English and Education BA (Hons)

Single and Joint Honours, Full-time

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Key Details

  • 3 Years
  • 88/96 Typical UCAS Tariff
  • QXH3 Course Code
  • Full Time
English and Education

Overview

Why study English and Education?

With their common interest in people and their development, English and Education make an excellent combination for those not only considering a career in teaching but with a wider interest in learning, education and the world.

What does the course cover?

The English component of the course enables you to extend your reading and appreciation of both literature and language and encourages the exploration of a range of personal, cultural and historical issues. The study of language and literature develops critical and creative faculties and increases skills in oral and written fluency; such skills are highly valued both in academic contexts and in the wider world of work.  The language element provides fascinating insights into the ways in which spoken and written language is used in a variety of contexts. Through the study of literature, you will explore how you, as an individual, make meaning from the texts you read as well as learning different critical approaches. You will be able to engage with a range of works of literature including Shakespeare’s plays, Victorian novels, poetry, books for children and contemporary works from a range of cultural perspectives. In language, you will analyse the ways in which meanings are conveyed in a range of spoken and written texts. Language modules take a stylistics approach to language.

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.

The compulsory work placement not only provides you with a valuable level of experience of work within an area you may be considering for a career, but is a key asset when applying for jobs. In addition to a work placement you will have the chance to do an extended dissertation in either subject or on an interdisciplinary basis, linking the two subjects together.

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, reflective logs, research projects and web design. 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 makes this course noteworthy?

Education and English share theoretical approaches and perspectives and neatly align around notions of individual development, politics, semiotics, communication and values. As well as gaining relevant subject knowledge you will have the chance to study abroad and undertake international placements. You will also gain a range of diverse skills and experiences that will provide an ideal platform for a wide variety of career choices related to English and Education, including progression routes into postgraduate teacher training.

What careers can I consider?

English and Education is an excellent combination for a number of careers; not only for teaching but educational psychology careers, employment in management and roles requiring the skills to understand, motivate and communicate with people are all good career paths.

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 and Mathematics or a recognised equivalent, are also required.

Applicants may be invited to attend an interview.

If your Work Placement module in Year 2 involves working with children or vulnerable adults, you may be required to obtain a Disclosure and Barring Service (DBS) clearance.

Contact details

Admissions Tel: 0121 476 1181 (Ext. 2437) Email: admissions@newman.ac.uk

ContactDr Matthew Day MA, PhD, PGCE, FHEA (Associate Dean School of Human Sciences) Tel: 0121 476 1181 (Ext. 2545) Email: M.Day@newman.ac.uk

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Course Fees

Fees per academic year: 2018/19

Full-time UK/EU Students: £9,250*

Please note for 2019/20 the University reserves the right to increase fees broadly in line with increases in inflation, or to reflect changes in government funding policies or changes agreed by Parliament.

Additional costs:

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

ENU505 and ENU615 are both optional modules and if you choose to study either one of these modules you will be expected to attend events run as part of Birmingham Literature Festival (as well as other festivals and events). Students will incur costs such as travel and possibly an entrance fee. The programme will reimburse students up to a set amouth. Based on the previous year the module ran, students were reimbursed up to £10. Please note that not all optional modules run every year.

Modules

As a full-time undergraduate student, you will study a total of 120 credits each year. Credits are made up of mandatory modules and you may have a list of optional modules to choose from. Please note, not all optional modules run every year.  All modules are listed below and you may not be required to complete all of these modules. Most modules are 20 credits and the dissertation is 40 credits.

  1. WAYS OF READING I
    (Compulsory) enu401
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    MODULE SUMMARY :

    This module prepares students for university study and continues from induction week subject sessions. In terms of English subject content it covers, for prose: close reading, context and intertextuality, genre, figurative language, narrative structure, perspective, time, character, and, theoretically, structuralism; for poetry: close reading, poetic forms, rhyme, metre and scansion, figurative language. 

    The following skills for studying English will also be taught in this module: transition from college to university study; using the range of university systems supporting learning (for example: Moodle, eBooks Dawsonera and Cambridge Companions Online, support services, library help desk, email) and understanding who to contact for particular support; understanding that interpretation of text is multiple and contextual (that there is no one right answer); essay writing skills including thesis statements, topic sentences, paragraph organisation, and building an effective argument; target setting from assessment feedback; finding accurate context for individual texts; using secondary sources to support argument. (NB this module does not cover the skills of independently finding secondary reading (see Reading Strategy below); this is covered in Introduction to Drama and Ways of Reading II.)

     

    CONTACT HOURS :

    Scheduled : 42.00 Independent : 152.00 Placement : 0.00 Total :  194.00

    MODULE CURRICULUM LED OUTCOMES :

    This module will allow for formative assessment through developing the essay component of assessment in sections; for formative feedback students will be required to upload elements by specific dates set throughout the module. The bibliographic element of the essay will be formatively peer-assessed within a seminar. 

    This module aims to:

    • Introduce students to some texts from a range of genres and periods
    • Enable students to gain a basic knowledge of the historical, cultural and social contexts of the production of texts
    • Teach students the basis of narrative theory and poetic analysis, and how to apply these to make meanings from their close reading of texts
    • Develop, in students, an ability to use critical and analytical terminology and appropriate scholarly citation
    • Teach students how to create work that is coherently structured
    • Develop students’ self-efficacy by explicitly discussing and practising ways to manage their time, plan and organise their workload to  meet deadlines and to reflect upon their own learning, making effective use of feedback to facilitate improvements in their own performances.

     

    LEARNING OPPORTUNITIES :

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

    • Gain a introductory knowledge of a some texts from a range of genres and periods
    • Gain a basic knowledge of the historical, cultural and social contexts of the production of texts
    • Gain a basic knowledge and understanding of how prose and poetic texts work in narrative terms
    • Apply narrative theory and poetic analysis to make meanings from their close reading of texts
    • Develop a basic ability to use critical and analytical terminology and appropriate scholarly citation
    • Demonstrate the ability to create work that is coherently structured
    • Begin to develop their self-efficacy by showing their ability to manage their time, plan and organise their workload to meet deadlines and to reflect upon their own learning, making effective use of feedback to facilitate improvements in their own performances.          

     

    METHOD OF ASSESSMENT :

    Component 1 - 50% Examination (90 minutes)

    Component 2 - 50% Portfolio (2000 words)

  2. INTRODUCTION TO LANGUAGE AND LITERATURE
    (Compulsory) enu408
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    MODULE SUMMARY :

    This module provides students with a broad and basic understanding of Linguistics as an academic discipline. It is designed to equip students for further studies in the field of Linguistics as a whole, and to develop individual specialisms in the future. Areas of study with include: Phonetics and Phonology, Morphology and the structure of words, Syntax, Semantics, Pragmatics, Text and textuality, and the methods employed to study language in each of these areas. At the end of this module, students should be able to define the discipline, and the main pre-occupations of its sub-fields. Students will have developed an understanding of linguistic contrasts, from the phonological to the pragmatic level, and of the types of analyses open to students of those fields.

     

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Help students gain a detailed knowledge of the field of linguistics, including main areas and subareas;
    • Help students gain a detailed knowledge and understanding of how linguists investigate language in particular historical, cultural, literary, and social contexts;
    • Develop students' ability to think critically about language and to write about it in ways that are structured, reflective and analytical;
    • Develop students' knowledge, understanding and ability to evaluate critically a range of theoretical approaches to language study.
    • Develop students' skills and abilities in the finding, retrieval, synthesis and use of a range of resources including linguistic texts and journal articles;
    • Ensure students have a clear, comprehensive declarative knowledge of the field of linguistics, equipping them to begin their own basic analysis of language data and literary texts.

     

    LEARNING OPPORTUNITIES :

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

    • Gain an introductory knowledge of a substantial range of linguistic approaches to language from the study of phonetics to discourse analysis;
    • Gain a basic knowledge and understanding of a range of linguistic theoretical approaches to language description and analysis;
    • Develop their basic knowledge and understanding of how linguistics is used to describe and analyse the social world and literature.
    • Apply a basic range of critical approaches to language study, with a focus on a student’s own interest, and a basic ability to discuss and choose between different approaches available for analysis;
    • Develop their ability to use critical and analytical terminology and appropriate scholarly citation;
    • Develop literacy and communication skills and the ability to apply these in contexts and create work that is coherently structured;
    • Learn basic research skills including the ability to acquire, use, evaluate and interpret complex information from diverse sources and to synthesise such material;
    • Develop their self-efficacy by showing their ability to follow advice, act independently, manage their time, plan and organise their workload to meet deadlines and to reflect upon their own learning, making effective use of feedback to facilitate improvements in their own performances.

     

    METHOD OF ASSESSMENT :

    Component 1 - 40% Portfolio of Tasks (1500 words)

    Component 2 - 60% Essay (2500 words)

  3. CHALLENGING THE CANON
    (Compulsory) enu409
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    MODULE SUMMARY :

    This Level 4 module introduces students to the notion of the literary canon and examines its usefulness, limitations, relativity and Western bias. Students will study paired texts: a canonical text alongside a ‘transformative text’ which rewrites the original in some way (what Genette terms the ‘hypotext’ and its ‘hypertext’). Students will be introduced to theories of intertextuality and asked to think about how texts function in relation to other texts. Students will also consider the various ways the later text problematizes the original, either in terms of subject (gender, race, class, sexuality, context, etc.) or form (experiments with narrative, genre, language, etc.). By bringing these texts into dialogue students will have the opportunity to question the bases upon which literary texts are valued and how decisions about canonicity function ideologically. The module aims to develop students’ understanding of the relationship between text and context as well as introduce selected broad critical concepts, such as feminist, postcolonial and Marxist approaches.

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Help students to think critically about how literature is categorised, evaluated and valued
    • Help students gain a knowledge and understanding of how historical, cultural and social contexts affect the production, validation and interpretation of literary texts
    • Enable students to critically analyse and compare the set texts, evaluating their similarities and differences
    • Help students to select relevant and appropriate secondary sources, to summarise their content and to evaluate their usefulness
    • Introduce students to selected critical concepts and help them to identify and discuss these concepts.

     

    LEARNING OPPORTUNITIES :

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

    • Demonstrate a knowledge of what the literary canon is, how it functions, its usefulness and its limitations
    • Read a number of canonical texts alongside their ‘transformative texts’ and demonstrate the ability to discuss the relationships between them
    • Demonstrate a knowledge of the historical, cultural and social contexts of the production of texts
    • Gain a knowledge of some critical concepts and demonstrate that they can identify and discuss relevant critical concepts
    • Develop their research skills including the ability to select appropriate and relevant secondary materials and evaluate their usefulness
    • Demonstrate the ability to use critical and analytical terminology and appropriate scholarly citation
    • Present cogent and persuasive arguments, orally and in writing
    • Develop their literacy and communication skills and the ability to apply these in contexts and create work that is coherently structured.

    METHOD OF ASSESSMENT :

    Component 1 - 25% Annotated Bibliography (1500 words)

    Component 2 - 75% Essay (2500 words)

  4. 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)

  5. 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

  6. 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

  7. 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

  1. OPEN TO INTERPRETATION: TWENTIETH-CENTURY THEORY, AND FICTION I
    (Optional) enu500
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    MODULE SUMMARY :

    This module introduces students to modern critical approaches to studying literature. Students will build on the skills demonstrated at Level 4 and extend the ways in which they can approach the critical analysis of literary texts. Students will go on to study ‘Open to Interpretation: Twentieth-Century Theory and Fiction II in semester two of level 5. Over the two modules, students will develop their knowledge of a number of critical approaches, such as: Formalism, New Criticism, Structuralism, Poststructuralism, Deconstruction, Marxism, Cultural Materialism, Feminism, Postfeminism, Postcolonialism, Psychoanalysis, Ecocriticism, and Postmodernism. Lecture sessions will include practical workshop tasks that will help students to analyse literary texts by way of these theories. The module will also include a reflective element and support the Personal Tutorial system established at Level 4.

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Develop students’ awareness of modern critical approaches to studying literature
    • Extend students’ knowledge of the theoretical underpinnings, terminology and specific concepts relating to various critical approaches
    • Enable students to select and apply appropriate methods of criticism to literary texts
    • Develop students’ awareness of the ways in which literary texts may be interpreted differently within particular literary, cultural and socio-historical contexts
    • An ability to produce independent work of an appropriately academic standard.

    LEARNING OPPORTUNITIES :

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

    • Discuss the background, theoretical underpinnings and key strategies of a number of critical approaches in an intelligent and coherent manner
    • Understand the ways in which the interpretation of literary texts can vary in accordance with literary, cultural and socio-historical factors
    • Use critical terminology accurately
    • Produce sophisticated and imaginative analyses of literary texts using relevant critical concepts
    • Make appropriate use of both primary and secondary source materials, including theoretical essays.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Portfolio (2500 words)

  2. SHAKESPEARE AND HIS CONTEMPORARIES
    (Optional) enu503
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    MODULE SUMMARY :

    Students will be introduced to a range of early modern texts focussing on drama but also including prose and poetry. The module is intended to introduce students to the variety and richness of early modern literature and to the different dramatic genres of comedy, tragedy and history. Thematically, the module will explore issues of identity in the early modern period including such issues as gender, sexuality, race, social class, nationality, religion, interiority and kingship. Students will both contextualise early modern writing within its own period and learn to apply relevant theoretical and critical approaches such as feminist, psychoanalytical, gender studies, new historicist and cultural materialist theories of criticism. The module also introduces students to writing reviews of productions. Students will write a critical essay but will also see a live production of one of the plays studied and write a review of it. This contrast of writing forms is intended to help students understand the different expectations of different forms and to learn to write both in a concise way in the review and in a more structured and extended form in the essay.

    CONTACT HOURS :

    Scheduled : 44.00 Independent : 156.00 Placement : 0.00 Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Help students gain a detailed knowledge of a substantial range of texts written by Shakespeare and his near contemporaries in the early modern period
    • Help students' gain a detailed knowledge and understanding of the historical, cultural and social contexts in which the texts were produced and how these can affect their interpretation
    • Develop students' ability to think critically about literature from the period and to write about it in ways that are structured, reflective and analytical
    • Develop students' knowledge, understanding and ability to evaluate critically a range of theoretical approaches to texts, such as New Historicism, Cultural Materialism and those pertaining to issues of identity
    • Develop students' skills and abilities in the finding, retrieval, synthesis and use of a range of secondary critical material and resources such as JSTOR, Project Muse, the internet
    • Ensure students see at least one live performance of a play from the Renaissance period.

    LEARNING OPPORTUNITIES :

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

    • Gain a detailed knowledge of a substantial range of texts from the renaissance
    • Gain a detailed knowledge of the historical, cultural and social contexts of the production of texts from the renaissance
    • Develop their knowledge and understanding of a range of theoretical approaches to texts, especially those pertaining to issues of identity
    • Apply a range of critical approaches in their close reading and analysis of texts from the renaissance
    • Develop their ability to use critical and analytical terminology and appropriate scholarly citation
    • Develop advanced literacy and communication skills and the ability to apply these in contexts and create work that is coherently structured
    • Learn advanced research skills including the ability to acquire, use, evaluate and interpret complex information from diverse sources and to synthesise such material
    • Develop their self-efficacy by showing their ability to follow advice, act independently, manage their time, plan and organise their workload to meet deadlines and to reflect upon their own learning, making effective use of feedback to facilitate improvements in their own performances.

    METHOD OF ASSESSMENT :

    Component 1 - 30% Critical Review of a Theatrical Production (1500 words)

    Component 2 - 70% Essay (3000 words)

  3. ANALYSING TEXT AND TALK
    (Optional) enu504
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    MODULE SUMMARY :

    This course covers theories and methods for doing discourse analysis of written and spoken texts. The historical circumstances of different theories and methods as well as key empirical studies employing them will be covered, with an emphasis on understanding how different text types and circumstances require different methods. The course will also cover analysis of more recent text types, such as Internet chats and Facebook interaction, with the goal of situating discourse analysis in students’ day-to-day interaction. Among the forms of analysis, corpus linguistics, conversation analysis, and cohesion analysis will be covered, with discussion about the particular strengths and weaknesses of each method. Students will develop an appreciation for the different approaches to analysis of different text types, and engage in their own small-scale studies of written and/or spoken texts.

    CONTACT HOURS :

    Scheduled : 36.00 Independent : 164.00 Placement : Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Help students gain a detailed knowledge of the field of discourse analysis, with an appreciation for the different approaches to discourse applied by scholars in different areas of linguistics
    • Develop students' knowledge, understanding and ability to evaluate critically a range of theoretical approaches to discourse analysis and how they influence fields of language study, such as Corpus Linguistics and Conversation Analysis
    • Help students' gain a detailed knowledge and understanding of how linguists investigate the meanings of texts and talk in particular historical, cultural and social contexts
    • Develop students' ability to think critically about language and to write about it in ways that are structured, reflective and analytical
    • Evaluate systematically and critically the distinctions among different text types;
    • Develop students' skills and abilities in the finding, retrieval, synthesis and use of a range of resources including linguistic texts and journal articles
    • Ensure students have a clear, comprehensive declarative knowledge of discourse analysis, equipping them to do their own analyses.

    LEARNING OPPORTUNITIES :

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

    • Develop their knowledge and understanding of how linguistics is used to describe and analyse the social world
    • Gain a knowledge and understanding of a range of theoretical approaches to language analysis and how these theories affect methodology
    • Gain a detailed knowledge of a range of approaches to discourse analysis, as well as the appropriacy of different approaches in different settings
    • Apply a range of critical approaches to language analysis, with a focus on students’ own interests
    • Develop their ability to use critical and analytical terminology and appropriate scholarly citation of work in discourse analysis, while appreciating the complexities with which the term ‘discourse analysis’ is used in different settings
    • Produce their own small-scale analysis of discourse, with a focus on the applying their chosen method in a reliable and consistent way
    • Develop advanced literacy and communication skills and the ability to apply these in contexts and create work that is coherently structured
    • Develop an advanced level of self-efficacy in terms of their own analysis, by showing their ability to follow advice, act independently, manage their time, plan and organise their workload to  meet deadlines and to reflect upon their own learning, making effective use of feedback to facilitate improvements in their own performances
    • To collaborate productively with others in research, negotiation, problem solving, writing, and presentation skills to an advanced level
    • Learn advanced research skills including the ability to acquire, use, evaluate and interpret complex information from diverse sources and to synthesise such material.

    METHOD OF ASSESSMENT :

    Component 1 - 50% Essay (2500 words)

    Component 2 - 50% Examination (2 hours)

  4. THE LITERARY SCENE
    (Optional) enu505
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    Module Summary: Students on this module will engage with contemporary literary production covering: • Literary Prizes and Bestsellers - literary prize-winning culture, its controversies and purposes for different stakeholders; the notion of ‘literary value’ through exploring inter-linked ideas of popularity, bestsellers, and high cultural forms. • Publishing and Promotion - the popularity and proliferation of literary festivals, author readings and interviews and other literary events; the resurgence of ‘the author’ as a material presence in literary culture; spin-offs from literature into other media (e.g. film and TV); the development of online publishing). • Readers and Reading - reading as an individual and a group activity; reading groups and book clubs; the place of libraries in promoting reading. As part of this module, students will be expected to attend literary events. The timing of the module allows attendance at events run as part of Birmingham Literature Festival (as well as other festivals and events). There will also be an opportunity to visit the central Library of Birmingham, and local libraries. The module has potential for students to develop understanding of work opportunities in this field. CATS Value: 20 ECTS Value: 10 Contact Hours: Scheduled: 36 Independent: 164 Placement: 0 Total: 200 Module Curriculum Led Outcomes: This module aims to: • Develop students’ knowledge of cultural and social contexts of the production of texts in the contemporary period; • Develop students’ awareness of relevant employment opportunities; • Teach students how to apply a sociological and cultural approach to literature in their analysis of texts; • Enable students to gain a detailed knowledge and understanding of the effects of authorship, production and audience on texts; • Show students how to write in different contexts, to produce work that is coherently structured, written in an appropriate way, using appropriate citation whilst maintaining advanced literacy and communication skills; • Further develop students’ abilities to use advanced research skills including the ability to acquire, use, evaluate and interpret complex information from diverse sources and to synthesise such material. Learning Opportunities: Students will, by the end of the module, have the opportunity to: • Gain a detailed knowledge of cultural and social contexts of the production of texts in the contemporary period; • Develop a critical knowledge of relevant employment opportunities. • Apply a sociological and cultural approach to literature in their analysis of texts; • Gain a detailed knowledge and understanding of the effects of authorship, production and audience on texts. • Develop advanced literacy and communication skills and the ability to apply these in different contexts of writing to produce work that is coherently structured, written in an appropriate way, using appropriate citation; • Practice advanced research skills including the ability to acquire, use, evaluate and interpret complex information from diverse sources and to synthesise such material. Assessment: Component 1: 50% Review of a literary event (2000 words) Component 2: 50% Group project and presentation (2500 word equivalent)
  5. SHORT FICTION
    (Optional) enu508
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    MODULE SUMMARY :

    This module will allow students to explore a range of short fiction and various key approaches to studying the form. Students will consider the short story in terms of: its history; its form and structure; genre; cycles/sequences; how they are collected and presented; critical contexts; social and historical contexts. Students will read stories from the nineteenth century to the present, including flash/micro fictional forms. The module will expect students to perform detailed close textual analyses of the stories; analyses will be informed by students’ knowledge of specific critical approaches, form, and specific social and historical contexts.

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Develop in students a detailed knowledge of a substantial range of texts from the genre of short fiction;
    • Develop students’ knowledge and understanding of a range of literary theoretical approaches to short fiction
    • Enable students to gain a detailed knowledge and understanding of the distinctive formal characteristics of the genre of short fiction
    • Allow students to practice the application of critical approaches in their analysis of short fiction
    • Allow students to gain an understanding of some of the contexts (historical, cultural geographical, economic, political and social) which can determine the form and interpretation of texts
    • Allow students to understand their strengths in developing advanced literacy and communication skills in oral and written contexts

    LEARNING OPPORTUNITIES :

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

    • Demonstrate a detailed knowledge of a substantial range of texts from the genre of short fiction
    • Develop their knowledge and understanding of a range of literary theoretical approaches to short fiction
    • Demonstrate a detailed knowledge and understanding of the distinctive formal characteristics of the genre of short fiction
    • Apply a range of critical approaches to their analysis of short fiction
    • Develop an understanding of some of the contexts (historical, cultural geographical, economic, political and social) which can determine the form and interpretation of texts
    • Develop advanced literacy and communication skills and the ability to apply these in specific written and oral contexts

     

    METHOD OF ASSESSMENT :

    Component 1 - 100% Essay (4500 words)

  6. STYLISTICS
    (Optional) enu516
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    MODULE SUMMARY :

    This module introduces linguistic approaches to verbal arts. It considers various linguistic theories for describing language use in literature, provides an account of the scientific study of literature and its strengths and limitations in relation to literary texts, and presents various linguistically-orientated approaches to the literary text. This module focuses on giving a theoretical and practical knowledge background for using various methods of analysis taken from linguistics to analyse literature. Using this knowledge, the module equips and encourages students to employ these skills to understand texts in emergent contexts, with awareness of larger social structures. Students are undertake their own analysis of literary texts, employing methods studied in the module.

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Help students gain a detailed knowledge of the field of Stylistics, with an appreciation for the different approaches to the study of literature from linguistic perspectives applied by scholars
    • Develop students' knowledge, understanding and ability to evaluate critically a range of theoretical approaches to the study of stylistics, while looking at a range of different texts, from poems to novels, and from songs to films
    • Help students' gain a detailed knowledge and understanding of how linguistics can be used to investigate the meanings of literary texts in particular social and cultural contexts and how these contexts contribute to how texts are both produced and read
    • Develop students' ability to think critically about the linguistic study of literature and to write analyse text in structured, reflective and analytical ways
    • Help students explain and critically evaluate significant issues in recent linguistic approaches to literature
    • Equip student to examine, justify and apply a variety of theoretical positions and be able to weigh the importance of alternative perspectives
    • Develop students' skills and abilities in the finding, retrieval, synthesis and use of a range of resources including linguistic texts and journal articles.

    LEARNING OPPORTUNITIES :

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

    • Develop their knowledge and understanding of how linguistics is used to describe and analyse literature
    • Gain a broad knowledge and understanding of a range of theoretical approaches to stylistics and how these theories affect methodology
    • Gain a detailed knowledge of a range of approaches analysis of literature from a linguistic perspective, as well as the appropriacy of different approaches in different settings
    • Apply a range of critical approaches to stylistics analysis, with a focus on students’ own interests both in text types and analytic approaches
    • Produce their own small-scale analysis of a literary text, with a focus on the applying their chosen method in a reliable and consistent way
    • Develop their ability to use critical and analytical terminology and appropriate scholarly citation of work in stylistic analysis, while appreciating the complexities in approaches by different scholars
    • Develop advanced literacy and communication skills and the ability to apply these in contexts and create work that is coherently structured
    • Develop an advanced level of self-efficacy in terms of their own analysis, by showing their ability to follow advice, act independently, manage their time, plan and organise their workload to  meet deadlines and to reflect upon their own learning, making effective use of feedback to facilitate improvements in their own performances
    • Learn advanced research skills including the ability to acquire, use, evaluate and interpret complex information from diverse sources and to synthesise such material.

    METHOD OF ASSESSMENT :

    Component 1 - 25% Analysis of Text (1000 words)

    Component 2 - 75% Essay (3500 words)

  7. CHILDREN'S LITERATURE
    (Optional) enu517
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    Module Summary: Students will be introduced to a range of written, visual and oral texts drawn from different genres within Children’s Literature. These will include picture books, fairy stories and traditional stories, stories from other cultures, classics, social realism and possibly some poetry. The different stylistic feature will be considered in relation to reaching judgements about literary qualities and suitability for child readers. Students will consider how it is possible for an adult writer to communicate effectively with the child reader. This work will include a consideration of how texts manage to retain their popularity with succeeding generations and will link with discussions on the nature and construction of childhood in different historical contexts. Students will apply theoretical perspectives to these texts as well as giving particular attention to the thematic issues addressed and the stylistic features employed. Issues and themes addressed will include such topics as 'children's' literature, 'adolescent' literature, the creation of narrative through images and the relationship of text and image, and issues of identity such as the family, gender, race, social class, childhood and parenthood. Students will also contextualise their discussions by considering a range of cultural, historical, ideological, and social contexts. The module will aim to bring at least one published children's author to talk to the students on the module. CATS Value: 20 ECTS Value: 10 Contact Hours: Scheduled: 36 Independent: 164 Placement: 0 Total: 200 Module Curriculum Led Outcomes: This module aims to: • Help students gain a detailed knowledge of a wide range of children's literature; • Help students' gain a wide-ranging and detailed knowledge and understanding of a variety of contexts (including, social, historical, economic, political, philosophical and ideological contexts) in which the texts were written and produced and how these can affect their interpretation; • Help students gain a detailed appreciation of the range of issues addressed by writers of literature for children; • Give students a detailed understanding of the issues involved in the act of communication between an adult writer and a child reader. • Help students gain a detailed knowledge and understanding of the generic conventions of children's literature and the effects of authorship, production and audience on texts; • Develop in students advanced literacy and communication skills and the ability to apply these in contexts and create work that is coherently structured; • Develop in students an advanced level of knowledge, understanding and ability to evaluate critically a range of theoretical approaches to children's literature; • Help students apply advanced research skills including the ability to acquire, use, evaluate and interpret complex information from diverse sources and to synthesise such material to a sophisticated level. Learning Opportunities: Students will, by the end of the module, have the opportunity to: • Gain a detailed knowledge of a wide range of children's literature; • Gain a detailed knowledge of the various contexts in which children's literature was written and produced and how these can affect their interpretation; • Develop a detailed knowledge and understanding of the generic conventions of children's literature and of the range of issues addressed by writers of literature for children; • Develop a detailed understanding of theoretical approaches to texts and of the issues involved in the act of communication between an adult writer and a child reader • Apply a range of critical approaches in their close reading and analysis of children's literature; • Help students gain a detailed knowledge and understanding of the generic conventions of children's literature and the effects of authorship, production and audience on texts; • Develop in students an advanced level of knowledge, understanding and ability to evaluate critically and use appropriately a range of theoretical approaches to children's literature; • Develop advanced literacy and communication skills and the ability to apply these in contexts and create work that is coherently structured; • Learn advanced research skills including the ability to acquire, use, evaluate and interpret complex information from a wide range of sources and to synthesise such material; • Develop their self-efficacy by showing their ability to follow advice, act independently, manage their time, plan and organise their workload to meet deadlines and to reflect upon their own learning, making effective use of feedback to facilitate improvements in their own performances. Assessment: Component 1: 100% Essay (4,500 words)
  8. OPEN TO INTERPRETATION: TWENTIETH-CENTURY THEORY AND FICTION II
    (Compulsory) enu520
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    MODULE SUMMARY :

    This module introduces students to modern critical approaches to studying literature. Students will build on the skills demonstrated at Level 4 and in the first semester module ‘Open to Interpretation: Twentieth-Century Theory and Fiction I’. Students will continue to extend the ways in which they can approach the critical analysis of literary texts. Over the two modules, students will develop their knowledge of a number of critical approaches, such as: Formalism, New Criticism, Structuralism, Poststructuralism, Deconstruction, Marxism, Cultural Materialism, Feminism, Postfeminism, Postcolonialism, Psychoanalysis, Ecocriticism, and Postmodernism. Lecture sessions will include practical workshop tasks that will help students to analyse literary texts by way of these theories. The module will also support the Personal Tutorial system established at Level 4. The final weeks of the module are specifically designed to prepare students for the Level 6 dissertation.

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Develop students’ awareness of modern critical approaches to studying literature
    • Extend students’ knowledge of the theoretical underpinnings, terminology and specific concepts relating to various critical approaches
    • Enable students to select and apply appropriate methods of criticism to literary texts
    • Develop students’ awareness of the ways in which literary texts may be interpreted differently within particular literary, cultural and socio-historical contexts
    • An ability to produce independent work of an appropriately academic standard.

    LEARNING OPPORTUNITIES :

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

    • Discuss the background, theoretical underpinnings and key strategies of a number of critical approaches in an intelligent and coherent manner
    • Understand the ways in which the interpretation of literary texts can vary in accordance with literary, cultural and socio-historical factors
    • Use critical terminology accurately
    • Produce sophisticated and imaginative analyses of literary texts using relevant critical concepts
    • Make appropriate use of both primary and secondary source materials, including theoretical essays

    METHOD OF ASSESSMENT :

    Component 1 - 60% Individual Presentation (10 minutes)

    Component 2 - 40% Proposal (750 words)

  9. 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)

  10. 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)

  11. 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)
  12. 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)

  13. 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)

  14. 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)

  15. 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)

  16. 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)

  17. EQUALITY AND DIVERSITY
    (Optional) 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

  1. DISSERTATION IN ENGLISH
    (Optional) enu601
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    MODULE SUMMARY :

    The dissertation allows students to undertake a sustained piece of independent research into a topic of their own choosing, and to apply the concepts, theories and methodologies (as relevant) that they have learnt about during their degree. Students can choose to work in the areas of Creative Writing, English literature, English language, Film Studies or Literature and Film; their research should show a grounding in current research and establish clear lines of original enquiry. Research skills specific to the module will be practised in a series of workshops towards the beginning of the module (time management; working with a supervisor; identifying strengths and area for development); thereafter, students will be supported by an individual supervisor with whom they will arrange individual tutorials.

    CONTACT HOURS :

    Scheduled : 10.00 Independent : 390.00 Placement : 0.00 Total :  400.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Enable students to gain an in-depth knowledge of a specific area of English studies in which they are particularly interested;
    • Teach students to develop a detailed knowledge and understanding of the distinctive literary, linguistic and/or visual characteristics of genres, methods and/or theoretical approaches relevant to their dissertation;
    • Teach students how to choose and apply relevant methods and/or critical approaches independently in their close reading and analysis of texts;
    • Use the required institutional scholarly citation and referencing system accurately.
    • Allow student to show their achievement in using advanced literacy and communication skills which produce work that is coherently structured to produce a clear argument or evaluation, written in a scholarly way, including the use of critical, analytical and theoretical terminology;
    • Allow students to show their ability to acquire, use, evaluate and interpret complex information from diverse sources and to synthesise such material to a sophisticated level;
    • Develop, in students, an advanced level of self-efficacy by showing their ability to follow advice, and act independently as appropriate; independently research including scoping and planning a project, developing an appropriate reading list to support the project; manage their time, plan and organise their workload to  meet deadlines and to reflect upon their own learning;
    • Allow students to identify career opportunities and reflect critically on the attributes, skills, attitudes and approaches expected and required of employees, the self-employed and employers.

    LEARNING OPPORTUNITIES :

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

    • Gain an in-depth knowledge of a specific area of English studies;
    • Develop a detailed knowledge and understanding of the distinctive literary, linguistic and/or visual characteristics of genres, methods and/or theoretical approaches relevant to their dissertation;
    • Apply relevant methods and/or critical approaches in their close reading and analysis of texts;
    • Use the required institutional scholarly citation and referencing system accurately.
    • Develop advanced literacy and communication skills which produce work that is coherently structured to produce a clear argument or evaluation, written in a scholarly way, including the use of critical, analytical and theoretical terminology;
    • Show their ability to acquire, use, evaluate and interpret complex information from diverse sources and to synthesise such material to a sophisticated level;
    • Develop an advanced level of self-efficacy by showing their ability to follow advice, and act independently as appropriate; independently research including scoping and planning a project, developing an appropriate reading list to support the project; manage their time, plan and organise their workload to  meet deadlines and to reflect upon their own learning;
    • Ability to identify career opportunities and reflect critically on the attributes, skills, attitudes and approaches expected and required of employees, the self-employed and employers.

    METHOD OF ASSESSMENT :

    Component 1 - 15% Presentation (5 minutes)

    Component 2 - 85% Dissertation (10000 words)

  2. LANGUAGE, SOCIETY AND POWER
    (Optional) enu604
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    MODULE SUMMARY :

     

    This course introduces key concepts and methods in the field of Sociolinguistics. In particular, students will learn how variations in language use relate to race, class, and gender and how these variations have been theorised and studied. Key sociolinguistic studies will be examined and discussed, helping students understand how the study of language has influenced and been influenced by sociological theory and how these theories have been adapted over time. The methods used in these analyses will cover both large scale linguistic ethnographies of different communities and small-scale analysis of individual interactions. An emphasis will also be placed on critical studies of how social power structures are maintained and perpetuated in language use. The course will focus on guiding students to understand how society shapes and is shaped by language use.

     

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Help students gain a detailed knowledge of the field of sociolinguistics, with an appreciation for the different approaches to the study of language in society applied by scholars in different areas of linguistics;
    • Help students' gain a detailed knowledge and understanding of how linguistics investigate the meanings of texts and talk in particular social contexts and how the use of language contributes to the development and perpetuation of power structures;
    • Develop students' knowledge, understanding and ability to evaluate critically a range of theoretical approaches to language study and how they influence methods of language study, particularly the study of race, gender, and class in language variation;
    • Develop students' ability to think critically about language in society and to write about it in ways that are structured, reflective and analytical;
    • Explore systematically and critically evaluate the language use in particular contexts and theorise about why differences might be present;
    • Help students think critically about how power structures are maintained both in language use and preference for particular forms of English;
    • Develop students' skills and abilities in the finding, retrieval, synthesis and use of a range of resources, including linguistic texts, their own gathered data, and journal articles.

    LEARNING OPPORTUNITIES :

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

    • Gain a detailed knowledge of a range of approaches analysis of language in particular social settings, as well as the appropriacy of different approaches in different settings;
    • Gain a detailed knowledge and understanding of a range of theoretical approaches to the sociological study of language and how these theories affect methodology;
    • Gain a substantial knowledge of the range of language data that can be used in Sociolinguistic research.
    • Apply a range of critical approaches to language analysis, with a focus on students’ own interests;
    • Produce their own small-scale analysis of interaction or a written or spoken text of their choosing, with a focus on the applying their chosen method in a reliable and consistent way;
    • Develop their ability to use critical and analytical terminology and appropriate scholarly citation of work in Sociolinguistics, while appreciating the complexities with which the term ‘discourse analysis’ is used in different settings
    • Develop advanced literacy and communication skills and the ability to apply these in contexts and create work that is coherently structured;
    • Develop an advanced level of self-efficacy in terms of their own analysis, by showing their ability to follow advice, act independently, manage their time, plan and organise their workload to  meet deadlines and to reflect upon their own learning, making effective use of feedback to facilitate improvements in their own performances;
    • Learn advanced research skills including the ability to acquire, use, evaluate and interpret complex information from diverse sources and to synthesise such material.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Essay (4500 words)

  3. FROM IBSEN TO MILLER: DRAMA IN THE REALIST TRADITION
    (Optional) enu605
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    Module Summary: Students will be introduced to a range of dramatic texts mainly in the realist tradition (but also diversifying from that) from the late 19th century to the modern era and ranging from European plays in translation to British and American texts to give an international perspective. This enables students to trace the rich variety and development of this dramatic tradition and to gain insights into outstanding dramatic texts. It allows them to explore the ways that dramatists, over time and in different locations have had a perennial concerns with using drama to comment on society and the nature of human existence, and a range of issues including identity, gender, politics, race, religion, class, the family, childhood, the nature and purpose of art. Thematically, the module will explore these issues and will contextualise them in their times. Students will also explore different interpretations of these texts in productions. The module will encourage students to apply the theoretical knowledge they have gained earlier in their studies as well as offering the opportunity to trace the development of the realist tradition. Students will also gain insights into different theories and traditions such as Stanislvaski's method acting, Brecht's Epic Theatre and the Theatre of the Absurd. Students will write an essay which explores a theme or topic across a range of texts and take an exam CATS Value: 20 ECTS Value: 10 Contact Hours: Scheduled: 44 (36 plus 8 hour theatre trip) Independent: 156 Placement: 0 Total: 200 Module Curriculum Led Outcomes: This module aims to: • Help students gain a detailed knowledge of a wide range of dramatic texts and of written from the late 19th century to contemporary writing from different geographical areas and to have an awareness of the production history of these texts; • Help students' gain a wide-ranging and detailed knowledge and understanding of a variety of contexts (including, social, historical, economic, political, philosophical and ideological contexts) in which the texts were written and produced and how these can affect their interpretation; • Help students gain a detailed knowledge and understanding of the generic conventions of drama and the effects of authorship, production and audience on texts; • Develop in students advanced literacy and communication skills and the ability to apply these in contexts and create work that is coherently structured; • Develop in students an advanced level of knowledge, understanding and ability to evaluate critically a range of theoretical approaches to texts and theories of drama; • Help students apply advanced research skills including the ability to acquire, use, evaluate and interpret complex information from diverse sources and to synthesise such material to a sophisticated level; • Ensure students see at least one live performance of a play from the Renaissance period. Learning Opportunities: Students will, by the end of the module, have the opportunity to: • Gain a detailed knowledge of a wide range of dramatic texts and texts pertaining to drama from 19th century to the contemporary period with a focus on the realist tradition; • Gain a detailed knowledge of the various contexts in which these plays were written and produced; • Develop a detailed knowledge and understanding of the generic conventions of drama and the effects of authorship, production and audience on texts; • Develop a detailed understanding of theoretical approaches to texts and of theories of drama; • Apply a range of critical approaches in their close reading and analysis of plays and drama-related texts from the late 19th century to the modern era; • Help students gain a detailed knowledge and understanding of the generic conventions of drama and the effects of authorship, production and audience on texts; • Develop in students an advanced level of knowledge, understanding and ability to evaluate critically a range of theoretical approaches to texts and theories of drama and use theoretical approaches appropriately; • Develop advanced literacy and communication skills and the ability to apply these in contexts and create work that is coherently structured; • Learn advanced research skills including the ability to acquire, use, evaluate and interpret complex information from a wide range of sources and to synthesise such material; • Develop their self-efficacy by showing their ability to follow advice, act independently, manage their time, plan and organise their workload to meet deadlines and to reflect upon their own learning, making effective use of feedback to facilitate improvements in their own performances. Assessment: Component 1: 50% Essay (2500 words) Component 2: 50% Examination (2 hours)
  4. A GOLDEN AGE?: POST-WAR LITERATURE
    (Optional) enu607
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    MODULE SUMMARY :

    Students will be introduced to a range of British literary texts from the period 1945-1970 alongside criticism contemporary to the period and more recent literary criticism. Students will place texts within historical, social and cultural contexts and examine the texts’ engagement with pertinent contemporary issues, such as: class, social mobility, education, the welfare state, national identity, gender inequality, second-wave feminism, race, immigration, the move from austerity to affluence, advances in science and technology, the aftermath of the Second World War, and the Cold War. The module will also ask students to consider issues surrounding genre, narrative form, and the relationship between realism and experimentalism in literature of this period. The module aims to develop students’ understanding of a number of critical approaches relevant to the analysis of post-war literature, such as: feminism, postcolonialism, poststructuralism, psychoanalysis, Marxism and ecocriticism. Students will develop an awareness of how literary criticism has evolved over the last 60 years, undertake research on a specific and relevant topic, critically analyse literary texts, and produce a cogent, scholarly argument informed by specific critical concepts.

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Develop students’ ability to relate literary texts of the post-war period to their historical, social and cultural contexts
    • Develop students’ ability to critically analyse and compare the set texts, evaluating their similarities and differences
    • Further develop students’ awareness of modern and contemporary critical practices and their ability to select and apply appropriate methods of criticism to literary texts from the post-war period
    • Enable students to explicate and negotiate differences in critical opinion and the literary interpretation of texts at different historical periods

    LEARNING OPPORTUNITIES :

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

    • Gain a detailed knowledge of a wide range of texts from the post-war period
    • Gain a wide-ranging and sophisticated knowledge of the historical, cultural and social contexts of the production of texts in the post-war period
    • Develop a detailed knowledge and understanding of a wide range of theoretical approaches relevant to the analysis of post-war literature
    • Apply in a sophisticated way a range of critical approaches in their close reading and analysis of texts from the post-war period
    • Develop to an advanced level their ability to use critical and analytical terminology and appropriate scholarly citation
    • Develop advanced literacy and communication skills and the ability to apply these in contexts and create work that is coherently structured;
    • Learn advanced research skills including the ability to acquire, use, evaluate and interpret complex information from diverse sources and to synthesise such material to a sophisticated level;
    • Develop an advanced level of self-efficacy by showing their ability to follow advice, act independently, manage their time, plan and organise their workload to meet deadlines and to reflect upon their own learning, making effective use of feedback to facilitate improvements in their own performances.

    METHOD OF ASSESSMENT :

    Component 1 - 40% Examination (2 hours)

    Component 2 - 60% Essay (2500 words)

  5. POSTCOLONIAL BRITISH LITERATURE
    (Optional) enu614
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    MODULE SUMMARY :

    This module will explore contemporary British literature using the paradigms of postcolonial theory, for example hybridity, diaspora, language and nation. It will take as its starting point, Mark Stein’s suggestion that, ‘black British literature is related to British literature. It may even be thought to transform British writing into being “post-colonial” in its entirety’ (2004, p. xvi). It will challenge the concept of English canonicity as distinct from British literature, and instead consider the ways in which all contemporary British literature reflects the state of Britain as post-imperial, and its increasing devolvement into its separate regions. It will therefore consider texts by writers from diverse backgrounds including those of English heritage.

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Explore postcolonial theory in relation to the literature of post-imperial Britain.
    • Problematise notions of cultural norms and judgements by indicating how these are linked to cultural, social, historical and political specificities.
    • Discuss a range of literature – poetry and prose – through which the theoretical and contextual ideas can be explored.
    • Encourage sophistication in the students’ abilities to write at length on a topic in essay form, forming coherent arguments and fully developing their ideas in dialogue with primary and secondary sources.
    • Promote student led learning and independence by encouraging students to lead discussion and by embedding learning in their lived experiences as ‘postcolonial’ subjects.
    • Encourage students to undertake independent research to support their learning and within assessment.

    LEARNING OPPORTUNITIES :

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

    • Compare and synthesise ideas in postcolonial theory relating to language, hybridity, diaspora and nation.
    • Appreciate how literary texts contribute to the problematizing of cultural norms and judgements linked to cultural, social, historical and political specificities.
    • Interpret and debate ideas arising from the close study of literary texts within a British postcolonial context.
    • Show their skills in writing at length in sophisticated forming coherent arguments and fully developing their ideas in dialogue with primary and secondary sources.
    • Gain an understanding of how deeper learning is developed through dialectical engagement with tutors, peers in discussing literature, the ideas of critical thinkers and academics.
    • Develop their skills in independent research.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Essay (4500 words)

  6. THE LITERARY SCENE
    (Optional) enu615
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    Module Summary: Students on this module will engage with contemporary literary production covering: • Literary Prizes and Bestsellers - literary prize-winning culture, its controversies and purposes for different stakeholders; the notion of ‘literary value’ through exploring inter-linked ideas of popularity, bestsellers, and high cultural forms. • Publishing and Promotion - the popularity and proliferation of literary festivals, author readings and interviews and other literary events; the resurgence of ‘the author’ as a material presence in literary culture; spin-offs from literature into other media (e.g. film and TV); the development of online publishing). • Readers and Reading - reading as an individual and a group activity; reading groups and book clubs; the place of libraries in promoting reading. As part of this module, students will be expected to attend literary events. The timing of the module allows attendance at events run as part of Birmingham Literature Festival (as well as other festivals and events). There will also be an opportunity to visit the central Library of Birmingham, and local libraries. The module has potential for students to develop understanding of work opportunities in this field. CATS Value: 20 ECTS Value: 10 Contact Hours: Scheduled: 36 (Lectures: 14; Seminars: 14; External visits: 8) Independent: 164 Placement: 0 Total: 200 Module Curriculum Led Outcomes: This module aims to: • Develop students’ knowledge of cultural and social contexts of the production of texts in the contemporary period; • Develop students’ awareness of relevant employment opportunities; • Teach students how to apply a sociological and cultural approach to literature in their analysis of texts; • Enable students to gain a detailed knowledge and understanding of the effects of authorship, production and audience on texts; • Show students how to write in different contexts for different audiences, to produce work that is coherently structured, written in an appropriate way, using appropriate citation whilst maintaining advanced literacy and communication skills; • Further develop students’ abilities to use advanced research skills including the ability to acquire, use, evaluate and interpret complex information from diverse sources and to synthesise such material. Learning Opportunities: Students will, by the end of the module, have the opportunity to: • Gain a detailed knowledge of cultural and social contexts of the production of texts in the contemporary period; • Develop a critical knowledge of relevant employment opportunities. • Apply a sociological and cultural approach to literature in their analysis of texts; • Gain a detailed knowledge and understanding of the effects of authorship, production and audience on texts. • Develop advanced literacy and communication skills and the ability to apply these in different contexts for different audiences to produce work that is coherently structured, written in an appropriate way, using appropriate citation; • Practice advanced research skills including the ability to acquire, use, evaluate and interpret complex information from diverse sources and to synthesise such material. Assessment: Component 1: 50% Review of a literary event (2000 words) Component 2: 50% Group project and presentation (2500 word equivalent)
  7. LANGUAGE, MEDIA AND THE INTERNET
    (Optional) enu617
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    MODULE SUMMARY :

    This module explores the varieties of discourses utilised in mass media and social/new media and how theses discourses contribute to the representation of individuals, groups, events and nations. Links between discourse and ideology will be explored, with a particular focus on the ways in which aspects of gender, class, and race are represented through various media and online. The module will consider the relationships among representation, genre, audience, multimodality and ideology, as they are produced in media and social media contexts. The module will explore the relationship between words and images (multimodality) and the conventions which media producers and consumers draw on for production and consumption of texts. It will also cover how new conventions have emerged in online spaces and how ‘old’ media has developed in new ways online.

    CONTACT HOURS :

    Scheduled : 36.00 Independent : 164.00 Placement : Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

     

    • Help students gain a detailed knowledge of the field of media studies, with an appreciation for the different approaches to the study of media language from a variety of different perspectives;

    • Develop students' knowledge, understanding and ability to evaluate critically a range of theoretical approaches to the study of media and Internet discourse, while looking at a range of text types from everyday interaction, in newspapers and magazines, and online;

    • Help students gain a detailed knowledge and understanding of the study of language in the media and online has developed over time;

    • Develop students' ability to think critically about different approaches to media and Internet language and to analyse texts in structured, reflective and analytical ways;

    • Help students explain and critically evaluate significant issues in recent approaches to media and Internet language;

    • Develop students' skills and abilities in the finding, retrieval, synthesis and use of a range of resources to investigate language in media and Internet contexts, including everyday talk and interaction, literary texts, and journal articles.

    LEARNING OPPORTUNITIES :

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

     

    • Develop a comprehensive knowledge and understanding of how linguistics is used to describe and analyse media and Internet discourse;

    • Gain a detailed knowledge and understanding of a range of theoretical approaches to media and Internet discourse and how these theories affect methodology;

    • Gain a detailed knowledge of a range of approaches analysis of media and Internet discourse from a variety of settings, as well as understand the appropriacy of different approaches in different settings

    • Apply in a sophisticated way a range of critical approaches to the study of media and Internet discourse, with a focus on students’ own interests, both in text types and analytic approaches;

    • Produce their own small-scale analysis of media and Internet discourse in written texts, with a focus on the applying linguistic analysis in a reliable and consistent way;

    • Gain a detailed knowledge and understanding of generic conventions and the effects of authorship, production, and audience for media and Internet discourse analysis, as well as understanding its usefulness in descriptions and analysis of social interaction;

    • Develop advanced literacy and communication skills and the ability to apply these in contexts and create work that is coherently structured;

    • Develop an advanced level of self-efficacy in terms of their own analysis, by showing their ability to follow advice, act independently, manage their time, plan and organise their workload to  meet deadlines and to reflect upon their own learning, making effective use of feedback to facilitate improvements in their own performances;

    • To collaborate productively with others in research, negotiation, problem solving, writing, and presentation skills to an advanced level;

    • Learn advanced research skills including the ability to acquire, use, evaluate and interpret complex information from diverse sources and to synthesise such material;

    METHOD OF ASSESSMENT :

    Component 1 - 100% ANALYSIS OF TEXT 4500 WORDS

  8. NEO-VICTORIANISM: REWRITING THE 19TH CENTURY
    (Optional) enu618
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    MODULE SUMMARY :

    Students will be introduced to a range of texts and films from the genre of Neo-Victorianism: contemporary fiction and film which is set in the nineteenth century, but is interested in rewriting the historical narrative of the era. Students will consider aesthetic concerns such as genre and form in neo-Victorianism, and will also explore the historical, social, and politics contexts of neo-Victorian culture. Theoretical approaches such as feminism, queer theory, postcolonialism, and disability studies will develop students’ understanding of the representation of gender, race, sexuality, class, and disability in the module’s primary texts. Students will engage with a range of critical sources about the aesthetics and ethics of neo-Victorianism to develop a detailed knowledge of the significant critical themes and debates of neo-Victorian studies.

    CONTACT HOURS :

    Scheduled : 36.00 Independent : 164.00 Placement : Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

     

    • Enable students to gain a detailed knowledge of representations of Victorian literature and culture in contemporary literature and film

    • Enable students to relate neo-Victorian literary texts and films to their historical, social and cultural contexts

    • Develop students’ ability to critically analyse how a range of identities (gender, sexuality, race, class, and disability) are represented in neo-Victorian literature and film

    • Develop students’ ability to understand and participate in theoretical and critical debates about neo-Victorianism

    • Enable students to articulate cogent, critical arguments about the politics of identity in neo-Victorian fiction and film.

    LEARNING OPPORTUNITIES :

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

     

    • Gain a detailed knowledge of a wide range of texts and/or films from the 20th -21st century which rewrite the nineteenth century    

    • Gain a wide-ranging and sophisticated knowledge of the historical, cultural and social contexts of neo-Victorian texts and film

    • Apply in a sophisticated way a range of critical and theoretical approaches in their close reading and analysis of texts and/or films within the genre of neo-Victorianism

    • Develop to an advanced level their ability to use critical and analytical terminology and appropriate scholarly citation

    • Develop advanced literary and communication skills and the ability to apply these in contexts and create work that is coherently structured

    • Learn advanced research skills including the ability to acquire, use, evaluate and interpret complex information from diverse sources, and to synthesise such material to a sophisticated level

    • Develop an advanced level of self-efficacy by showing their ability to follow advice, act independently, manage their time, plan and organise their workload to meet deadlines and to reflect upon their own learning, making effective use of feedback to facilitate improvements in their own performance

    METHOD OF ASSESSMENT :

    Component 1 - 100% ESSAY, 4500 WORDS

  9. 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.
  10. EQUALITY AND DIVERSITY
    (Optional) esu603
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    Module Summary: This module offers students the opportunity to enhance their critical understanding of the concepts of equality and diversity and engage with their own interests. Students will critically engage with research and debates surrounding equality and inclusion policy agendas. 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 experience and a review of research and policy to produce presentations and a policy report on a theme and specific issue of their choice. Contact Hours: Scheduled: 36 Independent: 164 Placement: 0 Total hours: 200 Module Curriculum Led Outcomes: This module aims to: • Review research on the contested meanings of equality and diversity. • Analyse multiple patterns of advantage and disadvantage and their impact on educational experiences and outcomes. • Evaluate definitions of identity in a multi-ethnic, multi-faith and multi-cultural society. • 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 contested meanings of equality and diversity. • Critically evaluate a variety of sources that enable a review of perspectives on multiple patterns of advantage and disadvantage. • Demonstrate the impact of multiple patterns of advantage and disadvantage on educational experiences and outcomes that are mediated by inter-sectionality. • Identify and analyse 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 a presentation. • Produce recommendations, in the form of a policy report, on how to address a theme and specific issue in relation to in/equality and diversity within a specific context. Assessment: Component 1: 50% Group Presentation by three students (15 minutes) Component 1: 50% Policy Report (3000 words)
  11. 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

  12. 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)

  13. 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)

  14. 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)

  15. 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)

  16. 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.

  17. 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)