History and Education BA (Hons)

Single and Joint Honours, Full-time

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Key Details

  • 3 Years
  • 88/96 Typical UCAS Tariff
  • VX13 Course Code
  • Full Time
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Overview

Why study History and Education?

History and Education is an excellent combination for those with a wider interest in culture, politics and social change. It will involve a broad range of historical and educational approaches and methods, yet will be organised in a way that allows you to develop your understanding in a manageable fashion. Assessments are designed to encourage you to explore the two disciplines together and we will support you as you come to appreciate the significance of both subjects.

What does the course cover?

The History component of the course is distinctive for giving you the opportunity to explore a particularly wide range of periods, themes and approaches to the study of history. Whatever  your interests – political, cultural, intellectual, social, economic, or international – you will study modules that will fire your imagination and open employment opportunities. You will study a range of modules focusing on Ancient, Medieval and Modern  History. In your second year you start building your degree to suit your interests and strengths, beginning to take modules which focus on your preferred aspects of history. In your third year you will be able to tailor your degree by choosing modules on the historical topics that interest you most. The Education component of the course 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.

How will I be assessed?

We pride ourselves on giving good academic and individual support to each of our students. We will provide the support you need to lead you through the potentially baffling worlds of the past. We know that students need more than just lectures, so you will have the support of seminars, tutorials, group activities, study skills and fieldwork (including the option to work abroad). Modules are assessed through coursework, reports, presentations, analysis tasks, reflective logs, and research papers or examinations. Members of the department are always happy to give individual tutorials and advice on research and writing assignments.

What makes the course noteworthy?

– History has been taught at Newman for over 35 years. During this time, Newman has developed an outstanding collection of resources, including its own local history archive. Our tutors are recognised as experts in their field, who publish frequently, and student feedback comments on how helpful staff are when discussing individual projects.

– The course provides you with the necessary subject knowledge to teach History at either primary or secondary level, and covers all the main areas on the History syllabus at Key Stages 2 and 3 and for many popular GCSE and A Level options.

– As well as gaining relevant subject knowledge you will have the chance to study abroad and undertake international placements which will provide you with valuable and exciting experience within an area you may be considering for a career.

What careers can I consider?

A wide range of opportunities are open to you as a graduate of History and Education Studies in addition to primary or secondary teaching. A broad range of careers is available including heritage, museum, tourism and library work. Professions and management roles requiring the skills to understand, motivate and communicate with people are also 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.

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. Ian Cawood (Head of History) Tel: 0121 476 1181 (Ext. 2244) Email: I.Cawood@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.

Finance and Scholarship information

Additional costs:

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

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

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

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

    The module will enable students to critically evaluate the extent to which these factors impact on different individuals and groups. They will be invited to reflect on the relationships between various examples of research and the factors that have influenced their own ‘life journey’ and biographies as learners. This particular focus complements the overall aim of L4-1: to explain ideas, themes and contemporary issues that inform critical study as the basis of progressive study across all levels of the award.

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Introduce students to key concepts that underpin the study of Education at undergraduate level
    • Develop students as active learners by enhancing their reflection on the impact of societal factors on the life chances and educational experiences of children, young people and adults.
    • Enable students to understand how these factors influence life chances and educational experiences within various settings and diverse countries.
    • Enable students to draw upon a wide range of intellectual sources and theoretical perspectives to illuminate education and the contexts within which it takes place.

    LEARNING OPPORTUNITIES :

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

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

    METHOD OF ASSESSMENT :

    Component 1 - 30% Essay (1500 words)

    Component 2 - 70% Group Presentation (15 minutes)

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

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

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    The aims of this module are to enable students to:

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

    LEARNING OPPORTUNITIES :

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

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

    METHOD OF ASSESSMENT :

    Component 1 - 100% Portfolio

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

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

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

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

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

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

    LEARNING OPPORTUNITIES :

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

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

    METHOD OF ASSESSMENT :

    Component 1 - 100% 2500 WORD WRITTEN REPORT

  4. AN INTRODUCTION TO HISTORY AT UNIVERSITY
    (Compulsory) hsu401
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    MODULE SUMMARY :

    This module initially acts as a practical introduction and how-to survival guide for ‘apprentice historians’ and undergraduate students on a history degree course.  It equips them with tools and techniques used by historians and allows time to practice them. It also introduces students to the analysis of primary sources, to the world of professional history and to some of the theoretical approaches to the subject that have developed over the past two thousand years.

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Equip students with the tools and techniques to practise history
    • Be explicit about the behaviours and competences expected of students on a university-level academic history course.
    • Explore the use of primary sources in the study of history
    • Introduce students to the theoretical underpinnings of academic history and the world of professional history.

     

    LEARNING OPPORTUNITIES :

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

    • Identify, analyse and evaluate historical texts and other source material with a secure understanding of the relevant context and of established techniques of historical enquiry
    • Understand and critically evaluate a variety of approaches to constructing and interpreting the past
    • Construct historical arguments in a variety of written forms
    • Gather and retrieve written and other materials for use in study from library, electronic and other repositories
    • Critically interpret historical evidence - contemporary texts and other primary sources, secondary evidence, including the work of historians.

     

    METHOD OF ASSESSMENT :

    Component 1 - 60% Essay (2000 words)

    Component 2 - 40% Timed Essay (1 hour)

  5. MODERN BRITAIN SINCE 1918
    (Optional) hsu405
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    MODULE SUMMARY :

    The lectures serve as a broad introduction to the history of Britain since 1918 in three distinct areas: politics, society and economics. The module enables them to study a period of established orthodoxies and resonance with contemporary political issues and to study the documentary and film evidence on which historians have made their judgements and in this way become aware of the processes involved in producing a historical interpretation.

    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 the political, social and economic history of Britain from 1918 up to the present day
    • Identify, analyse and evaluate historical texts and other source material (including documentary and film evidence) on which historians have made their judgements
    • Understand and critically evaluate a variety of approaches to constructing and interpreting the recent past.

    LEARNING OPPORTUNITIES :

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

    • Appreciate the inter-relationship between three historical methods: political, social and economic, through study of the  
    • Analyse a period of established orthodoxies, newly opening discourses and resonance with  contemporary political issues
    • Study the documentary and film evidence on which historians have made their judgements and in this way become aware of the processes involved in producing a historical interpretation.

    METHOD OF ASSESSMENT :

    Component 1 - 50% Essay (2000 words)

    Component 2 - 50% Examination (1 hour)

  6. INTRODUCTION TO ANCIENT HISTORY
    (Optional) hsu406
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    MODULE SUMMARY :

    This module will introduce students to the study of Ancient History and archaeology. Students will become familiar with the basic political and cultural history of ancient Greece and Rome. They will learn to deal with various forms of primary evidence including material culture and the literary tradition, and to inform their arguments from secondary literature.

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

    • Develop students’ understanding of the history of the ancient world
    • Foster an understanding of key social, economic and political developments in ancient Greece and Rome
    • Promote students’ ability to identify, analyse and evaluate historical texts and source material, using it in a critical and imaginative way, with a broad appreciation of its context in ancient history.

    LEARNING OPPORTUNITIES :

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

    • Display a strong understanding of the history of the ancient world
    • Identify, analyse and evaluate historical texts and source material, using it in a critical and imaginative way, with a broad appreciation of its context in ancient history
    • Understand and evaluate a variety of current historical approaches to constructing and interpreting aspects of the social, economic and political history of the ancient world
    • Offer some valid solutions to historical problems using a range of historical evidence and showing some awareness of the limits of possible knowledge in a given situation
    • Construct fair, coherent, convincing and sustained arguments, using an appropriately wide range of evidence, including a range of ancient primary sources as well as secondary sources.

    METHOD OF ASSESSMENT :

    Component 1 - 40% Portfolio of Sources (1200 words)

    Component 2 - 60% Essay (2000 words)

  7. TUDOR BRITAIN
    (Optional) hsu407
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    MODULE SUMMARY :

    This module will introduce students to the study of Tudor Britain. Students will become familiar with the basic political and religious history of Tudor Britain. They will learn to deal with various forms of primary evidence including visual sources and archival materials, and to inform their arguments from secondary literature.

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Develop students’ understanding of the history of early modern Britain
    • Foster an understanding of key social, economic and political developments in Tudor Britain
    • Promote students’ ability to identify, analyse and evaluate historical texts and source material, using it in a critical and imaginative way, with a broad appreciation of its context in early modern history.

    LEARNING OPPORTUNITIES :

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

    • Display a strong understanding of the history of Tudor Britain
    • Identify, analyse and evaluate historical texts and source material, using it in a critical and imaginative way, with a broad appreciation of its context in early modern Britain
    • Understand and evaluate a variety of current historical approaches to constructing and interpreting aspects of the social, economic and political history of Tudor Britain
    • Offer some valid solutions to historical problems using a range of historical evidence and showing some awareness of the limits of possible knowledge in a given situation
    • Construct fair, coherent, convincing and sustained arguments, using an appropriately wide range of evidence, including a range of primary sources as well as secondary sources.

    METHOD OF ASSESSMENT :

    Component 1 - 50% Essay (2000 words)

    Component 2 - 50% Examination (1 hour)

  8. THE RISE OF MODERN AMERICA
    (Optional) hsu408
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    MODULE SUMMARY :

    This module will survey the modern domestic history of the United States, introducing students to the key events, issues and themes in order to provide framework for further study in United States history.  Although organised chronologically, the module will identify and elaborate on a number of linking themes in late nineteenth and twentieth century United States history.  These will include the tension between the United States’ rural life and values and its urban destiny; the position of women and ethnic minorities in the United States; and the role of ideology in American life and politics. The module enables students to engage with key historiographical debates in the development of modern America as well as primary source material.

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:                                                     

    • Familiarise students with the key events in modern American domestic history
    • Enable students to identify, analyse and evaluate historical texts and primary source material
    • Enable students to understand and evaluate the complex and shifting historiography of modern American history and encourage them to forward their own interpretations.

    LEARNING OPPORTUNITIES :

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

    • Relate and explain the key events in modern American domestic history
    • Identify the major historical problems arising from this history
    • Apply and engage with the relevant historiography
    • Engage with a range of primary sources
    • Appraise the historical development of the United States over the course of the late nineteenth and twentieth century
    • Demonstrate improved writing, oral presentation and small group work skills.

    METHOD OF ASSESSMENT :

    Component 1 - 50% Essay (2000 words)

    Component 2 - 50% Examination (1 hour)

  9. 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. CRITICAL ENQUIRIES: EDUCATIONAL RESEARCH AND PRACTICE
    (Optional) esu500
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    MODULE SUMMARY :

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

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

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

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

    LEARNING OPPORTUNITIES :

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

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

    METHOD OF ASSESSMENT :

    Component 1 - 100% Group Presentation (15 minutes)

  2. DEVELOPMENT AND EDUCATIONAL PSYCHOLOGY
    (Optional) esu503
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    MODULE SUMMARY :

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

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

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

    LEARNING OPPORTUNITIES :

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

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

    METHOD OF ASSESSMENT :

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

  3. ESU504
    (Optional) esu504
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    Module Summary: This module undertakes a development of themes and threshold concepts studied at Level 4 and, in particular, those in the Education and Society module. This module will explore the relationship between systems of schooling and education and their economic, political and social contexts within an emphasis on education policy. The module explores the relationship between specific moments of educational policy and broader theoretical ideas about social change, political agendas and the nature of education as part of a system. The distinctive ideologies of different education systems will be explored through a detailed examination of the social origins of education systems. The module will then focus on how and why education systems change over place and time and the consequences these changes have for educational experiences and outcomes. CATS Value: 20 ECTS Value: 10 Contact Hours: Scheduled: 36 Independent: 164 Placement: 0 Total Hours: 200 Module Curriculum Led Outcomes: The aims of this module are to enable students to: •Explore the systemic features which shape the educational contexts within which educational systems develop. •Develop an understanding of the factors that shape educational policies and practices •Reflect on the interrelated processes of educational and social change. •Evaluate the relationships between education, the media and digital technologies in terms of learning and education systems. Learning Opportunities: Students will, by the end of the module, have opportunities to: •Outline policy developments in education and learning in post war Britain and how these reflect and have shaped educational processes and cultures. •Evaluate the significance of different chosen policy initiatives in education in terms of the inter relationships between educational systems and social change at institutional, local, national and international levels. •Identify the significance of chosen policy texts in terms of the education systems they have been produced within. • Articulate their own interpretations of these texts informed by various forms of evidence and research. •Develop their capacity for critical reflection and questioning. Method of Assessment Component 1: 50% Essay (2000 words) Component 2: 50% Paired Presentation (15 minutes)
  4. CREATIVE LEARNING
    (Optional) esu505
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    MODULE SUMMARY :

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

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

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

    LEARNING OPPORTUNITIES :

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

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

    METHOD OF ASSESSMENT :

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

  5. EDUCATIONAL POSSIBILITIES
    (Optional) esu506
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    MODULE SUMMARY :

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

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

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

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

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

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

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

    LEARNING OPPORTUNITIES :

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

     

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

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

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

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

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

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

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

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

    • Develop their capacity for critical reflection and questioning.

    METHOD OF ASSESSMENT :

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

  6. 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)

  7. 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)

  8. THEORY AND METHOD IN HISTORY
    (Optional) hsu500
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    MODULE SUMMARY :

    This module explores some of key developments in the scholarship of history as an academic discipline by surveying a variety of approaches used in constructing and interpreting the past. It will focus on what the historian can claim to know, the post-modernist challenge, and seek to engage students in methodological debates. 

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Explore a variety of contemporary approaches to constructing and interpreting the past (e.g. Marxist, feminist, cultural, post-modernist).
    • Offer valid solutions to historical problems using a range of historical evidence and showing some awareness of the limits of possible knowledge in a given situation.

    LEARNING OPPORTUNITIES :

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

    • Construct fair, coherent, convincing and sustained arguments, using an appropriately wide range of evidence, largely from secondary sources, but including some primary data.
    • Communicate clearly, coherently and with structure in writing.
    • Communicate clearly, coherently, and with structure in speech appropriate to the audience.
    • Use word-processing, the University Intranet and library catalogue effectively, and become familiar with other electronic sources of information for history.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Group Poster Presentation (20 minutes)

  9. 19TH CENTURY EUROPE: POLITICS, GENDER AND SOCIETY
    (Optional) hsu503
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    MODULE SUMMARY :

    This module approaches the history of Europe in the 19th century comparatively, examining key transformations in politics, economics and social formation in France, Germany and Italy.  It also explores the changes in gender relations and women’s experience of, participation in and contribution to European history during this century.

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to develop: 

    • A command of the history of key social, economic, political and gender shifts in nineteenth century Europe.
    • A command of the history of internal developments in France, Germany and Italy.
    • An introduction to key concepts and milestones in the history of European women during the nineteenth century.
    • An understanding of, and the ability to evaluate, a variety of approaches to constructing and interpreting aspects of the social, economic, political and gender history of Nineteenth Century Europe.
    • The ability to offer valid solutions to historical problems using a range of historical evidence and showing some awareness of the limits of possible knowledge in a given situation
    • The ability to construct fair, coherent, convincing and sustained arguments, using an appropriately wide range of evidence, largely from secondary sources, but including some primary data.
    • The ability to work as part of a team, dividing tasks
    • The ability to communicate clearly, coherently, and with structure in speech appropriate to the audience
    • The ability to communicate clearly, coherently, and with structure in writing
    • The ability to use word-processing, the University Intranet and library catalogue effectively, and become familiar with other electronic sources of information for history.
    • The ability to manipulate and interpret a range of numerical data.

    LEARNING OPPORTUNITIES :

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

    • Command the history of key social, economic and political developments in Nineteenth Century Europe, including key internal developments and contribution of women in France, Germany and Italy.
    • Understand and evaluate a variety of approaches to constructing and interpreting aspects of the social, economic, political and gender history of Nineteenth Century Europe.
    • Offer valid solutions to historical problems using a range of historical evidence and showing some awareness of the limits of possible knowledge in a given situation
    • Construct fair, coherent, convincing and sustained arguments, using an appropriately wide range of evidence, largely from secondary sources, but including some primary data.
    • Communicate clearly, coherently and with structure in writing.
    • Communicate clearly, coherently, and with structure in speech appropriate to the audience.
    • Use word-processing, the University Intranet and library catalogue effectively, and become familiar with other electronic sources of information for history.
    • Manipulate and interpret a range of numerical data.

    METHOD OF ASSESSMENT :

    Component 1 - 40% Book Review (1000 words)

    Component 2 - 60% Examination (2 hours)

  10. THE BRITISH CIVIL WARS
    (Optional) hsu504
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    MODULE SUMMARY :

    This module covers a fundamental period in the political and cultural development of Britain – the Civil Wars of 1638-1651 and the subsequent Interregnum. The module seeks to develop an understanding of these complex events and explore their impacts through primary sources, images, key events and the lives of individuals. We will concentrate on the political and religious impact of the wars with particular focus on the locality, Scotland and Ireland.

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to develop: 

    • An understanding of the history of the key political, social, cultural and religious changes in Britain between 1638 and 1660
    • An understanding of, and the ability to evaluate, a variety of approaches to constructing and interpreting aspects of British history, 1638-1660
    • The ability to offer valid solutions to historical problems using a range of historical evidence and showing some awareness of the limits of possible knowledge in a given situation
    • The ability to construct fair, coherent, convincing and sustained arguments, using an appropriately wide range of evidence, largely from secondary sources, but including some primary data.

    LEARNING OPPORTUNITIES :

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

    • Engage with a complex historiographic debate and offer their own perspectives through engagement with primary sources
    • Communicate clearly, coherently and with structure in writing.
    • Use word-processing, the University Intranet and library catalogue effectively, and become familiar with other electronic sources of information for history.

    METHOD OF ASSESSMENT :

    Component 1 - 40% Source Analysis (1500 words)

    Component 2 - 60% Essay (2000 words)

  11. GENDER AND SEXUALITY IN THE ANCIENT WORLD
    (Optional) hsu505
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    MODULE SUMMARY :

    This module will introduce students to the study of gender, sexuality and women’s history in the ancient world. Students will examine theoretical approaches to gender studies and explore concepts of gender and aspects of women’s history in ancient Greece and Rome.

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

    • Develop students’ understanding of the women’s history and gender studies in the ancient world
    • Foster an understanding of key theoretical concepts in gender studies and women’s history
    • Promote students’ ability to identify, analyse and evaluate historical texts and source material, using it in a critical and imaginative way, with a broad appreciation of its context in women’s history and gender studies in ancient history.

    LEARNING OPPORTUNITIES :

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

    • Display a strong understanding of the women’s history and gender studies in the ancient world
    • Identify, analyse and evaluate historical texts and source material, using it in a critical and imaginative way, with a broad appreciation of its context in women’s history and gender studies in the ancient world
    • Understand and evaluate a variety of current historical approaches to constructing and interpreting aspects of women’s history and gender studies in ancient history
    • Offer some valid solutions to historical problems using a range of historical evidence and showing some awareness of the limits of possible knowledge in a given situation
    • Construct fair, coherent, convincing and sustained arguments, using an appropriately wide range of evidence, including a range of ancient primary sources as well as secondary sources.

    METHOD OF ASSESSMENT :

    Component 1 - 40% Source Analysis (1500 words)

    Component 2 - 60% Essay (3000 words)

  12. THE MAKING OF THE MODERN WORLD 1945 - 2001
    (Optional) hsu506
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    MODULE SUMMARY :

    The module will introduce students to the main historical features of the contemporary world since 1945. Students will explore international relations during the Cold War and post-Cold War era, with a particular focus on US foreign policy. Throughout the module, students will engage with the major historiographical debates including containment, decision making in during the Cuban Missile Crisis, US involvement in Vietnam, Carter’s foreign policy and the post-Cold War debates over the ‘end of history’. Students will make extensive use of primary source material available online, particularly from new archival sources.

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Familiarise students with the main historical features of the contemporary world since 1945, with a particular focus on US foreign policy
    • Enable students to understand and engage with critical evaluation of different approaches to constructing and interpreting the past
    • Enable students to offer valid solutions to historical problems using a range of historical evidence and showing some awareness of the limits of possible knowledge in a given situation
    • Enable students to construct coherent and sustained arguments using a wide range of evidence, largely from secondary sources, but including some primary data
    • Develop students’ ability to work as part of a team and their ability to communicate clearly, coherently and with structure in speech and in writing. 

    LEARNING OPPORTUNITIES :

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

    • Relate and explain the key historical events of the Cold War and post-Cold War era
    • Critically engage with a range of primary source material
    • Develop the ability to apply and engage with the relevant historiography
    • Engage with debates about the causes, conduct and conclusion of the Cold War
    • Engage with debates about the post-Cold War world, including the ‘end of history’ and the development of a ‘new world order’
    • Appraise the development of US foreign policy from 1945 to 2001
    • Demonstrate improved writing and oral presentation skills.

     

     

    METHOD OF ASSESSMENT :

    Component 1 - 50% Group Presentation (30 minutes)

    Component 2 - 50% Examination (2 hours)

  13. THE ENGLISH CATHEDRAL (RELIGION AND SOCIETY)
    (Optional) hsu508
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    MODULE SUMMARY :

    The module will be taught in an intensive field study mode, based on a series of visits to regional Cathedrals and Minsters where there will be an opportunity to study the religious culture of past societies at different sites. There will be a briefing session beforehand to introduce the aims of the module to the participants and to deal with practical issues. During the visit there will be lectures, workshops and guided visits to places of importance. Students will plan and carry out practical research related to their chosen topics and will give presentations and prepare final assessment tasks.

    Students taking this module and HSU608 will attend the field visits together, but the preparation sessions will be differentiated as will the assessment tasks.

    CONTACT HOURS :

    Scheduled : 50.00 Independent : 150.00 Placement : Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Develop students’ command of key aspects of the cultural and social history of one period of 2nd Millennium English History
    • Enable students to identify, analyse and evaluate historical texts and other source material with a secure understanding of the relevant context and of established techniques of historical enquiry
    • Provide opportunities for students to gather, sort and synthesize historical data on a variety of different historical themes and issues.

    LEARNING OPPORTUNITIES :

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

    • Communicate clearly, coherently, fluently and with structure in speech appropriate to the audience
    • Communicate clearly, coherently, fluently and with structure in writing, and employ the standard referencing techniques of the discipline
    • Use digital technologies proficiently and appropriately (word-processing, electronic information catalogues, etc.).

    METHOD OF ASSESSMENT :

    Component 1 - 50% Group Oral Presentation (25 minutes)

    Component 2 - 50% Illustrated Essay/Product (3000 words or equivalent)

  14. POWER AND IDENTITY IN LATE MEDIEVAL ENGLAND, 1170-1485
    (Optional) hsu510
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    MODULE SUMMARY :

    This is a research-led module which expands on the structure of a traditional survey course focusing on the later middle ages. By focusing on two of the most important themes of recent medieval historiography – power and identity – this module effectively combines substantial chronological content with close documentary study of primary sources. This module is taught by weekly lectures which focus alternately on the connected themes of power and identity combining topics such as the contest between religious and secular power and the nature and expression of English Catholicism. Other central topics include royal power and gender identity; peasant power and the development of the English language; the power of the nobility and the development of a legal society; conflict and conquest and the English landscape. These lectures are supplemented with student-led seminar discussions and primary source workshops. In addition to this there will be two practical skills workshops for essay and exam preparation. This module offers a strong foundation for modules in year 3, notably HSU601 and any future medieval options. It also has strong historiographical links with the early modern modules HSU504 and HSU605.

    CONTACT HOURS :

    Scheduled : 33.00 Independent : 167.00 Placement : Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

     

    • Develop a critical understanding of late medieval England from the death of Becket to the emergence of the Tudor dynasty.

    • Enable students to understand and critically evaluate recent historiographical trends in medieval study based on a cultural reading of the past.

    • Identify, analyse and evaluate primary source material including documentary and literary sources, historical narratives, letters and theological tracts alongside archaeological and material evidence.

    • Understand the theoretical concepts of power and national identity and how the medieval past has been used (and misused) in the debates of the present.

       

    LEARNING OPPORTUNITIES :

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

     

    • Understand the complexity and variety of the later middle ages.

    • Challenge common historical stereotypes which are founded on a negative reading of the past. 

    • Engage with a range of primary sources.

    • Develop independent research skills.

    • Produce a formal written essay and improve writing skills.

    • Develop notetaking and revision techniques for exam preparation.

    METHOD OF ASSESSMENT :

    Component 1 - 50% Essay (2500 words)

    Component 2 - 50% Examination (2 hours)

  15. SCHOLARSHIP AND METHOD IN HISTORY
    (Optional) hsu520
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    MODULE SUMMARY :

    This module explores some of key developments in the scholarship of history as an academic discipline by seeking to engage students in methodological and historiographical debates (some of which will be based on current staff research). This module is also concerned with analysing and critically evaluating specific topics in the historical literature by focussing on the practice of reviewing. 

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Investigate the means whereby professional historians engage in scholarly debate.
    • Introduce students to the development of historiography in their chosen specialist field.

     

    LEARNING OPPORTUNITIES :

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

    • Understand, explore and critique a specialist field of historical scholarship understanding differences in approach, methodology and argument.
    • Construct fair, coherent, convincing and sustained arguments, using an appropriately wide range of evidence.
    • Analyse and critically evaluate specific topics in the historical literature by focussing on the process of reviewing.
    • Offer valid solutions to historical problems using a range of historical evidence and showing some awareness of the limits of possible knowledge in a given situation.
    • Communicate clearly, coherently and with structure in writing.
    • Communicate clearly, coherently and with structure in speech in a seminar environment.
    • Use word-processing, the University Virtual Learning Environment (Moodle) and library catalogue effectively. Students will become familiar with other electronic sources of information for history.

     

    METHOD OF ASSESSMENT :

    Component 1 - 100% Review Essay (3000 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. ESU601
    (Optional) esu601
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    Module Summary: In this optional double module we invite students to select an educational topic of personal interest to be explored through field research in real educational settings and reported in a written study of some 10,000 words. The dissertation is designed to enable students to investigate educational phenomena that hold particular interest for in them and actively encourages the exercise of originality and personal autonomy. The module aims to draw and build upon students' previous knowledge and experience at certificate and intermediate level study. Contact Hours: Scheduled: 12 Independent: 388 Placement: 0 Total Hours: 400 Module Leader: Steve Dixon Mode of Delivery: As well as generic sessions that cover specific elements of the dissertation, teaching and learning strategies are designed to cater for individual interests and needs through a programme of individual tailored support. Each student is assigned a tutor for a maximum of 10 hours tutorial contact over a period of 24 weeks. Students will be required to submit sections of their work at regular intervals for comment and evaluation. Typical teaching and learning methods will embrace: • Lectures • Seminars • Individual tutorials • E-mail conferencing and online tutorial Module Curriculum Led Outcomes: The aims of this module are to: • Enable students to identify a research problem or articulate a research question/hypothesis • Enable students to acquire and apply a breadth of knowledge about the issue or phenomena in which they are engaged • Enable students to select appropriate research methods in relation to identified research purposes and justify their employment • To support students in the development, revision and refinement of their research design • Promote effective autonomous practice in the organisation and management of small-scale field research in educational settings • Promote the coherent structuring, sequencing and presentation of reported research Learning Opportunities: Students will, by the end of the module, have the opportunity to: • Demonstrate a breadth of knowledge and understanding of their chosen area of research • Understand the basic principles of effective research design and locate appropriate research methods in relation to their chosen area of study • Identify a research problem or articulate a research question/hypothesis and design an appropriate small scale investigation in consultation with their appointed supervisor • Work autonomously in the management of a small scale investigation and present a coherent written study that details the choice of field of study, methodology, data analysis and findings • Manage, structure and present information coherently, using a form and style of writing and presentation appropriate to the field of Education Studies, and use ICT appropriately for the interrogation, exchange and presentation of information • Develop their capacity for critical reflection and questioning Assessment: Component 1: 100% 10,000 word dissertation A presentation of the research proposal and presentation of the work in progress will provide up to 10% of the total marks of the dissertation.
  2. CRITICAL THEORY
    (Optional) esu604
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    MODULE SUMMARY :

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

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:
 

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

    LEARNING OPPORTUNITIES :

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

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

    METHOD OF ASSESSMENT :

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

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

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

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

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

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

    LEARNING OPPORTUNITIES :

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

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

    METHOD OF ASSESSMENT :

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

  4. POLITICS OF EDUCATION
    (Optional) esu607
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    MODULE SUMMARY :

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

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    The aims of this module are to:

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

    LEARNING OPPORTUNITIES :

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

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

    METHOD OF ASSESSMENT :

    Component 1 - 40% Analysis (2000 words)

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

  5. INTERNATIONAL EDUCATION
    (Optional) esu608
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    MODULE SUMMARY :

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

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:  

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

    LEARNING OPPORTUNITIES :

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

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

    METHOD OF ASSESSMENT :

    Component 1 - 100% Comparative Report (4000 words)

  6. ACCESS AND INCLUSION
    (Optional) esu609
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    MODULE SUMMARY :

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

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to provide students with opportunities to: 

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

    LEARNING OPPORTUNITIES :

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

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

    METHOD OF ASSESSMENT :

    Component 1 - 100% Individual Presentation (15 minutes)

  7. LEARNING JOURNEYS
    (Optional) esu611
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    MODULE SUMMARY :

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

    CONTACT HOURS :

    Scheduled : 36.00 Independent : 164.00 Placement : Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

     

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

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

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

    LEARNING OPPORTUNITIES :

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


     

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

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

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

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

    METHOD OF ASSESSMENT :

    No information available.

  8. DISSERTATION
    (Optional) hsu601
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    MODULE SUMMARY :

    This double module is a tutored project in which the student conceives, plans, researches and executes a lengthy piece of historical writing on a self-chosen theme or topic, involving mainly secondary but including some primary evidence.

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to develop: 

    • A command of a body of historical knowledge, defined by their chosen topic
    • The ability to identify, analyse and critically evaluate historical texts and other source material with a secure understanding of the relevant context and of established techniques of historical enquiry
    • An understanding of, and the ability to critically to evaluate, a variety of approaches to constructing and interpreting the past
    • The ability to offer apt and convincing solutions to historical problems (some of which will be based on current research), using an appropriate range of historical evidence, and which recognise the limits of possible knowledge in a given situation
    • The ability to successfully gather, sort and synthesise a large amount of historical data
    • The ability to construct fair, coherent, convincing and sustained arguments using an appropriately wide range of evidence, largely from secondary sources, but including some primary data, if appropriate
    • The ability to plan and execute complex tasks within a given time-frame
    • The ability to work autonomously, setting goals and deadlines as appropriate in order to complete set tasks
    • The ability to communicate clearly, coherently, fluently and with structure in writing employing the standard referencing techniques of the discipline
    • The ability to use a variety of information technologies proficiently and appropriately, including word-processing, electronic information catalogues and the internet.

    LEARNING OPPORTUNITIES :

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

    • Command a body of historical knowledge, defined by their chosen topic.
    • Identify, analyse and evaluate historical texts and other source material with a secure understanding of the relevant context and of established techniques of historical enquiry.
    • Understand and critically evaluate a variety of approaches to constructing and interpreting the past.
    • Offer apt and convincing solutions to historical problems (some of which will be based on current research), using an appropriate range of historical evidence, and which recognise the limits of possible knowledge in a given situation.
    • Successfully gather, sort and synthesise a large amount of historical data.
    • Construct fair, coherent, convincing and sustained arguments using an appropriately wide range of evidence, largely from secondary sources, but including some primary data, if appropriate.
    • Plan and execute complex tasks within a given time-frame.
    • Work autonomously, setting goals and deadlines as appropriate in order to complete set tasks.
    • Communicate clearly, fluently, coherently and with structure in writing appropriate to the audience, and employ the standard referencing techniques of the discipline.
    • Use a variety of information technologies proficiently and appropriately (word-processing, electronic information catalogues, e-mail and the internet).

    METHOD OF ASSESSMENT :

    Component 1 - 10% Dissertation Literature Review (2000 words)

    Component 2 - 90% Dissertation (10000 words)

  9. FRENCH REVOLUTION AND NAPOLEON
    (Optional) hsu603
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    MODULE SUMMARY :

    This module examines a formative event in Europe's history and one with ramifications for the modern world: the French Revolution and its Napoleonic aftermath.  Students will be asked to form a view on the complex debates about the origins and impact of the Revolution and Napoleonic Empire and will engage with evidence in the form of translated primary sources.

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Develop a critical understanding of the history of the Revolutionary and Napoleonic periods in French history, within a European context
    • The ability to identify, analyse and critically evaluate historical texts and other primary data (in translated form) relating to the French Revolution and Napoleonic periods with a secure understanding of the relevant context and of established techniques of historical enquiry
    • An understanding of, and the ability to critically evaluate a variety of approaches to constructing and interpreting the Revolutionary and Napoleonic periods
    • The ability successfully to gather, sort and synthesise historical data on a range of themes within the period of study
    • The ability to construct fair, coherent, convincing and sustained arguments using an appropriately wide range of evidence, largely from secondary sources, but including some primary data
    • The ability to communicate clearly, coherently, fluently and with structure in writing, and employ the standard referencing techniques of the discipline
    • The ability to use a variety of information technologies proficiently and appropriately including word-processing, electronic information catalogues and the Intranet.
    • The ability to manipulate and interpret a range of complex numerical data.

    LEARNING OPPORTUNITIES :

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

    • Command the history of the Revolutionary and Napoleonic periods in French history, within a European context
    • Identify, analyse and critically evaluate historical texts and other primary data (in translated form) relating to the French Revolution and Napoleonic periods with a secure understanding of the relevant context and of established techniques of historical enquiry
    • Understand and critically evaluate a variety of approaches to constructing and interpreting the Revolutionary and Napoleonic periods
    • Successfully to gather, sort and synthesise historical data on a range of themes within the period of study
    • Construct fair, coherent, convincing and sustained arguments using an appropriately wide range of evidence, largely from secondary sources, but including some primary data
    • Communicate clearly, coherently fluently and with structure in writing and employ the standard referencing techniques of the discipline
    • Use a variety of information technologies proficiently and appropriately including word-processing, electronic information catalogues and the Intranet.

    METHOD OF ASSESSMENT :

    Component 1 - 50% Essay (3500 words)

    Component 2 - 50% Examination (3 hours)

  10. VICTORIAN BRITAIN
    (Optional) hsu604
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    MODULE SUMMARY :

    This module will involve students in engagement with one of the most contentious and complex periods in Britain’s history, focusing on the issues and debates in the social and political history of the period. They will gain familiarity with this key period in the development of modern Britain and be able to set this in its wider context.

    CONTACT HOURS :

    Scheduled : 36.00 Independent : 164.00 Placement : Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

     

    • Secure a command of aspects of life and events in Victorian Britain including social, political and economic features
    • Critical analysis various approaches to constructing and interpreting the Victorian period
    • Offer solutions to key historical problems in the Victorian periods, using a range of historical evidence, both visual and documentary
    • Appreciate and assemble coherent arguments in essay and examination form based on valid historical evidence and informed by the judgements of historians

     

    LEARNING OPPORTUNITIES :

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

     

    1. Understand, and critically evaluate different approaches to constructing and            interpreting the Victorian era, the importance of events, the pace and complexity of change and continuity.

    2. Construct coherent arguments using a range of evidence, largely from historians,    but including some primary historical evidence

    3. Experience a variety of learning environments: including archival and fieldwork,      group work, presentation and source analysis

    METHOD OF ASSESSMENT :

    Component 1 - 50% Essay (3500 words)

    Component 2 - 50% Examination (3 hours)

  11. PROTEST, PIETY AND THE PARISH: BRITAIN AND IRELAND C 1600-1660
    (Optional) hsu605
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    MODULE SUMMARY :

    This module provides an insight into the day-to-day lives of men and women in seventeenth-century Britain and Ireland. Building on students’ study of Tudor history and/or the British Civil Wars, the module develops student understanding of social and cultural history in the early modern period. Students will examine different aspects of the lifecycle in the early modern parish - from birth in the first week to death and post-mortem rituals in the final session.

     

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Develop students’ understanding of early modern British social history
    • Foster an understanding of key theoretical concepts in the study of social and cultural history
    • Promote students’ ability to identify, analyse and evaluate both primary texts and secondary literature on the subject of social and cultural history

     

    LEARNING OPPORTUNITIES :

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

    • Construct coherent, convincing and sustained arguments using an appropriately wide range of primary and secondary literature
    • Display a strong understanding of early modern Britain and theoretical approaches to the study of social and cultural history
    • Identify, analyse and evaluate primary texts and secondary literature on social and cultural history, using it in a critical and imaginative way, with a broad appreciation of context
    • Understand and evaluate a variety of current approaches to constructing and interpreting aspects of social and cultural history in the early modern British context

     

    METHOD OF ASSESSMENT :

    Component 1 - 50% Essay (3500 words)

    Component 2 - 50% Examination (3 hours)

  12. MYTH AND RELIGION IN THE ANCIENT WORLD
    (Optional) hsu606
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    MODULE SUMMARY :

    This module will introduce students to the study of myth and religion in the ancient world. Students will examine theoretical approaches to myth and religion in ancient Greece and Rome, including theories on the nature of myth and aspects of ancient religious practice.

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Develop students’ understanding of ancient myth and the history of ancient religion
    • Foster an understanding of key theoretical concepts in the study of ancient myth and religion
    • Promote students’ ability to identify, analyse and evaluate both primary ancient texts and secondary literature on the subject of myth and religion.

    LEARNING OPPORTUNITIES :

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

    • Display a strong understanding of ancient myth and religion and theoretical approaches to the study of myth and religion
    • Identify, analyse and evaluate primary texts and secondary literature on myth and religion, using it in a critical and imaginative way, with a broad appreciation of its context
    • Understand and evaluate a variety of current approaches to constructing and interpreting aspects of myth and religion in the ancient world
    • Construct fair, coherent, convincing and sustained arguments, using an appropriately wide range of primary and secondary literature.

    METHOD OF ASSESSMENT :

    Component 1 - 50% INDIVIDUAL (20 MINUTES) OR PAIRED (30 MINUTES) PRESENTATION AS NUMBERS DICTATE. INDIVIDUAL (20 MINUTES) OR PAIRED (30

    Component 2 - 50% ESSAY (3500 WORDS)

  13. THE ENGLISH CATHEDRAL (ARCHITECTURE AND SOCIETY)
    (Optional) hsu608
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    MODULE SUMMARY :

    The module will be taught in an intensive field study mode, based on a series of visits to regional Cathedrals and Minsters where there will be an opportunity to study the religious culture of past societies at different sites. There will be a briefing session beforehand to introduce the aims of the module to the participants and to deal with practical issues. During the visit there will be lectures, workshops and guided visits to places of importance. Students will plan and carry out practical research related to their chosen topics and will give presentations and prepare final assessment tasks.

    Students taking this module and HSU508 will attend the field visits together, but the preparation sessions will be differentiated as will the assessment tasks.

    CONTACT HOURS :

    Scheduled : 50.00 Independent : Placement : Total :  50.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

     

    • Develop students’ command of the history of English religious architecture over the past 7 centuries

    • Enable students to identify, analyse and evaluate historical texts and other source material with a secure understanding of the relevant context and of established techniques of historical enquiry

    • Provide opportunities for students to successfully gather, sort and synthesise historical data in a field based setting

    • Demonstrate links between religious thought and practice and wider social, historical and artistic traditions in English culture

    LEARNING OPPORTUNITIES :

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

     

    • Offer apt and convincing solutions to historical problems, based on current research, using an appropriate range of historical evidence
    • Demonstrate a secure understanding of a complex and specialised area of historical knowledge, which is contextualised successfully.
    • Communicate clearly, coherently, fluently and with structure in speech appropriate to the audience
    • Communicate clearly, coherently, fluently and with structure in writing, and employ the standard referencing techniques of the discipline
    • Use digital technologies proficiently and appropriately (word-processing, electronic information catalogues, etc.)

    METHOD OF ASSESSMENT :

    Component 1 - 50% Individual/Paired Oral Presentation (35 minutes)

    Component 2 - 50% Essay (3500 words)

  14. BLACK FREEDOM STRUGGLE
    (Optional) hsu610
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    MODULE SUMMARY :

    This module will explore the struggle of African Americans for their civil rights, focusing primarily on the years between 1940 and 1970. Students will make extensive use of primary source material – including protest songs, the diaries of civil rights activists and images – in their examination of the key events of the civil rights movement, including the 1957 Little Rock School Desegregation crisis, the 1962 Ole Miss crisis and 1964 Freedom Summer. The module will engage with themes and concepts including race and whiteness, class, gender, the rise and fall of non-violent direct action protest and the rise of Black Power and the new conservatism. Students will also explore key historiographical debates in considerable depth, interrogating the idea of a ‘long Civil Rights movement’, and a ‘long’ Massive Resistance. The module will also offer the opportunity to explore the broader context of the era, from life under Jim Crow in the 1940s to the impact of the Great Migration, urbanisation, the New Deal and the Great Depression, World War II and the Cold War on the development of the Civil Rights movement.

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:                                                     

    • Familiarise students with the key events in the black freedom struggle between 1940 and 1970
    • Enable students to identify, analyse and evaluate historical texts
    • Enable students to locate, evaluate and engage with a range of primary source material
    • Enable students to understand and critically evaluate the complex and shifting historiography of civil rights movement and encourage them to forward their own interpretations

    LEARNING OPPORTUNITIES :

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

    • Relate and explain the social, economic and political realities of life for African Americans under Jim Crow
    • Relate and explain the key events in the black freedom struggle
    • Identify the major historical problems arising from this history
    • Apply and engage critically with the relevant historiography
    • Critically engage with an extensive range of primary sources
    • Appraise the development of African Americans’ civil and voting rights over the course of the 1940s, 1950s and 1960s
    • Demonstrate improved writing, oral presentation and small group work skills

    METHOD OF ASSESSMENT :

    Component 1 - 40% Presentation (20 minutes, individual or 30 minutes, paired).

    Component 2 - 60% Essay (3000 words)

  15. PERSONALITY AND DISORDER IN 12TH CENTURY ENGLAND
    (Optional) hsu611
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    MODULE SUMMARY :

    This is a research-led module which focuses on twelfth-century England, particularly the years 1135-1154. The period known as the Anarchy was a civil war which was noted by contemporaries for its violence and lawlessness. This was, and continues to be, blamed on the personalities of two rival claimants to the English throne: Matilda and Stephen. By focusing on the Anarchy in England students will also be introduced to two grand narratives of European historiography, notably the formation of the individual during the twelfth-century renaissance and the breakdown of public order which characterised the post-Carolingian period. 

     

    This conceptual module will challenge Level 6 students with theoretical issues including how far historians should consider personality when assessing causation and change. It will also allow students to engage with current research into the concept of power and authority in the high middle ages.

     

    This module is taught by weekly classes and student-led seminar discussions. This will be supplemented by weekly primary source workshops as students engage with a range of material including chronicles, hagiographies, letters and archaeological material. In addition to this there will be two practical skills workshops for essay and exam preparation. This module is allows for a theoretical and reflective approach to studying history at Level 6. In this way it will supplement their research for HSU601.

    CONTACT HOURS :

    Scheduled : 36.00 Independent : 164.00 Placement : Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

     

    • Develop a critical understanding of the period of the Anarchy in England, 1135-54.

    • Enable students to understand and critically evaluate recent historiographical trends in medieval study based on a cultural reading of the past.

    • Enable students to identify, analyse and evaluate a range of primary source material.

    • Understand the theoretical concepts of personality, individuality and power and how they apply to the medieval past.

    • Encourage students to develop their own views of the value and meaning of historical interpretation.

    LEARNING OPPORTUNITIES :

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

     

    • Understand the complexity and variety of the high middle ages.
    • Relate and explain the key events of the Anarchy in England.
    • Apply and engage critically with the relevant historiography.
    • Critically engage with an extensive range of primary sources.
    • Develop independent research skills.
    • Produce a formal written essay and improve writing skills.
    • Develop notetaking and revision techniques for exam preparation.

    METHOD OF ASSESSMENT :

    Component 1 - 50% ESSAY (3000 WORDS)

    Component 2 - 50% EXAMINATION

  16. 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)