BA (Hons) Education

Key details

BA (HONS) EDUCATION

Start Year

2022

Attendance

Full Time

Award

Degree of Bachelor of Arts

Entry Requirements

BBB

Duration (years)

Our ability to learn, educate 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.

About

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'll 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 the relationship between education and the media. 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 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 writing, teamwork, communication, presentation and problem solving, will enhance your self-confidence and employability.

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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.

In your first year, you will be assessed by coursework related to your three core modules.

Feedback
You will get feedback on your formative assignments from your tutors. The purpose of the feedback is to help you improve your work before your final formal or “summative” assignment and we encourage you to discuss your feedback with your tutors.

Structure

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

Teaching

You’ll learn in a combination of large lecture groups of around 80 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.

Independent Learning

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 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

In your second year, you will be assessed by coursework related to your core modules, including a research project. You will also be assessed through course work related to your optional modules.

Feedback
For each module you will also have the chance to develop your skills with “formative” assessments. For your research project you will work closely with a seminar leader who will provide you with formative feedback related to your project.

Structure

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.

Teaching and Learning

Teaching

You will continue to work in larger lecture groups and small seminar groups. Group size will vary depending upon the module, your optional module lecture groups may be smaller in size.

Of the two core modules, Educational Psychology will allow you to develop your understanding of how we learn as well and the factors that can support and hinder learning in educational settings. The Research and Learning from Experience module will introduce you to different approaches to educational research and some commonly used research methods. You will look at the rationale and appropriateness of methods in different research contexts and students design, gain consent for and carry out their own small-scale research project. Optional modules will allow you to tailor your learning and develop your skills further.

Throughout the year your tutors will continue to develop your understanding of key concepts. You will build upon key skills introduced in Year 1, including team-working and communication, academic reading and writing skills, higher order thinking (critical analysis, synthesis and evaluation) and will further understand the link between theory and practice. We will help you to develop knowledge, insights and attributes that are readily transferable into future work settings.

Independent Learning
You will continue to locate and use UEA library information sources, engage in target setting and monitoring of your academic development, use reflective learning strategies and styles, prepare for formative and summative assessment tasks, use independent and collaborative learning strategies and conduct small-scale, informal investigations.

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Assessment for Year 3

Your final year is assessed by coursework related to your optional modules and a subject dissertation.

Feedback
For each module you will also have the chance to develop your skills with “formative” assessments. For your dissertation you will work closely with a supervisor who will provide you with formative feedback throughout the process.

Structure

During your final year, you’ll continue specialising and working with educational theories, concepts and issues. These topics include looking at media and education, motivation and political debates in education. You’ll also complete a dissertation research project under the supervision of a lecturer. This will enable you to develop an in-depth appreciation of the breadth and scope of education as a subject.

Teaching and Learning

Teaching

You will continue to work in larger lecture groups and small seminar groups. Group size will vary depending upon the module, your optional module lecture groups may be smaller in size.

You will complete the core Dissertation module. This module will provide you with the opportunity to undertake a substantial piece of independent research in the form of a dissertation, enabling you to organise, design, conduct and communicate interests and issues within the broad field of education. This could include but is not limited to; pedagogy and lesson design, curriculum and teacher related issues including trainee teachers and NQTs, motivation and self-efficacy, behaviour change and physical activity promotion, gender and sexuality issues, SEND and education in non-standard setting like museums, zoos or prisons. Your supervisor will confirm the final topic for your dissertation with you.

Optional modules will allow you to tailor your learning and develop your skills further. Your tutors will build upon the skills outlined above in Year 2.

Independent Learning
You will continue to locate and use UEA library information sources, engage in target setting and monitoring of your academic development, use reflective learning strategies and styles, prepare for formative and summative assessment tasks and use independent and collaborative learning strategies. In addition, you will develop your independent research skills throughout the dissertation module.

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Open Days

Assessment for Year 1

In your first year, you will be assessed by coursework related to your three core modules.

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 psychology and sociology 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 'liberal education', ‘the Enlightenment’ and ‘Romanticism’. 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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Open Days

Important Information

Whilst the University will make every effort to offer the modules listed, changes may sometimes be made arising from the annual monitoring and review of modules. Where this activity leads to significant change to a programme and modules, the University will endeavour to consult with affected students. 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. Availability of optional modules may be restricted owing to timetabling, lack of demand, or limited places. Where this is the case, you will be asked to make alternative module choices and you will be supported during this process.

Assessment for Year 2

In your second year, you will be assessed by coursework related to your core modules, including a research project. You will also be assessed through course work related to your optional modules.

Compulsory Modules

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.

RESEARCH AND LEARNING FROM EXPERIENCE

Code EDUB5002Y

Credits 40

The aim of this module is to introduce students to the research process within education, through exploring how to design and structure research projects, while providing experiential learning opportunities. Specifically, this module will cover a range of topics, such as the differences between qualitative and quantitative approaches, identifying ethical issues within educational research, how to conduct a literature review, in addition to understanding both traditional and innovative methods of data collection. To supplement the taught content, students will be provided with the opportunity to bridge the theory-to-practice divide through undertaking and recording 40 hours of 'experience' either in person or remotely while completing an Experience Log. These 40 hours of recorded experience will enable students to understand and reflect upon how theory is brought to life within educational and community settings, while providing the chance for students to consider the conceptual issues associated with conducting research. The 40 hours of experience will help to inform the development of future research proposals and projects during Year 2 and Year 3 respectively.

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.

ENVIRONMENTAL EDUCATION AND OUTDOOR LEARNING

Code EDUB5004B

Credits 20

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%

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.

TEACHING OF ENGLISH AS A SECOND LANGUAGE: ISSUES AND CHALLENGES

Code EDUB5018B

Credits 20

The spread in the teaching and learning of English as a Second Language is huge across the world and we refer to English as an ‘international language’. What exactly does this mean and what are the implications for teaching and learning this language? In this module you’ll focus on the complexity of approaches to teaching and learning English as a second language. You’ll learn about Language Awareness skills (i.e. how language works), explore some second language learning and teaching theories, and identify and critically appraise trends and issues that have resulted in specific learning, teaching and assessment practices. During the module, you’ll be encouraged to reflect and draw upon your own second language experiences and attitudes to second language learning and the challenges faced in becoming proficient. You’ll also learn some teaching techniques so that if you wish to go on to be an English as a second language teacher, you will have gained some basic practical skills. Your knowledge and understanding will develop through a mixture of lecture input, seminars, group work, pair work, microteaching and self-directed study. Through following and studying this module you’ll develop understanding about the principles and practice of teaching and learning English as a second language, and be able to communicate your ideas about the place of English as an ‘international language’.

Optional B Modules

(20 credits)

ENVIRONMENTAL EDUCATION AND OUTDOOR LEARNING

Code EDUB5004B

Credits 20

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. Content: 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?

TEACHING OF ENGLISH AS A SECOND LANGUAGE: ISSUES AND CHALLENGES

Code EDUB5018B

Credits 20

Optional C Modules

(20 credits)

ENVIRONMENTAL EDUCATION AND OUTDOOR LEARNING

Code EDUB5004B

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

TEACHING OF ENGLISH AS A SECOND LANGUAGE: ISSUES AND CHALLENGES

Code EDUB5018B

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 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.

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.

FAMILIES AND THE LIFE COURSE

Code SOL-5002A

Credits 20

This module will explore the sociological concept of ‘family’ and how this is understood within a life course discourse. Specifically, this will examine how notions of ‘family’ have changed markedly from post war Britain. We will discuss the importance of the ‘family’ as a sociological construct and as an institution over which the Government relies greatly, but has very little direct control. We will examine how time has changed the structure of the family. We will examine the role that marriage/civil partnerships play in family life, and consider how the state understands single parent families, ‘blended families’, Lesbian and gay families, and families that foster/adopt. One of the key theses affecting all families is ‘transitions’ and this will be explored as a concept through the life course. We will also consider the role that family plays for older adults during their later years, and the impact that this has on the state’s role. We will look at gender and the family, and ethnicity and family in modern Britain. Finally, we will consider ‘intimacy’ within family life, particularly in relation to relationships, sex and notions of ‘belonging’, as well as violence and abuse.

EQUALITY AND DIVERSITY

Code SOL-5003A

Credits 20

This module gives students the opportunity to explore some of the key factors through which personal and social diversity and oppression may be experienced, including race and ethnicity, gender and disability, and other protected characteristics. We will reflect on these dimensions through the lens of our own lives and experiences and gain confidence in managing our own opinions and emotions in professional contexts. We will also explore a number of contemporary social contexts in which some of these equality and diversity issues have clashed and examine some of the political and social responses to these.

CHILD OBSERVATION USING A SOCIOLOGICAL ANALYSIS

Code SOL-5005B

Credits 20

This module will enable you to apply sociological and psychological theories around child development to a child, by organising and taking part in a series of observations of a young child in a nursery setting. This will enable you to become familiar with: the social life of a child within a nursery setting; children’s play – based learning approaches; role modelling behaviours; the role of boundaries as a driver to change behaviour; gender based issues in their natural environments. The psychological theories that students will learn about include cognitive theories, psychoanalytical theories, behavioural and social learning theories, evolutionary developmental theory etc. The Sociological theories includes theories of socialisation, sociology of childhood, dominant discourses on contemporary childhood, sociocultural systems theory etc. This module uses Observations as a key strategy to discover how young children interact and make sense of their world in their natural setting. It gives students the opportunity to critically explore some key dichotomies in the social sciences around the relationships, between biology and society, nature and nurture and the individual and society. Students are furthermore encouraged to adopt a critical stance when exploring this notion of ‘traditional development’, taking into consideration how children were subjected to standard measures of testing (Piaget’s intelligence testing, the Strange Situation), whereby their progress is continually contrasted against the yardstick of a ‘normal’ child based on ‘normal’ expectations of childhood within western societies, particularly Europe and the United States (Woodhead, 1999); the role of interventions to get them back on this path of development is also considered.

GENDER, VICTIMISATION AND OFFENDING

Code SOL-5006B

Credits 20

This module examines offending and justice for female offenders compared to male offenders. Specific topic areas will vary but are likely to cover pathways into offending, the complex relationship between offending and victimisation for women and girls, offenses committed by women and girls—ranging from status offenses (e.g. running away from home) to theft and shoplifting, against the person crimes and participation in gangs—experiences within the criminal justice system and, finally, desistance from offending. Theoretical perspectives drawn upon will include sociology, feminist criminology, and intersectionality, particularly the interplay between gender, age, class, socioeconomic status, race, and sexual orientation. Theoretical approaches and research will be covered alongside examples from popular media, film, current events, and case studies.

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Open Days

Important Information

Assessment for Year 3

Your final year is assessed by coursework related to your optional modules and a subject dissertation.

Compulsory Modules

DISSERTATION

Code EDU-6004Y

Credits 40

The aim of this module is to introduce you to and/or enable you to further develop a range of educational research methods for conducting educational enquiry, and planning, conducting and completing a piece of original educational research. You will utilise knowledge gained from other modules on: BA Education; BSc Physical Education; BSc Physical Education, Sport and Health; BSc Sports Development; BSc Physical Activity and Health programmes. You will focus on the formulation of viable research questions, designing a suitable research project, gaining an understanding of research ethics, conducting small scale research and writing it up in the form of a dissertation. Learning Outcomes: a) To critically appraise underlying principles or approaches to the study of Education and Physical Education, Sport and Health; b) To develop the ability to plan, conduct and complete independent 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)

CONSTRUCTIONS 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: CHANGING PUBLIC DISCOURSES ABOUT 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' 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.

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

(20-40 credits)

MEDIA, CULTURE AND LEARNING

Code EDUB6002B

Credits 20

CONSTRUCTIONS OF CHILDHOOD

Code EDUB6003A

Credits 20

CREATIVITY AND LEARNING

Code EDUB6004B

Credits 20

CHILDREN, TEACHERS AND MATHEMATICS: CHANGING PUBLIC DISCOURSES ABOUT 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

ENVIRONMENTAL EDUCATION AND OUTDOOR LEARNING

Code EDUB5004B

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

TEACHING OF ENGLISH AS A SECOND LANGUAGE: ISSUES AND CHALLENGES

Code EDUB5018B

Credits 20

RISK AND RESILIENCE: YOUNG PEOPLE AS VICTIMS OF EXPLOITATION, OFFENDERS AND SURVIVORS

Code SOL-6003A

Credits 20

This module explores power and crime, focusing upon exploitation and the relationships between crime and inequality in the context of adolescence and young adulthood. Three facets of exploitation—victimisation, offending, and justice—will be explored though offences involving young people such as social media, sexual exploitation, sex work, against the person crimes, knife crime and country lines. Theory will be drawn from sociology, developmental/ social psychology, and criminology and will explore concepts such as the relationship between early adverse experiences and maltreatment and later offending/victimisation, differences between criminalisation and offending, agency and victimhood, and children in care who become involved in offending. The module will include learning about programmes and interventions designed to promote resilience and create turning points. Theoretical approaches and research will be covered alongside case studies.

THE 21ST CENTURY FAMILY

Code SOL-6007B

Credits 20

This module specifically examines the concept of the family within the 21st century and discusses how it has changed as a structural form. Whilst families have generally become more diverse, there are still strong ‘normative’ ideologies present within society that can create significant tensions within individuals, families and communities. We will present research which explores a number of these tensions by examining: the role of fathers in family life; lesbian and gay families; the role of fostering and adoption; an examination of trans families through the life course; the experiences of ethnic minority families, and other contemporary issues.

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Important Information

Entry Requirements

A Levels

BBB or ABC or BBC with an A in the Extended Project

T Levels

Obtain an overall Pass including a B in the core of the T Level and a Merit in the Occupational Specialism. Acceptable pathways: Education and Childcare

BTEC

DDM excluding BTEC Public Services, Uniformed Services and 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

INTO UNIVERSITY OF EAST ANGLIA 

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 (for Year 1 entry to UEA) 

International Foundation in Humanities and Law (for Year 1 entry to UEA)

Alternative Entry Requirements

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. 

Important note

Once enrolled onto your course at UEA, your progression and continuation (which may include your eligibility for study abroad, overseas experience, placement or year in industry opportunities) is contingent on meeting the assessment requirements which are relevant to the course on which you are enrolled.

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:  6.0 overall (minimum 5.5 in all components) for year 1 entry

IELTS: 6.5 overall (minimum 6.0 in all components) for year 2 entry

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

INTO University of East Anglia  

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: 

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 and International applicants. The annual intake is in September each year.

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Course Reference Number: 4479810

BA (Hons) EDUCATION