The module aims to enable students to understand practice relevant to the age phase with which they work, by focusing upon learning within their particular work environment.
This includes an understanding of:
the relationships that exist between different stakeholders within the education setting: parents, children, teachers, other adults – and how these affect learning,
the physical and practical aspects of creating and maintaining an effective learning environment,
the ways in which learning can be effectively celebrated.
This is a placement module. For the length of the module students will spend their time in an alternative educational setting to their own place of employment. This experience will provide students with the opportunity to work with children, families and communities in a different educational context and this will enable students to develop their knowledge and understanding about education in a wider sense.
This module provides students with the opportunity to bring together a range of issues explored in depth in discreet modules and to critically explore the impact each element discussed has one upon the other. It will critically explore the role and purpose of education in contemporary Britain and the factors that impact on both government educational policy and the expectation parents, communities and children have of education. As the module is focused on contemporary concerns, the content is subject to change. For example, it may discuss how the new 2014 national curriculum is relevant to children growing up in the 21st century.
This module will equip students with the framework, theory and methodologies to reflect critically on their own educational journey. Through lectures, seminars and workshops, students will be guided to map and analyse their experience of primary, secondary and tertiary education, and ultimately write a critical educational autobiography (educational autoethnography) as the endpoint assessment. Students will apply previous learning such as theories of education and pedagogy, barriers to learning, and personal and social interaction to their own experiences. It will also enable students to reflect on their understanding of wider social and cultural issues such as equality, culture and identity, and social justice in a personal context. The assignment will build on skills developed through reflective journals completed at Levels 4 and 5, and is a Level 6 module that develops students’ understanding and experience of research methodologies in parallel with the active research which underpins their dissertation project.
This module builds on several previous modules that have developed skills in literature reviews, ethical approval, case study and small-scale research. By planning and implementing their own research students will consolidate skills already learnt to develop a more sustained and in-depth study. Students are supported with 1:1 supervision, developing their own research in a chosen area of interest. The module provides students with practical research experience that will lead into a range of postgraduate studies. The module also helps develop a range of appropriate academic skills such as evaluating validity and developing a questioning approach to the status quo in education..
This module explores concepts of community, family and childhood. It discusses how these notions change over time and can vary from culture to culture. The module explores students’ own position with regard to these concepts as this will impact on their work with children in educational settings. It discusses the impact of media views, dominant discourses and educational and social policy in relation to ideas of community, family and children. The module discusses notions of equality and how society seeks to meet the needs of diverse communities. It explores how communities enable children to become adults and how society works with disaffected young people.
