Studies in Primary Education BA (Hons)

Honours Degree, Full-time

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Key Details

  • 3 Years
  • 88/96 Typical UCAS Tariff
  • 9X73 Course Code
  • Full Time
teacher with school children

Overview

Why choose Studies in Primary Education?

Studies in Primary Education is a new degree course intended for students with career aspirations in the field of Primary School Education. Although this degree does not award qualified teacher status (QTS) it provides a dynamic programme of study which will offer you a unique platform if you want to pursue a PGCE or school-based training programme in primary teaching, such as School Direct.

Studies in Primary Education has been designed in response to the wide-ranging changes that have taken place across the primary phase sector and in teacher education and training. A key feature of the course is that it explores the range of professional, teaching, support and assistant-related roles in primary school settings.

What does the course cover?

Studies in Primary Education provides an imaginative platform for future employment in the field of primary phase education. In the first year you will be introduced to a variety of topical issues that govern teaching, learning, children’s well-being and school organisation in primary education in the UK and other international settings.

You will study the complex process surrounding learning and child development. You will gain essential insights into the theory and practice of learning in primary school settings and examine the key characteristics of effective teaching and the learner experience. The course will explore key areas of pupils’ experience, including socialisation, learning styles, creativity, Special Educational Needs (SEN), safeguarding and pastoral care.

You will have the opportunity to explore the different ways in which creativity has been defined and conceptualised, and the relationship of imagination to the creative process. You will also consider the attributes of creative and imaginative practice and the environments and conditions for promoting imagination and creativity with children and young people.

Through the study of Special Educational Needs you will gain an appreciation of the depth and diversity of pupil needs within primary settings. You will engage with the debates surrounding the inclusion, pupil disaffection and the current research and inspection evidence relating to school exclusion.

In your second year you will examine education systems in the UK and abroad, to give you an international perspective on primary education. You will also undertake a self-selected work placement, providing an important link between practice ‘on the ground’ and the issues covered in the taught course.

How will I be assessed?

There will be a range of assessments on the programme, potentially including:

  • written coursework assignments
  • poster presentations
  • group/syndicate presentations
  • individual presentations
  • collaborative investigation
  • documentary making

What careers can I consider after taking this degree?

This course develops a broad range of transferable skills that are highly valued by employers in a wide range of work situations. A wealth of opportunities will be available to you as a graduate including various roles and responsibilities involved in primary education, such as teaching assistants, support workers and learning support assistants and in wider educational settings.

It is important to note that this course does not confer QTS and students will typically undertake further postgraduate training that will lead to a career in teaching. Newman will guarantee an interview for its PGCE primary course to graduates of this degree who achieve at least a 2.1 and meet the other required criteria (including suitable levels of school experience, GCSEs and passing the national skills tests).

Entry Requirements

September 2018 Entry Requirements

You must achieve either at least 96 UCAS points including a minimum of CC at A level or equivalent (e.g.MM at BTEC Diploma), or a total of 88 points from a maximum of 3 A levels.

Access Students can achieve the requirements with the following combination of Distinction, Merit and/ or Pass grades at level 3 achieved from a completed Access course. 96 UCAS Points: D21-M3-P21; D18-M9-P18; D15-M15-P15; D12-M21-P12; D9 M27-P9; D6-M33-P6; D3-M39-P3; D0-M45-P0.

5 GCSEs at grade C or above including English Language or a recognised equivalent, is also required.

You may be required to obtain a Disclosure and Barring Service (DBS) clearance for a Work Placement module in Year 2.

Contact details

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

ContactJohn Bayley (BA (Hons) Studies in Primary Education Course Coordinator) Tel: 0121 476 1181 (Ext. 2237) Email: J.Bayley@newman.ac.uk

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Course Fees

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

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

Additional costs:

A Disclosure and Barring Service (DBS) is not required for entry into this programme, although it is in many cases required by employers before students can begin their Year 2 (level 5) work placement. 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. KEY CONCEPTS IN PRIMARY EDUCATION
    (Compulsory) pru401
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    MODULE SUMMARY :

    This double module seeks to introduce key concepts that underpin the social study of primary education and is designed to give students insights into the nature of Education as a field of study and the disciplines, concepts and themes that inform Primary Studies in Education. In the process of exploring key concepts such as learning, development, identity, agency, structure, power, social class, cultural capital, curriculum, inclusion, ideology and diversity students are also introduced to the evolving political and social arenas in which the study of primary education is located and its epistemological roots.  This introductory double module is specifically designed to introduce the idea of education as an essentially contested concept and practice, and problematise it as a discrete area of study.

    CONTACT HOURS :

    Scheduled : 96.00 Independent : 304.00 Placement : 0.00 Total :  400.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Introduce students to some of the central philosophical, historical, political and social forces shaping education and to the study of Primary Education and as an inter-disciplinary field drawing upon the History, Philosophy, Psychology and Sociology of Education
    • Introduce key concepts and principle themes that underpin the study of Primary Education
    • Engage students in exploration of tensions that exist between competing discourses and theoretical perspectives in educational policy and practice   
    • Encourage students to engage in informed debate and presentation of ideas around key educational themes in the study of Primary education.

    LEARNING OPPORTUNITIES :

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

    • Recognise the disciplinary features of Primary Education Studies and develop an understanding of the historical, political and social forces shaping education.
    • Understand what kind of a subject 'education' is and what kinds of discourse, argument and research are appropriate to it, articulately in comparison to other academic subject areas.
    • Acquire a grasp of, and facility in deploying some of the competing theoretical perspectives/discourses that relate to educational practice
    • Locate key education concepts/themes and illustrate their significance in shaping educational experience and educational outcomes.
    • Interrogate and interpret a range of educational source material that will include full text publications, journal articles, government documentation, press releases, newspaper articles, websites and blogs
    • Demonstrate their developing powers of critical evaluation in their interpretation of published source material.

    METHOD OF ASSESSMENT :

    Component 1 - 60% Individual Written Assignment (2500 words)

    Component 2 - 40% Group Presentation (15 minutes, 3-4 students)

  2. BECOMING AN INDEPENDENT LEARNER
    (Compulsory) pru402
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    MODULE SUMMARY :

    Students will be encouraged to actively and critically reflect on their key and transferable skills, for example communication, time management and working with others. The nature and demands of studying in higher education will be considered and students will audit their own study skills in reading, academic writing, group working, presenting and critical thinking for example, in order to support their learning throughout the course. They will identify aspects that need improving and establish plans and strategies for self-development in those areas.

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Provide opportunities to develop and consolidate students’ independent academic study skills
    • Develop an awareness of how to communicate effectively through a variety of contexts
    • Develop students’ use of information sources, retrieval and use in academic contexts
    • Provide students with an opportunity to evaluate their personal strengths and areas for development
    • Enable students to demonstrate appropriate levels of information literacy and communication, research, personal management and problem solving skills.

    LEARNING OPPORTUNITIES :

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

    • Identify the main features of academic study
    • Critically reflect on and demonstrate an understanding of their own strengths and areas for development
    • Relate their studies to their personal development needs
    • Locate sources of information in a range of media and use them in academic contexts
    • Plan for learning, including time management and logical sequencing of activities
    • Demonstrate appropriate levels of information literacy and communication, research and problem solving skills.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Critical Reflection (1500 words)

  3. PREPARATION FOR PLACEMENT IN EDUCATION
    (Compulsory) pru403
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    MODULE SUMMARY :

    This module aims to encourage students to evaluate, and reflect upon, skills learned from previous experiences, and to recognise their transferability to educational settings. They will be able to make appropriate choices of placements, and will make links with previously taught modules on the programme. Students will use a range of models of reflection, and will be expected to demonstrate their knowledge of a relevant issue in terms of links to a prospective placement in Year 2. Students will identify, and consider, a range of skills, attitudes and values that are key to employability.

    CONTACT HOURS :

    Scheduled : 12.00 Independent : 88.00 Placement : Total :  100.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

    •  Enable students to make links between previous experiences and transferable skills for work placements.
    •  Enable students to make connections between concepts encountered in other Level 4 modules and placements in education settings.
    • Enable students to build confidence in securing work placements and future employment.
    •  Encourage students to use models of reflection to link previous experiences to prospective placements.
    • Enable students to build confidence in securing work placements and future employment.
    • Support students in developing informed choices about the career pathways available to them, in relation to their subject choices.

    LEARNING OPPORTUNITIES :

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

    • Examine how their experiences, accomplishments, and abilities relate to employer expectations.
    •  Evidence their knowledge of appropriate models of reflection.
    •  Use knowledge gained in other modules to inform an evaluation of a relevant educational issue.
    • Demonstrate engagement with, and an understanding of, graduate employment pathways and employability issues relating to their own career aspirations.
    •  Use appropriate technology to produce a consideration of a relevant educational issue.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Digital artefact, 1500 word equivalent

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

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

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

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

    LEARNING OPPORTUNITIES :

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

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

    METHOD OF ASSESSMENT :

    Component 1 - 100% Group Presentation (15 minutes)

  5. CHILD DEVELOPMENT
    (Compulsory) pru405
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    MODULE SUMMARY :

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

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

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

    LEARNING OPPORTUNITIES :

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

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

    METHOD OF ASSESSMENT :

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

  6. INTERPERSONAL APPROACHES IN PRIMARY EDUCATION
    (Compulsory) pru406
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    MODULE SUMMARY :

    This module will begin to address the issue of interpersonal and intrapersonal skills in Primary school settings and how their development can improve relationships and enhance the work experience for all involved. It will consider recent theories of emotional intelligence, underpinned by more established work like that of Carl Rogers, and person-centered approaches in education. Students will critically reflect on the use of interpersonal approaches to manage challenging behaviour and bullying for example. They will be encouraged to reflect on their own interpersonal skills and develop their understanding of their own emotions and how to interpret other’s emotions.

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to assist students:

    • In the exploration of ideas about their own effectiveness as a professional within an educational context
    • In developing an understanding of and empathy for fellow professionals and pupils
    • To have an increasing level of personal confidence and understanding of their own emotions and those of others
    • To demonstrate understanding of intrapersonal and interpersonal intelligences
    • To develop a capacity for critical reflection and informed judgment to be able to manage ‘real life’ challenges.

    LEARNING OPPORTUNITIES :

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

    • Demonstrate a critical understanding of person-centered approaches, emotional intelligence and models of empathy in situated practice
    • Establish sensitivity for the emotional and personal characteristics and qualities of others
    • Demonstrate the capacity to reflect upon ideas about their own effectiveness as a potential professional within an educational context
    • Examine how interpersonal intelligence and emotional literacy can impact on pupils’ educational experiences.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Essay (2500 words)

  1. 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)

  2. CRITICAL ENQUIRIES: EDUCATIONAL RESEARCH AND PRACTICE
    (Compulsory) pru500
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    MODULE SUMMARY :

    This module introduces students to qualitative, theoretical research in education and some of its distinctive approaches. Students will be introduced to the aims, methodologies, research strategies and methods used in qualitative research including practice based research methods. The sessions will help students to understand the process and debates surrounding how researchers learn more about the social world of education. 

    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. The module introduces students to the conceptual issues and debates around the ‘best’ way to explore educational questions, forms and issues, and provides an overview of some popular methods for doing so as well as an understanding of the importance of ethical guidelines in research. 

    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 presentation 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: 

    • 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;
    • Equip students with the skills and competences necessary for the presentation of a small scale research proposal;
    • 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;
    • Understand what research ethics are and how to ensure that ethical considerations are in place when conducting research;
    • Plan and present a research proposal.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Group Presentation (15 minutes)

  3. LOCATING THE LEARNER
    (Compulsory) pru503
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    MODULE SUMMARY :

    This module will focus specifically on children and young people and seeks to raise students’ awareness of a range of social, emotional and psychological factors that affect their learning and development. Through the use of research it will draw upon different perspectives to develop students’ understanding of key and contested concepts in education, such as multiple intelligences, learning theories, cognition, labelling, self-fulfilling prophesy and the hidden curriculum. Students will be encouraged to explore and critically reflect upon how these ideas can influence children’s and young people’s educational experiences.

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to assist students to: 

    • Consider some of the social, emotional and psychological factors that can impact on children’s learning and development.
    • Critically reflect on a range of theoretical perspectives and key concepts in education that inform understanding of children’s learning and development.
    • Critically evaluate contested ideas such as learning theories, intelligence, labelling and the hidden curriculum.

    LEARNING OPPORTUNITIES :

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

    • Develop a critical understanding of how social, emotional and psychological factors impact on children’s learning.
    • Critically evaluate contested ideas including learning theories and ideas around intelligence, labelling and the hidden curriculum.
    • Demonstrate the impact of and critically reflect on how contested ideas can influence children’s and young people’s educational experiences.
    • Organise a coherent presentation on a chosen theme
    • Demonstrate and develop their capacity for critical reflection and questioning.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Group Presentation (15 minutes, 3000 word equivalent)

  4. INVESTIGATING THE PRIMARY CURRICULUM
    (Compulsory) pru504
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    MODULE SUMMARY :

    This module enables students to undertake a reflective and critical review of recent developments and innovation in the primary curriculum. Through the use of recent research students will engage in critical evaluation of curriculum content, cross-curricular approaches, creativity, aspects of core and foundation subjects and the hidden curriculum. Students will develop knowledge and understanding of the key skills, attitudes and values that are relevant across the whole curriculum in a variety of age phases and settings.

    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 and critically evaluate recent developments and innovation in the primary curriculum
    • Enable students to examine and critically reflect upon cross-curricular and creative approaches to teaching and learning
    • Develop knowledge and understanding of key skills, attitudes and values that are relevant across the whole curriculum
    • Enable to students to engage with and critically reflect on curriculum content, aspects of the hidden curriculum and subject knowledge.

    LEARNING OPPORTUNITIES :

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

    • Know and understand critically a range of recent developments in the primary curriculum
    • Have a depth of understanding of a range of findings from recent research into the curriculum
    • Critically evaluate a range of approaches to the delivery of the curriculum
    • Draw conclusions from a range of observations of the curriculum in action
    • Critically analyse current research into the contemporary curriculum.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Critical Review (3000 words)

  5. CREATIVITY AND IMAGINATION IN THE PRIMARY SCHOOL
    (Optional) pru505
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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 critically 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’ critical 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 critical 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 and select 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)

  6. ASSESSING AND EVALUATING TEACHING AND LEARNING
    (Optional) pru506
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    MODULE SUMMARY :

    The module engages in critical evaluation of theoretical perspectives on assessment of learning and contextual factors surrounding assessment policy including political, sociological and psychological influences. The module aims to critically examine conventional models of educational assessment and evaluation and explore how these relate to diverse learning contexts.  The module is designed to develop student educational expertise through rigorous debate and critical analysis of assessment ideas and principles.  Students will consider the current evaluation measures promoted in primary educational settings and evaluate these with reference to the educational consequences for learners, practitioners and educational stakeholders. The module will encourage students to compare and critically evaluate assessment policy and practice in the context of issues of equality, diversity and inclusion with reference to critical evaluation of reading and research.

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Give students an understanding of the concept of educational evaluation and the varied and rival goals used for making judgements about quality.
    • Engage students in the analysis of assessment processes, systems and approaches, and their political, historical and economic contexts
    • Help students to develop knowledge, understanding and skills in the assessment of learning
    • Help students to develop their critical capabilities through the exploration and analysis of methods of assessment and strategies for monitoring, recording and reporting assessment with reference to theoretical understanding.
    • Enable students to critically evaluate a range of monitoring, assessing, recording and reporting procedures to develop a knowledge and understanding of assessment strategies and know how these relate to learning diversity.

    LEARNING OPPORTUNITIES :

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

    • Demonstrate their understanding of different types of assessment employed in primary educational setting
    • Demonstrate an understanding of how assessment policy and practice reflects social, political, and economic influences.
    • Evidence awareness of how professional practices in assessment relate to issues of equality and participation in learning.
    • Demonstrate the development of a personal stance which draws on their knowledge and understanding of the societal and organisational structures and purposes of educational assessment and evaluation and how these relate to the learning process.
    • Demonstrate the ability to use their knowledge and understanding of assessment policies and practices to an understanding of the significance and limitations of theory and research.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Individual Written Analysis and Critique (3500 words)

  7. CONTEMPORARY ISSUES IN THE EARLY YEARS
    (Optional) pru507
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    MODULE SUMMARY :

    This module will explore and analyse a range of contemporary issues at both national and international level, relevant to the field of early years. These will include issues relating to curriculum design and pedagogy, learning in contemporary culture, the impact of international perspectives, defining quality, the role of assessment in children’s learning, and transitions. It will examine “good practice” in the light of contemporary understanding of research, policy and practice, and will enable students to reflect critically upon the issues discussed.

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Develop knowledge and understanding of the contemporary issues affecting early years education;
    • Enable students to reflect critically upon research, policy and practice that impacts upon early years education;
    • Develop a critical knowledge and understanding of national and international perspectives and their influences on early years education.

    LEARNING OPPORTUNITIES :

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

    • Understand key contemporary issues relating to early years education;
    • Demonstrate critical knowledge and understanding of national and international perspectives on early years education;
    • Discuss aspects of contemporary culture and their impact upon early learning;
    • Demonstrate knowledge and understanding of issues related to “quality” and “good practice";
    • Identify key differences in practice;
    • Reflect on a range of contemporary issues.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Group Poster Presentation (15 minutes)

  8. CRITICAL ENQUIRIES: EDUCATIONAL RESEARCH METHODOLOGY
    (Compulsory) pru520
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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)

  9. 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)

  1. 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)

  2. NEGOTIATED WORK-BASED RESEARCH PROJECT
    (Compulsory) plu601
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    MODULE SUMMARY :

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

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

     

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

    • Encourage students to use appropriate work-based research methods

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

    • Generate confidence and security in students’ employability on graduation

     

    LEARNING OPPORTUNITIES :

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

     

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

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

    • Interpret gathered information

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

    • Present a creatively engaging argument

    METHOD OF ASSESSMENT :

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

  3. DISSERTATION
    (Compulsory) pru601
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    MODULE SUMMARY :

    This double module aims to draw and build upon students' previous knowledge and experience in the study of primary education in order to enable students to investigate educational phenomena that holds particular interest for them and actively encourages the exercise of originality and personal autonomy. The dissertation requires students to select and explore an educational topic through field research in primary educational settings and reported in a written study. The module also provides an alternative mode of educational research for students who wish to acquire a detailed understanding of their chosen sphere of interest based upon published research in the field.  Students selecting the alternative mode of educational research are required to present findings based upon a robust and critical review of the current research in their selected field of study in the form of a portfolio. 

    CONTACT HOURS :

    Scheduled : 12.00 Independent : 388.00 Placement : Total :  400.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

     

    • Enable students to identify a research problem or articulate a research question

    • 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

    • 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:

     

    • Identify a research problem or articulate a research question

    • Select and apply appropriate research methods to their chosen area of study and justify their use

    • Design an appropriate small scale investigation in consultation with their appointed supervisor

    • Work autonomously in the management of a small scale investigation

    • Present a coherent written study that details the choice of field of study, methodology, data analysis and findings

    • Develop their capacity for critical reflection and questioning.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Dissertation (10000 words). Presentation of research proposal / the work in progress will provide 10% of mark

  4. INCLUSION, EQUALITY AND DIVERSITY
    (Compulsory) pru603
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    MODULE SUMMARY :

    This module offers students the opportunity to explore and gain a critical understanding of the concepts of inclusion, special educational needs and diversity and how equality of opportunity can be achieved in our diverse society. There will be an informed perspective on current debates in the field of Special Educational Needs, equality and diversity and this will provide opportunities for students to engage with their own interests in this area. Students will critically engage with research in the area of inclusion and with the debates 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. Additionally, students will consider provision for groups that are vulnerable in terms of inclusion and attainment and they will understand the processes for the identification of and provision for, pupils with a range of educational needs. Issues of schools’ roles in the safeguarding of vulnerable pupils will be an important feature of this module.

    CONTACT HOURS :

    Scheduled : 72.00 Independent : 328.00 Placement : Total :  400.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to provide students with:

     

    • A critical insight into the field of inclusion, equality and diversity

    • A critical appreciation of the philosophy, principles and practice of inclusion

    • A critical understanding of the statutory frameworks for inclusion and Special Educational needs

    • An opportunity to critically evaluate contested meanings of equality and equality of opportunity

    • An opportunity to explore the key debates in the field of inclusion, equality and diversity

    • The development of knowledge of, and a critical appreciation of, assessment and intervention strategies and the legal implications of the Code of Practice for Special Educational Needs

    • The opportunities to compare and contrast a range of research evidence offered in explanation of the educational needs and provision for a range of groups vulnerable to exclusion and low attainment.

    • A critical understanding of the different forms of abuse and neglect that some children and young people experience in their day-to-day lives
    • The different roles and responsibilities that professionals undertake in the safeguarding of children and of the tensions and contradictions which can arise from this.

     

    LEARNING OPPORTUNITIES :

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

     

    • Demonstrate a critically informed perspective on inclusion and current debates in the field of special educational needs, equality and diversity an informed understanding of, and sensitivity to, groups and individuals with particular needs

    • Discuss and critically debate issues of inclusion with specific reference to research, theory and practice

    • Analyse evidence on the contested meanings of equality and equality of opportunity

    • Critically evaluate the legal implications of the Code of Practice for Special Educational Needs and other relevant legislation

    • Demonstrate a critical appreciation of identification, assessment and intervention strategies for a range of special educational needs

    • Demonstrate a critical appreciation of the needs and provision for a range of vulnerable groups

    • Engage in wide reading and research into issues discussed in this module

    • Synthesise a range of perspectives from research and reading into coherent arguments and standpoints.

    • Understand the forms that abuse can take and its implications for both children and young people and practitioners.
    • Investigate and debate key issues facing practitioners working in the area of safeguarding..
    • Apply different theoretical perspectives to develop an improved understanding of safeguarding children work.

    METHOD OF ASSESSMENT :

    Component 1 - 40% INDIVIDUAL PRESENTATION ON AN AREA OF SAFEGUARDING CHILDREN (10 MIN PRESENTATION, EQUIVALENT OF 2000 WORDS)

    Component 2 - 60% WRITTEN ASSIGNMENT (3000 WORDS)

  5. EDUCATIONAL POSSIBILITIES: ALTERNATIVE APPROACHES TO PRIMARY EDUCATION
    (Optional) pru605
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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 primary 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 primary 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 : Independent : Placement : Total :  0.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

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

    • Distinguish the 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 significant philosophies and ideologies that shape conceptions of education and educational practice

    • Have a knowledge of the broad 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% Production of Prospectus and Written Commentary (3500 words)

  6. EDUCATION, TECHNOLOGY AND CHANGE
    (Optional) pru606
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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 : Independent : Placement : Total :  0.00

    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)

  7. ART AND DESIGN IN PRIMARY EDUCATION
    (Optional) pru607
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    MODULE SUMMARY :

    This module will allow students to practically explore a range of materials and techniques (drawing, painting, ceramics, 3-D work, printmaking) for themselves and consider their application in the primary classroom. There will be discussion around the status of Art and Design in the primary curriculum and planning for quality learning experiences. Students will reflect on their own experiences of the subject in school and the impact it had. The module will consider and synthesise a number of creative learning theories and students will be expected to apply these to their own learning in their sketchbooks/journals.

    CONTACT HOURS :

    Scheduled : Independent : Placement : Total :  0.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

     

    • Enable students to experience a range of approaches to making in the field of art and design

    • Enable students to use a sketchbook as a learning journal to record practical work and reflect upon and critically evaluate their subject knowledge, skills and progress, linking to appropriate learning theories

    • Expose students to contemporary art and think about the importance of this and impact it has on their own development

    • Help students to critically understand the relevance of process over outcome and relate to appropriate learning cycles

    • Increase confidence in students’ own abilities with regards to making and teaching in art and design

    LEARNING OPPORTUNITIES :

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

     

    • Use a variety of traditional and non-traditional art and design materials and processes

    • Record and critically reflect upon these practical sessions in their sketchbooks

    • Reflect upon their own art education and make appropriate links to art and teaching/learning in a primary school context

    • Visit at least one art gallery, thinking about how they might view or use the work seen there for themselves and with children

    • Identify some key movements and points in art history

    • Submit their own sketchbook containing a balance of visual and written content for assessment

    • Consider and evaluate how learning theories can be applied to practical art and design activities

       

    METHOD OF ASSESSMENT :

    Component 1 - 100% ANNOTATED SKETCHBOOK/LEARNING JOURNAL (3000