Everything you need to know...
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What is the fee?
Home: See fees section below
International/EU: £17,155 per year -
How long will I study?
3 / 4 Years
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Where will I study?
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What are the entry requirements?
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What is the UCAS code?
CX83
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When do I start?
September 2025
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Placement year available?
Yes
Course summary
- Study key topics and theories in education, psychology and counselling
- Apply your knowledge on real-world placement to enhance your employability
- Develop and practise your counselling skills
- Learn from tutors in our Sheffield Institute of Education who are experts in their field
Few courses combine the related subjects of education, psychology and counselling like this course – plus opportunities to gain valuable placement experience.
The BA (Hons) in Education with Psychology and Counselling course helps you to prepare for a range of careers in education or therapeutic roles.
Come to an open day
Visit us to learn more about our gold-rated teaching and why we were awarded the highest possible rating in the Teaching Excellence Framework.
How you learn
Your lecturer’s view
You will be taught by academics with specialist knowledge and expertise in a range of areas including psychology, early years, teaching and counselling.
Our teaching approach is grounded in the personal and professional experience of both staff and students – alongside current global research and employer engagement. You’ll collaborate with your tutors to model and create inclusive teaching and learning strategies and environments, and be supported to challenge accepted ideas and practices.
You’ll also join our dynamic community of students, researchers and academics at the Sheffield Institute of Education. We’re one of the UK’s largest providers of teacher training, supporting 1,000 new teachers every year and partnering with more than 600 schools and colleges in the region.
You learn through:
- Diverse learning, teaching and assessment methods
- On-campus lectures
- Guest speakers
- Individual reflection
- Peers engagement
- Class debates
- Group tutorials
- Research-informed practice
- Collaborative projects
- Real-world projects and placements
- Opportunities to study abroad
- Coursework-based assessment
Key themes
During this course, you’ll develop your knowledge and understanding of discourses and practices in education, psychology and counselling. You’ll learn how to critically reflect on and theorise personal experiences and practices – and also how to optimise your employment opportunities by developing your counselling skills and transferable skills.
You’ll evaluate academic research, literature and policy while developing skills of reflection. You’ll also have chances to co-construct learning through dialogic teaching methods to improve the quality of classroom discussion.
Your learning will be supported by the expert teaching team and an approach that is grounded in the personal and professional experience of both staff and students, alongside current global research and employer engagement.
You will collaborate with your tutors to model and create inclusive teaching and learning strategies and environments and be supported to challenge accepted ideas and practices.
As well as understanding the current practice, you’ll have the opportunity to apply research to real-world projects – gaining great experience that stands out to employers.
Course support
You’ll be taught by a close-knit community of qualified and highly experienced teaching staff who take the time to get to know you. Throughout your time, you’ll receive personalised support, such as:
- Specialist Hallam tutors and school-based mentors
- Access to specialist support services to help with your personal, academic and career development
- Access to our Skills Centre with one-to-ones, webinars and online resources
- Career support for up to five years after you graduate
Course leaders and tutors
Phil Coombs
Lecturer in Education Studies, Education Psychology and CounsellingLecturer in Education Studies, Education Psychology and Counselling
Sophie Taylor
Senior LecturerI graduated with a First Class BSc (Hons) degree in Psychology from Sheffield Hallam University in 2008 and then gained a funded PhD at Sheffield Hallam University. … Read more
Applied learning
Work-integrated learning experiences and placements enable you to explore your career aspirations and develop and extend transferable skills such as confidence, problem-solving, creativity and reflective practice, preparing you for graduate roles. We champion applied learning and have partnered with over 600 schools and colleges so that you can put your learning into practice.
Placements
As part of your course you’ll work with employers in a range of ways. In your first year you’ll engage in applied learning with an employer to support your understanding of an educational context. In your second year you’ll apply for a four-week placement from a broad choice of education-related settings. Previous students have taken on exciting placements in organisations such as museums, galleries, prisons and even inner-city farms.
You’ll also have the opportunity to undertake a year-long work placement (25 weeks minimum) or multiple placements between your second and final years. This gives you valuable work experience to prepare you for your future career and allows you to graduate with an Applied Professional Diploma to add to your CV. In your final year the Project module involves working in small groups and applying academic learning to an employer-led project.
Travel abroad
You may have the opportunity to spend time abroad as part of your course. After completing their second-year studies, previous students have travelled to Mauritius to work in a range of schools and settings – with funding provided by the Turing Scheme.
Future careers
This course prepares you to progress into a career in:
- Education
- Physical education
- Counselling
- Psychology
- Social work
- Youth work
- Student support
- Mental health work
- Special educational needs
- Public and community services
- Skills development
Some of these careers require further postgraduate training, such as a Hallam Masters in Education, Psychology or Art Psychotherapy Practice, or the postgraduate diploma in Counselling and Psychotherapy.
Following successful completion of the MSc in Psychology or Developmental Psychology students will have Graduate Basis for Chartered Membership from the British Psychological Society.
Previous graduates of this course have gone on to work for:
- The NHS
- Mencap
- HMP Wakefield
- Shelter UK
- Compass
- The University of Manchester
- Westfield Academy
- Nottinghamshire City Council
Student's success story
Our students from a range of courses, including English, Education and History, are inspiring young people to write creatively at Grimm & Co.
Where will I study?
You study at City Campus through a structured mix of lectures, seminars and practical sessions as well as access to digital and online resources to support your learning.
City Campus
City Campus is located in the heart of Sheffield, within minutes of the train and bus stations.
City Campus map | City Campus tour
Adsetts library
Adsetts Library is located on our City Campus. It's open 24 hours a day, every day.
Learn moreEquipment and facilities
We’ve invested over £100m in new facilities to help you study how and when you want. This means 24-hour libraries, modern cafes and study spaces designed by our students.
Most of our teaching is conducted in person at our City Campus, right in the heart of Sheffield.
You’ll have access to industry-standard teaching facilities and equipment, such as:
- Specialist spaces that reflect the teaching settings
- Virtual learning environments where you’ll access materials and resources
- Technical resources such as tablets and voice recorders
- Books and journals in our learning centres
Entry requirements
All students
UCAS points
- 112-120
This must include at least two A levels or equivalent BTEC National qualifications. For example:
- BBC-BBB at A Level.
- DDM in BTEC Extended Diploma.
- Merit overall from a T level Qualification
- A combination of qualifications, which may include AS Levels, EPQ and general studies.
You can find information on making sense of UCAS tariff points here and use the UCAS tariff calculator to work out your points.
GCSE
- English Language or English Literature at grade C or 4
- Mathematics at grade C or 4
We may accept GCSE equivalents
• Access - at least 45 credits at level 3 and 15 credits at level 2 from a relevant Open College Network accredited course
• Grade B from CACHE diploma Level 3 in Child Care and Education.
If English is not your first language, you will need an IELTS score of 6.5 with a minimum of 6.0 in writing and 5.5 in all other skills, or equivalent.
Suitabilty Declaration
You must fully declare the following information on the application form during the admissions process:
- unfiltered criminal convictions, cautions, reprimands or warnings. For further information on unfiltered offences please see the Disclosure and Barring Service website.
- involvement in disciplinary proceedings during paid or voluntary employment or education establishments
- involvement with safeguarding proceedings, social services or related organisations
Enhanced Disclosure and Barring Service Criminal Record Check
- you will be required to undertake an Enhanced Disclosure and Barring Service (DBS) criminal record check prior to or during the enrolment week of your course. This will be provided by the University free of charge.
- you will need to present valid identity documents (PDF) as part of the DBS application process
- if you have lived outside of the UK for more than six consecutive months in the last five years you must provide an overseas criminal record check. Further information on obtaining an overseas criminal record check.
- where your DBS Enhanced Disclosure certificate contains any recorded information you must present this to the Academic Administration Team within ten working days of receipt of the certificate.
We consider other qualifications from the UCAS tariff. Applicants with alternative qualifications or a combination of qualifications and work experience are also considered. We welcome applications from people of any age. Please contact us for further advice.
Meeting the qualifications on the entry criteria does not guarantee you a place. You should ensure that you submit a personal statement and reference as these are considered as part of the selection process. Guidelines on personal statements and references can be found on the UCAS website.
Additional information for EU/International students
If you are an International or non-UK European student, you can find out more about the country specific qualifications we accept on our international qualifications page.
For details of English language entry requirements (IELTS), please see the information for 'All students'.
Modules
Important notice: The structure of this course is periodically reviewed and enhanced to provide the best possible learning experience for our students and ensure ongoing compliance with any professional, statutory and regulatory body standards. Module structure, content, delivery and assessment may change, but we expect the focus of the course and the learning outcomes to remain as described above. Following any changes, updated module information will be published on this page.
You will be able to complete a placement year as part of this course. See the modules table below for further information.
Year 1
Compulsory modules
Module Aim:
This module explores the range of learning and language theories that can explain development and learning throughout the lifespan. Sociology of education offers the opportunity to develop knowledge and understanding of wider social, historical and cultural factors. As this is a work experience module, you will learn about professional behaviours and values that ensure inclusive practice in educational contexts. Real world challenges and issues will be explored through engagement with employers and students will be supported to develop confidence and skills to access resources such as handshake supported by the Careers and Employability service.
Indicative content:
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Learning and language theories throughout the life course
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For EPC this will involve linking to previous knowledge in EPC-specific seminars
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In EADS this will involve going into introductory psychology in more detail in the seminars
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Thinking sociologically (including introducing social diversity: class, gender, ethnicity, disability)
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Educational philosophies
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Educational policy
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History of education
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Reflecting on self-awareness skills during group work (problem-based learning)
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Engaging with external speakers
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Consider how knowledge has been shaped by world views
Module Aim:
The module introduces students to the discipline of counselling and different theoretical approaches. This module will also introduce counselling skills and working in triads which will be covered further in the Level 5 Counselling Skills for Professional Practice module.
Indicative content:
- Overview of the historical emergence of counselling
- Key theories and concepts in counselling e.g.
- Person Centred Approach
- Cognitive Behavioural Therapy
- Psychodynamic Approach
- Therapeutic relationship
- Social context
- Contemporary developments and trends in counselling e.g.
- Technology-based counselling e.g. online, phone, text.
- Walking therapy
- Ethical practice and dilemmas
- Introduction to counselling skills and working in triads
- Personal development
Module Aim:
This module will provide students with an understanding of key psychological theories and different areas of psychology such as developmental psychology and social psychology. The learning on this module is vital for understanding behaviour in your future placement setting. Each week themes will be taught that have been selected for their importance and relevance in relating psychology to education and counselling.
Indicative content:
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Lifespan development
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Literacy and Language
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Intelligence
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Emotions and emotional intelligence
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Forming relationships and helping others
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Attention
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Self and Identity
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Bullying and prejudice
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Mental health
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Gender, sex and sexuality
Module Aim:
This is an extended induction module which enables you to explore practice associated with effective learning and development. You will be introduced to a range of approaches, resources and support which will help you to understand the processes of learning and, the importance of reflection and developing independence and autonomy in learning. This knowledge and understanding will support you as you progress throughout your degree and will also provide a strong foundation you can build on when exploring how learning and development is supported in others.
Indicative content:
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Academic skills (finding, selecting and utilising relevant information, using databases and selecting academic journals, evaluating sources of information, reading and note taking, approaches to planning, structure, time management, organisation, APA referencing)
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Blackboard, Turnitin, The skills centre and studiosity
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Teaching and learning theories
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Using assessment briefs and feedback rubrics
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Reflective and reflexive practice, questioning
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Inter and intrapersonal skills: Self-awareness, self-regulation, self-motivation, emotional literacy
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Psychologically safe environments
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Transitions
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Action planning and SMART targets
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Principles of learning and development for HE
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Social and Emotional Aspects of Learning
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Unpicking and understanding theories, concepts and principles
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Theory, evidence and research and impact on practice
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Growth mindset, motivations for learning, learning power, curiosity and creativity and resilience
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Personal narratives of childhood, learning and development
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Positionality
Year 2
Compulsory modules
Module Aim:
This module builds on the Level 4 Introduction to Counselling module. This Level 5 module aims to introduce you to the skills required for counselling roles. You will work in triads, in the role of counsellor, client and observer, to practice counselling skills and reflect on this process.
Indicative content:
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Active listening
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Empathy
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Questions
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Silence
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Group relationships
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Personal development
Module Aim:
The module will consider how psychology informs educational theory and practice. The module will focus on four themes:
- Philosophical issues in Educational Psychology
- Subject matter in Educational Psychology
- Practices using in Educational Psychology
- Issues of Difference and Diversity
Indicative content:
- Mental health issues relevant to working in schools will be considered e.g. anxiety, depression, Autistic Spectrum Conditions and eating disorders
- Inequality of groups in educational settings (e.g. looked after children, families not-using English at home, people on the Autistic Spectrum)
- Special and Educational needs and Disabilities (SEND) in the classroom
- Alternatives to traditional schooling (e.g. home schooling, Montessori, Forest schools)
- Ability grouping
- Subject specific teaching
- Second language learning
Elective modules
Module Aim:
The aims of this module are to reflect on how children's behaviour is conceptualised, experienced and responded to as 'challenging' in relation to autism and to consider the role of communication skills within this process. This module offers the opportunity to develop knowledge and understanding of autism and approaches and strategies which can support practice.
Indicative content:
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Conceptualisations of challenging behaviour
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Environments through the autism lens
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Relationship between challenging behaviour and communication
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Support strategies
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Personal engagement with challenging behaviour
Module Aim:
This module will explore the theoretical concepts of childhood and play and the rights of the child/youth in relation to this. You will explore national and international policy and perspectives on childhood and play and learn how these impact on practice.
Indicative content:
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Theoretical approaches to play
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Educational perspective on play
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The process of play
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Taxonomies of play
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Childrens voices and spaces Applying multiple perspectives to children's play
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Childhood and play in a historical and political context
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Role of the adult in children and young people's play
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Environments for play indoors and outdoors
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Equality and inclusion in the environment
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Open ended resources
Module Aim:
This module focuses on a critical analysis of national and international approaches to outdoor learning and sustainability though an experiential approach, within the context of childhood and adult education. It offers the opportunity to develop knowledge and skills to prepare you for working with children and adults in alternative environments.
Indicative content:
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What is a Forest School -historical/theoretical perspective
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Specialist Forest School and outdoor learning experience provided by employers and specialists
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Experiential learning – team work, fire lighting, knots, shelters, safety and risk assessment, creative approaches, using tools.
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Theoretical perspectives of outdoor play and learning
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Exploring risk and adventure from research and autoethnographic perspective
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International approaches to experiential, child-led play e.g. Te Whariki, Reggio Emilia, Steiner, iBac, Australia and the four nations (UK)
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Children as co constructors
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Parents as partners
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Reflective practice
Module Aim:
To explore the current issues and debates active within education. To help students to consider their attributes as potential future practitioners. In this module a critical appreciation of theory and practice used when planning and developing a creative and engaging curriculum will be considered. The module aims to equip students with the confidence to engage in pertinent dialogue around contemporary issues within education. In addition to linking their understanding of children’s development to how a pedagogically appropriate curriculum is developed
Indicative content:
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Approaches to teaching and learning
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Curriculums across the world
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The Education system in England
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Professional teaching values
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Lifelong learning
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Planning
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The National Curriculum
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Engaging and motivating learners
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Following children's interests
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Differentiation
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Display
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Reflection
This module is for undergraduate students to study abroad in their second year, Semester 2 (only for courses that offer this option). With this module, you can spend a semester at one of the University’s approved partner institutions worldwide – from Europe to the Americas, Asia Australia or Canada.
Study Abroad plays an important role in the University's commitment to an engaging, challenging, and thriving learning culture. It offers opportunities to experience other academic cultures and foster intellectual maturity while enhancing co-curricular skills and students' long-term employability.
Study abroad for credit is permitted on existing university-approved courses only. Students are awarded credits and grades at the partner institution, which are converted into Sheffield Hallam credits and grades on return and included in the Sheffield Hallam degree classification.
Please check and refer to the webpage How study abroad works. You must submit a Learning Agreement outlining the modules you will be taking at the partner institution. The Learning Agreement will be signed off by your academic tutor to ensure that the Learning broadly covers the Learning Outcomes set out in your course curriculum during your study abroad.
Module Aim:
This module combines online learning, workshops, observations, and practical teaching experiences. It enables you to develop the knowledge and skills to effectively teach English to speakers of other languages. To prepare for this role you’ll deepen your awareness of the English language, reflect on language learning and teaching experiences, analyse learner language, and teach adult English language learners. The module prepares you for an initial TESOL qualification: Trinity CertTESOL and provides a strong foundation for a sandwich placement.
Indicative content includes:
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English grammar, lexis, and phonology
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TESOL methodology
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lesson panning
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materials design and evaluation
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classroom management
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teaching young learners.
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Careers guidance
Module Aim:
This module supports students to develop knowledge of underpinning research on trauma, attachment, social engagement and relational pedagogies for children and young people and promotes an understanding of how to create mentally healthy environments and support individuals to overcome barriers to learning and well-being.
Indicative content:
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Trauma
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Attachment
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Developmental models
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Relational pedagogies and social engagement
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Psychological safety
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Supporting learning and engagement
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Stress response systems and regulation
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Emotional well being
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Resilience
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Regulation
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Brain development and neuroscience
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Reflective practice
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Mental illness
Module Aim:
This work experience module will be delivered through an immersive work experience working alongside an employer or organisation in a short placement so that students can appraise their own values and motivations in context of the world of work, considering inclusivity and industry sector values. Students will have an opportunity to create a personal action plan, goal setting, and to create job applications in a variety of contexts and media tailored to specific professional roles. The immersive work experience will provide students with the opportunity to critically analyse and reflect on their practice in a professional environment to recognise the value of work experience
Indicative content:
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Developing employability skills using university resources such as employability adviser
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Consider the range of services available and a potential career trajectory
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Analyse the skills required to be successful in chosen career trajectory
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Consider personal reflection and transferable skills
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Develop an understanding of services across the breadth of health, education, enterprise and social care both globally and across the UK
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Analyse the beliefs and values underpinning the education and childcare systems both in the UK and in selected international communities
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Analyse and resolve a real-life service problem
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Project planning and management approaches
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Develop professional skills and behaviours through management of the project and working with people
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Communicate proposed ‘solution’ to the brief with an aim to support and develop an existing service or business
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Reflect on approaches directly experienced and related to secondary sources
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Understand professional values and ethical behaviour within the workplace
Year 3
Optional modules
Module aim:
The aim of this module is to enhance students’ professional development through the completion of and reflection on meaningful work placement(s).
A work placement will provide students with opportunities to experience the realities of professional employment and experience how their course can be applied within their chosen industry setting. The placement will:
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Allow student to apply the skills, theories and behaviours relevant and in addition to their course
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Enable students to enhance their interpersonal skills in demand by graduate employers – communication, problem solving, creativity, resilience, team work etc.
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Grow their student network and relationship building skills.
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Provide student with insights into the industry and sector in which their placement occurs
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Help student make informed graduate careers choices.
Indicative Content:
In this module students undertake a sandwich placement (min 24 weeks / min 21 hours per week) which is integrated, assessed and aligned to their studies.
Their personal Placement Academic Supervisor (PAS) will be their key point of contact during their placement and will encourage and support students to reflect on their experience, learning and contribution to the organisation they work for.
To demonstrate gains in professional development, students will be required to share their progress, learning and achievements with their Placement Academic Supervisor and reflect on these for the summative piece of work.
Final year
Compulsory modules
Module Aim:
This module aims to relate psychology theories and topics learnt at university to real-world contexts. Students will work in groups on a real-world problem and then reflect on the process. The group project will involve writing a research project proposal including a literature review and ethical considerations.
Indicative content:
Themes covered on the module will include:
- Cyberpsychology
- Health
- Culture
- Atypical development
- Current trends in treatments e.g. psychodelics
Module Aim:
To explore a range of local and international societal, historical and systemic issues within education, childhood and inclusion within a wider community of learning.
This module offers the opportunity to explore a range of local, national and international societal, historical and systemic issues within education, childhood and inclusion. Experts within the Sheffield Institute of Education will share knowledge and research findings through themes, perspectives and issues which will enhance those considered earlier in the courses. A wider community of learning across three undergraduate courses enables sharing of practice, perspectives and cross disciplinary relationship building.
Indicative content:
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Defining contemporary issues
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Engaging with peer reviewed journal articles to identify recent research evidence
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Engaging with international perspectives -the role of the UN and NGO’s
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Managing behaviour for learning
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Testing and assessment of learning
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Bullying
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Prevent and British Values
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Mental health
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The impact of covid 19
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Globalisation and education
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Children and young people as global citizens
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Mental health
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Numeracy and literacy
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School readiness
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Marketisation of education and neoliberal perspectives
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The digital world
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Environmental issues and sustainability
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Decolonising the curriculum
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EY, Childhood focus, Autism, Disability and SEN focus, Psychology and counselling focus
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Academic skills
Module Aim:
This module aims to develop knowledge and perspectives of client mental health issues at different stages of the lifespan. Following on from L4 and L5 Counselling modules, this L6 module will also include counselling skills practices and encourage self-awareness and personal development.
Indicative content:
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Mental health issues relevant to different life stages such as (but not limited to):
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Depression, anxiety and behavioural difficulties in childhood
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Depression, anxiety, bullying and social media use in adolescence
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Alcoholism or drug use in adults
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Loneliness in older adults
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Working with clients across the lifespan including children, young people and older adults
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Loss and grief
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Trauma
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Self-awareness and personal development
Module Aim:
In this module you will build on professional and academic skills and knowledge developed throughout the course.
This work experience module will be delivered through an employer-led extended project so that you can critically reflect on your values and skills in the context of the world of work, considering inclusivity and industry sector values. The employer-led project will provide you with a unique opportunity to apply academic learning, take responsibility for goal setting and demonstrate professional behaviours by exploring and reviewing a particular agreed theme or issue in depth and detail.
This module will also build upon the experience and learning gained through the Applied Professional Diploma (where you have opted for a sandwich placement). The focus of this module is to prepare you for the transition from UG to the workplace or further study.
Indicative content:
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Ethical research
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Professional conduct
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Methods of research and review
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Reflective practice
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Time management and organisation skills
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Taking responsibility and working autonomously
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Action planning
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Methods of review and reflection
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Analysis
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Drawing conclusions
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Searching the literature
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Critical thinking skills
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Problem solving skills
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Critical writing
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Presentation skills
Fees and funding
Home students
Our tuition fee for UK students on full-time undergraduate courses in 2025/26 is £9,535 per year (capped at a maximum of 20% of this during your placement year). These fees are regulated by the UK government and therefore subject to change in future years.If you are studying an undergraduate course, postgraduate pre-registration course or postgraduate research course over more than one academic year then your tuition fees may increase in subsequent years in line with Government regulations or UK Research and Innovation (UKRI) published fees. More information can be found in our terms and conditions under student fees regulations.
International students
Our tuition fee for International/EU students starting full-time study in 2025/26 is £17,155 per year (capped at a maximum of 20% of this during your placement year)
Financial support for home/EU students
How tuition fees work, student loans and other financial support available.
Additional course costs
The links below allow you to view estimated general course additional costs, as well as costs associated with key activities on specific courses. These are estimates and are intended only as an indication of potential additional expenses. Actual costs can vary greatly depending on the choices you make during your course.
General course additional costs
Additional costs for Sheffield Institute of Education (PDF, 255.8KB)Legal information
Any offer of a place to study is subject to your acceptance of the University’s Terms and Conditions and Student Regulations.
