Education Studies BA (Hons)

Honours Degree , Full-time

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Key Details

  • 3 Years
  • 88/96 Typical UCAS Tariff
  • X301 Course Code
  • Full Time
Group Work

Overview

Clearing places available to start this September

Find out more about applying via our Clearing webpages or call 0121 476 1181

 

Why study this course?

Students involved in the study of education are exposed to a range of practices, theories and ideas that underpin how the work of education is conducted here in the UK and further afield. The Education Studies programmes are underpinned by a discussion of issues related to learning theory; individual development; education and society; equality and opportunity; access and inclusion; educational alternatives; and organisational change.

A number of our students also have interests that relate to other areas of allied educational work, such as youth, community and charity work or training and development. In response to this, the programme also draws on aspects of critical theory to explore issues of social justice, globalisation, sustainability and education and the environment.

 

Education Studies is offered as a BA Single Honours and also as the BA Education and Specialisms Joint Honours degrees. Whilst they do not award Qualified Teacher Status (QTS), these courses are intended for students who have an interest in education as a career in all its forms. You may then go on to PGCE study in primary or secondary teaching or into an educational role in a related occupation or field.

This programme is subject to validation.  This means the course is in development and the details of the course are in the process of being finalised by the university. The majority of new courses with this status are approved; however, this is not guaranteed and should the course not go ahead you will be informed by the university at the nearest possible opportunity.

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 C or above including English Language or a recognised equivalent, are also required.

Contact: Contact for admissions enquiries AdmissionsTel: 0121 476 1181 (Ext. 2386) Email: admissions@newman.ac.uk

Contact: Contact for course enquiries: Steve Griffin (Co-Leader of EMPP) Tel: 0121 476 1181 (Ext. 2445) Email: stephen.griffin@newman.ac.uk

Directions

Course Fees

Fee for academic year 2018/19* Full-time Home/EU students: £9,250

*Fees shown are for 2018/19 academic year. The University will review tuition fees and increase fees in line with any inflationary uplift as determined by the UK Government, if permitted by law or government policy, in subsequent years of your course. It is anticipated that such increases would be linked to RPI (the Retail Price Index excluding mortgage interest payments).

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.  Find out more about completing the DBS application form and the related additional costs.

Additional Information

General Academic Regulations: Terms and Conditions for students attending our courses

  1. DOING THEORY ON EDUCATION: DEVELOPING A CRITICAL APPROACH
    (Compulsory) esu402
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    MODULE SUMMARY :

    This module is designed to help students develop a critical approach to the theorisation of Education as a field of undergraduate study. It is intended that the phasing of this module will follow the completion of semester 1 course work and assignment feedback; thus offering formative advice and strategies for improving their reading, writing and  theorisation of Educational issues.  The module aims to help students make the familiar unfamiliar through further reflection on: their own educational experiences, their reading of key educational texts, and their approach to articulating ideas about education in written and oral form.  The module then aims to support students through the anxiety-provoking experience of ‘troublesome knowledge’ while encouraging them to explore and question contested educational ideas. 

    CONTACT HOURS :

    Scheduled : 24.00 Independent : 76.00 Placement : 0.00 Total :  100.00

    MODULE CURRICULUM LED OUTCOMES :

    The aims of this module are to enable students to:

    • Develop a critical perspective on educational ideas
    • Articulate evolving educational arguments in written and oral form
    • Evaluate and reflect upon assignment feedback and their own approach to writing and presentation
    • Question and corroborate previously held convictions through exposure to educational ideas and research.

    LEARNING OPPORTUNITIES :

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

    • Discuss educational ideas and approaches with reference to educational literature and published research 
    • Demonstrate an evolving approach to educational critique, argument and stance.
    • Share preferred approaches to undergraduate study
    • Evaluate educational ideas and practices in the context of personal experience, value positions, and ‘troublesome knowledge’
    • Develop a theoretical approach to the study of education.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Portfolio

  2. INTRODUCTION TO LEARNING AND TEACHING
    (Compulsory) esu404
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    MODULE SUMMARY :

    This module complements and develops some of the concepts which students will have been introduced to and engaged with in ESU401 (L4-1) Introduction to Education Studies: Education and Society.

    The module aims to enhance students’ understanding of a range of factors that impact upon learning and teaching to further student evaluation of contextual factors surrounding diversity in the learning and teaching experience.  The module will enable students to explore educational practice at various levels and encourage students to reflect on their own learning in order to explore the ways in which values and beliefs impact on decisions about how learning is organised, what we learn and why.

    Students will be invited to interrogate a variety of differing learning experiences and engage in evaluation of these with reference to issues of equity, diversity and social justice.  Students will be encouraged to reflect on their own learning experiences with reference to critical evaluation of theoretical perspectives, reading and research and to further understanding of concepts such as education, schooling, identities, learner/teacher roles, educational values and beliefs. 

    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 understand theoretical contributions to understanding the nature and processes of learning and their relevance educational practice
    • Develop students as active learners by enhancing their reflection on the impact of contextual features of the learning and teaching experience.
    • Enable students to understand how differing values and perspectives influence learning and educational experiences within various settings.
    • Enable students to draw upon a wide range of sources and theoretical perspectives to explore differing contexts for learning and teaching

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have had a range of opportunities to begin processes of:

    • Understanding the range of values and beliefs that impact upon the organisation of learning and teaching in differing contexts
    • Evaluating the effects of differing learning and teaching contexts on individual learning.
    • Analysing how concepts and theories on learning and teaching relate to interpretations in educational practice.
    • Evaluating a range of literature and other sources to interrogate educational ideas on learning and teaching and how these influence policy and practice.
    • Developing their own research, critical analysis and writing skills.

    METHOD OF ASSESSMENT :

    Component 1 - 100% 2500 WORD WRITTEN REPORT

  3. (Compulsory)
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  4. (Compulsory)
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  5. INTRODUCTION TO WORK RELATED LEARNING
    (Compulsory) plu404
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    MODULE SUMMARY :

    This module aims to equip students with the knowledge and self-management skills to make informed choices in preparing for work placement and the transition to employment or further study on graduation.  

    Learners will be provided with the opportunities to develop awareness of the workplace, identify different career and study options, recognise and articulate their own experience, accomplishments and talents and plan and implement career management strategies for the short and long term.

    CONTACT HOURS :

    Scheduled : 12.00 Independent : 88.00 Placement : Total :  100.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

    • Support students in developing informed choices about the career pathways available to them, in relation to their subject choices.
    • Prepare students for work-based learning and the application / exploration of subject knowledge in the workplace.

    • Encourage students to make connections between their learning, placement choice, future job aspirations and contribution to society.

    • Enable students to build confidence in securing work placements and future employment.

    • Support students in reflecting upon their preparation for their work placement and future employment.  

    LEARNING OPPORTUNITIES :

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

    1. Examine how their experiences, accomplishments, and abilities relate to employer expectations.

    2. Demonstrate engagement with, and an understanding of, graduate employment pathways and employability issues relating to their own career aspirations.

    3. Research organisations for the purposes of securing a work placement.

    4. Reflect upon their learning and development.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Reflective Essay and Appendix, 2000 words

  6. CHILDHOOD, ADOLESCENCE AND SOCIETY
    (Compulsory) pru404
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    MODULE SUMMARY :

    This module further develops some of the concepts which students will have engaged with in PRU401. The module aims to enhance students’ understanding of a range of factors that impact upon the ‘life journeys’ and ‘life chances’ of individuals and groups. Students will explore the constructs of childhood and adolescence through the investigation of societal and other factors such as the family, identity, class and disaffection. The module will enable students to critically evaluate the extent to which these factors impact on different individuals and groups. They will be invited to reflect on the factors influencing their own ‘life journey.’

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

    • Enhance students’ reflection on the impact of societal factors upon the development of children and young people
    • Enable students to understand that a range of factors influence the life chances of individuals
    • Enable students to draw upon a wide range of intellectual sources and theoretical perspectives to illuminate education and the contexts within which it takes place.

    LEARNING OPPORTUNITIES :

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

    • Understand that a range of societal factors impact upon the education and life courses of children and young people
    • Begin to critically evaluate the effects of differing social and economic factors on the education of children and young people
    • Critically engage with fundamental questions concerning the aims and values of education and its relationship to society
    • Begin to analyse concepts and theories relevant to social policy that influences the education system
    • Begin to evaluate a range of literature and other sources that engage with education policy and practice
    • Interrogate the assumptions that underpin policy and practice with relation to the aims and values of education policy where it affects the life courses of children and young people.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Group Presentation (15 minutes)

  7. CHILD DEVELOPMENT
    (Compulsory) pru405
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    MODULE SUMMARY :

    This module will develop student’s knowledge and understanding of child development and learning. The module will focus on development of the body, language, cognition and social and emotional aspects. It will provide students with theories for development and learning, and relate these to aspects of learning and teaching. Theorists considered will include, among others; Piaget, Bruner, Skinner, Vygotsky and Chomsky. It will also explore theories which focus on the impact of biological and maturational processes on human development, including theories of attachment.  Students will also consider individual factors that impact on child development and learning such as health, environment, personality and self-esteem.

    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 how children develop from pre-birth to 11 years of age
    • Help students to develop an understanding about the development of the body, language, cognition and social and emotional aspects
    • Give students an understanding of different theories for development and learning and how these related to aspects of teaching and learning in the primary classroom
    • Give students an understanding of how individuals differ and how this affects learning and development.

    LEARNING OPPORTUNITIES :

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

    • Demonstrate an understanding of how children develop from pre-birth to 11 year of age.
    • Demonstrate an understanding of about the development of the body, language, cognition and social and emotional aspects
    • Explain a range of theoretical perspectives of child development and learning and what impact these have on children’s learning in the primary classroom.
    • Demonstrate an understanding of how individuals differ and how the impact that this has on learning and development.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Case Study/Portfolio (2500 words)

  1. CRITICAL ENQUIRIES: EDUCATIONAL RESEARCH AND PRACTICE
    (Compulsory) esu500
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    MODULE SUMMARY :

    This module introduces students to qualitative, theoretical research in education and some of its distinctive approaches. The module provides an over-view of some of the key methodological debates in educational research and the ways in which these debates influence selection of areas of investigation, research design, data analysis and interpretation. In this module students will be introduced to the aims, methodologies, research strategies and methods used in qualitative research including practice based research methods. Students will consider ethical guidelines in research and their importance. 

    This module will enable students to develop understanding, skills and knowledge to aid progression into research at undergraduate dissertation level as they will be introduced to the knowledge and understanding necessary for the design of a research proposal.

    CONTACT HOURS :

    Scheduled : 24.00 Independent : 76.00 Placement : 0.00 Total :  100.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Equip students with the skills and competences necessary for the presentation of a small scale research proposal;
    • Enable students to understand the difference between different methodological approaches in educational research and their broad philosophical and ideological standpoints;
    • Introduce students to different research methods and discuss their relative merits and suitability for identified research problems in order to understand the basic principles of effective research design;
    • Introduce students to the ethical practice in educational research and required codes of conduct;
    • Identify suitable approaches to the presentation and sharing of research outcomes;
    • Critically reflect upon their own location in the educational process.

    LEARNING OPPORTUNITIES :

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

    • Identify appropriate environments, problems, questions and approaches for educational research and ways of accessing evidence related to educational research;
    • Understand the relationship between epistemology and research methods and be able to apply the relationship to analyses of educational research;
    • Use and demonstrate knowledge about different kinds of educational research methods and designs, and the kinds of research questions for which they are appropriate to;
    • Design an appropriate small scale investigation in consultation with the module tutor;
    • Understand what research ethics are and how to ensure that ethical considerations are in place when conducting research;
    • Plan and present a research proposal through an appropriate medium e.g. presentation, conference paper, web-site.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Group Presentation (15 minutes)

  2. CRITICAL ENQUIRIES: EDUCATIONAL RESEARCH METHODOLOGY
    (Compulsory) esu520
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    MODULE SUMMARY :

    This module will enable students to develop understanding, skills and knowledge to aid progression into research at undergraduate dissertation level.  Students will be introduced to the knowledge and understanding necessary for the design of a written research proposal and further develop skills appropriate for the development of a research proposal including literature evaluation, research planning, research governance and academic writing.

    The sessions aim to further develop an awareness of appropriate research methodologies and methods in relation to the research proposal including understanding of data and information collection techniques of observation, interviews, focus groups, survey design and use of secondary data. Management, analysis, interpretation and presentation of data will be explored in the context of ethical codes and practices.

     

    CONTACT HOURS :

    Scheduled : 24.00 Independent : 76.00 Placement : 0.00 Total :  100.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Enable students to understand the difference between different methodological approaches in educational research and their broad philosophical and ideological standpoints;
    • Introduce students to different research methods and discuss their relative merits and suitability for identified research problems in order to understand the basic principles of effective research design;
    • Introduce students to the ethical practice in educational research and required codes of conduct.

    LEARNING OPPORTUNITIES :

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

    • Identify appropriate environments, problems, questions and approaches for educational research and ways of accessing evidence related to educational research;
    • Use and demonstrate knowledge about different kinds of educational research methods and designs, and the kinds of research questions for which they are appropriate to;
    • Understand what research ethics are and how to ensure that ethical considerations are in place when conducting research;
    • Plan and present a written research proposal demonstrating an awareness and understanding of ethical and equal opportunities issues involved in research design.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Written Research Proposal (1500 words)

  3. WORK PLACEMENT
    (Compulsory) plu502
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    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)

  4. EQUALITY AND DIVERSITY
    (Compulsory) esu510
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    MODULE SUMMARY :

    This module enables students to enhance their critical understanding of the concepts of equality and diversity and engage with their own diverse experiences. Students will critically engage with research and debates surrounding historical debates and contemporary practices. These will include analysis and interpretations of ‘race’, ethnicity, social class, gender, disability, ageing and sexuality and how these are mediated by the concept of inter-sectionality. Students will blend experiences and a review of research and policy to produce a group poster on a theme and specific issue of their choice.

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

    • Review the contested meanings of equality and diversity.

       

    • Analyse multiple patterns of advantage and disadvantage and their impact on educational experiences and outcomes.

       

    • Interpret how in/equality and diversity impacts upon educational institutions and experiences and is mediated by inter-sectionality.

    LEARNING OPPORTUNITIES :

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

    • Analyse multiple sources on contested meanings of equality and diversity.

       

    • Evaluate multiple patterns of advantage and disadvantage and how ‘race’, ethnicity, social class, gender, disability, ageing and sexuality are mediated by the concept of inter-sectionality

       

    • Demonstrate the impact of advantage and disadvantage on educational experiences and outcomes

       

       

    • Identify and describe the significance of a chosen piece of legislation on equality and its impact on educational institutions and experiences.

       

    • Manage their learning and work collaboratively in preparing and designing a group poster and identifying individual contributions to collective analysis.

    METHOD OF ASSESSMENT :

    Component 1 - 80% GROUP POSTER PRESENTATION

    Component 2 - 20% 5 MINS PRESENTATION BY EACH GROUP MEMBER ON THEIR INDIVIDUAL CONTRIBUTION TO COLLECTIVE ANALYSIS OF GROUP

  5. (Compulsory)
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  6. CREATIVE LEARNING
    (Optional) esu505
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    MODULE SUMMARY :

    This module considers the function of creativity and imagination in educational practice. Drawing on contemporary thinking, research, and inspection evidence, students will explore the different ways in which creativity has been defined and conceptualised and the relationship of imagination to the creative process. The module will consider the attributes of creative and imaginative practice and the environments and conditions for promoting imagination and creativity.

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

    • Outline contemporary thinking, research and practice in creative and imaginative education
    • Enable students to understand some of the characteristics, traits and conditions that are typically associated with creative behaviour and practice
    • Consider the ways in which creativity can be considered as a culturally specific practice
    • Help students consider ways in which the outcomes of imaginative and creative work can be evaluated
    • Promote students’ understanding of their own creative and imaginative processes, and those of others, through discussion and evaluation.

    LEARNING OPPORTUNITIES :

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

    • Demonstrate knowledge of contemporary thinking and practice in creative and imaginative education
    • Describe and critically evaluate characteristics, traits and conditions associated with creative and imaginative behaviour and practice
    • Recognise that creative and imaginative practices are subject to different interpretations depending upon cultural and historical contexts
    • Consider ways in which the outcomes of imaginative and creative work can be evaluated
    • Structure ideas and outcomes for an oral presentation
    • Negotiate the selection of material for a public presentation
    • Identify, select and synthesise appropriate literature, research data and materials for presentation
    • Critically evaluate competing definitions of creativity and imagination, and ideas and approaches to its development.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Paired Presentation in an Alternative Setting (15 minutes)

  7. DIGITAL CHILDHOODS
    (Optional) esu508
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    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)

  8. (Optional)
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  9. EDUCATIONAL POSSIBILITIES
    (Optional) esu506
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    MODULE SUMMARY :

    This module does education differently, both in terms of what we study as well as how we do it. Whereas other modules in education studies educate about education largely from a critical perspective on schools and societies, this module rips up the school and even society as we hegemonically know it. We look at, consider and discuss alternatives. The purpose of the explorations we undertake together are to know education afresh and differently. Examples of schools and a wide variety of out of school educational practice from around the world are considered. Our focus is on education with autonomy, self-direction, freedom not license, voice, community, destructured, unschooled, deschooled, home-led versions and other legal options. We will be dealing with practices within and outside the mainstream. The module has a strong focus on ideas, theories, philosophies and possibilities set within an awareness of the limitations the modern world imposes on any and all approaches which challenge ‘normality’.

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Advance and critically discuss philosophical and ideological traditions pertinent to the study of education

    • Distinguish significant differences between competing conceptions of broad educational purpose and critically discuss these in light of relevant literature and personal experience

    • Draw distinction between philosophies, ideologies of education and ideas about education

    • Enable students to discuss and critically evaluate different conceptions of education in the context of the above and how these inform the shaping of educational policy, provision and practice

    • Enable students to articulate a provisional and personal philosophy of education that is informed through the above

    LEARNING OPPORTUNITIES :

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

     

    • Know the defining features of some of the philosophies and ideologies that shape conceptions of education and educational practice

    • Have a knowledge of the philosophical and ideological traditions pertinent to the study of education and distinguish the significant differences between competing conceptions of educational purpose

    • Know that practice, provision and policy in education is situationally defined and governed by a range of external contexts and forces

    • Have an evolving personal philosophy of education that is informed by relevant , reading, research interrogation, pair and group discussion

    • Locate and distinguish some of the competing philosophies and ideologies of education

    • Identify that ways in which such philosophies and ideologies have shaped practice, provision and policy in education

    • Describe how philosophies, ideologies and ideas about education are different

    • Articulate their own personal, provisional and developing philosophy of education in written and oral form

    • Develop their capacity for critical reflection and questioning.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Prospectus and Commentary (3500 words)

  1. ESU601
    (Optional) esu601
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    Module Summary: In this optional double module we invite students to select an educational topic of personal interest to be explored through field research in real educational settings and reported in a written study of some 10,000 words. The dissertation is designed to enable students to investigate educational phenomena that hold particular interest for in them and actively encourages the exercise of originality and personal autonomy. The module aims to draw and build upon students' previous knowledge and experience at certificate and intermediate level study. Contact Hours: Scheduled: 12 Independent: 388 Placement: 0 Total Hours: 400 Module Leader: Steve Dixon Mode of Delivery: As well as generic sessions that cover specific elements of the dissertation, teaching and learning strategies are designed to cater for individual interests and needs through a programme of individual tailored support. Each student is assigned a tutor for a maximum of 10 hours tutorial contact over a period of 24 weeks. Students will be required to submit sections of their work at regular intervals for comment and evaluation. Typical teaching and learning methods will embrace: • Lectures • Seminars • Individual tutorials • E-mail conferencing and online tutorial Module Curriculum Led Outcomes: The aims of this module are to: • Enable students to identify a research problem or articulate a research question/hypothesis • Enable students to acquire and apply a breadth of knowledge about the issue or phenomena in which they are engaged • Enable students to select appropriate research methods in relation to identified research purposes and justify their employment • To support students in the development, revision and refinement of their research design • Promote effective autonomous practice in the organisation and management of small-scale field research in educational settings • Promote the coherent structuring, sequencing and presentation of reported research Learning Opportunities: Students will, by the end of the module, have the opportunity to: • Demonstrate a breadth of knowledge and understanding of their chosen area of research • Understand the basic principles of effective research design and locate appropriate research methods in relation to their chosen area of study • Identify a research problem or articulate a research question/hypothesis and design an appropriate small scale investigation in consultation with their appointed supervisor • Work autonomously in the management of a small scale investigation and present a coherent written study that details the choice of field of study, methodology, data analysis and findings • Manage, structure and present information coherently, using a form and style of writing and presentation appropriate to the field of Education Studies, and use ICT appropriately for the interrogation, exchange and presentation of information • Develop their capacity for critical reflection and questioning Assessment: Component 1: 100% 10,000 word dissertation A presentation of the research proposal and presentation of the work in progress will provide up to 10% of the total marks of the dissertation.
  2. NEGOTIATED WORK-BASED RESEARCH PROJECT
    (Optional) plu601
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    MODULE SUMMARY :

    This module offers students the opportunity to build on their level 5 work placement through the more developed application of a negotiated work-based research project. Students will agree with their placement tutor and workplace mentor a brief for a project which addresses a need within the organisation. Learners should complete a minimum of 100 hours in the work place. It is in the spirit of this module that wherever possible, the focus will be on social or community / sustainable development.

    CONTACT HOURS :

    Scheduled : 24.00 Independent : 276.00 Placement : 100.00 Total :  400.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

     

    • Enable students to take responsibility for initiating, directing and managing a negotiated work-based research project

    • Encourage students to use appropriate work-based research methods

    • Enable students to work collaboratively in a work setting, establishing continuity from their previous work placement and offering tangible evidence of building on this prior experience, where possible

    • Generate confidence and security in students’ employability on graduation

     

    LEARNING OPPORTUNITIES :

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

     

    • Secure, negotiate and design a work-based research project

    • Develop an understanding of, and apply, research methods that are appropriate to work-based contexts

    • Interpret gathered information

    • Make a clear and productive contribution to the organization through the development of recommendations arising from the work-based research project

    • Present a creatively engaging argument

    METHOD OF ASSESSMENT :

    Component 1 - 100% NEGOTIATED WORK-BASED RESEARCH PROJECT (8000 WORDS)

  3. ACCESS AND INCLUSION
    (Compulsory) esu609
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    MODULE SUMMARY :

    This module offers students the opportunity for exploration of the concepts of inclusion, disability, and special educational needs and to gain an appreciation of the diversity of a range of vulnerable and disadvantaged groups. Students will engage with research in the area of inclusion and with the debate surrounding the effectiveness of the inclusion ‘agenda.’ This will include an in-depth consideration of the issue of pupil disaffection using current research and relevant literature. There will be an informed perspective on current debates in the field of Special Educational Needs and this will provide opportunities for students to engage with their own interests in this area. 

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to provide students with opportunities to: 

    • Develop their knowledge and understanding of theoretical developments in the area of SEN.
    • Critically analyse the philosophies, principles and practice of inclusion and the legislative frameworks for SEN.
    • Gain comprehensive knowledge of the role and responsibilities of the SENCO; critically analyse the key debates in the field of special educational needs.
    • Synthesise and critically evaluate a range of research evidence offered in explanation of a broad range of special educational needs and provision.
    • Critically engage with research on a range of vulnerable and disadvantaged groups.

    LEARNING OPPORTUNITIES :

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

    • Demonstrate an informed perspective on inclusion and current debates in the field of special educational needs and an informed understanding of, and sensitivity to, individuals with special needs.
    • Demonstrate a critical understanding of the legal and social implications of relevant legislation.
    • Demonstrate a knowledge of, and a critical and analytical appreciation of, a range of special education needs and a critical appreciation of intervention strategies.
    • Discuss and critically evaluate issues of inclusion with specific reference to research, theory and practice.
    • Critically engage with, and analyse reading and research into issues discussed in this module.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Individual Presentation (15 minutes)

  4. INTERNATIONAL EDUCATION
    (Optional) esu608
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    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)

  5. EDUCATION, TECHNOLOGY AND CHANGE
    (Optional) esu606
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    MODULE SUMMARY :

    The thematic and analytical focus of this module is the impact of digital media and new information and communication technologies upon culture, notions of identity and education / learning. Students will be introduced to the perspective that the spread of the new IC technologies is the source of some profound cultural changes that have massive implications for both socialisation and educational processes. Students will also be introduced to some of the ways in which educational outcomes for the 21st century can be facilitated by the incorporation and creative exploitation of the new technologies. Students will be expected to demonstrate that they can use the new technologies in their own creative educative production that critiques the impact of technologies on education.

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

    • Provide students with an opportunity to explore and critique the relations between education, technologies and digital media, in terms of socialization, learning and culture.
    • Enable students to take a critical position on the question of whether traditional education models can adapt to digital worlds or whether digital experiences transform education and outdate its traditional models.
    • Enable students to take a critical position on the potential changes that new technologies may bring, with particular regard to power, access, safety and ethics.
    • Support students in the development of technological skills and competences through the practical application and usage of the new technologies.

    LEARNING OPPORTUNITIES :

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

    • Analyse and critically evaluate the impact of the new technologies on cultural experience, personal development and upon education processes.
    • Contextualise understandings of education, digital media and technology in relation to critical questions about the transformative effects of technology.
    • Analyse and critically evaluate the potential impact of new technologies and digital media on learning theory and learning styles.
    • Critically apply their understanding of technological developments to philosophies of education.
    • Synoptically relate new ideas about digital media and technology to theory of education encountered previously on the degree.
    • Develop and demonstrate digital competencies sufficient for the construction of a   dynamic web site that communicates effectively to its intended audience

    METHOD OF ASSESSMENT :

    Component 1 - 100% Paired Website (4000 word equivalent)

  6. POLITICS OF EDUCATION
    (Optional) esu607
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    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)

  7. CRITICAL THEORY
    (Optional) esu604
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    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

  8. LEARNING JOURNEYS
    (Optional) esu611
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    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.