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

Honours Degree , Full-time

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Key Details

  • 3 Years
  • 88/96 Typical UCAS Tariff
  • LX53 Course Code
  • Full Time
child counselling

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?

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.

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.

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

Contact: Dr Steve Griffin (Co-Leader Education and Multi-Professional Practice Department (Undergraduate Provision) Tel: 0121 476 1181 (Ext. 2445) Email: s.griffin@newman.ac.uk

Contact: Graham Brotherton (Programme Leader – Working with Children, Young People and Families) Tel: 0121 476 1181 (Ext. 2344) Email: g.brotherton@newman.ac.uk

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Course Fees

Fees per 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. INTRODUCTION TO EDUCATION STUDIES: EDUCATION AND SOCIETY
    (Compulsory) esu401
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    MODULE SUMMARY :

    This module introduces key concepts in the study of Education at Level 4.  These concepts are introduced as distinct dimensions to support the development of students’ holistic understanding of Education at Level 4 and in particular the study of Education and Society in semester 1. 

    The module then aims to enhance students’ understanding of a range of factors that impact upon the ‘life journeys’ and ‘life chances’ of individuals and diverse groups and their experiences of education within different societies. Students will explore the constructs of childhood, adolescence and adulthood and investigate factors including the family, identity, class, engagement and disaffection that shape experiences of education. 

    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 relationships between various examples of research and the factors that have influenced their own ‘life journey’ and biographies as learners. This particular focus complements the overall aim of L4-1: to explain ideas, themes and contemporary issues that inform critical study as the basis of progressive study across all levels of the award.

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Introduce students to key concepts that underpin the study of Education at undergraduate level
    • Develop students as active learners by enhancing their reflection on the impact of societal factors on the life chances and educational experiences of children, young people and adults.
    • Enable students to understand how these factors influence life chances and educational experiences within various settings and diverse countries.
    • 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 had a range of opportunities to begin processes of: 

    • Applying key concepts in the discussion of educational issues
    • Understanding a range of societal factors that impact upon the education and life courses of children, young people and adults.
    • Evaluating the effects of differing social and economic factors on the education of children, young people and adults.
    • Critically engaging with fundamental questions concerning the aims and values of education and its relationship to society.
    • Analysing how concepts and theories from social policy relate to interpretations of education systems.
    • Evaluating a range of literature and other sources that engage with education policy and practice.
    • Investigating 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.
    • Developing their own research, critical analysis and writing skills.

    METHOD OF ASSESSMENT :

    Component 1 - 30% Essay (1500 words)

    Component 2 - 70% Group Presentation (15 minutes)

  2. 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

  3. 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

  4. 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

  5. THE INCLUSIVE PRACTITIONER
    (Compulsory) wwu401
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    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)

  6. THE SOCIOLOGICAL IMAGINATION
    (Compulsory) wwu404
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    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)

  7. AN INTRODUCTION TO SOCIAL POLICY
    (Compulsory) wwu405
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    MODULE SUMMARY :

    This module will examine some of the over-arching social policy issues that shape the working agenda around children, young people and families. To do this it will be structured around the key issues identified by William Beveridge as the ‘giants’ of social policy – education, poverty, housing, health (including safeguarding and protection of the vulnerable) and work. These topics will be analysed in the context of the challenges that face professionals working within the current model of the welfare state.

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    This module aims: 

    • To (begin to) equip students with skills to analyse policy
    • To provide students with a clear understanding of the origins of the welfare state
    • To allow students to examine the impact of poverty and deprivation on CYPF
    • To explore the way key services are structured and delivered
    • To examine the direction of travel in which the welfare state is being taken and to look at alternative models of welfare delivery

     

    LEARNING OPPORTUNITIES :

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

    • Develop a better understanding of the role of social policy as a discipline
    • Understand the historical backdrop to the development of the welfare state
    • Understand how key areas of social policy are determined by their relationship to the welfare state
    • Be able to focus on specific arenas of policy development and delivery – e.g. education, health or housing
    • Begin to analyse the impact of the wider social policy environment on the design and delivery of services to CYPF
    • Be steered towards key thinkers and writers in this field.

    METHOD OF ASSESSMENT :

    Component 1 - 30% Timeline (1500 words)

    Component 2 - 70% Essay (2500 words)

  1. CRITICAL ENQUIRIES: EDUCATIONAL RESEARCH AND PRACTICE
    (Optional) 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. DEVELOPMENT AND EDUCATIONAL PSYCHOLOGY
    (Optional) esu503
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    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)

  3. ESU504
    (Optional) esu504
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    Module Summary: This module undertakes a development of themes and threshold concepts studied at Level 4 and, in particular, those in the Education and Society module. This module will explore the relationship between systems of schooling and education and their economic, political and social contexts within an emphasis on education policy. The module explores the relationship between specific moments of educational policy and broader theoretical ideas about social change, political agendas and the nature of education as part of a system. The distinctive ideologies of different education systems will be explored through a detailed examination of the social origins of education systems. The module will then focus on how and why education systems change over place and time and the consequences these changes have for educational experiences and outcomes. CATS Value: 20 ECTS Value: 10 Contact Hours: Scheduled: 36 Independent: 164 Placement: 0 Total Hours: 200 Module Curriculum Led Outcomes: The aims of this module are to enable students to: •Explore the systemic features which shape the educational contexts within which educational systems develop. •Develop an understanding of the factors that shape educational policies and practices •Reflect on the interrelated processes of educational and social change. •Evaluate the relationships between education, the media and digital technologies in terms of learning and education systems. Learning Opportunities: Students will, by the end of the module, have opportunities to: •Outline policy developments in education and learning in post war Britain and how these reflect and have shaped educational processes and cultures. •Evaluate the significance of different chosen policy initiatives in education in terms of the inter relationships between educational systems and social change at institutional, local, national and international levels. •Identify the significance of chosen policy texts in terms of the education systems they have been produced within. • Articulate their own interpretations of these texts informed by various forms of evidence and research. •Develop their capacity for critical reflection and questioning. Method of Assessment Component 1: 50% Essay (2000 words) Component 2: 50% Paired Presentation (15 minutes)
  4. 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)

  5. 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)

  6. CRITICAL ENQUIRIES: EDUCATIONAL RESEARCH METHODOLOGY
    (Optional) 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)

  7. 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)

  8. UNDERSTANDING DISCRIMINATION
    (Compulsory) wwu503
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    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)

  9. UNDERSTANDING DISABILITY
    (Compulsory) wwu508
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    MODULE SUMMARY :

    This module will enable students to develop an understanding and analysis of disability that builds on the issues they engage with in the Level 4 module entitled ‘The Inclusive Practitioner’. The content of the module will be based on a human rights model and will encourage students to see issues relating to both physical and learning disabilities in their social, political and ideological context. The module will enable the students to understand that issues of disability are best understood through an anti-discriminatory, values-led approach and not via a diagnostic or medical perspective.

    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 understanding of how social attitudes towards disability are socially constructed
    • Enable students to understand the importance of the historical development of ideas relating to disability
    • Engage with contentious ideas about current ideas of disability have developed historically and how these may develop in the future
    • Analyse the impact of this debate on current practitioners.

    LEARNING OPPORTUNITIES :

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

    • Develop a better understanding of the way in which our understanding of physical and learning disabilities have developed
    • Demonstrate an understanding of the key theories, ideas and legislation that have shaped the debate
    • Apply this understanding to current practice
    • Look in more detail at how anti-discriminatory and inclusive practice can be developed.

    METHOD OF ASSESSMENT :

    Component 1 - 50% Group Presentation (15 minutes plus questions)

    Component 2 - 50% Reflective Piece (up to 2000 words)

  10. GETTING TO GRIPS WITH RESEARCH
    (Optional) wwu500
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    MODULE SUMMARY :

    This research module aims to develop students’ research literacy, knowledge and understanding of research theory with a view to helping them understand where, why and how research was developed and its relationship to practice. It will also explore the choices of methodologies used for different research projects and consider the constraints and influences that have led to the research being undertaken in the way it was.

    CONTACT HOURS :

    Scheduled : 24.00 Independent : 76.00 Placement : Total :  100.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

     

    • Demystify the term research and build student confidence in approaching research

    • Explore the notion of research, and the different types of research (e.g. social research, psychological research, Government Research)

    • Develop students' research literacy with a view to helping them understand where, why and how the research was developed and its relationship to practice

    Explore research methodology theory including quantitative, qualitative and action research

    LEARNING OPPORTUNITIES :

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

     

    • Evaluate different approaches to researching the same topic

    • Offer definitions for and discuss a range of research terminology and understand the processes involved in carrying out a research project

    • Understand what research ethics are and how to ensure that ethical considerations are in place when conducting research

    • Be able to identify what makes an appropriate research methodology and critique a project’s purpose, methods and potential impact

    METHOD OF ASSESSMENT :

    Component 1 - 100% Written Critique 2500 words

  11. GETTING READY FOR YOUR CAPSTONE RESEARCH PROJECT
    (Optional) wwu520
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    MODULE SUMMARY :

    This module will build on the knowledge and understanding of research theory that was developed in Module WWU500.  It will focus on strengthening the knowledge, understanding and skills needed for students to proceed with their Capstone Research Project at level 6.  The module will help students to explore the Capstone Research Project options so that they can make informed decisions/choices.  The module will identify what the options are and will introduce a range of appropriate research and/or communication tools for each option.

    CONTACT HOURS :

    Scheduled : 24.00 Independent : 76.00 Placement : Total :  100.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

    • Explore the options available for undertaking a Capstone Research Project at Level 6.

    • Explore the range of research approaches available for each of the Capstone Research Projects.

    • Evaluate the advantages and disadvantages of a range of research and communication tools, as appropriate for each Capstone Research Project option.

    • Enable students to design effective research tools for their preferred option that are fit for purpose and meet ethical requirements.

    LEARNING OPPORTUNITIES :

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

     

    • Identify the options available for Capstone Research Projects. 

    • Evaluate the options available for Capstone Research Projects.

    • Evaluate the potential advantages and disadvantages of a range of research approaches and tools in the context of their preferred Capstone Research Project.

    • Understand what research ethics are and how to ensure that ethical considerations are in place when conducting research

    • Discuss the issues involved in planning and undertaking a research project.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Rationale for a research project, 2500 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. 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

  3. 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)

  4. 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)

  5. 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)

  6. ACCESS AND INCLUSION
    (Optional) 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)

  7. 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.

  8. CAPSTONE PROJECTS
    (Optional) wwu601
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    MODULE SUMMARY :

    This module provides students with the opportunity to explore an area of particular interest through undertaking a small project supported by a member of staff from the subject area (or elsewhere) with appropriate specialist knowledge. Students select one of three options, either; a dissertation, the “open talent” project in conjunction with the Foyer Federation, OR a consultancy project.

    CONTACT HOURS :

    Scheduled : 26.00 Independent : 374.00 Placement : 0.00 Total :  400.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

    • Enable students to identify a research or workplace problem and articulate a question/hypothesis relevant to one of the three projects to which they have opted.
    • 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 methods in relation to identified research or workplace purposes (open talent project, consultancy, or dissertation ) and justify their employment
    • Support students in the development, revision and refinement of their project design
    • Promote effective autonomous practice in the organisation and management of small-scale project.
    • Enable students to develop creative and innovative approaches to disseminating project findings.

    LEARNING OPPORTUNITIES :

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

    • Demonstrate a breadth of knowledge and understanding of the issue or phenomena in which they have been engaged
    • Locate appropriate methods in relation to their chosen area of study
    • Understand the basic principles of effective project design
    • Know about some of the key contemporary thinking in their chosen area of study
    • Identify a research or workplace problem and articulate relevant question/hypothesis
    • Work autonomously in the management of a small scale project with guidance from an allocated supervisor
    • Present a coherent study – either through written means or more creative methods - that details the choice of field of study, methods, and findings
    • Develop their capacity for critical reflection and questioning.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Dissertation (10,000 words) or 'Open Talent' Project (10,000 word equivalent) or Consultancy Project (10,000 words)

  9. SAFEGUARDING AND CHILD PROTECTION IN POLICY AND PRACTICE
    (Compulsory) wwu603
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    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)

  10. INVISIBLE OR IGNORED?
    (Compulsory) wwu608
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    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
  11. 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)