For more information about English Language for Education at University of Manchester, School of Environment, Education and Development, University of Manchester, Faculty of Humanities, please visit the webpage using the button above.
How long you will study
Domestic course fees
GBP 9250 per year
How you will study
International course fees
GBP 17000 per year
This is a unique degree, focusing specifically on English language and its connections with education. It will provide you with an understanding of the current issues and theories within the fields of both English language and education, as well as seeing how the two interrelate.
You will explore language use, the nature of spoken and written communication, educational issues, and how language reflects and impacts upon wider society and culture. Maybe you have a strong interest in how people learn, either culturally, socially or psychologically. Or maybe you love studying contemporary English language and want to find out how it can be applied across a range of real-world settings. You will also explore the psychology and sociology of learning, as well as examining public policy in relation to issues of access, fairness and social justice.
We pride ourselves on close staff-student relationships, small-group teaching and guided, one-to-one supervision. You are encouraged to develop knowledge in areas that are of specific interest to you, through selecting optional course units and your choice of a research project for your final-year dissertation.
Grades AAB - BBB. There are no specific subjects required but a modern or classical language, English Language, Psychology or Communication Studies is an advantage. General Studies is welcomed but not normally included as part of the standard offer.
Two AS levels are not accepted in place of one A level.
Unit grade information
The University of Manchester welcomes the provision of unit grade information which, like all other available information, will inform the consideration of applications. Unit grades will not normally form part of offer conditions, except for Mathematics programmes.
English Language at grade C or above (Grade 4 or above in the newly reformed GCSEs in England).
Key Skills qualification
The University warmly welcomes applications from students studying the Key Skills qualification. However, as the opportunities to take these modules are not open to all applicants, currently this is not an essential requirement of the University.
32 points overall with 6,6,5 - 5,5,5 at Higher level
Students whose first language or language of instruction is not English may be asked to provide evidence of fluency in English by achieving scores in English language tests as follows: IELTS 6.5 overall, 6.5 in writing, no sub-section below 6.0, TOEFL iBT overall score of 90 with a minimum score of 22 in writing and 20 in the other subsections, Pearson PTE overall score of 62 with a minimum score of 62 in writing and 55 in the other subsections or Cambridge CAE grade A or Cambridge CPE grade C.
English language test validity
Some English language test results are only valid for two years. Your English language test report must be valid on the start date of the course.
Irish Leaving Certificate
Grades AABBC - BBBBB
Grades AABBB - BBBBB
Scottish Advanced Highers
Grades AAB - BBB
Grade A-B in advanced core, in conjunction with two A-levels, at grades AB-BB.
Overall grade 70-83%
Other international entry requirements
We accept a range of qualifications from different countries. For these and general requirements including English language see Accepted entry qualifications from your country
BTEC Extended Diploma
BTEC Level 3 Extended Diploma with a minimum of 100 credits awarded atDistinction, 70 at Merit and the remaining 10 credits at Pass or above - BTEC Extended Diploma with a minimum of 170 credits at Merit and the remaining 10 credits at Pass or above.
BTEC Level 3 Diploma Grade A at A level plus the BTEC Diploma with a minimum of 60 credits awarded at Distinction, 50 credits at Merit and 10 credits at Pass - Grade B at A level plus the BTEC Diploma with a minimum of 110 credits awarded at Merit and 10 credits at Pass.
BTEC Level 3 Subsidiary Diploma with a Distinction plus AB at A Level - BTEC Level 3 Subsidiary Diploma with a Merit plus BB at A Level.
Access to HE Diploma
Overall 60 credits are required with 45 at Level 3. 15 credits at Distinction plus a minimum of 24 credits at Merit. We also consider other factors such as additional educational achievements, life experience and skills on an individual basis.
Advanced Placement tests
The University welcomes applicants with the AP qualification. Such applications will be considered on an individual basis.
Both the Cambridge Pre-U Diploma, and Principal Subjects in combination with A levels, are accepted by the School of Education. For admissions purposes grade D3 will be considered comparable to grade A at A level and grade M1 comparable to grade B at A level.
The University welcomes applicants who are studying the Level 3 diplomas. Such applications will be considered on an individual basis.
Non-standard educational routes
If you have followed a non-standard educational route and have been, for example, educated at home, your application will be considered against the standard entry criteria of the course to which you applied. You will be required to demonstrate that you meet the academic entry requirements as specified for the course. We will also require a reference which should be written by somebody who knows you well enough, in an official capacity, to write about you and your suitability for higher education. Please refer to UCAS for further information: UCAS reference guidelines
Aigerim Kussainova, MSc Human Resource Development
I graduated from one of the leading Universities of Kazakhstan - The Eurasian National University (2008). My Bachelor degree in Regional Studies (International Relations) and six years work experience in NGO sector in the field of training and leadership development helped me to get the "Bolashak" scholarship. Human resource development initiatives in Kazakhstan are increasingly being introduced and developed through the government programmes, and the "Bolashak" scholarship is one of these initiatives. With the understanding of Kazakhstan's main development priorities, I decided to study MSc Human Resource Development at The University of Manchester, within the Institute for Development, Policy and Management (IDPM). It provides excellent resources, studio facilities, workshops, and creates a warm and friendly atmosphere to encourage and facilitate productive research and study.
The Human Resource Development module guided by the talented and experienced scholars is exciting and interesting. Every lecture is a good opportunity to understand the globalisation processes and critically analyze the policy initiatives and development agenda associated with the well-being of people. Core models cover various significant areas and themes such as globalisation, HRD strategic interventions at organization and societal levels, Knowledge Management, Organization Development, Training and Development, Managing Quality, and Politics and Development.
The most valuable experience for me was the understanding of the importance of the gender development issues in developing countries. Through the process of globalisation, the world has become more open, more diverse, and closer, and as a result, gender inequality is not just an issue for feminists. Gender inequality is not about the development of women, it is about the development of the society. Consequently, gender development strategies as part of broader issues such as poverty problems and sustainable development are one of the key components for the prosperity of all nations within the global arena.
The encouraging environment of the school, and the courses offered by the programme have provided tremendous opportunities for me to develop and prepare myself for the challenges that lie at the beginning of my career. I strongly believe that knowledge gained from the University of Manchester will be useful for the developing country I belong to and will be a great advantage to my personal and career development.
Alexia Rogers-Wright, Environmental Governance MSc
I did my undergraduate degree in Geography at Manchester and loved the city and the department so wanted to stay on afterwards. I have always been interested in the interactions between the human and physical world, issues like climate change, conservation, sustainable development and flood risk. I have also always been interested in international development and global environmental governance issues.
I chose this particular course because it allowed a large amount of freedom for students to choose their own modules from almost anywhere (within reason) in the university (which is huge). This meant that this flexibility would allow me to follow my interests in both of these fields, rather than being forced to choose one over the other.
The course has definitely lived up to my expectations: I received a good grounding in the basics theories upon which environmental governance is based, as well as being able to explore the subjects I enjoyed in more detail.
The core modules were assessed in a variety of ways (presentations, seminar contribution, teamwork, problem-based learning) to help students build on all their communication skills, rather than just essay writing. This forced me to think about information and problems in a different way, which kept me on my toes!
I have just started an ESRC CASE PhD at the University of Hull, looking at the flood risk in the city and the flood event that took place in summer 2007, in which Hull was the worst hit area in the country.
The core modules I followed as part of the course covered all the major theories and schools of thought in Environmental Governance and prepared me very well for this - I frequently find myself referring back to my notes now!
I would recommend the course because of the flexibility it offers students to pursue their own interests over the course of the year. The standard of all teaching was excellent and so was the atmosphere amongst the students.
Jessica Hawkins, PhD in Development Policy and Management
I am currently in the second year of a PhD in Development Policy and Management in IDPM, having previously studied an MA here in International Development: Poverty, Conflict and Reconstruction and a BA in European Studies with German and Italian at Lancaster University. My research is focused on the application of a theory of social power to Ugandan state formation processes, providing a macro-historical sociological study of state development. My research will involve the use of secondary sources and archives both here in the UK and also in Uganda, spending around four months on fieldwork during summer 2012. In preparation for my empirical work I have been able to take modules on research methods including Working with Memory, Archival Research and Elite Interviews. As part of the overall personal development process for the PhD, I have also taken a number of additional skills training courses including Graduate Teacher Training and thesis management.
Since commencing the PhD, I have had the opportunity to teach BA and MA tutorials in IDPM and in the Sociology department, which has developed my academic skills for the future. The PhD process has also enabled me to become part of the wider research community at Manchester, such as being a member of specific research groups and taking part in workshops and conferences; giving me the opportunity to gain feedback on my work from academics and fellow PhD students other than my supervisors. Furthermore, these opportunities have improved my confidence when talking about my research.
The PhD process at Manchester is well structured, providing students with clear goals and targets along with the necessary supervisory support, whilst at the same time, enabling us to follow our own research agendas and interests, within the broad remit of the institute.
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