BA Education with a Year Abroad

Key details

BA EDUCATION WITH A YEAR ABROAD

Start Year

2020

Attendance

Full Time

Award

Degree of Bachelor of Arts

UCAS course code

X30A

Entry Requirements

BBB

Duration (years)

On this course you’ll study the role of education within societies and cultures, as well as how schools and other educational settings shape our lives. You’ll address different approaches to education. You’ll also examine the ways people learn across a wide range of educational institutions, both in the UK and beyond, including in primary schools, secondary schools, museums and charities. And you’ll examine how education, childhood, adolescence and lifelong-learning interrelate.

Throughout your degree you will examine cutting-edge issues in educational theory, practice and policy, with reference to a range of national and international settings. You’ll discover topics such as education as an academic discipline, international education and learning, and teaching in the digital world. You’ll explore developmental, moral and social issues in education. All this will be underpinned by the history, philosophy, psychology and sociology of education.

In your third year, you’ll study abroad for a year before returning to UEA for your final year. You’ll be able to choose from a range of universities across North America, Australia and New Zealand.

In your final year you’ll complete a research project on a topic of your choice under the supervision of a lecturer who’s actively engaged in research in that area.

Throughout your studies, key skills learning is integrated to ensure that you have the opportunity to develop the attributes that are valued by employers. These skills, which include teamwork, communication, presentation and problem solving, will enhance your self-confidence and employability.

About

Our ability to learn and teach is part of what makes us human. It allows us to change not only ourselves, but also our organisations and societies. Quite simply, education can change the course of history.

On this course, you’ll gain the knowledge, understanding and expertise you need to understand education within schooling and other educational contexts. You’ll study the different approaches and contexts to learning and how we develop as lifelong learners. Outside of the classroom you’ll study the role of education within societies and cultures, and the interplay between education, childhood, adolescence and lifelong learning.

You’ll also spend a year overseas, widening your perspective on education or studying a different but related discipline.

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Important Information

Whilst the University will make every effort to offer the courses listed, changes may sometimes be made arising from the regular review of course programmes. Where this activity leads to significant (but not minor) changes to programmes, there will normally be prior consultation of students and others. Changes may for example consist of variations to the content and method of delivery of programmes, courses and other services, to discontinue programmes, courses and other services and to merge or combine programmes or courses. The University will endeavour to keep such changes to a minimum, and will inform students.

Assessment for Year 1

You’ll be assessed across a range of coursework based assignments. These may include essays, reflective portfolio, group projects, presentations, designing creative resources, arts-based projects and research reports, as well as your dissertation. You’ll receive feedback during and after you submit work, in classes, group and individual tutorials.

Structure

Year 1

You’ll begin your degree by establishing a solid foundation in the main theories, concepts and issues in Education. You’ll explore education in the context of psychology, sociology, history and philosophy, and discover how such contexts help us to understand education in today’s society. You’ll also link the key concepts and issues to real-life examples.

Teaching and Learning

You’ll learn in a combination of large lecture groups of around 60 students and small seminar groups of 20-25. In all sessions you’ll be engaged with group and individual tasks. These support learning and understanding of the key issues. In many sessions you’ll be asked to draw on your own educational experiences and reflections. In the first year you’ll be taught skills such as academic reading, note-taking and academic writing.

Alongside your taught sessions you’ll be required to work independently, and with your peers in groups. Lecturers will ask you to complete preparatory reading and tasks and bring these with you to sessions. You’ll also be required to submit formative work, where lecturers will give you feedback to help you improve, and summative work, which contributes to your overall mark. Your independent study tasks are designed by the course team to help you to develop as an independent and self-regulated learner.

Throughout your studies you’ll have an adviser who will be able to support and advise you on your studies and developing career ambitions.

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Assessment for Year 2

Structure

Year 2

At this stage you’ll take two compulsory modules focusing on how we learn, and discovering methods in educational research. In the Educational Psychology module you’ll study how we learn as well and the factors that can support and hinder learning in educational settings. In your Researching and Learning From Experience module you’ll acquire the skills required to undertake desk-based and empirical research.

You can also choose optional modules to tailor your learning to your interests. You’ll have access to a range of modules available within the School of Education and Lifelong Learning. These focus on topics such as childhood and youth studies, teaching and language and education.

You can also choose to learn a new language, and/or broaden your studies by taking selected cross-disciplinary modules.

Teaching and Learning

Throughout your studies you’ll have an adviser who will be able to support and advise you on your studies and developing career ambitions.

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Assessment for Year 1

Compulsory Modules

ACADEMIC DEVELOPMENT IN EDUCATION

Code EDUB4006Y

Credits 40

This module will provide you with both an introduction to studying at higher education (HE) level and a foundation for lifelong learning. It will support you with the development of successful basic and academic study and research skills in the context of Education. The focus will be on developing study skills and techniques to help you meet both your immediate and long-term study needs. Aims: - Engage with a range of key theoretical perspectives and contemporary issues and adopt a critical enquiry based approach to the exploration of key aspects of Education; - Develop as educators within a community of learners, building on the assets you bring to the learning process and developing the academic competencies and practices appropriate for higher education; - Develop specific academic study and research skills: locating, interpreting, analysing and critically evaluating an extensive range of relevant information sources; - Communicate your ideas in an accurate, focused and structured manner; - Develop a range of 'translatable skills' required by employers, including problem-solving and reasoning, teamwork, communication and presentation of information.

EDUCATIONAL THEORY AND PRACTICE

Code EDUB4007Y

Credits 40

Why does theory matter in educational practice? How can theory help you to make sense of your own experience of being a learner? This module provides you with an introduction to key theoretical and philosophical ideas that have influenced educational practice, past and present. In the autumn semester, you will be studying theorists working in the fields of sociology and psychology who help us to understand how children and young people learn and how the socio-economic context impacts on education and schooling. You will be able to connect theory to practice by discussing the implications of theoretical insights for everyday educational practice. You will participate in activities evaluating education systems from different theoretical perspectives. The syllabus for the spring semester focuses on a series of ideas since the 18th century that have influenced thinking about education. The aim here is to give you an intellectual background for understanding terms such as ‘the Enlightenment’, ‘Romanticism’, or ‘Marxism’. The study of this module will enable you to gain experience in communicating your ideas clearly and effectively in seminars, written work and presentations.

GLOBAL AND DIGITAL PERSPECTIVES IN EDUCATION

Code EDUB4008Y

Credits 40

You will focus on how educational systems, their pedagogies and approaches differ around the world and look in detail at how education is experienced all over the world as well as how technological developments have changed the way education is experienced in the UK and abroad. On successful completion of the module, you will be able to articulate the differences between pedagogical approaches situated in specific socio-cultural concerns and identify the barriers and benefits of different approaches to education from around the world with global perspective. You will be able to relate ideas and opinions on different approaches to education to wider social, cultural and political understandings and critically consider the impact of technology and the internet upon education and our access to knowledge.

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Important Information

Whilst the University will make every effort to offer the modules listed, changes may sometimes be made arising from the annual monitoring, review and update of modules. Where this activity leads to significant (but not minor) changes to programmes and their constituent modules, the University will endeavour to consult with students and others. It is also possible that the University may not be able to offer a module for reasons outside of its control, such as the illness of a member of staff. In some cases optional modules can have limited places available and so you may be asked to make additional module choices in the event you do not gain a place on your first choice. Where this is the case, the University will inform students.

Assessment for Year 2

Compulsory Modules

RESEARCH AND LEARNING FROM EXPERIENCE

Code EDUB5002Y

Credits 40

In this module, you will have the opportunity to study an educational topic of your choice either through a desk based research project or by doing research as part of a placement in an educational setting. The module compliments the 3rd year dissertation module and helps prepare you with the skills you need to carry out the dissertation. With the dissertation it gives students an opportunity to experience a placement in an educational setting of your choice. You will learn about a variety of research methods including observation, literature reviewing and questionnaires as well as the ethical dimensions of research.

EDUCATIONAL PSYCHOLOGY

Code EDUB5012A

Credits 20

This module will provide you with an introduction to key areas of psychology with a focus on learning and teaching in education. By the end of the module you should be able to: - Discuss the role of perception, attention and memory in learning; - Compare and contrast key theories related to learning, intelligence, language, thinking and reasoning; - Critically reflect on key theories related to learning, intelligence, language, thinking and reasoning in the practical context; - Discuss the influence of key intrapersonal, interpersonal and situational factors on pupils learning and engagement in educational settings.

Optional A Modules

(20 credits)

WHAT IS TEACHING? THE TEACHER'S ROLE AND PRACTICE IN DIFFERENT SETTINGS

Code EDUB5001A

Credits 20

You’ll explore and gain insight into the nature of' 'teaching' and 'learning' in a range of educational institutions and settings in the UK. By the end of this module you’ll be expected to understand: what it means to be a teacher in different educational contexts; a range of teaching strategies and practices used to support effective learning in various settings and the need for a critical appreciation of the function of different educational institutions, the opportunities they offer and their cultural contexts. There will be opportunities to investigate specific aspects of teaching which are of particular interest to individuals.

CHILDHOOD, YOUTH AND TRANSITIONS

Code EDUB5013A

Credits 20

This module will explore key ideas, contemporary issues and notions of 'risk' within the context of childhood, youth and transitions. It will draw on psychological and sociological theories to consider the role of education within these areas. This module aims to provide you with: - Knowledge and understanding of the sociology and psychology relating to transitions within childhood and youth sectors; - A theoretical understanding of notions of 'risk' and transition; - An analytical understanding of educational and social policy, provision and practice relating to childhood and youth sectors; - A critical understanding of contemporary issues for children and young people.

Optional B Modules

(20 credits)

CHILDREN AND SPECIAL EDUCATIONAL NEEDS AND DISABILITY

Code EDUB5015B

Credits 20

This module aims to provide you with an understanding to the background and legislation influencing special educational needs education. It will enable you to identify historical, social, cultural and political considerations and to understand key issues related to the education of children with special educational needs. Drawing primarily on social, psychological and educational perspectives you will develop a critical approach to analysing special educational needs policy and reflect on how contemporary issues and the current Special Educational Needs Code of Practice is being put into practice in Early Years and Primary Settings. The module is underpinned by a reflection on our attitudes towards children and challenges of inclusion. It is expected that by completing this module, you will be able to: 1. Identify, outline and critically examine key legislation, regulations and codes of practice in relation to supporting children/young people with special needs and disabilities; 2. Demonstrate a critical understanding of the strategies for intervention and the impact of the assessment process on children, their parents and their settings; 3. Demonstrate a critical understanding of current inclusive educational policies and practices within settings; 4. Identify and develop strategies that overcome barriers to learning in a range of educational contexts; 5. Reflect on your own values in relation to children and special educational needs; 6. Demonstrate individually and/or cooperatively a range of problem- solving and reasoning skills, ethics, synthesis, communication and presentation of information. It is expected that by completing this module, you will be able to: • consider the historical and cultural background to current government policy regarding Special Educational Needs; • have an understanding of the SEN Code of Practice and assessment process; • have an understanding of the range of provision and professional support available; • consider the implications of the assessment process on children, their parents and their settings.

THE STUDY OF LANGUAGE IN THE CONTEXT OF LEARNING, TEACHING AND EDUCATIONAL POLICY

Code EDUB5017B

Credits 20

The aim of this module is to help students consider the complex relationship between language and learning, the implications this relationship has for teaching, and how education-policy has addressed some issues to do with language and 'literacy'. By the end of the course it is hoped you will better understand: a) key issues surrounding the learning and/or teaching of reading, writing, talking and listening in English; b) the importance for learning of different kinds of talk in classrooms; c) contrasting approaches to understanding and teaching 'literacy'; d) how the language of formal education can construct particular views of the child. Through seminars, mini-lectures, student presentations and creative work you will meet and investigate some ideas and theories to do with language and learning in English, and some educational policy related to this. Why isn't teaching just a matter of telling, and learning just a matter of listening? How do children learn, or teach themselves, to read, write and talk? Whose English (spoken and written) counts in formal education, who says, and why? If new technologies are changing English, what are the implications for formal education? And how might your language create your identity as well as express it?

Optional C Modules

(20 credits)

CHILDREN AND SPECIAL EDUCATIONAL NEEDS AND DISABILITY

Code EDUB5015B

Credits 20

THE STUDY OF LANGUAGE IN THE CONTEXT OF LEARNING, TEACHING AND EDUCATIONAL POLICY

Code EDUB5017B

Credits 20

INTRODUCTION TO BRITISH SIGN LANGUAGE I

Code PPLB4031A

Credits 20

How would you converse with someone who is deaf? At work? In school? In an emergency? How can you avoid typical faux pas due to ignorance of a different culture? Can a 'signed'/'visual' language 'convey as adequately' as a 'spoken' language? These questions highlight the central learning achieved in this module. This is a course in British Sign Language assuming no prior, or minimal knowledge of the language. Throughout the course you will discover aspects central to the Deaf World and its Culture, and how to communicate through a unique 'visual' language, a language that uses your hands and body to communicate! Teaching and learning strategies involve signed conversation (from early on), role-play, and lots of games and exercises that make a truly 'fun and enjoyable' module to take. You will learn a little about the history of the Deaf and Sign Language itself, and its long battle to be recognised. You will discover how using your body and hands can be an exciting and meaningful way of communicating. You will acquire a wide range of easily usable vocabulary, a deeper look into various features that make the language unique, and very different to spoken languages. On successful completion of this module you will have developed knowledge and skills that will enable you to communicate with a Deaf person. You will be able to take your British Sign Language studies onto the next level, broadening your knowledge and developing further, the skill within this amazing 'Visual' language. Please note that very occasionally students who are found to have a level of knowledge that exceeds the level for which they have enrolled may be asked to withdraw from the module, at the Teacher's discretion.

INTRODUCTION TO BRITISH SIGN LANGUAGE I (SPRING START)

Code PPLB4033B

Credits 20

How would you converse with someone who is deaf? At work? In school? In an emergency? How can you avoid typical faux pas due to ignorance of a different culture? Can a 'signed'/'visual' language 'convey as adequately' as a 'spoken' language? These questions highlight the central learning achieved in this module. This is a course in British Sign Language assuming no prior, or minimal knowledge of the language. Throughout the course you will discover aspects central to the Deaf World and its Culture, and how to communicate through a unique 'visual' language, a language that uses your hands and body to communicate! Teaching and learning strategies involve signed conversation (from early on), role-play, and lots of games and exercises that make a truly 'fun and enjoyable' module to take. You will learn a little about the history of the Deaf and Sign Language itself, and its long battle to be recognised. You will discover how using your body and hands can be an exciting and meaningful way of communicating. You will acquire q wide range of easily usable vocabulary, a deeper look into various features that make the language unique, and very different to spoken languages. On successful completion of this module you will have developed knowledge and skills that will enable you to communicate with a Deaf person. You will be able to take your British Sign Language studies onto the next level, broadening your knowledge and developing further, the skill within this amazing 'Visual' language. Please note that very occasionally subsidiary language modules may be cancelled due to low enrolment. Students who are found to have a level of knowledge that exceeds the level for which they have enrolled may be asked to withdraw from the module, at the Teacher's discretion.

APPLIED PSYCHOLOGICAL SCIENCES

Code PSY-5014B

Credits 20

This module explores a range of contemporary applications of psychological science. Theoretical approaches and research will be covered alongside examples from popular media, films, current events, and case studies.

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Assessment for Year 4

Compulsory Modules

DISSERTATION

Code EDUB6001Y

Credits 40

The aim of this module is to introduce you to a range of methods for conducting educational enquiry, and planning, conducting and completing a piece of original educational research. Learning Outcomes: a) To critically appraise underlying principles or approaches to the study of education; b) To develop the ability to plan, conduct and complete independent educational enquiry. You will be introduced to a range of educational research methodologies in order to enable you to plan, conduct and complete small scale educational enquiry.

Optional A Modules

(20 credits)

PROFESSIONAL DEVELOPMENT AND COMMUNITY PRACTICE

Code EDU-6003Y

Credits 20

This module aims to provide opportunities for the student to transfer academic and vocational learning into a work-related setting, and vice versa to bring work-place skills and issues into the academic and vocational learning environment. Thus, the module should help to develop good evidence based working practices, and enhance associated knowledge and competency based skills, with a view to improving both student employability and critical reflective practice. It is expected that students should complete a minimum of 120 hours’ voluntary work experience as part of this module in the approved setting. Students will be required to apply for a module place. Places will be allocated on suitability of the placement sought. Roles sought must be voluntary. They must also provide the student with a role of significant responsibility that can be mentored, (not merely the shadowing of professionals in the related sector or delivery of tasks that the student would have access to deliver outside of this placement).

SOCIAL CONSTRUCTION OF CHILDHOOD

Code EDUB6003A

Credits 20

The module will explore different understandings of ‘childhood’ and the implications of these. It will challenge taken-for-granted understandings, through using different lenses to look at childhood – for example, social, historical or legal/political lenses will show us different ways of thinking about ‘what is a child’, some of these contradictory. There will be lectures to attend, group activities to participate in, movies/documentaries to watch and biographies to analyse and present. By exploring the constructed nature of childhood, we hope you will develop a deeper understanding of how childhood is a diverse and multi-layered concept, and thus how working with a child/children becomes a complex activity, and how it comes to be shaped by a number of social, cultural and historical factors.

CHILDREN, TEACHERS AND MATHEMATICS

Code EDUB6006A

Credits 20

This module will introduce you to key issues in mathematics education, particularly those that relate to the years of compulsory schooling. Specifically in this module we: Introduce the mathematics curriculum and pupils' perception of, and difficulties with, key mathematical concepts; Discuss public and popular culture perceptions of mathematics, mathematical ability and mathematicians as well as address ways in which these perceptions can be modified; Outline and discuss specific pedagogical actions (focused on challenge and motivation) that can be taken as early as possible during children’s schooling and can provide a solid basis for pupils' understanding and appreciation of mathematics. By the end of the module you will be able to gain understanding of key curricular, pedagogical and social issues that relate to the teaching and learning of mathematics, a crucial subject area in the curriculum; Reflect on pedagogical action that aims to address those issues, particularly in the years of compulsory schooling; Be informed and able to consider the potential of pursuing a career in education, either as a teacher, educational professional or researcher in education with particular specialisation in the teaching and learning of mathematics.

MOTIVATION IN EDUCATION

Code EDUB6016A

Credits 20

This module is designed to introduce students to the psychological process underpinning motivated behaviour in education settings. You will examine the role of the teacher in creating motivational climates for learning and assessing some of the key motivational challenges that may occur in educational settings.

Optional B Modules

(20 credits)

MEDIA, CULTURE AND LEARNING

Code EDUB6002B

Credits 20

You will critically consider the relationship between media and education, considering what effect the media has in shaping knowledge, what role education plays in supporting media narratives, and how media and education influence cultural and social issues. You will draw upon current social and cultural issues and explore how these issues are shaped and discussed through the intersecting narratives of media and education. You will consider and reflect on current topics that may include issues around gender, sexuality, religion, youth, class, and sport.

CREATIVITY AND LEARNING

Code EDUB6004B

Credits 20

You’ll examine the theory and practice, philosophy and policy of creativity in relation to education. Ideas and issues explored in the lectures and seminar discussions underpin the practical, reflective, art-based learning activities carried out in the Sainsbury Centre for Visual Arts (SCVA). The module aims to help you: • Understand some of the different perspectives on creativity in education • Consider creative teaching strategies and practices used to support effective learning in educational environments • Develop an awareness of creative initiatives introduced at national and local levels • Explore your own creative processes through the planning, creation and presentation of an art piece • Further your knowledge of creative approaches to pedagogy and practice.

DEBATES,CONTROVERSIES AND POLITICS IN MODERN EDUCATION

Code EDUB6012B

Credits 20

The potential of education to transform the individual and society is beyond debate. How modern education can deliver this transformation is, however, controversial and fraught with difficulty. This module will give you a detailed grounding in key issues in contemporary educational debates. To this end, you will focus on asking questions, challenging taken-for-granted assumptions and engaging critically with claims to knowledge made by politicians, educational researchers, policy-makers, practitioners and other people involved in education. The module examines five major themes in relation to the development of education policy in the period 1988 to date: knowledge; power; language (games); ethics and 'learners'/'learning'. We will locate these themes within the broader context of 'supranational' education policy space and the emergence of ‘GERM’, or the Global Educational Reform Movement (Sahlberg 2011). The key characteristics of GERM include: centrally prescribed curricula and attainment standards; high-stakes tests in literacy and numeracy; international comparisons; competition and consumer choice. In evaluating the impact of GERM on school curriculum and pedagogy, you will draw on insights from contemporary thinkers who offer us new ways of understanding ourselves and others. In the process of considering how global political actors and organisations seek to construct and enact a particular version of ‘modern’ education, you will also explore (and imagine) alternative understandings of '21st century education', including critical pedagogy and capability theory. The study of this module will enable you to hone your presentation skills. It will also enhance your critical thinking, as well as the ability to develop a compelling argument and defend your own position on a current debate in education.

Optional C Modules

(40 credits)

MEDIA, CULTURE AND LEARNING

Code EDUB6002B

Credits 20

SOCIAL CONSTRUCTION OF CHILDHOOD

Code EDUB6003A

Credits 20

CREATIVITY AND LEARNING

Code EDUB6004B

Credits 20

CHILDREN, TEACHERS AND MATHEMATICS

Code EDUB6006A

Credits 20

DEBATES,CONTROVERSIES AND POLITICS IN MODERN EDUCATION

Code EDUB6012B

Credits 20

MOTIVATION IN EDUCATION

Code EDUB6016A

Credits 20

Optional D Modules

(0-20 credits)

WHAT IS TEACHING? THE TEACHER'S ROLE AND PRACTICE IN DIFFERENT SETTINGS

Code EDUB5001A

Credits 20

CHILDHOOD, YOUTH AND TRANSITIONS

Code EDUB5013A

Credits 20

CHILDREN AND SPECIAL EDUCATIONAL NEEDS AND DISABILITY

Code EDUB5015B

Credits 20

THE STUDY OF LANGUAGE IN THE CONTEXT OF LEARNING, TEACHING AND EDUCATIONAL POLICY

Code EDUB5017B

Credits 20

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Important Information

Entry Requirements

A Levels

BBB or BBC with an A in the Extended Project.

T Levels

BBB or BBC with an A in the Extended Project.

BTEC

DDM. Excludes BTEC Public Services, BTEC Uniformed Services and BTEC Business Administration.

Scottish highers

AABBB

Scottish highers advanced

CCC

Irish leaving certificate

2 subjects at H2, 4 subjects at H3

Access course

Pass the Access to HE Diploma with Merit in 45 credits at Level 3

European Baccalaureate

70%

International Baccalaureate

31 points

GCSE offer

You are required to have Mathematics and English Language at a minimum of Grade C or Grade 4 or above at GCSE.

Additional entry requirements

If you do not meet the academic and or English requirements for direct entry our partner, INTO University of East Anglia offers guaranteed progression on to this undergraduate degree upon successful completion of a preparation programme. Depending on your interests, and your qualifications you can take a variety of routes to this degree:

International Foundation in Business, Economics, Society and Culture

International Foundation in Humanities and Law

Alternative Qualifications

UEA recognises that some students take a mixture of International Baccalaureate IB or International Baccalaureate Career-related Programme IBCP study rather than the full diploma, taking Higher levels in addition to A levels and/or BTEC qualifications. At UEA we do consider a combination of qualifications for entry, provided a minimum of three qualifications are taken at a higher Level. In addition some degree programmes require specific subjects at a higher level.

Students for whom english is a foreign language

Applications from students whose first language is not English are welcome. We require evidence of proficiency in English (including writing, speaking, listening and reading):

IELTS: 6.5 overall (minimum 6.0 in all components)

We also accept a number of other English language tests. Please click here to see our full list.

If you do not yet meet the English language requirements for this course, INTO UEA offer a variety of English language programmes which are designed to help you develop the English skills necessary for successful undergraduate study:

Pre-sessional English at INTO UEA

English for University Study at INTO UEA

Interviews

Most applicants will not be called for an interview and a decision will be made via UCAS Track. However, for some applicants an interview will be requested. Where an interview is required the Admissions Service will contact you directly to arrange a time.

Gap year

We welcome applications from students who have already taken or intend to take a gap year. We believe that a year between school and university can be of substantial benefit. You are advised to indicate your reason for wishing to defer entry on your UCAS application.

Intakes

This course is open to UK, EU and International applicants. The annual intake for this course is in September each year.

Admissions Live Chat

Great Lengths

Without access to adequate facilities and lessons Britain is on course to become a nation of non-swimmers.

LEARN MORE >

PGCE

Read about our PGCE Teacher Training courses.

LEARN MORE >

Course Reference Number: 667301

BA EDUCATION WITH A YEAR ABROAD