Physical education is an important vehicle for improving health, behaviour, sports participation, and performance, and as such continues to have political and educational significance across the UK.
Lincoln's BSc (Hons) Physical Education and Sport degree is a multi-disciplinary programme. It utilises current research, policy, and practice in order to develop the knowledge, skills, and understanding relevant to the physical education and sport sector.
The course has been designed for those who have a desire to work with young people in schools or youth sport settings, and engagement in real-world activities is integral to the programme. You can develop your teaching abilities, knowledge, and experience of curriculum activities, while making the most of opportunities to gain experience through practical sessions and placements in schools.
Physical education is an important vehicle for improving health, behaviour, sports participation, and performance, and as such continues to have political and educational significance across the UK.
Lincoln's BSc (Hons) Physical Education and Sport degree is a multi-disciplinary programme. It utilises current research, policy, and practice in order to develop the knowledge, skills, and understanding relevant to the physical education and sport sector.
The course has been designed for those who have a desire to work with young people in schools or youth sport settings, and engagement in real-world activities is integral to the programme. You can develop your teaching abilities, knowledge, and experience of curriculum activities, while making the most of opportunities to gain experience through practical sessions and placements in schools.
Conduct research alongside our academic team
Dedicated physical education laboratories and practical spaces
Partnered with Lincoln City FC and a range of external partners
Learn from our expert academic team members
Subject area ranked in the top 10 for teaching in the UK*
*National Student Survey 2024 (out of 83 ranking institutions)
First-year modules are designed to provide you with a foundation in teaching and pedagogy, school and youth sport development, social science, sport science, and research. You'll also be encouraged to develop key transferable skills.
During the second and third years, you can choose from a range of optional modules and tailor your learning to personal interests and career aspirations.
Teaching is delivered in a variety of ways including lectures, seminars, practical sessions, lab sessions, workshops, and tutorials. Throughout the course you may have opportunities to hear from guest speakers. Previous speakers have included Lincoln Seated Volleyball Club, Lincoln Invictus Club; and School Games Organisers, Lincolnshire.
First-year modules are designed to provide you with a foundation in teaching and pedagogy, school and youth sport development, social science, sport science, and research. You'll also be encouraged to develop key transferable skills.
During the second and third years, you can choose from a range of optional modules and tailor your learning to personal interests and career aspirations.
Teaching is delivered in a variety of ways including lectures, seminars, practical sessions, lab sessions, workshops, and tutorials. Throughout the course you may have opportunities to hear from guest speakers. Previous speakers have included Lincoln Seated Volleyball Club, Lincoln Invictus Club; and School Games Organisers, Lincolnshire.
This module is an opportunity for you to explore skills which will underpin core module content in Years 2 and 3. Across the module, you can build the professional skills required to work with young people in an educational environment as either a teacher or coach, preparing them for the next stage of their career.
A high-quality physical education or coaching programme can develop a range of physical and cognitive skills within a child that can subsequently encourage positive life experiences. These experiences can include confidence development, the adoption of a healthy lifestyle, alongside experiencing achievement whilst fulfilling potential. Through theoretical and practical experiences, including a school placement, this module aims to develop the knowledge and applied understanding of concepts and practices that can support child development.
This module aims to examine the structure and function of the human body during sport and exercise. It will seek to address the physiological, biomechanical and psychological determinants of performance, with the aim of enabling students to develop an understanding of the fundamental principles involved and introducing students to a range of practical skills for measuring performance in the laboratory and/or field.
This module aims to give students the opportunity to develop knowledge and experience of teaching physical education. Students will have the opportunity to study the core principles of teaching: theories of learning, planning, pedagogy, communication, differentiation, progression, inclusion, assessment and reflection. These principles will be revisited at levels two and three but within different sporting contexts (aesthetic activities, net/wall games and individual activities).
The specific objectives are to:
- Utilise the core principles of teaching when delivering team games.
- Provide the opportunity to develop knowledge, skills and understanding of team games in the National Curriculum at Key Stages 3 and 4.
- Provide the chance for students to enhance their knowledge of health and safety issues related to the teaching of team games.
- Provide the opportunity to develop an understanding and experience of multi-skills and games-based approaches.
On this module, students have the opportunity to develop useful study skills for the sport and exercise scientist and benefit from an introduction to the underpinning concepts of scientific study and research methods.
This module aims to enable students to benefit fully from the higher education learning environment and develop their reflective practice, alongside an understanding of the philosophy of science as related to scientific study in sport and exercise.
This module aims to introduce students to the field of sociology as applied to the study of sport and physical education. Students will be encouraged to think critically about sport and its place in society and in education.
In particular, subjects such as the stratification of society (i.e. by ‘race’, sex, religion, class, age, ability etc.) and the sporting experiences of different social groups in the community and in schools, can be investigated.
This module encourages students to think critically about sport, PE and their (reciprocal) relationships with politics, the media and broader social processes such as sportisation and commercialisation.
This module aims to build directly on the key concepts delivered at level 4 through the Research Methods 1st year module. Advancing an understanding of research enquiry and the application of ethical research practice, the module aims to introduce a wide range of methodologies applicable to exercise, physical activity, health and sport performance research. Enabling independent research activities, the development of analytical skills should be evolved through applied evidence-based practice.
This module aims to provide an introduction to the key concepts in education, enabling students to begin to develop and apply their knowledge, understanding and skills within this area.
Students will have the opportunity to reflect on the changing theories and practices in secondary education and can develop their knowledge of the curriculum, behaviour and classroom management in education, primarily relating to secondary school settings.
Students are encouraged to consider psychological perspectives in education, as well as offering students the opportunity to examine historical and political aspects of education through literature and practice. Students have the opportunity to develop and reflect on their practice and that of teachers in the department whilst on placements in local secondary schools.
This module aims to further develop students’ knowledge of the pedagogical concepts first covered in year one and how these can be applied to the teaching of aesthetic activities at Key Stages 3 and 4.
Students may utilise this knowledge and understanding whilst on placement in secondary schools. In addition, there will be a specific emphasis on applying safe practice, knowledge of movement and physical literacy.
The specific objectives of the module are to: - Utilise core principles of teaching within aesthetic activities. - Provide the opportunity to develop knowledge, skills and understanding of aesthetic activities in the National Curriculum at Key Stages 3 and 4. - Give students the chance to enhance their knowledge of safe practice related to the teaching of aesthetic activities. - Provide the opportunity to develop student understanding of principles of human movement and physical literacy and engage in the practical application of these to aesthetic activities.
This module aims to address why an understanding of core fitness components is essential for the coach in practice, investigates key training principles and how these can be integrated into coaching session plans, and seeks to explore applied testing and training approaches to evaluate individual and group performance ability. Each of these aspects can be considered in the context of coaching experience, practice and application.
This optional module provides an opportunity for students to build on knowledge gained at level one within the Foundations in Sport and Exercise Science module. Students can develop their understanding of the theory underpinning the subject, as well as field-based performance analysis strategies and their application to assessment of practical sport.
This introductory health module is designed to enable students to develop their knowledge of the positive role of ‘physical activity’ in society. A major emphasis will be placed on identifying the key factors involved in determining health status; addressing the link between sedentary behaviour and health.
This module aims to build on the knowledge and concepts developed within the level one module Sport Development Environment and enable students to advance their understanding of the central strategies and policies in sport development, physical education and school sport.
The central aim of this module is to allow students the opportunity to develop their knowledge and understanding of major sport policies and strategies and to explore sport provision at a local level, in order to think analytically about the policy process and the complexities associated with policy implementation.
The module is designed to encourage students to learn about the concept of project management and to understand how it relates to sport. The Lincolnshire Event Safety Partnership guidance will be used within this module to provide students with an opportunity to develop realistic and local knowledge about project management within a contemporary setting.
This module aims to introduce and develop knowledge of key concepts and theories that describe and explain the importance of psychology in sport, exercise and physical education settings.
This module aims to provide students with a formal introduction to social theory and its application to the study of sociological problems in sport and PE.
It is intended to build on the level one module, Sociological Issues in Sport and PE, by providing the opportunity to examine a variety of topics in sport from different theoretical perspectives. Students are encouraged to understand that all sociological observations are guided by theory, while also comparing and critiquing the range of approaches to sport introduced in the module. A selection of sociological sporting phenomena will be used to illustrate the importance of theory in guiding any sociological study.
This optional placement year will provide students with the opportunity to practice full-time in a professional sport setting*, with the aim of enhancing the student's practical skills and level of employability. The placement will also provide the student with the opportunity to practically apply the skills and knowledge developed on their prior modules within a 'real-life' sport and exercise science and/or strength and conditioning context. Due to the nature of placement it will be of particular relevance to those students targeting a career in the applied support of professional athletes. *Only a limited number of placements are available
This module offers students the opportunity to apply the knowledge, skills and experience gained in years one and two to the teaching of net wall games and individual activities, such as badminton and athletics. The aim is to further develop teaching skills and methods but with specific emphasis on utilising these in order teach the skills and techniques involved in individual activities and net wall games at Key Stages 3 and 4.
The specific objectives of the module are to:
- Utilise core principles of teaching to individual activities and net wall games.
- Provide the opportunity to develop and apply pedagogic content knowledge, skills and understanding of individual activities and net wall games in the National Curriculum at Key Stages 3 and 4.
- Give students the chance to enhance their knowledge of health and safety issues related to the teaching of individual activities and net wall games.
- Provide the opportunity to develop students’ ability to utilise methods of problem-based learning and critical reflection to further their teaching skills.
The Dissertation module provides an opportunity for an in-depth study of a particular topic and to demonstrate original and critical thought.
The module gives students the opportunity to develop an understanding of the relationship between physical activity/inactivity and population health. This module will seek to develop knowledge on the role of ‘preventive healthcare’ (rather than treatment) and includes a central focus which explores current UK government-supported policy in this area.
This module aims to provide students with an opportunity to explore notions of disability within the context of sport and physical activity. The programme aims to place competing models of disability, theories of disability and disabling barriers at the centre of a reflective investigation of sport and activity provision for people with disabilities. The module aims to focus upon private, public and voluntary sectors with a particular emphasis on National Governing Bodies, school and community sport providers.
Coaching or teaching people with disabilities will be explored using the medium of inclusive games and activities which focus on pedagogy; health; safety; and organizational considerations, in addition to a placement opportunity. The aim being to create an Inclusive coaching or teaching climate which is affirming, open for all and conducive to learning.
This module aims to mobilise the knowledge and skills gained in years one and two by engaging students in the critical analysis of contemporary issues in Physical Education. The central aims of the module are to build on students’ existing understanding of the philosophical, political and sociological components of physical education by critically engaging with research and reflecting on their practical experiences within other modules.
This module aims to give students the opportunity to apply sport and exercise science concepts to coaching practice in order to enhance performance and enjoyment in participants. Students will have the opportunity to learn how to develop an effective working alliance with clients, with ethics and competency central to the learning experience and models of applied practice.
This final year module will continue to build on learning from Sociological Issues in Physical Education and Sport and Sport, Physical Education, & Social Theory to provide students with opportunities to apply their developing sociological toolbox to range of social justice issues that span sport, PA and PE. The module will take an intersectional approach and consider subjugated histories, feminist theories, decolonisation, and social justice frameworks to engage and equip students to challenge embedded assumptions and disrupt practice to re-imagine sport, physical education, and physical activity to be more equitable for all people.
† Some courses may offer optional modules. The availability of optional modules may vary from year to year and will be subject to minimum student numbers being achieved. This means that the availability of specific optional modules cannot be guaranteed. Optional module selection may also be affected by staff availability.
This module is an opportunity for you to explore skills which will underpin core module content in Years 2 and 3. Across the module, you can build the professional skills required to work with young people in an educational environment as either a teacher or coach, preparing them for the next stage of their career.
A high-quality physical education or coaching programme can develop a range of physical and cognitive skills within a child that can subsequently encourage positive life experiences. These experiences can include confidence development, the adoption of a healthy lifestyle, alongside experiencing achievement whilst fulfilling potential. Through theoretical and practical experiences, including a school placement, this module aims to develop the knowledge and applied understanding of concepts and practices that can support child development.
This module aims to examine the structure and function of the human body during sport and exercise. It will seek to address the physiological, biomechanical and psychological determinants of performance, with the aim of enabling students to develop an understanding of the fundamental principles involved and introducing students to a range of practical skills for measuring performance in the laboratory and/or field.
This module aims to give students the opportunity to develop knowledge and experience of teaching physical education. Students will have the opportunity to study the core principles of teaching: theories of learning, planning, pedagogy, communication, differentiation, progression, inclusion, assessment and reflection. These principles will be revisited at levels two and three but within different sporting contexts (aesthetic activities, net/wall games and individual activities).
The specific objectives are to:
- Utilise the core principles of teaching when delivering team games.
- Provide the opportunity to develop knowledge, skills and understanding of team games in the National Curriculum at Key Stages 3 and 4.
- Provide the chance for students to enhance their knowledge of health and safety issues related to the teaching of team games.
- Provide the opportunity to develop an understanding and experience of multi-skills and games-based approaches.
On this module, students have the opportunity to develop useful study skills for the sport and exercise scientist and benefit from an introduction to the underpinning concepts of scientific study and research methods.
This module aims to enable students to benefit fully from the higher education learning environment and develop their reflective practice, alongside an understanding of the philosophy of science as related to scientific study in sport and exercise.
This module aims to introduce students to the field of sociology as applied to the study of sport and physical education. Students will be encouraged to think critically about sport and its place in society and in education.
In particular, subjects such as the stratification of society (i.e. by ‘race’, sex, religion, class, age, ability etc.) and the sporting experiences of different social groups in the community and in schools, can be investigated.
This module encourages students to think critically about sport, PE and their (reciprocal) relationships with politics, the media and broader social processes such as sportisation and commercialisation.
This module aims to build directly on the key concepts delivered at level 4 through the Research Methods 1st year module. Advancing an understanding of research enquiry and the application of ethical research practice, the module aims to introduce a wide range of methodologies applicable to exercise, physical activity, health and sport performance research. Enabling independent research activities, the development of analytical skills should be evolved through applied evidence-based practice.
This module aims to provide an introduction to the key concepts in education, enabling students to begin to develop and apply their knowledge, understanding and skills within this area.
Students will have the opportunity to reflect on the changing theories and practices in secondary education and can develop their knowledge of the curriculum, behaviour and classroom management in education, primarily relating to secondary school settings.
Students are encouraged to consider psychological perspectives in education, as well as offering students the opportunity to examine historical and political aspects of education through literature and practice. Students have the opportunity to develop and reflect on their practice and that of teachers in the department whilst on placements in local secondary schools.
This module aims to further develop students’ knowledge of the pedagogical concepts first covered in year one and how these can be applied to the teaching of aesthetic activities at Key Stages 3 and 4.
Students may utilise this knowledge and understanding whilst on placement in secondary schools. In addition, there will be a specific emphasis on applying safe practice, knowledge of movement and physical literacy.
The specific objectives of the module are to: - Utilise core principles of teaching within aesthetic activities. - Provide the opportunity to develop knowledge, skills and understanding of aesthetic activities in the National Curriculum at Key Stages 3 and 4. - Give students the chance to enhance their knowledge of safe practice related to the teaching of aesthetic activities. - Provide the opportunity to develop student understanding of principles of human movement and physical literacy and engage in the practical application of these to aesthetic activities.
This module aims to address why an understanding of core fitness components is essential for the coach in practice, investigates key training principles and how these can be integrated into coaching session plans, and seeks to explore applied testing and training approaches to evaluate individual and group performance ability. Each of these aspects can be considered in the context of coaching experience, practice and application.
This optional module provides an opportunity for students to build on knowledge gained at level one within the Foundations in Sport and Exercise Science module. Students can develop their understanding of the theory underpinning the subject, as well as field-based performance analysis strategies and their application to assessment of practical sport.
This introductory health module is designed to enable students to develop their knowledge of the positive role of ‘physical activity’ in society. A major emphasis will be placed on identifying the key factors involved in determining health status; addressing the link between sedentary behaviour and health.
This module aims to build on the knowledge and concepts developed within the level one module Sport Development Environment and enable students to advance their understanding of the central strategies and policies in sport development, physical education and school sport.
The central aim of this module is to allow students the opportunity to develop their knowledge and understanding of major sport policies and strategies and to explore sport provision at a local level, in order to think analytically about the policy process and the complexities associated with policy implementation.
The module is designed to encourage students to learn about the concept of project management and to understand how it relates to sport. The Lincolnshire Event Safety Partnership guidance will be used within this module to provide students with an opportunity to develop realistic and local knowledge about project management within a contemporary setting.
This module aims to introduce and develop knowledge of key concepts and theories that describe and explain the importance of psychology in sport, exercise and physical education settings.
This module aims to provide students with a formal introduction to social theory and its application to the study of sociological problems in sport and PE.
It is intended to build on the level one module, Sociological Issues in Sport and PE, by providing the opportunity to examine a variety of topics in sport from different theoretical perspectives. Students are encouraged to understand that all sociological observations are guided by theory, while also comparing and critiquing the range of approaches to sport introduced in the module. A selection of sociological sporting phenomena will be used to illustrate the importance of theory in guiding any sociological study.
This optional placement year will provide students with the opportunity to practice full-time in a professional sport setting*, with the aim of enhancing the student's practical skills and level of employability. The placement will also provide the student with the opportunity to practically apply the skills and knowledge developed on their prior modules within a 'real-life' sport and exercise science and/or strength and conditioning context. Due to the nature of placement it will be of particular relevance to those students targeting a career in the applied support of professional athletes. *Only a limited number of placements are available
This module offers students the opportunity to apply the knowledge, skills and experience gained in years one and two to the teaching of net wall games and individual activities, such as badminton and athletics. The aim is to further develop teaching skills and methods but with specific emphasis on utilising these in order teach the skills and techniques involved in individual activities and net wall games at Key Stages 3 and 4.
The specific objectives of the module are to:
- Utilise core principles of teaching to individual activities and net wall games.
- Provide the opportunity to develop and apply pedagogic content knowledge, skills and understanding of individual activities and net wall games in the National Curriculum at Key Stages 3 and 4.
- Give students the chance to enhance their knowledge of health and safety issues related to the teaching of individual activities and net wall games.
- Provide the opportunity to develop students’ ability to utilise methods of problem-based learning and critical reflection to further their teaching skills.
The Dissertation module provides an opportunity for an in-depth study of a particular topic and to demonstrate original and critical thought.
The module gives students the opportunity to develop an understanding of the relationship between physical activity/inactivity and population health. This module will seek to develop knowledge on the role of ‘preventive healthcare’ (rather than treatment) and includes a central focus which explores current UK government-supported policy in this area.
This module aims to provide students with an opportunity to explore notions of disability within the context of sport and physical activity. The programme aims to place competing models of disability, theories of disability and disabling barriers at the centre of a reflective investigation of sport and activity provision for people with disabilities. The module aims to focus upon private, public and voluntary sectors with a particular emphasis on National Governing Bodies, school and community sport providers.
Coaching or teaching people with disabilities will be explored using the medium of inclusive games and activities which focus on pedagogy; health; safety; and organizational considerations, in addition to a placement opportunity. The aim being to create an Inclusive coaching or teaching climate which is affirming, open for all and conducive to learning.
This module aims to mobilise the knowledge and skills gained in years one and two by engaging students in the critical analysis of contemporary issues in Physical Education. The central aims of the module are to build on students’ existing understanding of the philosophical, political and sociological components of physical education by critically engaging with research and reflecting on their practical experiences within other modules.
This module aims to give students the opportunity to apply sport and exercise science concepts to coaching practice in order to enhance performance and enjoyment in participants. Students will have the opportunity to learn how to develop an effective working alliance with clients, with ethics and competency central to the learning experience and models of applied practice.
This final year module will continue to build on learning from Sociological Issues in Physical Education and Sport and Sport, Physical Education, & Social Theory to provide students with opportunities to apply their developing sociological toolbox to range of social justice issues that span sport, PA and PE. The module will take an intersectional approach and consider subjugated histories, feminist theories, decolonisation, and social justice frameworks to engage and equip students to challenge embedded assumptions and disrupt practice to re-imagine sport, physical education, and physical activity to be more equitable for all people.
The specific objectives of the module are to encourage critical examination of the nature of strategic management within sport, critique its role in contemporary sport and the practical difficulties in formulating and implementing strategy, and consider appropriate developments in improving the performance of sport related operations and activities.
† Some courses may offer optional modules. The availability of optional modules may vary from year to year and will be subject to minimum student numbers being achieved. This means that the availability of specific optional modules cannot be guaranteed. Optional module selection may also be affected by staff availability.
We want you to have all the information you need to make an informed decision on where and what you want to study. In addition to the information provided on this course page, our What You Need to Know page offers explanations on key topics including programme validation/revalidation, additional costs, and contact hours.
We want you to have all the information you need to make an informed decision on where and what you want to study. In addition to the information provided on this course page, our What You Need to Know page offers explanations on key topics including programme validation/revalidation, additional costs, and contact hours.
You can attend school-based placements across all three years of the course. In the first year, you will complete ten hours in a primary school setting supporting physical education and sport in lessons or through extra-curricular activities. In years 2 and 3 you can complete six-eight whole day placements in secondary schools where you will embed yourself in the day-to-day life of a physical education department helping to support and teach lessons. All placements are arranged locally by the University. Placements are usually carried out in pairs. Any essential travel costs will be reimbursed.
You will need to have an enhanced DBS certificate which will be arranged and funded through the University. This is a compulsory requirement to enable you to work with children. You will also undergo safeguarding training before starting and placements in a 5-18 setting.
There may also be opportunities to undertake a work placement year as part of the course. A Placement Year Fee is payable to the University of Lincoln during this year for students joining in 2025/26 and beyond. Students are expected to cover their own travel, accommodation, and living costs.
The theoretical and practical elements of the course have given me an insight into what it is like to work within a school setting.
Daniel Watson
Physical Education and Sports Student
You'll be assessed through a range of methods which are dependent upon whether the module is practical, theoretical, contextual or vocational. This may include presentations, critical reflections, portfolios, exams, practical assessment within schools and a research project.
The University of Lincoln's policy is to ensure that staff return assessments to students promptly.
You'll be assessed through a range of methods which are dependent upon whether the module is practical, theoretical, contextual or vocational. This may include presentations, critical reflections, portfolios, exams, practical assessment within schools and a research project.
The University of Lincoln's policy is to ensure that staff return assessments to students promptly.
Our ongoing partnership with Lincoln City FC offers you opportunities to undertake work placement or intern opportunities, as well as providing a potential pathway for full-time employment after you graduate. Many Lincoln graduates are employed within the organisation in roles spanning coaching, physiotherapy, sports science, and performance analysis.
Opportunities exist for you to conduct your own independent research and to work alongside research-active academic staff on projects at local and national levels. Our research team have conducted studies on topics including school sports partnerships, disability in sport, and gifted and talented development in young people. You'll also be able to apply theory to practical settings, including in school placements.
Our Human Performance Centre offers excellent facilities to meet your academic needs. We have dedicated practical and teaching spaces including physiology laboratories, a psychology laboratory, consultation suites, and specific practical spaces to support exercise instruction and referral work.
Our Human Performance Centre offers excellent facilities to meet your academic needs. We have dedicated practical and teaching spaces including physiology laboratories, a psychology laboratory, consultation suites, and specific practical spaces to support exercise instruction and referral work.
Our Human Performance Centre offers excellent facilities to meet your academic needs. We have dedicated practical and teaching spaces including physiology laboratories, a psychology laboratory, consultation suites, and specific practical spaces to support exercise instruction and referral work.
Our Human Performance Centre offers excellent facilities to meet your academic needs. We have dedicated practical and teaching spaces including physiology laboratories, a psychology laboratory, consultation suites, and specific practical spaces to support exercise instruction and referral work.
Our Human Performance Centre offers excellent facilities to meet your academic needs. We have dedicated practical and teaching spaces including physiology laboratories, a psychology laboratory, consultation suites, and specific practical spaces to support exercise instruction and referral work.
This programme is endorsed by The Chartered Institute for the Management of Sport and Physical Activity (CIMSPA) for Working with Children. This endorsement demonstrates the University's commitment to ensuring students' teaching and learning is aligned to industry standards. For a student to register with CIMSPA and arrange certification for professional standards gained during this degree, a small administration charge would be required.
Previous students have successfully progressed on to school-centred teacher training or PGCEs to become PE teachers and opportunities are available both in Lincoln and throughout the UK. Alternatively, you may choose to progress to Master’s programmes in education, enter the Armed Forces, or work in sport development.
This course is perfect for anyone interested in teaching physical education. It combines both practical and theoretical skills which are needed to be successful in the physical education world.
Madeline Bogosian
Physical Education and Sport student
104 UCAS Tariff points from a minimum of 2 A Levels or equivalent qualifications.
BTEC Extended Diploma: Distinction, Merit, Merit.
T Level: Merit
Access to Higher Education Diploma: 45 Level 3 credits with a minimum of 104 UCAS Tariff points.
International Baccalaureate: 28 points overall.
GCSE's: Minimum of five at grade 4 or above, which must include English, Maths and a Science or sport related subject. Equivalent Level 2 qualifications may also be considered.
The University accepts a wide range of qualifications as the basis for entry and do accept a combination of qualifications which may include A Levels, BTECs, EPQ etc.
We may also consider applicants with extensive and relevant work experience and will give special individual consideration to those who do not meet the standard entry qualifications.
Non UK Qualifications:
If you have studied outside of the UK, and are unsure whether your qualification meets the above requirements, please visit our country pages for information on equivalent qualifications.
https://www.lincoln.ac.uk/studywithus/internationalstudents/entryrequirementsandyourcountry/
EU and Overseas students will be required to demonstrate English language proficiency equivalent to IELTS 6.0 overall, with a minimum of 5.5 in each element. For information regarding other English language qualifications we accept, please visit the English Requirements page.
If you do not meet the above IELTS requirements, you may be able to take part in one of our Pre-sessional English and Academic Study Skills courses.
If you would like further information about entry requirements, or would like to discuss whether the qualifications you are currently studying are acceptable, please contact the Admissions team on 01522 886097, or email admissions@lincoln.ac.uk
96 to 104 UCAS Tariff points.
This must be achieved from a minimum of 2 A Levels or equivalent Level 3 qualifications. For example:
A Level: CCC to BCC
BTEC Extended Diploma: Distinction Merit Merit
T Level: Merit Overall
Access to Higher Education Diploma: 96 to 104 UCAS points to be achieved from 45 Level 3 credits.
International Baccalaureate: 28 points overall.
GCSE's: Minimum of three at grade 4 or above, which must include English, Maths and Science . Equivalent Level 2 qualifications may be considered.
The University accepts a wide range of qualifications as the basis for entry and do accept a combination of qualifications which may include A Levels, BTECs, Extended Project Qualification (EPQ).
We may also consider applicants with extensive and relevant work experience and will give special individual consideration to those who do not meet the standard entry qualifications.
Non UK Qualifications:
If you have studied outside of the UK, and are unsure whether your qualification meets the above requirements, please visit our country pages
https://www.lincoln.ac.uk/studywithus/internationalstudents/entryrequirementsandyourcountry/ for information on equivalent qualifications.
EU and Overseas students will be required to demonstrate English language proficiency equivalent to IELTS 6.0 overall, with a minimum of 5.5 in each element. For information regarding other English language qualifications we accept, please visit the English Requirements page
If you do not meet the above IELTS requirements, you may be able to take part in one of our Pre-sessional English and Academic Study Skills courses.
If you would like further information about entry requirements, or would like to discuss whether the qualifications you are currently studying are acceptable, please contact the Admissions team on 01522 886097, or email admissions@lincoln.ac.uk
Going to university is a life-changing step and it's important to understand the costs involved and the funding options available before you start. A full breakdown of the fees associated with this programme can be found on our course fees pages.
For eligible undergraduate students going to university for the first time, scholarships and bursaries are available to help cover costs. To help support students from outside of the UK, we are also delighted to offer a number of international scholarships which range from £1,000 up to the value of 50 per cent of tuition fees. For full details and information about eligibility, visit our scholarships and bursaries pages.
Going to university is a life-changing step and it's important to understand the costs involved and the funding options available before you start. A full breakdown of the fees associated with this programme can be found on our course fees pages.
For eligible undergraduate students going to university for the first time, scholarships and bursaries are available to help cover costs. To help support students from outside of the UK, we are also delighted to offer a number of international scholarships which range from £1,000 up to the value of 50 per cent of tuition fees. For full details and information about eligibility, visit our scholarships and bursaries pages.
The best way to find out what it is really like to live and learn at Lincoln is to visit us in person. We offer a range of opportunities across the year to help you to get a real feel for what it might be like to study here.
