UDEDUCFY - BA (Hons) Education (including foundation year)
Course Specification
Validation status | Validated | ||||||||
---|---|---|---|---|---|---|---|---|---|
Highest award | Bachelor of Arts | Level | Honours | ||||||
Possible interim awards | Bachelor of Arts, Diploma of Higher Education, Certificate of Higher Education, Bachelor of Arts, Preparatory Diploma, Preparatory Certificate | ||||||||
Total credits for course | 480 | ||||||||
Awarding institution | London Metropolitan University | ||||||||
Teaching institutions | London Metropolitan University | ||||||||
School | School of Social Sciences and Professions | ||||||||
Subject Area | Education | ||||||||
Attendance options |
|
||||||||
Course leader |
About the course and its strategy towards teaching and learning and towards blended learning/e-learning
The preparatory year of the four-year extended degree programme helps prepare students with non-traditional qualifications, lower UCAS points and mature students wanting to return to education, for level 4 study at undergraduate level. It teaches students the academic study skills, digital skills, research techniques and critical thinking that they will need for undergraduate study as well as introducing them to basic ideas, approaches and themes in social sciences and their pathway choice. The foundation year also aims to develop their independent learning, supporting them to become confident and proactive students, able to operate effectively at undergraduate level within a large university.
The study of Education concerns itself with the preparation of informed, confident and responsible professionals, equipped with the knowledge, skills, understanding and critical instincts to take on the challenges of working in this vital, challenging and, frequently, fluid area of public life.
This course has been designed with the recognition that while there is a growing diversity of educational roles in people-related professions and their associated work settings, for many students the next step will be a move into teaching by attaining Qualified Teacher Status through a PGCE programme.
Drawing upon, inter alia, history, philosophy, psychology, sociology, pedagogics, ICT/digital media and cultural studies, the degree seeks through a multidisciplinary appraisal of theory, critical enquiry and reflective engagement with practice. This offers students an interdisciplinary synthesis affording a firm platform for further professional education and personal development.
Education therefore sits squarely at the heart of the mission of the School of Social Professions and has the capacity to be emblematic for the University’s aspiration to transform the lives, meet the needs and build the careers not only of its students, but all those who will, ultimately, benefit from enhanced professionalism in practice.
Course aims
The preparatory year of the longer 4-year programme, aims to support and prepare students to become "undergraduate ready". This will be done by equipping them with the necessary knowledge and understanding in social sciences and their pathway choice, the key digital and academic skills in order to communicate their ideas effectively (orally and in writing), using an appropriate academic style, that will allow them to progress onto level 4. It also aims to develop their understanding of different assessments and learning and teaching styles in HE and to build their confidence by experiencing and understanding theories and knowledge through personalisation and reflective learning techniques.
The 3 year degree course aims are:
● To educate students for employment as critical professionals within educational and other cognate settings;
● To encourage students to explore the problematic nature of educational theory, policy and practice with reference to those foundational debates and disciplines that have informed educational discourses;
● To facilitate a meaningful grasp of those knowledges, skills and understandings held and valued by educationists;
● To provide a fund of experience that has been interpreted and rationalised with respect to a set of core competencies that support student entry to a range of professional identities, practices and careers (including Primary Education);
● To provide a formative link between students’ experience of education prior to HE and graduate professional realities beyond;
● To offer a foundation for post-graduate scholarship;
● To fulfil the aspirations and hopes of our students;
● To offer a globally attuned degree that has portability.
Course learning outcomes
The following learning outcomes incorporate and depend on systematic understanding of the key aspects of the knowledge base of Education, including a coherent and detailed knowledge of some specialist areas.
On successful completion of the 3 or 4 year degree course students will be able to:
1. Deploy accurately established techniques of analysis and enquiry within Education;
2. Devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront in the study of Education;
3. Describe and comment upon particular aspects of current research, or equivalent advanced scholarship in Education, recognising the uncertainty, ambiguity and limits of knowledge;
4. Manage their own learning, and to make use of scholarly reviews and primary sources (for example, refereed research articles and/or original materials appropriate to Education);
5. Apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects;
6. Critically evaluate arguments, assumptions, abstract concepts and data, to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem;
7. Communicate information, ideas, problems and solutions to both specialist and non-specialist audiences;
8. Exercise initiative and personal responsibility, including decision-making in complex and unpredictable contexts;
9. Demonstrate confidence, resilience, ambition and creativity and will act as inclusive, collaborative and socially responsible practitioners and/or professionals in their discipline
Principle QAA benchmark statements
https://www.qaa.ac.uk/docs/qaa/subject-benchmark-statements/subject-benchmark-statement-education-studies.pdf?sfvrsn=3ae2cb81
Assessment strategy
At level 3, students will be thoroughly prepared for a range of different assessments to give practice in the types of assessments they will face at higher levels. Examples include research reports, in-class tests, written portfolios, individual oral presentations, group-led seminars, literature reviews and essays. These assessments are spread over 8 x 15 credit modules which allows for early assessment and feedback, giving students a clear sense of progress at the end of semester one. Students have opportunities in all modules for formative feedback via draft submissions and one to one tutorials, which focuses on strategies to improve their work and reflect on their strengths and weaknesses. Further formative feedback is received through regular short in-class and on-line tests, peer assessment and discussions and tutor oral and written responses
At level 4,5 & 6, the four strands of learning, assessment, feedback and credentialing are braided through the course. The course seeks to combine formative and summative assessment tasks constructively, and to make best use of these tasks to offer students a meaningful learning experience, and to foster their personal and professional development. Assessment tasks are synchronised with each other and with learning outcomes, and designed to meet those outcomes in line with QAA standards and wider professional standards. Processes for marking assessments and for moderating marks are clearly articulated and consistently operated by those involved in the assessment process. Feedback is provided in a timely fashion, and formulated so it is useful to students and enhances their learning. Students are guided and supported in making sense of the assessment tasks and the feedback provided, and the best use of that feedback so that their learning becomes salted into their academic sense of self and their intellectual repertoires necessary for professional practice and future career. In that context, credentialing is not seen merely as the last word on their coursework, but rather, as a process that enables learning, fosters development, builds confidence and clarifies objectives for the task ahead. These understandings and processes are woven into a personal tutoring system that enables students to discuss specific results and achievements, and to identify where particular challenges lie as well as opportunities to narrate their emergent academic, intellectual and professional selves. Assessment tasks are informed by reflection, consideration of professional practice, and subject-specific and educational scholarship. Coursework tasks include: essays of various genres, reports, presentations, individual and group (research) projects, and a final dissertation.
Organised work experience, work based learning, sandwich year or year abroad
For BA Education, the course offers the opportunity for experiential learning at Level 5 in the form of a short practical work experience in an educational institution or organisation.
Students who already have part time work roles, e.g. in nurseries or as school TA’s, may be able to use their existing workplace as their placement.
There are further optional work based learning opportunities at level 6.
N.B. Students are likely to require a DBS certificate, which has to be organised and funded by the student, in order to take up work-based learning placements in the second year of the 3-year degree course.
Course specific regulations
University Regulation 3.1.5 specifies that:
‘All undergraduate courses shall be based on a teaching year comprising 30 weeks of formal scheduled teaching augmented, where appropriate, by a summer studies period.’
As part of the Extension of Knowledge optional modules at level 5 and 6, students whose first language is English are able to choose a modern foreign language module from the OLP suite of language modules. If the student has English as an additional language then they can also choose from English language and modern foreign language modules.
Modules required for interim awards
BA Education:
SS4030 Becoming and Educationist: reading, writing and enquiry
SS4021 Knowledge, Culture and Education
SS4020 The School and the City
SS4033 Making Sense of Education
SS5019 Sociology and the Curriculum
SS5021 Researching Education
SS5020 Psychology of Learning
SS5081 Education: Experiential Learning
SS6P32 Education Studies Dissertation
SS6012 Educators as Social Pedagogues
SS6010 Philosophy of Education
SS6011 Inclusion, Education and Inequalities
plus one of the below option modules:
SS6080 Gender and Education
SS6081 Education, Sport and Health in Society
Arrangements for promoting reflective learning and personal development
Throughout the preparatory level 3 programme, students will be required to reflect on their learning, identify areas of strength and weakness and develop action plans in response to these reflections. This will occur informally through tutor and peer feedback and also formally through reflective writing as part of the assessments and the written and oral response from tutors to this. We expect that through this experience of reflective learning, students will start to understand the value of being proactive, independent learners, ready for their first year of undergraduate study.
Reflective learning/personal development as core values underpinning effective and professional educational practice shoot through the course, from Level 4 through to Level 6.
Reflective learning/personal development is highlighted in the following processes and modules:
● Assessment tasks that explicitly ask students to reflect on their learning/learning outcomes, e.g. through the compilation of portfolios/e-portfolios;
● Formal and informal feedback sessions build into modules that enable students to advance their knowledge, understanding and practice, and tutorials that directly brief students on learning aims and outcomes;
● Opportunities for experiential learning and extended placement practice which help students develop and strengthen core competencies;
● Activities built into learning and teaching that support students to forge links between their academic and experiential learning, and their personal development;
● Partnerships with Student Services and external providers that enable students to identify and build an outward-facing professional self for career development and potential employers.
Career, employability and opportunities for continuing professional development
BA Education offers a firm platform upon which graduates can construct careers as educators and educationists whether in school or college teaching or in community-based development and learning.
Flexible progression to QTS, Masters’ level study and research is facilitated by the degree, subject to other necessary entry requirements.
Students aiming for PGCE and QTS on completion of the degree are offered additional careers advice and support through our Preparing for PGCE extracurricularlar materials and activities. Further support in their professional development and preparation for teacher training is delivered in the module Becoming a Teacher, led by tutors from the Teacher Training ITE department.
Career opportunities
After this four-year course you’ll be able to enter a wide range of careers within education, such as local government, charities, youth work and educational management. You’ll also gain a range of transferable skills, such as critical thinking, reasoning and writing that will translate into a variety of careers.
Continuing your studies with us
The School of Social Professions has a wide range of exciting industry-linked programmes available on a full-time and part-time basis in education, health, social and community work. The following courses would be ideal for progression into postgraudate study:
Entry requirements
In addition to the University's standard entry requirements, you should have:
- at least one A level (or a minimum of 32 UCAS points from an equivalent Level 3 qualification, eg BTEC Subsidiary/National/BTEC Extended Diploma)
- English Language GCSE at grade C (grade 4) or above (or equivalent)
Official use and codes
Approved to run from | 2019/20 | Specification version | 1 | Specification status | Validated |
---|---|---|---|---|---|
Original validation date | 13 Sep 2019 | Last validation date | 13 Sep 2019 | ||
Sources of funding | HE FUNDING COUNCIL FOR ENGLAND | ||||
JACS codes | |||||
Route code | EDUCFY |
Stage 1 Level 03 September start Offered
Code | Module title | Info | Type | Credits | Location | Period | Day | Time |
---|---|---|---|---|---|---|---|---|
IF3050 | Critical Thinking | Core | 15 | NORTH | AUT | THU | AM | |
NORTH | AUT | WED | PM | |||||
NORTH | AUT | TUE | AM | |||||
NORTH | AUT | MON | PM | |||||
NORTH | AUT | TUE | PM | |||||
IF3058 | Reflecting on Self and Society | Core | 15 | NORTH | AUT | THU | AM | |
NORTH | AUT | THU | PM | |||||
NORTH | AUT | WED | PM | |||||
NORTH | AUT | TUE | AM | |||||
NORTH | AUT | TUE | PM | |||||
NORTH | AUT | MON | AM | |||||
NORTH | AUT | WED | AM | |||||
IF3059 | Social Issues in Context: Text to Essay | Core | 15 | NORTH | SPR | THU | PM | |
NORTH | SPR | WED | AM | |||||
NORTH | SPR | TUE | PM | |||||
NORTH | SPR | TUE | AM | |||||
NORTH | SPR | MON | AM | |||||
NORTH | SPR | MON | PM | |||||
NORTH | SPR | THU | AM | |||||
IF3060 | Researching Discrimination | Core | 15 | NORTH | AUT | THU | PM | |
NORTH | AUT | WED | PM | |||||
NORTH | AUT | WED | AM | |||||
NORTH | AUT | MON | AM | |||||
NORTH | AUT | MON | PM | |||||
NORTH | AUT | TUE | PM | |||||
IF3061 | Researching Inequality | Core | 15 | NORTH | SPR | THU | AM | |
NORTH | SPR | THU | PM | |||||
NORTH | SPR | WED | AM | |||||
NORTH | SPR | MON | AM | |||||
NORTH | SPR | TUE | AM | |||||
IF3063 | Media, Crime and 'Race' | Core | 15 | NORTH | AUT | THU | AM | |
NORTH | AUT | THU | PM | |||||
NORTH | AUT | TUE | PM | |||||
NORTH | AUT | TUE | AM | |||||
NORTH | AUT | MON | PM | |||||
NORTH | AUT | MON | AM | |||||
NORTH | AUT | WED | AM | |||||
IF3066 | Studying Education: Reflection and Critique | Core | 15 | NORTH | SPR | FRI | AM | |
IF3073 | Interventions for Change | Core | 15 | NORTH | SPR | THU | PM | |
NORTH | SPR | THU | AM | |||||
NORTH | SPR | TUE | PM | |||||
NORTH | SPR | TUE | AM | |||||
NORTH | SPR | MON | AM | |||||
NORTH | SPR | MON | PM |
Stage 1 Level 03 January start Not currently offered
Code | Module title | Info | Type | Credits | Location | Period | Day | Time |
---|---|---|---|---|---|---|---|---|
IF3050 | Critical Thinking | Core | 15 | |||||
IF3058 | Reflecting on Self and Society | Core | 15 | |||||
IF3059 | Social Issues in Context: Text to Essay | Core | 15 | |||||
IF3060 | Researching Discrimination | Core | 15 | |||||
IF3061 | Researching Inequality | Core | 15 | |||||
IF3063 | Media, Crime and 'Race' | Core | 15 | |||||
IF3066 | Studying Education: Reflection and Critique | Core | 15 | |||||
IF3073 | Interventions for Change | Core | 15 |
Stage 2 Level 04 September start Offered
Code | Module title | Info | Type | Credits | Location | Period | Day | Time |
---|---|---|---|---|---|---|---|---|
SS4020 | The School and the City | Core | 30 | NORTH | AUT+SPR | THU | PM | |
NORTH | SPR+SUM | THU | AM | |||||
SS4021 | Knowledge, Culture and Education | Core | 30 | NORTH | AUT+SPR | TUE | PM | |
NORTH | SPR+SUM | TUE | AM | |||||
SS4030 | Becoming an Educationist: Reading, Writing and ... | Core | 30 | NORTH | AUT+SPR | TUE | AM | |
NORTH | SPR+SUM | TUE | PM | |||||
SS4033 | Making Sense of Education | Core | 30 | NORTH | AUT+SPR | THU | AM | |
NORTH | SPR+SUM | THU | PM |
Stage 3 Level 05 September start Offered
Code | Module title | Info | Type | Credits | Location | Period | Day | Time |
---|---|---|---|---|---|---|---|---|
SS5019 | Sociology and the Curriculum | Core | 30 | NORTH | AUT+SPR | MON | PM | |
SS5020 | Psychology of Learning | Core | 30 | NORTH | AUT+SPR | THU | PM | |
SS5021 | Researching Education | Core | 30 | NORTH | AUT+SPR | MON | AM | |
SS5081 | Education: Experiential Learning | Core | 15 | NORTH | AUT+SPR | THU | AM | |
SS5K70 | Becoming a Teacher | Option | 15 | NORTH | SPR | TUE | AM | |
OL0000 | Open Language Programme Module | Option | 15 | NORTH | SPR | NA | ||
NORTH | AUT | NA | ||||||
XK0000 | Extension of Knowledge Module | Option | 15 | NORTH | SPR | NA | ||
NORTH | AUT | NA |
Stage 4 Level 06 September start Offered
Code | Module title | Info | Type | Credits | Location | Period | Day | Time |
---|---|---|---|---|---|---|---|---|
SS6P32 | Education Studies Dissertation | Core | 30 | NORTH | AUT+SPR | TUE | AM | |
SS6010 | Philosophy of Education | Alt Core | 30 | NORTH | AUT+SPR | THU | AM | |
SS6011 | Inclusion, Education and Equalities | Alt Core | 30 | NORTH | AUT+SPR | MON | AM | |
SS6012 | Educators as Social Pedagogues | Alt Core | 30 | NORTH | AUT+SPR | WED | AM | |
SS6080 | Gender and Education | Option | 15 | NORTH | AUT | MON | PM | |
SS6081 | Education, Sport and Health in Society | Option | 15 | NORTH | SPR | MON | PM | |
OL0000 | Open Language Programme Module | Option | 15 | NORTH | SPR | NA | ||
NORTH | AUT | NA | ||||||
XK0000 | Extension of Knowledge Module | Option | 15 | NORTH | SPR | NA | ||
NORTH | AUT | NA |