In general, university admission involves examining many factors, including tuition fees, accommodation requirements, accommodation costs, acceptance rates, selection processes, graduation rates, etc. What are the admission requirements at Leeds Beckett University?
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International Foundation Year
General entry requirements
Academic: Good High School graduation grades (see table below)
Age: 17+ years of age
Nationality: Course is only available to overseas students (non-UK and non-EU)
English Language level entry requirements
The table below shows both the minimum English language entry requirements needed to study either the International Foundation Year or the English Language Preparation course.
|Course||Required English language level*|
|International Foundation Year||IELTS 4.5 (minimum 4.5 in writing)|
|English Language Preparation (for International Foundation Year)||IELTS 4.0 (with minimum 4.0 in writing)|
We understand you may face disruption in receiving your final academic results and English language test in 2020. Whilst our courses are online, we have introduced the following changes so that you can start your journey and we can get you to where you want to be.
For academic results, we will take into account your individual circumstances when assessing academic achievement. For further information about this, please contact your Student Enrolment Advisor or make an online enquiry, or contact your local agent.
For courses starting this academic year (2020/21), if you are starting virtually from your home country, we have expanded the list of English tests we will accept for entry to programmes at Leeds International Study Centre for progression to Leeds Beckett University.
Please note that when teaching transitions from online to on-campus delivery, you will need to obtain a UKVI Secure English Language Test (SELT) for visa purposes before you can travel to the UK to continue your studies.
Country specific entry requirements by subject route
- Business, Law and Social Studies
- Science, Engineering and Computing
|Bahrain||Tawjahiya with an average grade of 60% or above, including relevant subjects.|
|Bangladesh||Higher Secondary Certificate (HSC) with grades 50% or SSCs 60%. Intermediate Certificate or Polytechnic Diploma with passes in 4 or more subjects.|
|Brazil||Ensino Medio in a minimum of 4 subjects with an average grade of 6.9 – 5.0.|
|Brunei||Cambridge O level with grades A-C required in 4 or more subjects.|
|China||SH2 (Gao Er) with 70% average across the year in a minimum of 4 academic subjects or SH3 (Gao San) with 65% average across the year.|
|Colombia||Bachillerato in 5 relevant subjects including Maths at grade A and ICFES in 4 relevant subjects including Maths at grade 50% or above.|
|Ghana||West African School Certificate or Senior School Certificate grades 1-8 or A-E in 4 or more subjects.|
|Hong Kong||HKCEE 4 x E’s in academic subjects or Form 5 in a minimum of 3 academic subjects (grades will be assessed on a case by case basis) or HKDSE with minimum grades of 222 in relevant subjects.|
|India||Standard 10+2 at 45-47% and above or Standard 10+1 at 55% and above or Standard 10+ at 65%.|
|Indonesia||SMU 2 at grade 6.5 or SMU 3 at grade 6.0 in 4 relevant subjects.|
|Iran||High School Diploma (3 years) with a GPA of 11/20 in 4 relevant subjects.|
|Iraq||Adadiyah with minimum grades of 50% or above, in 4 relevant subjects.|
|Japan||Kotogakko – Year 12 (Senior 3) with an average GPA of 2.0 in 4 or more subjects. Year 11 (Senior 2) with an average GPA of 2.0 in 4 or more subjects.|
|Jordan||Tawjihi with an average grade of 50% or above in 4 or more subjects, including relevant subjects.|
|Kazakhstan||Year 11 with passes in 4 or more subjects.|
|Kenya||East African School Cert or Cambridge Overseas School Cert/Kenyan Certificate (KCSE) at grades 1- 8 in 4 or more subjects.|
|Korea||Korean High School graduation equivalency exam – 60%+ including relevant subjects.|
|Kuwait||Shahadat-al-thanawia-al-a’ama (General Secondary School Leaving Certificate) average grade 60% or above, including relevant subjects.|
|Libya||Secondary Education Certificate with an average grade of 60% of above.|
|Malaysia||SPM school: Form 5, Term 2 or Mid-Year transcript – Grades of A- C achieved in 4 subjects to include English and Maths|
|Mexico||Bachillerato with average grade of 65%.|
|Morocco||Diplôme du Baccalauréat with grade average of 10|
|Myanmar||Basic Education High School Matriculation with a minimum grade of 60% in 4 relevant subjects.|
|Nigeria||West African School Certificate (WAEC) or Senior School Certificate with grades 1-8 (A-E) in 4 or more subjects.|
|Oman||Thanawiya Amma with an average grade of 60% or above in a minimum of 4 relevant subjects.|
|Pakistan||Higher Secondary Certificate (HSC) / Intermediate Certificate / Polytechnic Diploma with an overall grade of 50%, with passes in 4 or more subjects. Year 11 with an overall grade of 60%. SSC with an overall grade of 65%. All require a 50% minimum for relevant subjects.|
|Qatar||Thanawaya Aam Qatari with an average grade of 60% or above including relevant subjects or QSSC in 5 subjects including Advanced Level at grades A-D.|
|Russia||Attestation with a GPA of 3.5 or above.|
|Saudi Arabia||Tawjihi with average grade of 60% or above with passes in 4 or more subjects.|
|Singapore||Form 5: Term 2 or Mid-Year transcript – Grades of A- C achieved in 4 subjects to include English and Maths|
|Taiwan||Senior High 3 at an average of 55% or above or Senior High 2 at an average grade of 60% with passes in 4 or more subjects.|
|Thailand||MAW5 or MAW 6.0 with a GPA of 2.0 or above in relevant subjects, 6 with an average grade of at least GPA 2.0.|
|Turkey||Devlet Lise Bitirme Diplomasi completion – minimum overall grade 45%, including relevant subjects.|
|UAE||Tawjihiyya with an average grade of 60% or above in 4 or more subjects, including relevant subjects.|
|Uganda||Ugandan Certificate of Education – grades 1 – 8 in 4 or more subjects.|
|Ukraine||Attestation with a GPA of 4.5 or above.|
|Vietnam||Secondary School Graduation/Year 12 (Bang Tu Tai) with a GPA of 6.0 or above, with a minimum of 6.0 for Maths and Science subjects.Year 11 with a GPA of 6.5 in Year 10 and 11 and with a GPA of 6.5 and above for Maths and Science.|
- If your qualification or country is not listed then please contact us for more information.
|The Diploma of the International Baccalaureate (IB Diploma) and the Diploma Programme Course (IB Certificate)||20 points|
|IGCSE/GCSE/O-Levels||4 passes at A-C in relevant subjects (excluding native language) with a C in English. New grades 9-4 in English and Maths.|
|A/AS levels||40 UCAS points|
|USA||High School Diploma with a minimum GPA of 2.0 or 70%|
|Canada and Australia||Successful completion of Year 11 with equivalent grades to the GCSE/IGCSE requirements|
* Academic IELTS for UKVI (if you do not need a student visa, or are exempted in another way, we can accept equivalent proof of English).
The English language entry requirements stated are for information regarding entry to the course. If you require a UK visa to study, depending on the type of visa you need, the English language requirements and valid English tests to satisfy the UK visa criteria may differ.
If you are applying to study in the UK under the Student visa route it may be necessary for you to submit a Secure English Language Test (SELT) as part of your visa application.
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Leeds Beckett University Admission Requirements
NIGERIA ENTRY REQUIREMENTS
You can find information below containing the minimum qualifications you will require. This varies depending on whether you want to study for an undergraduate or postgraduate degree. Entry requirements do also vary for each course, but the information here will give you a general guide.
As well as your academic qualifications we will also consider your personal statement and references. If you are studying A-Levels or the International Baccalaureate, you can find these entry requirements on the course pages in our Online Prospectus.
We will also consider other qualifications that are not listed below. Please contact our International Admissions Team ([email protected]) for further information.
Nigeria Entry Requirements
Foundation courses undergraduate courses postgraduate courses
English Language Requirements
Find out more about our English language requirements and the qualifications we accept.ENGLISH LANGUAGE REQUIREMENTS
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Leeds Beckett university acceptance rate
- The number of applications for admission onto recognised, undergraduate higher education courses that we have received from UK domiciled applicants.The number of offers we have made in relation to those applications
- The number of those offers accepted and the number of those who have registered with us
- The number of students who attained a particular degree or other academic award, or a particular level of such an award, on completion of their course with us.
It also shows these numbers by reference to:
- The gender of the individuals to which they relate
- Their ethnicity
- Their socio-economic background (measured using the English Index of Multiple Deprivation 2015 (IMD)
It is important to note that the data presented has not been contextualised. This means, for example, that you will not be able to see from this data how many of those applying to courses met the entry criteria. It is also the case that universities and colleges will often receive many more applications than they have spaces on courses and so offer rates will necessarily be lower than application rates in those circumstances.
It is our mission to use our knowledge and resources to make a positive and decisive difference to people, communities and organisations. We recruit from a broad range of communities of students and operate an open access policy. This means that the prior academic attainment of our student community varies widely. We are redesigning the learning experience to ensure that, wherever students start from, they access the academic and pastoral support to achieve their full potential.
We have reviewed each stage of the pre-entry student lifecycle against the key characteristics in the Transparency submission, which is available to download below. Most of our applications are received via UCAS and therefore our results closely match those published by UCAS in early 2019.
Socio-economic status (as characterised by IMD)
- Leeds Beckett (LBU) receives applications from all socio-economic groups, with the largest number (6,111) coming from the lowest socio-economic group: IMD Q1. This reflects the university’s work to increase applications to university from all communities, including some of the most deprived
- LBU makes offers to 75% of applicants from lower socio-economic communities (IMD Q1/2) compared to 83% of those from mid to high socio-economic groups (IMD Q3-5). These different socio-economic groups display other differences which may impact these different offer rates, including levels of attainment at KS4 and the subjects studied. For example, many applicants from IMD Q1/2 apply for courses where admission is highly competitive, including Nursing which has a 14:1 application to place ratio. This leads to a lower proportion of these applicants receiving offers
- Applicants from IMD Q1/2 (lower socio-economic groups) are slightly more likely to accept their offer of a place at Leeds Beckett and to enrol than students from mid and high socio-economic groups
- 21.3% of LBU’s applications were received from applicants from Black, Asian, and Minority Ethnic (BAME) communities. This is a higher proportion than the proportion of the Leeds City Region population that is from a BAME community (14.6%). Across all UK universities, 28.1% of UCAS applications are from students from a BAME community. For English providers this rises to 31.7%
- For UCAS applications only, 68.9% of applicants from a BAME community receive an offer. This is higher than the average for all UK and English universities. This ‘offer rate’ varies by specific ethnic group:
- 73.4% of Asian applicants received an offer (higher than average of all UK and English universities)
- 51.9% of Black students received an offer (lower than the average of all UK and English universities)
- 72.2% of all applicants from a BAME community received an offer compared to 82.1% for White applicants. The difference in offer rate between BAME and White applicants of 9.9% is consistent across UCAS-only and all other applications received by the university. The university is working to close these gaps
- For part time courses, the proportion of BAME applicants receiving an offer, accepting an offer and subsequently enrolling is less than for White students
- 56% of our applications are from females and 44% from males
- For UCAS applications, the gap in the proportion of females receiving an offer compared to males is slightly smaller than the average for all UK universities
- 77.6% of female applicants received an offer, compared to 82.6% of males. In part, this reflects the popularity of very competitive courses among female applicants: a high proportion of applications to our healthcare courses are from females, where the chances of receiving an offer are lower
- Compared to males (33.3%), females have a marginally lower acceptance rate (31.9%) but are slightly more likely to enrol (89.7% compared to 90.6%)
As highlighted in the university’s 2020-25 Access and Participation Plan, we have used this and additional analysis to identify actions to close the gaps in outcomes, outlined above. In 2019/20 these actions include:
- Increased work with schools and colleges in the Leeds City Region, targeting students from BAME and other communities who are under-represented in the UK university student population
- Increased work in schools and colleges at Key Stage 3 and 4 to help pupils make informed subject choices that are more aligned with their university course ambitions
- More detailed data analysis and research within the University and with applicants and students from under-represented groups to improve progression to university
- A full review of admissions processes, including the impact of: interviews/additional assessment; requests for qualifications other than those achieved at Level 3 (KS4); and unconscious bias on the application process for applicants from under-represented communities
- The development and introduction of contextual admissions processes, to support progression to university for all students, particularly those from under-represented groups
In 2020/21 LBU will, in addition to reviewing the success of these initiatives and making subsequent enhancements, work with the Students’ Union to develop a range of information and recruitment events for students from BAME backgrounds, lower socio-economic groups and for those living with a disability.