BA (Hons) EDUCATION WITH A YEAR ABROAD

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.

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.

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 inclusion and 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 principle aims of this module are to consider the history, development, characteristics, perceived benefits, and role of environmental education and outdoor learning in the modern world. This is achieved through field trips, seminars, personal reflection, literature engagement, and participation in educational activities that foster an understanding of, and appreciation for, the natural world, and outdoor environments in general, across all stages of life. Field trips constitute the majority of taught sessions, providing valuable real-world experience in formal and informal educational settings and offering the opportunity to consider and evaluate practice in key areas of contemporary environmental education and outdoor learning. These will build confidence in understanding, incorporating, designing and delivering chosen aspects of nature education within a student’s selected areas of educational practice and interest. Examples of themes explored include climate change education, forest school, access and barriers to outdoor learning, nature education and technology, risk and play outdoors, education and environmental/social justice, nature education curricula, spirituality in nature, health, wellbeing and nature connectedness, environmental literacy, nature storytelling, history of habitats and arts/science education. Students are invited to reflect extensively on their individual experiences of learning from, and in, the natural world, and to consider the relationship between these experiences and their wider education, as well as that of their local, regional and global communities. Field diaries provide the cornerstone to these reflections and are drawn upon for the creation of a summative piece of writing that weaves personal and field trip reflection with thematic literature engagement. This is supported by multiple points for formative development and assessment of ideas throughout the module, both outdoors and in the classroom. The learning objectives of this module are to: - Become familiar with aspects of the perceived curricular, social, affective and behavioural benefits of environmental education and outdoor learning. - Understand the terminology associated with environmental education and outdoor learning. - Reflect upon the significance of prior experiences of environmental education and outdoor learning as starting points for reflection. - Understand how different environmental education and outdoor learning approaches can relate to learning outcomes. - Consider the role of risk assessment in environmental education and outdoor learning. - Appreciate and evaluate a range of approaches to learning from the natural world. - Gain a knowledge of real-world issues of practice through participation in environmental education and outdoor learning activities. By the end of this module you will be able to: - Identify and critically reflect upon experiences and evidence drawn from environmental education and outdoor learning field trips. - Provide an evidence-based rationale for environmental education and outdoor learning practice. - Identify and critique locations for environmental education and outdoor learning based on suitability and assessment of risk. - Effectively and critically evaluate environmental education and outdoor learning practices and their identified learning outcome Assessment: Coursework 100%

This module will focus on the social, emotional, cognitive and biological development of the child. Using the Early Years Foundation Stage framework (from birth to five years old), we explore major theories of child development and learning, alongside contemporary research in the field. Students also investigate the role of play as a vehicle for learning and therapy in childhood. There will be opportunities to investigate specific aspects of childhood development which are of particular interest to students.

In this module we will examine the psychological and social processes that impact education from critical and applied perspectives. Using a range of theoretical viewpoints, students will explore education challenges faced on national and global levels. This will enable students to transfer the skills and knowledge developed on the module to a host of different learning, teaching and inclusion contexts.

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.

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' experiences of learning key mathematical topics; • discuss public and popular culture discourses on mathematics, mathematical ability and mathematicians as well as address ways in which these discourses can be challenged; • 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' competence, confidence and and appreciation of mathematics. In this module, you will: • gain insight into key curricular, pedagogical, social and cultural 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 mathematics education, either as a teacher, educational professional or researcher with particular specialisation in the teaching and learning of mathematics.

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.

This module aims to help students develop and understanding of the place of English as an international language. This outline is subject to change: content and timing may alter to better suit group needs. The module will focus on the complexity of approaches to teaching and learning a second language. Students will explore aspects of second language learning and teaching theories, identifying and critically appraising trends and issues that have resulted in specific learning, teaching and assessment practices. During the seminars, participants will be encouraged to draw on and reflect upon their own second language experiences and attitudes to second language learning.

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)

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.

This module addresses the theory and practice, philosophy and policy of creativity with reference to schools, art galleries and other educational settings. Ideas and issues about creative learning and teaching explored in the lectures underpin the reflective, art-based learning activities undertaken in the practical sessions.

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.

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.

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.

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 inclusion and 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 principle aims of this module are to consider the history, development, characteristics, perceived benefits, and role of environmental education and outdoor learning in the modern world. This is achieved through field trips, seminars, personal reflection, literature engagement, and participation in educational activities that foster an understanding of, and appreciation for, the natural world, and outdoor environments in general, across all stages of life. Field trips constitute the majority of taught sessions, providing valuable real-world experience in formal and informal educational settings and offering the opportunity to consider and evaluate practice in key areas of contemporary environmental education and outdoor learning. These will build confidence in understanding, incorporating, designing and delivering chosen aspects of nature education within a student’s selected areas of educational practice and interest. Examples of themes explored include climate change education, forest school, access and barriers to outdoor learning, nature education and technology, risk and play outdoors, education and environmental/social justice, nature education curricula, spirituality in nature, health, wellbeing and nature connectedness, environmental literacy, nature storytelling, history of habitats and arts/science education. Students are invited to reflect extensively on their individual experiences of learning from, and in, the natural world, and to consider the relationship between these experiences and their wider education, as well as that of their local, regional and global communities. Field diaries provide the cornerstone to these reflections and are drawn upon for the creation of a summative piece of writing that weaves personal and field trip reflection with thematic literature engagement. This is supported by multiple points for formative development and assessment of ideas throughout the module, both outdoors and in the classroom. The learning objectives of this module are to: - Become familiar with aspects of the perceived curricular, social, affective and behavioural benefits of environmental education and outdoor learning. - Understand the terminology associated with environmental education and outdoor learning. - Reflect upon the significance of prior experiences of environmental education and outdoor learning as starting points for reflection. - Understand how different environmental education and outdoor learning approaches can relate to learning outcomes. - Consider the role of risk assessment in environmental education and outdoor learning. - Appreciate and evaluate a range of approaches to learning from the natural world. - Gain a knowledge of real-world issues of practice through participation in environmental education and outdoor learning activities. By the end of this module you will be able to: - Identify and critically reflect upon experiences and evidence drawn from environmental education and outdoor learning field trips. - Provide an evidence-based rationale for environmental education and outdoor learning practice. - Identify and critique locations for environmental education and outdoor learning based on suitability and assessment of risk. - Effectively and critically evaluate environmental education and outdoor learning practices and their identified learning outcome Assessment: Coursework 100%

In this module we will examine the psychological and social processes that impact education from critical and applied perspectives. Using a range of theoretical viewpoints, students will explore education challenges faced on national and global levels. This will enable students to transfer the skills and knowledge developed on the module to a host of different learning, teaching and inclusion contexts.