 or above (or equivalent) including English Language
This course is available with a foundation year. This option is ideal if you do not yet meet the minimum requirements for entry straight onto a degree course, or feel you are not quite ready for the transition to Higher Education. A foundation year prepares you for degree level study, giving you the confidence and skills needed to make the most of your course. Passing it guarantees you a place on this degree course the following academic year.
As well as a strong standard of written English, we also look for the ability to demonstrate knowledge and commitment to the subject. This can be done in a variety of ways, for example, through previous study (including English language, theatre, film studies, media, history), wider reading and creative writing, volunteering in schools both in the UK and overseas, or other social settings where learning occurs, such as sports teams or Cadets. Candidates should also demonstrate an intellectual engagement with the core disciplines of the programme, such as philosophy, psychology, sociology, history or politics and show the ability to think critically around the subject.
- Candidates can demonstrate a real enthusiasm for the subject that goes beyond achieving good grades in exams. Examples of this could include:
- Demonstrating the ability to think critically by discussing a range of literature genres and/or your own writing
- Attending lectures/readings/performances outside of your school/college
- Being a member of appropriate societies (e.g. writer’s forum)
- Subscribing/reading relevant journals and magazines
- Demonstrating transferrable skills e.g. creativity, initiative, having an open mind, being pro-active
- Taking further study e.g. in modern languages
- Discussing future career plans
Terms and conditions
Our terms and conditions, policies and procedures contain important information about studying at York St John University. These can be accessed through our Admissions webpages.