BSc Education

• Different curriculum models and trends in pedagogic approaches to teaching and learning will be among the topics through which educational practice will be considered.
• Access and management of digital stimulus materials (research articles, relevant texts, reports, etc.).
• Selection, evaluation and critical reading of academic and supporting online sources
• Managing studies independently and accessing support (independent study, time management, group work, tutorials, research, assessments, academic advisors and tutors)
• Academic writing (e.g. voice, interaction with stimulus material, academic conventions, avoiding plagiarism and other forms of malpractice, presenting an analytical argument)

• Weekly, within an online learning environment (e.g. Blackboard, Zoom, document sharing and collaborative tools), in an alternate lecture/seminar format, covering 10 topics (5 in each semester).

• Introduce students to the study of education as a field
• Introduce students to foundational educational concepts in the theory and practice of education across the following areas of theory and research: Curriculum, Inequality, Inclusion, Teaching and Learning.
• Encourage an awareness of contemporary issues that are being debated, researched and taught within the field of education
• Challenge students to confront and gain a critical understanding of ethical issues in relation to the study and practice of education.
• Prepare students for the more in-depth and specialist content offered later in the programme

by;

• critically evaluating theories and practices of education and considering the distinction between theories and practices grounded in research and practice, and theories and practices that reflect fads or fashion
• encouraging self-reflection, so that students relate different issues in education to their current and future contexts
• exploring issues of education from a local, national and international perspective through a series of interactive lectures and seminars
• providing an insight into education that addresses critical, political and ideological questions.
• enabling students to develop a range of skills to equip them for scholarship in the 21st Century e.g. communication, problem solving, critical analysis, cultural awareness and team working
• providing students with an opportunity to reflect on the ethical dimension of education policy and practice and to equip them with a balanced and liberal understanding of wider issues facing a 21st century education system.

• Appreciate the distinctive contribution of different disciplines in deepening understanding of education systems and processes
• Demonstrate coherent and detailed understanding of selected key theories in the field of education studies
• Appreciate how ideologies shape different curricula and pedagogic approaches

• Apply conceptual tools in describing and commenting on education systems and practices
• Critically reflect on theory and research regarding education and educational reform

• Search subject-specific electronic and other resources effectively to identify appropriate, relevant primary sources
• In response to writing tasks, employ ideas and evidence from scholarly work in education to support an argument
• In response to specific tasks, understand, reflect on and evaluate, key issues in education using a variety of tools

• Present ideas logically and coherently in written and oral form
• Be flexible in their thinking – ready to think about what is familiar in new ways
• Work effectively with others in a group and meet obligations to group members, as well as tutors
• Analyse and critically evaluate research, policy and media literature on key issues within education
• Use the VLE and Internet effectively

• Seminars/Tutorials: Unless otherwise stated, seminars will hold the week following each lecture. In certain weeks, tutorials will take place instead of lectures or seminars in the lecture and seminar slot.
• Tutor groups: In the introductory session in Semester 1 students will be allocated to a specific tutorial group with a tutor, and all written/oral discussions will take place in tutor groups. In Semester 2 each tutor group will also be divided into sub-groups, which we call eReport Teams. Each student will be randomly allocated an eReport team to work on a team Project.
• Weekly Discussions: In most weeks a discussion/blog post based on the lecture theme for the week will be created by each student.

• Formative assessment tasks: Weekly discussions in Blackboard/WordPress

• Summative assessment tasks: This will involve elements of individual and group work. In Semester One, students will develop an individual written portfolio based on their best five discussion/blog posts which will be submitted for formal assessment. In Semester Two, each st

1 x 2000 word group report (50%)
1 x 3000 word article review (50%)

Feedback via Blackboard