UDESENLI - BA Education Studies and English Literature
|Highest award||Bachelor of Arts||Level||Honours|
|Possible interim awards||Bachelor of Arts, Diploma of Higher Education, Certificate of Higher Education, Bachelor of Arts|
|Total credits for course||360|
|Awarding institution||London Metropolitan University|
|Teaching institutions||London Metropolitan University|
|School||School of Social Professions|
About the course and its strategy towards teaching and learning and towards blended learning/e-learning
The BA (Hons) in Education Studies and English Literature can be taken as a full-time three-year course or part-time. The degree offers students the opportunity to combine the critical and multidisciplinary academic study of the phenomenon of education and associated practices, institutional or non-institutional, with knowledge and understanding of the tradition of literature in English, in addition to critical perspectives developed in relation to it. Both subjects incorporate multiple disciplinary perspectives on their subject matter, introducing students to historical, sociological, cultural and philosophical ways of perspectives on education and literature. The exercise of critical and analytical skills and the educated creative imagination lie at the heart of the programme, alongside advanced verbal and written presentation skills and competency with new technologies. All these transferable skills will equip graduates of the degree to embark on careers in a variety of sectors, or further study, as confident, competent and informed intellectuals and professionals.
A substantial number of the annual cohort are likely to advance to seek further training towards QTS as English teachers in either Primary or Secondary education. The BA in Education Studies and English Literature 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.
The combined programme is delivered through taught sessions at the university which comprise lectures (including guest speakers where appropriate), seminars and workshops, student’s presentations and individual supervisions. Taught sessions are complemented by field visits to schools, museums, libraries, galleries and other places of educational and literary production, in order to maximise interaction with loci of employability within London. Taught sessions are equally supported by full use of online resources, in particular moderated discussion and online assessment opportunities via Weblearn, where course and module documentation, lecture summaries, licensed and scanned secondary reading material and selected links and prompts will also be accessible. In addition, extra-curricular activities are incorporated into the programme, including guest events, readings and literature and education-linked visits to London events and locations, in order to supplement University-based learning.
The University has a range of resources to facilitate learning on the programme, such as the Library and Learning Centre, which has a subject-specific librarian offering workshops and one-to-one assistance with printed and online academic material. The Learning Centre also offers private study space, while other study and conversation spaces are available at the Tower Building (location lectures, seminars and tutors’ offices), and students are expected to collaborate with each other regarding seminar topics, group or joint presentations, preparation of peer feedback, and networking (supported by subject staff) across undergraduate study years and disciplines. The course also builds on existing links with The Women’s Library, encouraging students to source and apply valuable primary and secondary resources available there, for their critical studies into education and literary studies.
The main aims of the BA Education Studies and English Literature degree course are:
• To facilitate students’ acquisition of a sound knowledge of the historical, cultural and theoretical study of both literature and education at a high level of graduate competency;
• To support and facilitate students’ acquisition of a sound knowledge and understanding of ways of engaging with the main literary genres of fiction, poetry and drama as well as creative non-fiction genres;
• To encourage students to explore policy, practice and the construction of knowledge institutions with reference to those foundational debates and disciplines that have informed educational discourses;
• To achieve a wide-ranging competence in applying the skills and techniques of literary study and educational research for the purposes of realizing their own intellectual and academic potential and aspirations, and capacity to exercise critical thinking;
• To be aware of the literary, cultural, historical, philosophical and ethical contexts relevant to literary study and the study of education
• To develop and respond to the critical, digital, and communicative strengths, needs and experiences of students and facilitate their taking active responsibility for class-based and independent learning and development in context of study of English Literature and Education Studies;
• To prepare students for employment in a range of contexts drawing on their critical, creative, transferable and subject-specific skills, and to introduce students to a variety of (particularly London-based) workplaces and centres of educational and literary excellence throughout the course;
• To provide reflective, active and collaborative learning opportunities that enable students to explain, reflect upon and critically assess their own skills and development;
• To prepare students for potential careers in fields related to literary study and educational practice, including teaching, publishing, writing, journalism and research in Education or English Literature.
Course learning outcomes
The following learning outcomes incorporate and depend on a systematic understanding of the key aspects of the knowledge base of Education Studies and English Literature including a coherent and detailed knowledge of some specialist areas in depth.
On successful completion of this course students will be able to:
1. deploy accurately established techniques of interpretation, analysis and enquiry within Education Studies and English Literature;
2. devise and sustain arguments, and/or solve problems, using ideas and techniques which are at the forefront of scholarship within Education Studies and English Literature;
3. describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in Education Studies and English Literature; 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, primary literary texts, refereed research articles and/or original materials appropriate to Education Studies and English Literature);
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 (that may be incomplete) 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. undertake appropriate further training of a professional or equivalent nature
Course learning outcomes / Module cross reference
Learning Outcomes cover LO1-9
Principle QAA benchmark statements
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 for both disciplines, as well as 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 research within the area of literary and educational scholarship. Tasks include coursework and practical examinations: 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
The Education Studies portion of the joint BA offers opportunity for experiential learning at Level 5 in the form of practical work experience in an educational institution or organisation and through the mentoring of newcomers on the Education programme. There are further opportunities for students to undertake work-based learning at both Level 5 and Level 6 through Extension of Knowledge modules. Our global connections enable additional opportunities, e.g. the possibility to join study abroad programmes.
Arrangements for promoting reflective learning and personal development
The course is designed to encourage students to reflect upon their own learning and skills acquired throughout the course and how these can be applied to subsequent employment. Students develop written portfolios and reflective journals or blogs from the beginning of the course, drawing together their independent learning, their study at university, their scheduled field visits and their wider informal learning. Students are supported through a group tutor system in English Literature and a mentoring programme for Education Studies to become independent learners: this is reinforced by their own research and essay writing and in particular their final year project. ICT is embedded in all modules so that students can develop their thinking and professional skills in a range of learning contexts, within and beyond the university.
Career, employability and opportunities for continuing professional development
In an uncertain employment market and with acknowledgement that most people can expect to change career direction at least once in their working lives, a broadly-based honours programme holds out certain attractions. The degree offers students opportunities to forge constructive links between education and English literature that can translate into particular career opportunities in teaching, publishing and administration in the creative industries or cognate niches with an educational flavour.
Many students elect to maintain a multi-disciplinary approach to intellectual and academic life at University and, for them, a broad honours programme offers variety and a well-rounded graduate identity that keeps their options open and feeds their intellectual curiosity. For others, the programme offers an opportunity to pursue career specialism in one area but with the added educational benefits deriving from being well read, articulate and at ease with the other area.
Flexible progression to QTS at either Primary or Secondary level, to Masters’ study and research is facilitated by the degree.
Professional Statutory and Regulatory Body (PSRB) accreditations & exemptions
Students completing the programme will need to undertake further, postgraduate study to achieve Qualified Teacher Status (QTS).
This course combination means that after graduating you’ll be eligible to pursue Qualified Teaching Status as a secondary English specialist.
This degree also opens to door to a number of careers in publishing, arts, education and other administration, communications work and business, school teaching, community-based leadership and development involving children and young people.
This course is also excellent preparation for further research or study.
In addition to the University's standard entry requirements, you should have:
- a minimum of grades BBC in three A levels or minimum (or a minimum of 112 UCAS points from an equivalent Level 3 qualification, eg Advanced Diploma)
- English Language at grade C/grade 4 or above (or equivalent)
If you do not have traditional qualifications or cannot meet the entry requirements for this undergraduate degree, you may still be able to gain entry by completing the Education Studies Extended degree.
Applications are welcome from mature students who have passed appropriate access or other preparatory courses or have appropriate work experience.
These requirements may be varied in individual cases.
We welcome applications from mature students who wish to develop career options related to education, teaching or community-based action and we can offer accreditation for prior experience/education.
All applicants must be able to demonstrate proficiency in the English language. Applicants who require a Tier 4 student visa may need to provide a Secure English Language Test (SELT) such as Academic IELTS. For more information about English qualifications please see our English language requirements.
Official use and codes
|Approved to run from||2013/14||Specification version||1||Specification status||Validated|
|Original validation date||01 Sep 2013||Last validation date||01 Sep 2013|
|Sources of funding||HE FUNDING COUNCIL FOR ENGLAND|
|JACS codes||X300 (Academic Studies in Education): 100%|
Stage 1 Level 04 September start Offered
|SJ4001||Romantics to Victorians||Core||30||NORTH||AUT+SPR||TUE||AM|
|SJ4006||Introduction to Prose Literature||Core||30|
|SS4030||Becoming an Educationist: Reading, Writing and ...||Core||30||NORTH||AUT+SPR||THU||AM|
|SS4033||Making Sense of Education||Core||30||NORTH||AUT+SPR||WED||AM|
Stage 1 Level 04 January start Not currently offered
|SJ4001||Romantics to Victorians||Core||30|
|SJ4006||Introduction to Prose Literature||Core||30|
|SS4030||Becoming an Educationist: Reading, Writing and ...||Core||30|
|SS4033||Making Sense of Education||Core||30|
Stage 2 Level 05 September start Offered
|SJ5003||Victorians to Moderns||Core||30||NORTH||AUT+SPR||WED||AM|
|SS5030||Knowledge, Ideologies and Curricula||Core||30||NORTH||AUT+SPR||MON||PM|
|SS5081||Education: Experiential Learning||Core||15||NORTH||AUT+SPR||WED||PM|
|SJ5001||History of Critical Thinking||Option||30|
|SJ5051||Perspectives on Shakespeare||Option||15|
|SJ5052||Poetry and Performance||Option||15|
|SJ5054||The Short Story||Option||15|
|SJ5059||The Literature of Childhood||Option||15|
|SS5031||Qualitative Educational Research in Theory and ...||Option||30||NORTH||AUT+SPR||MON||AM|
|SS5034||Education Policy in Historical and Social Contexts||Option||30||NORTH||AUT+SPR||TUE||PM|
|SS5077||Religion and Education in Contemporary Society||Option||15||NORTH||AUT||TUE||AM|
|SS5K70||Becoming a Teacher||Option||15||NORTH||SPR||TUE||AM|
|XK0000||Extension of Knowledge Module||Option||15||NORTH||SPR|
Stage 3 Level 06 September start Offered
|SJ6P03||Project (Creative Writing and English Literature)||Alt Core||30||NORTH||AUT+SPR|
|SS6P32||Education Studies Dissertation||Alt Core||30||NORTH||AUT+SPR|
|SJ6003||Moderns to Contemporaries||Option||30||NORTH||AUT+SPR||TUE||PM|
|SJ6004||Why Literature Matters||Option||30||NORTH||AUT+SPR||THU||AM|
|SS6010||Philosophy of Education||Option||30||NORTH||AUT+SPR||THU||AM|
|SS6011||Inclusion, Education and Equalities||Option||30||NORTH||AUT+SPR||MON||AM|
|SS6031||Social Pedagogies and the Public Intellectual||Option||30||NORTH||AUT+SPR||WED||AM|
|SS6073||Sport, Education and Society||Option||15||NORTH||SPR||TUE||PM|
|SS6080||Gender and Education||Option||15||NORTH||AUT||MON||PM|
|XK0000||Extension of Knowledge Module||Option||15||NORTH||SPR|