Working with Children, Young People & Families and Education BA (Hons)

Course length: 3 years full-time, 4.5 years part-time (for further information on part-time courses click here)

Overview

Why study this course?

Working with Children, Young People & Families and Education Studies is a popular course combination for those interested in working in the education sector and leads to a wide range of career opportunities.

Supporting children, young people and vulnerable families is an increasingly high profile area of social policy. This course is one of a small number of honours degree level programmes designed to give you the knowledge and skills to understand the social, economic, educational, political and cultural issues and barriers facing children, young people and families, particularly in socially disadvantaged areas.

Education Studies has a broad appeal to a wide range of prospective students whose interests include education, teaching, and training in other employment contexts. In exploring contemporary educational issues, the course offers an excellent basis for postgraduate teacher training. The course is not, however, restricted exclusively to ‘school–based’ issues. Through the taught modular programme students will work across a range of themes such a social justice, globalisation and sustainability, and management of change. These will be of particular interest to those students whose aspirations lie in other educational environments - such as youth, community and charity work, NGOs, and training and development.

What does the course cover?

Education is studied from the perspective of the individual learner, within systems of formal education and informal contexts. The course is designed to give you a ‘rounded’ understanding of education through an interdisciplinary study of the philosophy, psychology and sociology of education. You will have the opportunity to consider education and equality, special educational needs, creativity in education and the impact of new technologies on education.

Professionals working with children and young people are increasingly required to have formal qualifications recognising their expertise in these areas. The course therefore looks at social and education policy, and gives you a thorough understanding of the roles and responsibilities of agencies working with children and families including SureStart, social services, local education authorities, schools, third sector organisations and the Police. You will examine child development and issues surrounding childhood, family relationships and the psychology of the family and child. You will explore how society views childhood, and the challenging issues facing children and young people today, with specific reference to the experiences of children in past decades. You will study legislation relating to education, child protection and welfare, health, and diversity. As multi-agency working is essential for the effective support of children and families you will study and evaluate models of inter-agency working, best practice in this area, professional working and collaborative operating. The complex issue of sharing and managing information, including data protection issues, will also be an important area of study. You will understand why such policies are required and how practices designed to protect vulnerable children can become potential barriers to effective collaboration, and how these barriers can be overcome. A major theme throughout the course will be listening to children and young people, making services responsive and developing strategies to enhance children's and young people's participation.

Employers are interested in candidates that can demonstrate putting their knowledge and skills gained at university into practice. A key feature of our undergraduate degrees at Newman is a compulsory work-related module which not only provides you with valuable graduate level experience of work within an area you may be considering for a career, but is a key asset when applying for jobs.

How will I be assessed?

The course uses a variety of assessments to help develop a range of different skills from traditional essay and report writing to presentations, analysis tasks, web design, reflective logs and research projects. Your assessments serve a vital role in helping you gain the skills that employers need and our diverse assessment strategy helps ensure you have a range of skills.

What careers can I consider?

A wide range of careers are available across a number of environments such as education, health and social care in the public, private and third sectors. Although not a social work or teaching degree, the issues covered on this course would be suitable for people considering gaining postgraduate qualifications in teaching or social work. Youth work, social policy development, outreach work and working with children are also potential careers for graduates of this degree. Graduates from this course could take on management roles in education, health, or social care, and would be capable of dealing with multi-agency working.


Newman University would like to draw your attention to our Academic Regulations. These regulations are your Terms of Reference and should be considered when making a decision to study with our institution.

Entry requirements

September 2018 Entry Requirements

You must achieve either at least 96 UCAS points including a minimum of CC at A level or equivalent (e.g.MM at BTEC Diploma), or a total of 88 points from a maximum of 3 A levels.

Access Students can achieve the requirements with the following combination of Distinction, Merit and/ or Pass grades at level 3 achieved from a completed Access course. 96 UCAS Points: D21-M3-P21; D18-M9-P18; D15-M15-P15; D12-M21-P12; D9 M27-P9; D6-M33-P6; D3-M39-P3; D0-M45-P0.

5 GCSEs at grade 4/C or above including English Language or a recognised equivalent, are also required.

If your work placement involves working with children or vulnerable adults a Disclosure and Barring Service (DBS) clearance and is required before starting any work placement.

Fees

Fees per academic year: 2017/18 
Full-time Home/EU students:  £9,250 * 

* Please note for 2018/19 the University reserves the right to increase fees broadly in line with increases in inflation, or to reflect changes in government funding policies or changes agreed by Parliament.

Finance and Scholarship information

Additional costs:

A Disclosure and Barring Service (DBS) is not required for entry into this programme, although it is in many cases required by employers before students can begin their Year 2 (level 5) work placement.  The cost of the DBS is currently £55 (including processing fee) with the option of subscribing to the update service which is currently £13 per year.  For more information on your DBS application please click here.

As a full time student, you will study a total of 120 credits each year. Credits are made up of mandatory modules and you may have a list of optional modules to choose from. Not every programme offers optional modules and when an optional module is available it will be clearly marked. All modules are listed below and you may not be required to complete all of these modules. Most modules are 20 credits and dissertations are 40 credits. Please note that not all optional modules run every year. For further information please email admissions@newman.ac.uk.

Year 1 modules


INTRODUCTION TO EDUCATION STUDIES: EDUCATION AND SOCIETY


INTRODUCTION TO EDUCATION STUDIES: EDUCATION AND SOCIETY: details currently unavailable

DOING THEORY ON EDUCATION: DEVELOPING A CRITICAL APPROACH


DOING THEORY ON EDUCATION: DEVELOPING A CRITICAL APPROACH: details currently unavailable

INTRODUCTION TO LEARNING AND TEACHING


INTRODUCTION TO LEARNING AND TEACHING: details currently unavailable

INTRODUCTION TO WORK RELATED LEARNING


INTRODUCTION TO WORK RELATED LEARNING: details currently unavailable

THE INCLUSIVE PRACTITIONER


MODULE TITLE : THE INCLUSIVE PRACTITIONER

MODULE CODE : WWU401


MODULE SUMMARY :

This module will encourage students to think about the centrality of inclusive practice and how this is influenced by practitioners’ own value base. It will look at how and why children, young people and families can become socially excluded and will look at the implications for inclusive practitioners.

CONTACT HOURS :

Scheduled : 48.00
Independent : 152.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Explore the complexity of personal and professional values
  • Explore principles underpinning Human Rights and Social Justice
  • Provide an introduction to the range of factors which can lead to people being socially excluded
  • Provide an introduction to the historical and current social inclusion debate

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Understand the complexity of personal and professional values in influencing how we approach practice  
  • Be aware of the value base which supports inclusive practice
  • Begin to evaluate research in relation to practice
  • Work collaboratively with colleagues in identifying and planning inclusive strategies for children, young people and families

METHOD OF ASSESSMENT :

Component 1 - 50% Group Seminar Discussion (20 minutes)

Component 2 - 50% Individual Reflective Account (1500 words)

THE SOCIOLOGICAL IMAGINATION


MODULE TITLE : THE SOCIOLOGICAL IMAGINATION

MODULE CODE : WWU404


MODULE SUMMARY :

Sociological concepts underpin our understandings of society, communities and families. This module will explore the sociological imagination by applying key theories to examples in contemporary society. The module will include examinations of classical sociological theorists including Marx, Durkheim and Weber as well as more contemporary sociology including Critical Race Theory, Feminist Perspectives and Postmodern approaches. The module will also consider the role of the media and discourse in shaping understandings and also critiques of the sociological canon as gendered and Eurocentric.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Explore and critique key theoretical concepts in sociology.
  • Apply sociological concepts to understanding society
  • Engage in a critical analysis of constructions of the family and community in relation to sociological concepts
  • Examine the role the media and discourse have in shaping understandings of society.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Critical examine sociological theory using contemporary examples.
  • Critically evaluate the role of the media and discourse in influencing concepts of society.
  • Critique the sociological canon.
  • Sociologically critique conceptions of the family and community.

METHOD OF ASSESSMENT :

Component 1 - 40% Group Presentation (15 minutes)

Component 2 - 60% Essay (2000 words)

UNDERSTANDING IDENTITY


UNDERSTANDING IDENTITY: details currently unavailable

Year 2 modules


WORK PLACEMENT


MODULE TITLE : WORK PLACEMENT

MODULE CODE : PLU502


MODULE SUMMARY :

This year-long module offers learners the opportunity to apply and explore knowledge within a work-based context, through the mode of work place learning. The placement supervisor in the work place will negotiate the focus for the learner’s role on placement, with the learner. Students complete 100 hours in the work setting. The learner will reflect critically on different dimensions of the work place setting.

CONTACT HOURS :

Scheduled : 10.00
Independent : 90.00
Placement : 100.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

 

  • Encourage students to take responsibility for initiating, directing and managing their own placement in a workplace setting.

  • Encourage students to work constructively with their workplace supervisor and university placement tutor, taking ownership of the placement and of their independent learning throughout the experience.

  • Enable students to negotiate the relationship between academic theory and their understanding of workplace settings and their roles within those settings.

  • Encourage students to reflect critically on their experiences.

  • Encourage students to produce a reflective digital resource aimed at an external audience, to contribute towards work and study transitions.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have had the opportunity to: 

  1. Secure, negotiate and undertake a specific role in a workplace setting.

  2. Evaluate features of the workplace setting and their role within it.

  3. Critically evaluate the learning opportunities provided by the workplace experience and understand that learning will benefit current and lifelong learning, values and future employability.

  4. Present a creatively engaging argument within an appropriate digital medium for an external audience, which critically reflects upon an issue or interrelating issues affecting the workplace setting.

 

METHOD OF ASSESSMENT :

Component 1 - % PLACEMENT REGISTRATION FORM

Component 2 - 60% WORK PLACEMENT REFLECTION (2500 WORDS)

Component 3 - 40% WORK PLACEMENT EVALUATION: DIGITAL RESOURCE (1500 WORDS EQUIVALENT)

UNDERSTANDING DISCRIMINATION


MODULE TITLE : UNDERSTANDING DISCRIMINATION

MODULE CODE : WWU503


MODULE SUMMARY :

Discrimination exists in many forms in British society, having a negative impact on the lives of children, young people and families. It is therefore essential that practitioners understand discrimination. This module will explore the historical context for discrimination in the UK, who has the power to discriminate and how discrimination is experienced. The module will also critically evaluate theories of discrimination, including Critical Race Theory, Feminisms and the Personal, Cultural and Structural model of understanding discrimination. The module will focus on exploring discrimination of different groups in society and the intersection and overlap of inequalities. A central focus of the module will be on the policy response to discrimination in the UK, the roles and responsibilities of institutions in relation to discrimination, and examining the extent to which the issues have been addressed.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Explore the concept of discrimination
  • Discuss the power relation in society in relation to discrimination.
  • Critically evaluate the theories of discrimination.
  • Apply theories of discrimination to their impact on children, young people and families.
  • Critically evaluate the UK policy response to discrimination.
  • Examine institutional responses and responsibilities to discrimination.
  • Act as a link between Level 4 and Level 6 modules on identity and inequality.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Engage in a discussion of the concept of discrimination.           
  • Explore the historical context for discrimination in the UK.
  • Explain why discrimination is a persistent feature of society.
  • Apply theory to critical analyse discrimination in society.
  • Critically examine the role of institutions in relation to discrimination.
  • Evaluate the impact of discrimination on children, young people and families.
  • Apply their theoretical understandings to their work based learning environment.

METHOD OF ASSESSMENT :

Component 1 - 100% Essay (4000 words)

UNDERSTANDING DISABILITY


UNDERSTANDING DISABILITY: details currently unavailable

CRITICAL ENQUIRIES: EDUCATIONAL RESEARCH AND PRACTICE - optional module


CRITICAL ENQUIRIES: EDUCATIONAL RESEARCH AND PRACTICE: details currently unavailable

CRITICAL ENQUIRIES: EDUCATIONAL RESEARCH METHODOLOGY - optional module


CRITICAL ENQUIRIES: EDUCATIONAL RESEARCH METHODOLOGY: details currently unavailable

RESEARCH INFORMED PRACTICE - optional module


RESEARCH INFORMED PRACTICE: details currently unavailable

DEVELOPMENT AND EDUCATIONAL PSYCHOLOGY - optional module


MODULE TITLE : DEVELOPMENT AND EDUCATIONAL PSYCHOLOGY

MODULE CODE : ESU503


MODULE SUMMARY :

This module introduces students to and expands their knowledge of key theories and concepts within developmental, child and educational psychology. Utilising a bio-psycho-social stance, the module emphasizes normative perspectives on human growth and learning, with a predominant focus on that of children and young people. Against this foundation, consideration will be given to ways in which development and learning may be inhibited, derailed, varied and promoted by family, social and cultural influences as well as practitioner interventions. Emphasis is placed on interdisciplinary perspectives that contribute to critically understanding both these processes and the contested nature of the subject. The module aims to offer possibilities to link theory, research and practice with insights drawn from students’ own lived experience, thus fostering deeper integrative learning opportunities. Particular focus will be placed upon explaining ideas, themes and contemporary issues that inform critical study within this area, which, in turn, will serve to provide a platform for progressive study across all levels of the award.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Introduce selected key theories and concepts within developmental, child and educational psychology
  • Emphasise normative perspectives on human growth and learning, with a predominant focus on that of children and young people
  • Consider ways in which development and learning may be inhibited and promoted by a range of influences
  • Consolidate students understanding of these concepts and processes with teaching examples, readings, and personal reflection
  • Establish foundational academic knowledge for both the specific topic area and broader interdisciplinary collaboration
  • Support students in developing new perspectives and understanding of their own developmental and learning formation and that of others
  • Consider the role of values and ethics on policy and practice
  • Develop students as active learners and researchers

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Demonstrate an understanding of core academic and professional concepts both within developmental, child and educational psychology and in relation to other disciplinary domains
  • Critically reflect on normative perspectives on growth and learning, particularly among children and young people, and approaches to influencing these processes
  • Consider the ways in which professional practices in these areas have developed through a matrix of socio-political, economic, scientific, academic and individual drivers
  • Consider practitioner decision making and judgement within these areas in the light of wider societal value systems      
  • Question – using theory and data – dominant approaches to professional practices
  • Reflect on their own values and on-going formative experience in light of contested concepts and ideas
  • Develop their own research, critical analysis and writing skills

METHOD OF ASSESSMENT :

Component 1 - 100% Structured Literature Review (3000 words)

EDUCATION SYSTEMS AND SOCIAL CHANGE - optional module


EDUCATION SYSTEMS AND SOCIAL CHANGE: details currently unavailable

DIGITAL CHILDHOODS - optional module


MODULE TITLE : DIGITAL CHILDHOODS

MODULE CODE : ESU508


MODULE SUMMARY :

This module considers the increasing role that digital media is playing in young people’s lives, and the implications of this for their development, education and well-being. Drawing on research, policy and contemporary thinking, students will explore both empowerment and protectionist discourses, as well as young people’s uses of and attitudes to technology. The module will consider e-safety issues and conditions for promoting digital literacy.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Outline contemporary debates around young peoples’ use of technology;
  • Explore the role of technology in society and related issues;
  • Enable students to understand the personal, social and educational implications of digital media use;
  • Help students consider issues of online behaviour and associated structure and agency;
  • Consider the ways in which digital literacies are promoted in schools;
  • Help students consider the ways that e-safety policies are implemented in different settings;
  • Promote students’ understanding of their own use of technology through discussion, debate and evaluation.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Demonstrate knowledge of contemporary thinking and practice around young people’s use of technology;         
  • Recognise that young people’s use of digital media are subject to a range of interpretations and competing agendas;
  • Consider ways in which young people’s use of digital media can be evaluated and understood;
  • Critically evaluate competing (and evolving) digital media policies;
  • Negotiate the selection of material for a public presentation;
  • Identify, select and synthesise appropriate literature, research data and materials for presentation;
  • Structure ideas and outcomes for an oral presentation.

METHOD OF ASSESSMENT :

Component 1 - 100% Paired Presentation (20 minutes)

CREATIVE LEARNING - optional module


CREATIVE LEARNING: details currently unavailable

EDUCATIONAL POSSIBILITIES - optional module


EDUCATIONAL POSSIBILITIES: details currently unavailable

Year 3 modules


SAFEGUARDING AND CHILD PROTECTION IN POLICY AND PRACTICE


MODULE TITLE : SAFEGUARDING AND CHILD PROTECTION IN POLICY AND PRACTICE

MODULE CODE : WWU603


MODULE SUMMARY :

This module will provide students with the opportunity to explore historical and contemporary concerns that have served to shape policy and practice. Students will explore current legislation and its implications for practice for all those working with the young and vulnerable adults. A clearer understanding will be gained of the different roles and responsibilities of those working in the area of safeguarding. Consideration will be given to the impact that abuse can have on the lives of victims and their families.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Give students an understanding of the different forms of abuse and neglect that some children and young people experience in their day-to-day lives
  • Develop students’ ability to demonstrate how and why the policy and practice focus of safeguarding has changed over time
  • Critically evaluate how current legislation is likely to impact on safeguarding children and vulnerable adults
  • Explore the different roles and responsibilities that professional undertake in child protection and of the tensions and contradictions which can arise from this.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Demonstrate a critical understanding of the way in which policy and practice for safeguarding has developed
  • Outline and analyse the content and intentions of key legislation within the area of safeguarding and child protection
  • Understand the forms that abuse can take and its implications for both victims and practitioners
  • Investigate and debate key issues facing practitioners working in this area.
  • Demonstrate an ability to synthesise arguments and understand the different principles that can inform practice
  • Apply different theoretical perspectives to develop an improved understanding of safeguarding and child protection work.

METHOD OF ASSESSMENT :

Component 1 - 100% Essay (3500 words)

CAPSTONE PROJECTS - optional module


CAPSTONE PROJECTS: details currently unavailable

DISSERTATION - optional module


DISSERTATION: details currently unavailable

EQUALITY AND DIVERSITY - optional module


EQUALITY AND DIVERSITY: details currently unavailable

INTERNATIONAL EDUCATION - optional module


MODULE TITLE : INTERNATIONAL EDUCATION

MODULE CODE : ESU608


MODULE SUMMARY :

This module focuses specifically on the interconnectivity and interdependence of international and comparative aspects of education by exploring a range of analytical models drawn from sociological and political contexts. The module begins with an exploration of global historical contexts to consider how these relate to current worldwide controversies and challenges in educational policy and practice.  The module  will go on to invite students to explore a range perspectives to engage with themes including globalisation, educational transfer processes across nations, definitions of global ‘consumer’ and global ‘citizen’ and to consider how studies of pupil attainment contribute to global discussions about the future of education.  Students will explore differences & similarities in learning and teaching by comparing & contrasting aspects of the educational context in two different countries.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:  

  • Enable students to appreciate a multidisciplinary approach to the study of international & comparative education using a range of perspectives, including historical, cultural, sociological, economic and political models.
  • Critically review the concept of international and comparative study of education and consider international paradigms of educational ‘effectiveness’ and ‘improvement’ using a range of literature.
  • Understand the nature of the challenges that are currently being faced by the study of comparative and international education and how this contributes to the future of learning, teaching, research and professional development.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:
 

  • Critically reflect upon contemporary challenges and controversies in international education and understand how these relate to historical, sociological and political contexts. 
  • Discuss and share critically informed perspectives on differences between international and comparative aspects of education.
  • Identify key topics of personal interest in relation to international perspectives on educational policy and practice.
  • Demonstrate knowledge and understanding of how international and comparative perspectives contribute to discussion on global educational aims and purposes.

METHOD OF ASSESSMENT :

Component 1 - 100% Comparative Report (4000 words)

POLITICS OF EDUCATION - optional module


MODULE TITLE : POLITICS OF EDUCATION

MODULE CODE : ESU607


MODULE SUMMARY :

The module builds upon the understanding of sociological approaches to educational analysis introduced and developed at Level 4 and Level 5. It is designed to build on a range of knowledge, understanding and skills, in order to facilitate further understanding of the inter-relationships between education and political ideologies - within macro, meso and micro contexts. The overall purpose of the module is to enable students to question and analyse ‘common sense’ assumptions of policy and practice by investigating current and historical political issues and policy themes that, in turn, relate to their own interests and identities.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

The aims of this module are to:

  • Develop further understanding of the sociological and political analysis of educational policy and practice.
  • Analyse the factors that shape the making of policy at institutional levels using themes and questions of your choice.
  • Review the complex inter-relationships between these macro, meso and micro forms of education and politics.
  • Evaluate both the conventions and different forms of documentary and how they have been produced to interpret political issues and present a variety of critical perspectives on them.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Evaluate current educational policy developments and how these impact upon educational practices.
  • Analyse the connections between broader political discourses and the ‘shaping’ of educational policy and practice.
  • Apply an analysis framework to how different policy initiatives in education are influenced by their ideological contexts.
  • Identify an appropriate area of education for exploration using an enquiry based approach.
  • Develop their capacity for critical reflection and questioning.
  • Engage an audience through the conventions of a documentary produced to explain a political issue and present a critical perspective on it.
  • Collaborate effectively with others in the production of a group documentary.
  • Manage their learning, work collaboratively in undertaking a small scale investigation and develop an appropriate strategy for a documentary production.
  • Make use of basic audio visual equipment (cameras, editing software) to produce a documentary.

METHOD OF ASSESSMENT :

Component 1 - 40% Analysis (2000 words)

Component 2 - 60% Group Documentary (12 to 15 minutes)

EDUCATION, TECHNOLOGY AND CHANGE - optional module


EDUCATION, TECHNOLOGY AND CHANGE: details currently unavailable

CRITICAL THEORY - optional module


MODULE TITLE : CRITICAL THEORY

MODULE CODE : ESU604


MODULE SUMMARY :

This honours level module explores a range of critical theory and its potential applications to the field of Education Studies.  Each contribution is examined in relation to its philosophical and epistemological ‘moves’ and students are encouraged to develop critical responses to such theory in terms of its relevance to specific areas of psychology, sociology and learning theory. The module will cover a range of theoretical contributions in the order of their publication, and students will consider the relationship between each approach. A specific example of critical theory will be selected for application in dialogue with a particular area of Education Studies encountered in the degree.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:
 

  • Explore and apply critical perspectives on the philosophy and sociology of education drawn from such approaches as Marxism, Psychoanalysis, Post-structuralism, Feminism and Post-modernism. 
  • Equip students with the ability to apply critical theory to specific aspects of education.  
  • Develop a critical perspective in response to key theoretical contributions. 
  • Facilitate the independent development of new theoretical perspectives to aid progression to study for a higher degree.  

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Describe a range of critical theory approaches in relation to Education Studies.
  • Compare and comment on relationships between different critical theory approaches.
  • Understand the philosophical differences between critical theories and other approaches to society, identity, learning and texts. 
  • Apply critical theory to the study of education.
  • Reflect personally on their own construction in discourses about education. 
  • Critique, from an informed vantage point, theoretical language games.
  • Create new ways of thinking about education arising from their analysis of the dialectical nature of educational philosophy.

METHOD OF ASSESSMENT :

Component 1 - 20% Abstract for a conference paper and 10 - 15 minute presentation

Component 2 - 80% 3500 word paper following the presentation of the draft paper and feedback

ACCESS AND INCLUSION - optional module


ACCESS AND INCLUSION: details currently unavailable

INVISIBLE OR IGNORED?


Invisible or Ignored?


Module Title: Invisible or Ignored?

Module Code: WWU608

Module Summary: This module will critically explore the need to work with groups and families who are often treated as ‘invisible’ in policy and/or practice and will critically reflect on whether groups and families are invisible or whether they are ignored as a result of deliberate omission. The module will provide a historical context for social exclusion and will analyse political, structural, cultural, economic and environmental factors, exploring the consequences of excluding groups. Examples of invisible or ignored groups and families will be used to illustrate wider principles of social exclusion, potentially including prisoner’s families, travellers, carers, disabled people, asylum seekers and people with mental health issues.

CATS Value: 20

ECTS Value: 10

Contact Hours:

Scheduled: 36
Independent: 164
Placement: 0
Total Hours: 200

Module Curriculum Led Outcomes:
This module aims to:

• Critically explore the idea that some families and groups are invisible or ignored in policy and/or practice
• Critically reflect on understandings of, and the range of factors that contribute to, the social exclusion of invisible or ignored families and groups
• Critically analyse the impact of social exclusion and the consequences for the invisible or ignored families and groups
• Critically analyse the principles underpinning Human Rights and Social Justice

Learning Opportunities:
Students will, by the end of the module, have the opportunity to:

• Identify some of the implications for practice in working with children, young people and families
• Debate the philosophical constructs that may lead to some groups being invisible or ignored
• Debate the ideological constructs that may lead to some groups being invisible or ignored
• Reflect on, and articulate, their own position in relation to the module content

Assessment:

Option 1: 100% (Individual) Create a training resource to raise awareness and understanding (of a selected group) amongst practitioners (3,500 word equivalent)

OR

Option 2: 100% A 20 minute individual presentation to raise awareness and understanding (of a selected group) amongst practitioners

LEARNING JOURNEYS - optional module


MODULE TITLE : LEARNING JOURNEYS

MODULE CODE : ESU611


MODULE SUMMARY :

‘Learning journeys’ are conceptualised, within this module, in terms of meanings that learners attribute to their experiences of learning and how individual and collective experiences may be critically analysed and interpreted. The overall purpose of the module is to enable students to review their own learning careers by developing their analysis of these experiences by working individually and collectively during the module.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement :
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

 

  • Outline concepts of ‘learning career’, ‘learning journey’, critical events and turning points and situate these within research on life history and autobiographical methods.

  • Explore how notions of aspiration raising, barriers and progression are described as a series of problems or events to be rationally overcome.

  • Enable students to develop their capacity to review their own learning careers and journeys and interpret the factors that may have shaped them.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 


 

  • Critically analyse their own experiences of current and/or prior learning and identify critical events or ‘turning points’ that relate to these experiences.

  • Critique notions of aspiration raising, barriers and transition and how these have been constructed in policy texts

  • Critically debate these contested notions in policy texts and compare them with concepts of ‘learning journey’ or ‘learning career’ in life history research

  • Review and synthesise how other examples of life history research relate to events or ‘turning points’ within their own learning careers

METHOD OF ASSESSMENT :

No information available.

Course code


.

UCAS code:

LX53 

Applications for full-time courses are made through UCAS

Applications for part-time courses are made via Newman

For all enquiries relating to admissions or entry requirements, email us at admissions@newman.ac.uk

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