ma (hons) education studies ma (hons) education studies ... studies units sept 2012.pdf ·...

INSTITUTE OF EDUCATION

EDUCATION STUDIES NETWORK

MA (Hons) Education Studies MA (Hons) Education Studies (English Language Teaching)

MA (Hons) Education Studies (Lifelong Learning)

UNIT SPECIFICATIONS

Submitted for Periodic Review on 17th January 2012

CORE UNIT ALL PROGRAMMES

UNIT CODE 22MV0001

UNIT TITLE Research Methods in Education

UNIT ABBREVIATION

RME

LEVEL OF STUDY 7

CREDIT VALUE 30 ECTS VALUE 15

HOME DEPARTMENT

Institute of Education

UNIT COORDINATOR

KEYWORDS

UNIT LEARNING OUTCOMES

On successful completion of this unit students will be able to: 1. Critically analyse key methodological and theoretical issues in educational

research 2. Reflect critically on their own theoretic assumptions underpinning their

individual research 3. Position their own research and study in its academic context, with respect

to both its disciplinary and theoretical approaches 4. Produce a detailed Dissertation Proposal including an initial literature review

and a completed ethical checklist

SUMMATIVE ASSESSMENT

Element (highlight final element)

Type Weighting Learning outcomes assessed

1 Essay 50% 1, 2, 3 2 (Final) Dissertation

Proposal 50% 3, 4

EMPLOYABILITY AND SUSTAINABILITY OUTCOMES

Outcomes Element of

Assessment Analyse real world situations critically

Demonstrate professionalism and ethical awareness

2

Communicate effectively using a range of media

Apply teamwork and leadership skills

Manage own professional development reflectively

Find, evaluate, synthesise and use information

1,2

Work within social, environmental and community contexts

Use systems and scenario thinking

2

Engage with stakeholder/interdisciplinary perspectives

1,2

ASSESSMENT STRATEGIES FOR EACH ELEMENT OF ASSESSMENT

Assessment 1: Essay: (3,000 words) A critical exploration of the relationship between specific theoretical or methodological perspectives and their own research interests Assessment 2: Dissertation Proposal: (3,000 word equivalent) The Dissertation Proposal will include an Initial Literature Review and an Ethics Checklist

ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT

The programme specific grade criteria for assessment (as detailed in the Masters Level Programme Handbook) apply to this unit. In addition the following threshold level criteria apply:

Assessment 1: The Essay Threshold Criteria: The Essay will (1) provide a sustained and critical exploration of one aspect of the student’s proposed methodology ; (2) Should be informed by appropriate academic reading (at least ten sources) and be referenced using the Harvard convention , (3) Demonstrate an ability to think pragmatically and logically in a consideration of issues related to (but not limited to): ethics/politics, the theoretical and philosophical basis of research and issues of validity. Assessment 2: Dissertation Proposal Threshold Criteria: The Dissertation Proposal will (1) conform to a standard format that (2) will include the following:

• Title • Research rationale • Aims • Hypothesis • Research questions. • Theoretical framework • Sources/Resources required • Inital Literature Review • Methods • Ethics Checklist • Strategies for overcoming possible problems • Intended Structure of Dissertation • Work schedule • Indicative Bibiography

NON STANDARD

MINIMUM PASS MARK OUTLINE OF THE UNIT

BRIEF SUMMARY The unit will introduce students to the complex and challenging process of research in education

INDICATIVE CONTENT

There will be a consideration of : • The contested nature of social inquiry: examining competing paradigms of

social research • Differing conceptions of education • The principles of educational research and the educative nature of

educational research • Ethical issues in educational research • Generic research skills, such as library and IT use • Literature Reviews • The process of generating research questions • The processes of inquiry: methodological frameworks ‐ Ethnography, Case

Study, Feminist Methodologies, quantitative frameworks • Methods of data generation through watching, asking questions, using

incidental data • Methods of data analysis

LEARNING ACTIVITIES

BREAKDOWN OF STUDENT LEARNING ACTIVITY

Type of Activity

%

Summative assessment

25%

Directed study

20%

Student‐centred learning

55%

MANDATORY LEARNING & TEACHING REQUIREMENTS

The unit may also be delivered in an intensive summer school block plus online sessions. Students completing the unit will be expected to:

- Attend all sessions of the intensive block course. - Complete all online tasks and activities. - Actively engage in independent reading and learning related to the

unit.

LEARNING RESOURCES

ESSENTIAL READING Burton, D. and Barlett, S. (2009) Key Issues for Education Researchers. London: Sage

Somekh, B. and Lewin, C. 2005. Research Methods in the Social Sciences. London: Sage

ADDITIONAL RESOURCES THAT STUDENTS SHOULD BUY

Opie, C. 2004. Doing Educational Research, London, Sage

Payne,G. and Payne, J. 2004. Key Concepts in Social Research, London: Sage

SPECIAL ICTS REQUIREMENTS

Interactive Whiteboard and Web access

ANY OTHER ADDITIONAL RESOURCES

Alaszewski, A. 2005. Using Diaries for Social Research. London: Sage

Blaxter, L., Hughes, C. & Tight, M. 2001. How to Research, 2nd Edition, Maidenhead: Open University Press/McGraw Hill Education

Cohen, L., Manion, L. & Morrison, K. (Eds). 2000. Research Methods in Education, 5th edition, London, Routledge

Crotty, M. 1998. Foundations of Social Research. London: Sage Publications

Hughes, C. (2002) Key Concepts in Feminist Theory and Research. London: Sage.

Maclure, M. 2004. Discourse in Educational and Social Research Berkshire: Open University Press

Schostak, J. 2004. Understanding, Designing and Conducting Qualitative Research, Berkshire: Open University Press

Schostak, J. 2005. Interviewing and Representation in Qualitative Research Projects (conducting Educational Research) Maidenhead: Open University Press.

Silverman, D. 2004. Doing Qualitative Research: A Practical Handbook, 2nd Edition, London: Sage

Silverman, D. 2001. Interpreting Qualitative Data, London: Sage

Woods, P.1986. Inside Schools: Ethnography in Educational research, London: Routledge and Kegan Paul

Yates, L. 2004. What Does Good Education Research Look Like? Berkshire: Open University Press

Yin, R.K. 1994. Case Study Research: Design and Methods. London: Sage

ADMINISTRATION

JACS CODE 22MV

DATE OF APPROVAL

DATE OF MOST RECENT CONSIDERATION:

September 2011

UNIT EXTERNAL Dr Elizabeth Newman

EXAMINER

UNIT ASSESSMENT BOARD


UNIT CODE 22MV0002

UNIT TITLE Global Perspectives in Education

UNIT ABBREVIATION

GPE

LEVEL OF STUDY 7


HOME DEPARTMENT


UNIT COORDINATOR

Jane Bates

KEYWORDS


On successful completion of this unit students will be able to: 1. Critically evaluate the role of education in selected social, national and

cultural contexts through a comparison of national education systems 2. Explore and discuss cultural variation in educational practice 3. Locate, interpret and critically analyse data and information from a range of

sources relating to the study of education and educational issues in a comparative context

4. Present and discuss ideas in both an oral and a written format




1 Comparative Essay and Seminar Presentation

100% 1,2,3,4


Outcomes Element of


1



1




1




1


Assessment: Comparative Essay and associated Seminar (5,000 word equivalent). The Comparative Essay will provide a critical comparison of an aspect of /or an issue facing at least two education systems studied in the unit. The Seminar Presentation to the group will present a summary of the findings of the research into the topic they have chosen as a focus for the Comparative Essay.


The Comparative Essay and Seminar Presentation

Threshold Criteria : It will demonstrate: • A critical understanding of the role of education in selected social,

national and cultural contexts through a comparison of national education systems

• An ability to explore and discuss in a written and oral form cultural variation in educational practice

• An ability to locate, interpret and critically analyse data and information from a range of sources relating to the study of education and educational issues in a comparative context and to use this analysis to construct a coherent argument

- Will be word processed and of an appropriate length and will: - Relate to its title - Be clearly written and structured - Demonstrate the contribution of further reading and thinking

and the use of research evidence • An ability to instigate and manage a discussion The work will be submitted as one item with 60% of the allocated mark for the Assessment being derived from the Comparative Essay, the remaining 40% from the Seminar presentation

Summative feedback will be provided detailing how effectively the learning outcomes for the assessment have been met and detailing areas for improvement, A clear indication of the level of achievement mapped against the programme specific grade criteria (as detailed in the Masters Level Programme Handbook) will be provided. In addition, formative feedback (either verbal or written) detailing areas for future improvement and development. will be provided either to the individual or to the cohort as appropriate.

NON STANDARD


BRIEF SUMMARY The unit will enable students to explore comparative educational approaches and key contemporary national, international and global issues and debates in education

INDICATIVE CONTENT

Students will be introduced to key, contemporary issues and debates in education at both a national, international and global level. It is expected that the topics/issues will vary from year to year, however a consideration will be given to:

• Globalisation in education • International and Comparative education as an area of scholarship

and research • The role of organisations like the World Bank, OECD, the UN and

UNICEF in Education • International Assessment ‐ PIAAC, PIRLS, PISA, and TIMSS • Comparisons of early years, primary, secondary and higher education

systems, philosophies and practice and how these are influenced by cultural background, values and attitudes

• Education for sustainable futures ‐ Peace Education and Global Citizenship

• Teacher Education

LEARNING ACTIVITIES


Type of Activity

%


25%

Directed study

20%


55%




unit.

LEARNING RESOURCES

ESSENTIAL READING Mattheou, D. 2010. Changing Educational Landscapes: Educational Policies, Schooling Systems and Higher Education – A Comparative Perspective. London: Springer.


Arnove, R. F. and Torres, C. A. 1999. Comparative Education: The Dialectic of the Global and the Local. London: Rowman & Littlefield.

Burbules, N.C. and Torres, C.A. 2000. Globalisation and Education : Critical Perspectives. London: Routledge Falmer. .




Arthur, J. and Davies, I. 2010. The Routledge Education Studies Reader. London: Routledge

Bignold, W. And Gayton, L. 2009. Global Issues and Comparative Education. Exeter: Learning Matters.

Curtis, W. And Pettigrew, A. 2010. Education Studies Reflective Reader. Exeter: Learning Matters.

Phillips, D. and Schweisfurth, M. 2008. Comparative and International Education: An Introduction to Theory, Method and Practice. London: Continuum.

Ward, S. and Eden, C. 2009. Key Issues in Education Policy. London: Sage

Zadja, J. 2009. Globalization, Education and Social Justice. London: Springer

ADMINISTRATION

JACS CODE 22MV

DATE OF APPROVAL


May 2010

UNIT EXTERNAL EXAMINER

Dr Elizabeth Newman



UNIT CODE TBC

UNIT TITLE Masters Level Dissertation

UNIT ABBREVIATION

MLD

LEVEL OF STUDY 7


HOME DEPARTMENT


UNIT COORDINATOR

Jane Bates

KEYWORDS


On successful completion of this unit students will be able to: 1. Formulate research questions and use these as the basis for designing a

research study 2. Select and use appropriate methods within a chosen methodological

framework suited to the enquiry, 3. Collect, analyse and critically evaluate primary data and evidence from

secondary sources and to use them with discrimination 4. Interpret the outcomes of research and generate new knowledge 5. Complete a piece of individual research




1 Research record 25% 3 2 (Final) Dissertation Report 75% 1,2,3,4,5


Outcomes Element of


1






1,2


2



2


Assessment 1: The Research Record (2,000 word equivalent) Assessment 2: The Dissertation Report (10,000 words)


The programme specific grade criteria for assessment (as detailed in the Masters Level Programmes Handbook) apply to this unit. In addition the following threshold level assessment criteria will apply:

Assessment 1: The Research Record (2,000 word equivalent) Threshold Criteria : The Record will provide a collection of for example: interview transcripts, photographic data, video or audio‐recordings, observation notes etc which form the basis for the written report

Assessment 2:

The Dissertation Report (10,000 words) Threshold Criteria: The Report will contain:

• an abstract which summarises the contents of the report • the aims of the research study undertaken • a critical literature review of key related studies (research and policy) • a full description of the methods and/or methodology used • details of the results obtained • a discussion of how the dissertation research builds on the work already

undertaken • a concluding section on the conclusions drawn and implications of the

study for further research. In addition the Dissertation will:

• Draw together relevant concepts and theories from different disciplines in order to gain a better understanding of the context in which particular problems or opportunities arise;

• Provide evidence of the student’s ability to plan, carry out and present the findings from a coherent piece of original research drawing upon an appropriate methodology and using appropriate methods of data collection and analysis and engaging appropriately and effectively with ethical issues

• Provide evidence of the student’s ability to deal holistically with

theoretical, conceptual and empirical data in interpreting research findings and generating new knowledge

• Provide evidence of the student’s ability to present and defend arguments based on theories, concepts and empirical evidence in matters relating to education and society;

• Make an original contribution to academic knowledge through their research.

Marks will be allocated as follows:

Research problem (10%): Formulation, Focus, Rationale

Use of theory (10%): Critical awareness of relevant theory, Analysis and evaluation, Grounding in theory

Literature review (20%): Range of reading, Relation to research question, Independent research

Methodology (25%): Appreciation of methodological issues, Rationale for research approach, Information gathering and analysis, Awareness of strengths and weaknesses, Awareness of ethical issues

Argument ( 25%) : Internal consistency, Use of information to sustain argument, Awareness of strengths and weaknesses

Presentation and expression (10%): Referencing, Presentation, Use of language

NON STANDARD MINIMUM PASS MARK

OUTLINE OF THE UNIT

BRIEF SUMMARY The Dissertation will provide evidence of a substantive piece of research carried out under supervision

INDICATIVE CONTENT

The Dissertation is the final assignment in the Masters programme and it is intended that it will be an individual and original piece of research at Masters Level, completed independently by the student under the guidance of an Dissertation Supervisor

LEARNING ACTIVITIES


Type of Activity

%


25%

Directed study

10%


65%


LEARNING RESOURCES

ESSENTIAL READING Hart, C, (2005) Doing Your Masters Dissertation (Essential Study Skills Series). London, Sage.


Reading material specific to the topic of the Dissertation is dependent on the topic negotiated and will vary for each student. Supporting texts and guidance for producing extended assignments and research at Masters level will be provided in the Programme Handbook.


Interactive Whiteboard and Web Access


ADMINISTRATION

JACS CODE 22MV

DATE OF APPROVAL


May 2010


Dr Elizabeth Newman


OPTION UNIT MA EDUCATION STUDIES

UNIT CODE TBC

UNIT TITLE Diversity and Social Justice

UNIT ABBREVIATION

DSJ

LEVEL OF STUDY 7


HOME DEPARTMENT

IOE

UNIT COORDINATOR

Dr Lorna Roberts

KEYWORDS Diversity, Social Justice, Inclusion, Identity, Marginalisation


On successful completion of this unit students will be able to:

1. Critically evaluate key theories related to conceptions of social justice, prejudice and discrimination as well as the social, political, and economic mechanisms that perpetuate them.

2. Select and evaluate an appropriate range of sources from a variety of different media in order to explore issues of inequality.

3. Critically analyse how these issues impact upon the individual’s socialisation, beliefs and values.

4. Explain the impact of difference and diversity on a variety of marginalised social groups and their education.

5. Construct an evidence based critical account of the barriers such groups face and the role of the education system and the state in reproducing or challenging inequalities.




1 Group Project and individual critical reflection

50% LO2 LO3 LO4

2 Discursive Essay 50% LO1 LO5


Outcomes Element of


1, 2


2


1


1


1


1 , 2



1



1. Group Project (50%) is equivalent to 2000 words. This will provide a visual and spoken account of the students’ understanding of key issues identified in the unit.

2. The Discursive Essay (50%) will provide a written critical analysis of key theories relating to social justice and identity. 3000 words


1. Group Project Threshold criteria: there will be evidence of an ability to; (1) plan a and present a diversity awareness programme for a particular target audience; (2) creatively arrange content and methods to demonstrate understanding; (3) express an understanding of issues of diversity and difference in a form to be negotiated with a tutor; (4) work collaboratively in a group 2. The Discursive Essay Threshold criteria: there will be a clear logical structure and evidence of an ability to: (1) explore issues relating to concepts of difference and diversity and (2) relate such concepts to specific marginalised groups in society (3) express understanding of the barriers facing such identified groups (4) show awareness of the role of the state in reproducing or challenging inequalities (5) provide reference to appropriate supporting literature using the Harvard referencing system For both assignments summative feedback will be given, detailing how effectively the learning outcomes for the assessments have been met and detailing areas for improvement. A clear indication of the level of achievement mapped against the programme’s specific grade criteria (as detailed in the Programme Handbook) will be provided. In addition, formative feedback (either verbal or written) detailing areas for future improvement and development will be provided either to the individual or to the cohort as appropriate.


OUTLINE OF THE UNIT

BRIEF SUMMARY This unit will explore the relationship between identity, social justice and education. It will provide theoretical frameworks to enable students to develop critical understanding of educational inequalities in relation to marginalised social groups and individuals.

INDICATIVE CONTENT

In the first part of the unit students will consider key themes and debates on the role of education in producing individual, group identities and social positionings. Students will be engaged in critical thought and discussion about issues of identity, difference and diversity, inclusion and exclusion in education. Students will also explore language and other forms of representation that contribute to stereotypical perceptions of themselves and others. In the second part of the unit students will progress onto applying appropriate theoretical perspectives to case studies of particular marginalised groups.

LEARNING ACTIVITIES


Type of Activity

%


25

Directed study

25


50




unit.

LEARNING RESOURCES

ESSENTIAL READING Adams, M., Blumenfeld, W., Castan�eda, R., Hackman, H., Peters, M. & Zúñiga, X. (eds.) (2010) Readings for Diversity and Social Justice. Abingdon: Routledge. Ayers, W., Quinn, T. and Stoval, D. (Eds) (2009) Handbook of social justice in

education. London: Routledge.

Avis, J. (2007) Education Policy and Social Justice: Learning and Skills. London, New York: Continuum International Publishing. Freire, P. (1996) Pedagogy of the Oppressed. London: Penguin. Harvey, D. (2009) Social Justice in the City. Athens, London: The University of Georgia Press . Young, I. (1990) Justice and the Politics of Difference. Princeton, Princeton University Press. McCarthy, C., Crichlow, W., Dimitriadis, G. & Dolby, N. (eds.) (2005) Race, Identity and Representation in Education (2nd edition). London, New York: Routledge.





Journals:

Social Justice British Journal of Sociology of Education Race Ethnicity and Education

Education, Citizenship and Social Justice ADMINISTRATION

JACS CODE 22MV

DATE OF APPROVAL



Dr Elizabeth Newman


OPTION UNIT MA EDUCATION STUDIES

UNIT CODE 22MV0005

UNIT TITLE Negotiated Course

UNIT ABBREVIATION

NC

LEVEL OF STUDY 7


HOME DEPARTMENT


UNIT COORDINATOR

Jane Bates

KEYWORDS


On successful completion of this unit students will be able to: 1. Demonstrate that they can successfully manage and negotiate their own

learning through the completion of the negotiated assessment task(s) 2. Demonstrate the development and application of key skills such as problem

solving, communication, self motivation, perseverance, flexibility, adaptability, judgement through reflection both in and on action




1 100% ALL


Outcomes Element of


1


1


1



1


1

Work within social, environmental and community 1

contexts Use systems and scenario thinking

1


1


The Assessment Strategy will be equivalent to 5,000 words and will be negotiated with the tutor to ensure that the learning outcomes can be achieved and that it is appropriate for the subject area.

The Assessment Strategy will be then be agreed by the Negotiated Unit Sub‐Committee and by the External Examiner.


The programme specific grade criteria for assessment (as detailed in the Masters Level Programme Handbook) apply to this unit. In addition the threshold level assessment criteria will be tailored to suit the assessment task and will be detailed in the Learning Contract.


OUTLINE OF THE UNIT

BRIEF SUMMARY The unit provides an opportunity for flexible, self directed negotiated learning that will aid the student’s personal development and lead to an enhancement of their skills

INDICATIVE CONTENT

The agenda for the unit is established through negotiation between the student and the tutor. Typically students may:

• Use an existing unit as a skeleton for the subject area to be negotiated • Pursue a work based problem solving project or intervention • Pursue a particular area of academic or vocational interest

The content of the unit will be agreed by the Negotiated Unit Sub‐Committee of the Education Studies Postgraduate Programmes Committee and agreed by the External Examiner. Students should submit their proposal to the Sub‐Committee prior to study. If the proposal is agreed then a Learning Contract will be drawn up between the student and the tutor. The contract will detail: The unit aims The focus and content of the unit Duration of study Staff involvement Resource implications Assessment instruments and criteria Remediation processes

• Copies of the Contract will be lodged with the Programme Leader, tutor, student and programme office

LEARNING ACTIVITIES


Type of Activity

%


25%

Directed study

10%


65%


Students will work closely with a specified tutor/s and will attend at regular intervals throughout the year for mandatory progress meetings and tutorials.

LEARNING RESOURCES

ESSENTIAL READING Anderson, G.; Boud, D. and Sampson, J. 1996. Learning Contracts: A Practical Guide. London: Routledge

Stephenson, J. Ed. 1998. Capability and Quality in Higher Education. London: Kogan Page The indicative student learning resources will vary dependent on the area of study





ADMINISTRATION

JACS CODE 22MV

DATE OF APPROVAL


May 2010


Dr Elizabeth Newman


OPTION UNIT MA EDUCATION STUDIES UNIT CODE TBC

UNIT TITLE Principles of Leadership and Management

UNIT ABBREVIATION

PLM

LEVEL OF STUDY 7


HOME DEPARTMENT


UNIT COORDINATOR

Jayshree Henry

KEYWORDS Leadership, Management, Change, Motivation, Effectiveness, Improvement, Team‐working, Professional Development


On successful completion of this unit students will be able to: 1. Identify and critique different models of leadership within an educational

setting 2. Explain theories on leading change in learning organisations 3. Critically evaluate current research in the area of Leadership & Management 4. Apply theoretical perspectives to practice




1 Essay 50% 1, 3 2 (Final) Management

Report & Presentation

50% 2, 4


Outcomes Element of


1 & 2


1 & 2


1 & 2


2

Manage own professional development reflectively 1 & 2


2



2


2


Assessment 1: Essay 2,500 Words Assessment 2: Presentation to Group & Management Report 2,500 words


Assessment 1: Essay Threshold Criteria: the essay will:

• demonstrate an ability to critically evaluate current research in the area of Leadership & Management

• demonstrate an ability to apply theory to practice • demonstrate an ability to present in written form an analysis of effective

leadership styles • be word processed and of an appropriate length • have an appropriate structure and be referenced appropriately

Assessment 2: Management Report and Presentation to Group Threshold Criteria: the management report and presentation will:

• demonstrate an ability to apply effective Leadership & Management strategies to a practical context

• pinpoint appropriate strategies for improvement in the chosen context • demonstrate effective written and verbal communication skills • provide evidence of independent reading and research

For both Assignments:

• Summative feedback will be provided detailing how effectively the learning outcomes for the assessment have been met and detailing areas for improvement. A clear indication of the level of achievement mapped against the programme specific grade criteria(as detailed in the masters Level Programme Handbook) will be provided. Formative feedback detailing areas for future improvement and development will be provided verbally or written to the individual or wider cohort as appropriate.


OUTLINE OF THE UNIT

BRIEF SUMMARY This Unit will deepen student understanding of Leadership and Management concepts and issues within education

INDICATIVE CONTENT

The following themes will be examined within this unit: • Effective models of leadership • Leadership in practice • Change Management • Effectiveness and Improvement within Educational Leadership • Managing People and Resources within Educational Institutions

LEARNING ACTIVITIES


Type of Activity

%


25

Directed study

25


50




unit.

LEARNING RESOURCES

ESSENTIAL READING Davies, B and West‐Burnham, J. 2003. Handbook of Educational Leadership & Management. London: Pearson Longman Davies, B and Brighouse, T. 2008. Passionate Leadership in Education. London: Sage


Busher, H. (2006) Understanding Educational Leadership: people, power and culture, Maidenhead: Open University Press



ANY OTHER Covey, S. (1989) The Seven Habits of Highly Effective People New York:

ADDITIONAL RESOURCES

Simon and Schuster Davies, B. and Davies, B.J. (2005) ‘Strategic Leadership’, in B. Davies (ed.) The Essentials of School Leadership. London: SAGE Gardner, H. (1999) Intelligence Reframed—Multiple Intelligences for the 21st Century. New York: Basic Books. Goleman, D (1996) “Emotional Intelligence – Why it can Matter More than IQ”, Bloomsbury, London

ADMINISTRATION

JACS CODE 22MV

DATE OF APPROVAL



Dr Elizabeth Newman


OPTION UNIT MA EDUCATION STUDIES (ENGLISH LANGUAGE TEACHING)

UNIT CODE 22MV0007

UNIT TITLE Principles and Practice of English Language Teaching and Learning

UNIT ABBREVIATION

PPEL

LEVEL OF STUDY 7


HOME DEPARTMENT


UNIT COORDINATOR

Jane Bates

KEYWORDS


On successful completion of this unit students will be able to: 1. Analyse the ways in which theories in the fields of SLA, sociolinguistics,

education, sociology and psychology impact on English language teaching, and engage critically with these theories to articulate and justify a coherent approach to ELT.

2. Identify and critically evaluate a range of factors that can promote or inhibit language learning.

3. Critically analyze and evaluate a range of practices in ELT, reflecting on the diversity of learners, the complexity of the education process, and social and organizational structures that influence ELT in different contexts




1 Extended Essay 100% 1‐3


Outcomes Element of


1


1


1




1




1


Extended Essay (5,000 words 100%)


The programme specific grade criteria for assessment (as detailed in the Education Studies Programmes Handbook) apply to this unit. In addition the following threshold criteria apply:

The Essay will: • Be informed by the variety of theoretical perspectives that can inform

practice in English language teaching • Will demonstrate a clear understanding of the factors that promote or

hinder language learning • Be word processed, of the required length and will have a clear and logical

format • Relate to its title

- Be clearly written and structured - Demonstrate the contribution of further reading and thinking and the

use of research evidence - Be accurately and consistently referenced throughout using the Harvard

System


OUTLINE OF THE UNIT

BRIEF SUMMARY The unit provides an overview of the main theories and practices evident in English Language Teaching

INDICATIVE CONTENT

The unit will provide an overview of the main theories and practices evident in English Language Teaching. Some of the main areas covered will be: • Second language acquisition • Teaching English as an international language • Motivation and language learning • Teaching approaches and methods • Learning styles and strategies • Teacher education

• Curriculum and materials • Comparative practice – actual practice in different countries

LEARNING ACTIVITIES


Type of Activity

%


25%

Directed study

25%


50%


The unit will be delivered in an intensive summer school block plus online sessions. Students completing the unit will be expected to:


unit.

LEARNING RESOURCES

ESSENTIAL READING

Harmer, J. (2007) The Practice of English Language Teaching. Longman ELT

Larsen‐Freeman, D. & M. Anderson (2011) Techniques and Principles in Language Teaching (3rd edition). Oxford: Oxford University Press

Oxford, R. (2010) Teaching and Researching: Language Learning Strategies. Longman


McKay, S. (2002) Teaching English as an International Language. Oxford: Oxford University Press




Dornyei, Z. (2009) The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. London: Routledge

He, D. & Q. Zhang (2010) Native Speaker Norms and China English: From the Perspective of Learners and Teachers in China. TESOL Quarterly, Vol. 44:4, pp.769‐789.

Kormos, J., T. Kiddle & K. Csizer (2011) Systems of Goals, Attitudes, and Self‐related Beliefs in Second‐Language Learning Motivation. Applied Linguistics, Published online May 2011: http://applij.oxfordjournals.org/content/early/2011/05/05/applin.amr019.abstract

Useful websites http://www.asian‐efl‐journal.com/ (Asian EFL Journal, with orginal articles and links to other sites)

http://www.iatefl.org/ (International Association of Teachers of English as a Foreign Language)

ADMINISTRATION

JACS CODE 22MV

DATE OF APPROVAL


May 2010


Dr Elizabeth Newman



UNIT CODE 22MV0006

UNIT TITLE English in the Elementary School

UNIT ABBREVIATION

EES

LEVEL OF STUDY 7


HOME DEPARTMENT


UNIT COORDINATOR

Jane Bates

KEYWORDS


On successful completion of this unit students will be able to: 1. Interpret and synthesise theory and empirical data in order to critically

analyse ways in which the main theories of ELT apply to language education for children in the 5‐12 years age group.

2. Critically compare and analyse policies and practices of ELT for elementary/primary school age children in a range of countries.

3. Plan and carry out an original piece of empirical research on ELT at elementary school level.

4. Present and communicate the outcomes of research in an engaging but academically appropriate way




1 Critical comparative Essay

50% 1,2

2 (Final) Presentation of a Case Study

50% 3,4


Outcomes Element of


2


2


2




1,2




1, 2


1 Critical comparative Essay 2,500 words 50% Learning Outcomes 1 and 2 2 Presentation of A Case Study 2,500 words equivalent 50% Learning Outcomes 3 and 4


The Critical Comparative Essay

Will demonstrate: • A critical understanding of the influence of social, national and cultural

contexts on English Language teaching in selected national contexts • An ability to explore and discuss in a written form cultural variation in

educational practice • An ability to locate, interpret and critically analyse data and information

from a range of sources relating to the study of education and educational issues in a comparative context and to use this analysis to construct a coherent argument • Will be word processed and of an appropriate length and will: • Relate to its title • Be clearly written and structured • Demonstrate the contribution of further reading and thinking and the

use of research evidence • Be accurately and consistently referenced throughout using the Harvard

System

Presentation of A Case Study

Will demonstrate: • An ability to understand the application of ELT theories in a particular

elementary context • An ability to produce an evidence based case study of ELT practice • An ability to reflect on the principles and practices of English teaching

presented in the case study • An ability to use a variety of media – both visual and auditory to present

findings in an engaging but academically appropriate way

NON STANDARD


BRIEF SUMMARY The unit will explore global trends in English language education at the elementary/primary school level

INDICATIVE CONTENT

The unit will explore English language education at the elementary/primary school level, covering ages 5‐12. Some of the main topics to be addressed will be:

• Global trends and elementary school English • National policies for elementary school English • Curriculum and materials • Teaching, teachers and teacher education • Effective English learning in the elementary school

LEARNING ACTIVITIES


Type of Activity

%


25%

Directed study

25%


50%




unit.

LEARNING RESOURCES

ESSENTIAL READING Enever, J., J. Moon, and U. Raman (eds.) (2009) Young Learner English Language Policy and Implementation: International Perspectives. Garnet Education

Kirsch, C. (2008) Teaching Foreign Languages in the Primary School. London: Continuum

Nikolov, M. (2009) Early Learning of Modern Foreign Languages: Processes and Outcomes. Clevedon: Multilingual Matters


Pinter, A. (2006) Teaching Young Language Learners. Oxford: Oxford University Press




Chung, I‐Fang and Huang, Yi‐Cheng(2010) '“English is not easy, but I like it!”: an exploratory study of English learning attitudes amongst elementary school students in Taiwan', Educational Studies, Vol. 36: 4, 441‐445

Gao, X., G. Barkhuizen & A. Chow (2011) "Nowadays, Teachers Are Relatively Obedient": Understanding Primary School English Teachers' Conceptions of and Drives for Research in China. Language Teaching Research, Vol. 15:1, pp61‐81

http://www.yltsig.org/ (IATEFL Young Learners Special Interest Group

ADMINISTRATION

JACS CODE 22MV

DATE OF APPROVAL


May 2010


Dr Elizabeth Newman



UNIT CODE 22MV0008

UNIT TITLE The Social and Cultural Contexts and Content of English Language Teaching

UNIT ABBREVIATION

SCELT

LEVEL OF STUDY 7


HOME DEPARTMENT


UNIT COORDINATOR

Jane Bates

KEYWORDS


On successful completion of this unit students will be able to: 1. Reflect critically on theory and their own experience to analyse ways in

which social and cultural contexts affect and are reflected in English language teaching.

2. Critically analyse ways in which social and cultural contexts affect English language teaching in different national and regional education systems.

3. Demonstrate a deep academic knowledge and understanding through a discussion of the ways in which social and cultural teaching and learning are embedded in English language education, both overtly and covertly.

4. Justify, with reference to theory, a coherent position on how and why social and cultural learning should be included in English language teaching.




1 Critical Comparative Essay

50% 1.2

2 (Final) Position Paper and Contribution to on‐line discussion

50% 3.4


Outcomes Element of


1, 2


1

Communicate effectively using a range of media 1




1, 2




1, 2


1 Critical Comparative Essay 2,500 words 50% Learning Outcomes 1 and 2 2 Position Paper and Contribution to on‐line discussion 2,500 words 50% Learning Outcomes 3 and 4


The programme specific grade criteria for assessment (as detailed in the Programme Handbook) apply to this unit. In addition the following threshold criteria apply:

The Critical Comparative Essay

Will demonstrate:

• A critical understanding of the influence of social, national and cultural contexts on English Language teaching in selected national contexts

• An ability to explore and discuss in a written form cultural variation in educational practice

• An ability to locate, interpret and critically analyse data and information from a range of sources relating to the study of education and educational issues in a comparative context and to use this analysis to construct a coherent argument - Will be word processed and of an appropriate length and will: - Relate to its title - Be clearly written and structured - Demonstrate the contribution of further reading and thinking and the

use of research evidence - Be accurately and consistently referenced throughout using the Harvard System

The Position Paper and contribution to an on‐line discussion

Will demonstrate: • An understanding of the ways in which social and cultural teaching and

learning are embedded in English language education, both overtly and covertly.

• An ability to justify, with reference to theory, a coherent position on how

and why social and cultural learning should be included in English language teaching.

- Present a well written and clearly structured argument that supports their particular stance with regard to social and cultural elements

- Demonstrate the contribution of further reading and thinking and the use of research evidence

- ‐ Be accurately and consistently referenced throughout using the Harvard System

-


OUTLINE OF THE UNIT

BRIEF SUMMARY This unit will introduce students to the social and cultural contexts of English Language Teaching

INDICATIVE CONTENT

The unit will have two major foci, which are interlinked. The first focus is the social and cultural context of English language education. Aspects will include: • Ways in which cultural and social context influence beliefs about teaching,

learning and the English language. • Ways in which social context (including education system and assessment

systems) impact English language education. • Ways in which social and cultural context determine inequalities in access

or attitudes to English language education. The second focus is social and cultural content in English language education. Here, aspects to be covered will include:

• Cultural content in curricula, textbooks and materials. • Teachers as cultural/social resources. • Development of intercultural communicative competence through

ELT

LEARNING ACTIVITIES


Type of Activity

%


25%

Directed study

25%


50%




unit.

LEARNING RESOURCES

ESSENTIAL READING Hayes, D. (2010) Language learning, teaching and educational reform in rural Thailand: an English teacher's perspective. Asia Pacific Journal of Education, Vol. 30: 3, pp.305‐319

Widin, J. (2010) Illegitimate Practices: Global English Language Education. Multilingual Matters Social and cultural content

Byram, M. (2010) Linguistic and Cultural Education for Bildung and Citizenship. The Modern Language Journal, Vol.94:2, pp.317‐321


Birch, B. (2009) The English Language Teacher in Global Civil Society. London: Routledge




Kubow, P. & P. Fossum (2006) Comparative Education Exploring Issues in International Context (2nd ed.). Merrill

Montgomery, H., R. Burr & M. Woodhead (2003) Changing Childhoods: Local and Global. John Wiley & Sons

Corbett, J. (2003) An Intercultural Approach to English Language Teaching. Multilingual Matters

Guilherme, M. (2002) Critical Citizens for an Intercultural World: Foreign Language Education as Cultural Politics. Multilingual Matters

Kramsch, C. (1998) Language and Culture. Oxford: Oxford University Press Useful websites

http://www.coe.int/t/dg4/autobiography/Source/AIE_en/AIEYL_autobiography_young_en.pdf (Council of Europe Autobiography of Intercultural Encounters)

ADMINISTRATION

JACS CODE 22MV

DATE OF APPROVAL


May 2010


Dr Elizabeth Newman


OPTION UNIT MA EDUCATION STUDIES (LIFE LONG LEARNING)

UNIT CODE TBC

UNIT TITLE Community Education for Social Change

UNIT ABBREVIATION

CESC

LEVEL OF STUDY 7


HOME DEPARTMENT


UNIT COORDINATOR

Karen McCarthy

KEYWORDS


On successful completion of this unit students will be able to: 1. Identify and explain the essential principles of adult education, informal

education, popular/emancipatory education 2. Critically reflect on and engage in community education/training for change

as a philosophy and practice relating to issues of power 3. Critically analyse and plan education for change in the context of community

development and group dynamics 4. Critically reflect on the relationship between the personal and the political in

the context of the programme. 5. Use participatory techniques as tools for critical thinking and group learning

processes.




1 Essay 50% 1‐3 2 (Final) Group project 50% 4‐5


Outcomes Element of


1,2


1,2


2

Apply teamwork and leadership skills 2



1,2


1,2


2


1,2


Essay showing Critical discussion of principles of community based education for social change (50%) (0utcomes 1‐3) 3,000 words Group project (workshop design and presentation) with written report/critical reflection on individual role in presentation, indicating learning and strategies (outcomes 4‐5) 2,000 words


All participants will be assessed in accordance with the criteria for assessment described in the agreed Masters Level Matrices, contained in the Definitive Document and Programme Handbook.


OUTLINE OF THE UNIT

BRIEF SUMMARY The unit will develop popular education and critical perspective concepts, with particular emphasis on the dilemmas posed for critical reflective practitioners, and strategies for effective youth and community work practice.

INDICATIVE CONTENT

Training in itself is a tool and a strategy that can be used for social change. The course aims to offer conceptual framework particularly that based on the education theory of Paulo Freire (2000), and methodological tools to participants for the design, execution, management and evaluation of community training sessions and processes for change. It will provide practical tools and technical skills that will allow participants to transfer what they have learned to their working practice, organisations and their community. The curriculum will include, among other things: adult education principles and characteristics; popular education pedagogy – critical analysis, praxis, addressing inequalities; the personal and political / subjectivity and power – personal, group, community and global dimensions of social change;

inequalities and power relationships; identifying and analysing training needs; creative and participatory techniques for popular education – selection of community education tools and activities: description, purposes, when to use them; advantages and limitations; ice breakers – introduction techniques; critical and group analysis techniques; communication techniques; planning and organisational techniques; group evaluation strategies and tools. The unit will incorporate space for the particular requirements of the group to be incorporated.

LEARNING ACTIVITIES


Type of Activity

%


25%

Directed study

50%


25%




unit. Students are also required to submit unit completion tasks, a time log indicating how their three hundred hours of study has been spent and an evidence log tracking where the evidence of meeting the learning outcomes may be found in the assessment task.

LEARNING RESOURCES

ESSENTIAL READING Banks, S, Butcher, H, Henderson, P, Robertson, J eds. (2003) Managing Community Practice, principles, policies and programmes. The Policy Press: Bristol Curry‐Stevens, A (2003) An Educator’s Guide for Changing the World – Methods, Models and materials for Anti‐Oppression and Social Justice Workshop; it can be accessed at www.socialjustice.org Freire, P (2000) Pedagogy of the Oppressed (30th Anniversary edition) NY: Continuum

ADDITIONAL RESOURCES THAT

http://www.socialjustice.org/

STUDENTS SHOULD BUY




Heron, J (1989) The Facilitator’s Handbook; London: Kogan Page Hope, A & Timmel S (1992) Training for Transformation – a handbook for community workers; Zimbabwe: Mambo Press Jacques D (1994) Learning in Groups; London: Kogan Page Jane Vella (1997) Learning to Listen, Learning to Teach: the power of dialogue in educating adults; San Francisco: Jossey Bass

Marine D (1997) Wild Garden: art, education and the culture of resistance; Toronto: Between the Lines

ADMINISTRATION

JACS CODE 22MV

DATE OF APPROVAL



Dr Elizabeth Newman


OPTION UNIT MA EDUCATION STUDIES (LIFE LONG LEARNING) UNIT CODE TBC

UNIT TITLE Principles of Learning, Teaching and Assessment for Lifelong Learning

UNIT ABBREVIATION

PLTA

LEVEL OF STUDY 7


HOME DEPARTMENT


UNIT COORDINATOR

Daryll Griffiths

KEYWORDS


On successful completion of this unit students will be able to: 1. Select, analyse and demonstrate a critical understanding of a range of

theories of learning and communication that can be applied in Lifelong Learning.

2. Identify and critically discuss the application of principles of learning and assessment in their own subject specialism.

3. Critically evaluate the application of teaching and learning strategies to their own specialist subject area in the context of inclusive practice and learning and communication theories.

4. Critically analyse theories and principles of assessment (formal and informal) in relation to practice in their own subject area.

5. Appraise the role of assessment in evaluation and quality processes and the significance of equality and diversity issues for assessment of learning.




1 Assignment 100% 1‐5


Outcomes Element of


1


1


1


1


1


1


1


1


1


Referenced assignment related to teaching, learning and assessment in student’s specialist area: 4,000 words “Critically evaluate a range of theories relating to teaching and learning, communication and assessment. Discuss the impact of these on the teaching of your specialist subject”


Assignments will be marked against the generic criteria grid at M level as detailed in the Masters Level Programme Handbook and awarded an overall percentage mark.


OUTLINE OF THE UNIT

BRIEF SUMMARY The unit introduces the contexts of learning, teaching and assessment, together with some of the knowledge and skills required to be a successful teacher in the Lifelong Learning sector.

INDICATIVE CONTENT

The unit provides the underpinning theoretical framework in which teaching practice in the Lifelong Learning sector can be developed. Key themes covered are: • Theories of learning as applied in the Lifelong Learning sector • Communication models for teaching and learning • Pedagogical models in subject specialist areas • Theories and principles of assessment and their application in specific

specialist areas • Reflection and evaluation of practice

LEARNING ACTIVITIES


Type of Activity

%


25%

Directed study

50%


25%




unit.

LEARNING RESOURCES

ESSENTIAL READING Cowley S ( 2006) Getting the Buggers to Behave London: Continuum Crawley J (2007) In at the Deep End ‐ A Survival Guide for Teachers in Post Compulsory Education London: Fulton Donovan G (2005) Teaching 14 – 19 London: David Fulton


Gould, J (2009) Learning Theory and Classroom Practice in the Lifelong Learning Sector Exeter: Learning Matters




Baker P and Cornforth H (2005) Responding to Learners Voices Leicester: NIACE Black P, Harrison C, Lee C, Marshall B and William D (2003) Assessment for Learning Maidenhead: OUP Brookfield S (1996) Understanding and Facilitating Adult Learning Milton Keynes: OUP Coffield F (2002) The Necessity of Informal Learning Policy Press ESRC Coffield F (2000) Differing Visions of a Learning Society Bristol: Policy Press Cohen A, Mannion L and Morrison K (2004) Guide to Teaching Practice

London: Routledge Falmer Daines J, Daines C and Graham B (2004) Adult Teaching Adult Learning Cardiff: Welsh Academic Press Edwards R, Sieminski S and Zeldin D (eds) (2000) Adult Learners Education and Training London: OUP Garrison G & Anderson T (2003) E‐Learning in the 21st Century: A Framework for Research and Practice London: Routledge Falmer Hargreaves D (2004) Learning for Life Policy Press Holt J (1983) How Children Learn Harmondsworth: Penguin Jephcote M and Abbot I (2005) Teaching Business Education 14‐19 London: David Fulton Jones S and Tanner H (2006) Assessment London: Continuum Keeley‐Browne L (2007) Training to Teach in the Learning and Skills Sector: From Threshold Award to QTLS Harlow: Longman Maxted P (1999) Understanding Barriers to Learning London: Campaign for Learning McGivney V (2004) Informal Learning in the Community Leicester: NIACE Petty G ( 2006) Evidence Based Teaching Cheltenham: Nelson Thornes Rogers A (2002) Teaching Adults Milton Keynes: OUP Rogers J (2001) Adults Learning Milton Keynes: OUP Smith J and Spurling A (2003) Understanding Motivation for Lifelong Learning London: Campaign for Learning Torrance H and Pryor J (2005) Investigating Formative Assessment Buckingham: OUP Tummons J (2005) Assessing Learning in FE Exeter: Learning Matters Wallace S (2005) Teaching and Supporting Learning in FE Exeter: Learning Matters Wallace S (2002) Managing Behaviour and Motivating Students in Further Education Exeter: Learning Matters

ADMINISTRATION

JACS CODE 22MV

DATE OF APPROVAL



Dr Elizabeth Newman


OPTION UNIT MA EDUCATION STUDIES (LIFE LONG LEARNING)

UNIT CODE TBC

UNIT TITLE Professional Practice in Lifelong Learning

UNIT ABBREVIATION

PPLL

LEVEL OF STUDY 7


HOME DEPARTMENT


UNIT COORDINATOR

Geraldine Crawford/Sarah Harrison

KEYWORDS Interprofessional working, partnership, organisational change, negotiating and influencing, reflective practice, self evaluation, professionalism, team work


On successful completion of this unit students will be able to: 1. Critically reflect on current debates and issues about the nature and context

of interprofessional and partnership working 2. Critically analyse concepts concerning organisational culture and

management of change in the context of lifelong learning. 3. Demonstrate the application of theoretical frameworks of reflective practice

in order to evaluate and improve their own practice 4. Critically reflect on their ability to give, receive and act on constructive

feedback on their own performance. 5. Assess and reflect on their ability to work with others and to recognise

potential barriers to working effectively in team settings




1 Professional discussion

50% 2‐5

2 (Final) Written assignment 50% 1,2,


Outcomes Element of


2


1


1,2


1


1


2


1,2


2


2


Professional Discussion: Students undertake a 20‐minute audio taped professional discussion with a Course Tutor. This will demonstrate the application of reflective practice theoretical frameworks, the ability to receive and act on constructive feedback and the impact of reflective practice on their future role, including their ability to work in teams. A written assignment (3,000 words) in the form of a professional enquiry (this should address the contribution of practitioner professional skills and the impact of partnership and organisational culture in achieving successful outcomes).


M level Assessment criteria Matrix Level 7 as detailed in the Masters Level Programme Handbook


OUTLINE OF THE UNIT

BRIEF SUMMARY The first core strand of the unit explores current debates about the nature of interprofessional practice and partnership working from an individual and organisational perspective. It examines a range of professional skills and their application in practice. The second core strand of the unit is reflective practice, and the unit provides strategies and tools to support students to become self‐directed learners and effective practitioners.

INDICATIVE CONTENT

The first strand of the unit covers the following content: • Interprofessional Working • Application of wider professional skills • Impact of organisational culture and change within service delivery

contexts The second strand of the unit helps students to analyse and reflect critically on their skills and knowledge alongside providing strategies and tools to

support them to become self‐directed learners and effective practitioners and team members. Students will explore their practice within an ethical framework and explore their own beliefs and assumptions. The module will examine the concept of the reflective practitioner, learning styles, and the principles and practice of feedback.

LEARNING ACTIVITIES


Type of Activity

%


25%

Directed study

25%


50%


Students are required to keep a portfolio of their learning through the course. The unit will be delivered in an intensive summer school block plus online sessions. Students completing the unit will be expected to:


unit.

LEARNING RESOURCES

ESSENTIAL READING Bolton, Gillie (2006) Reflective Practice: Writing and Professional Development [2nd edition] London Hannagan, T (2008) ‐ Management : Concepts and Practices; Harlow: Financial Times, Prentice Hall Senge, P M (2006) The Fifth Discipline: The art and practice of the learning organization; London: Random House


Schein, E H (4th edition 2010) Organisational Culture and Leadership; San Francisco: Jossey‐Bass




Argyris, C (1990) Overcoming Organisational Defences: facilitating organisational learning; MA, USA: Allyn & Bacon Atkinson, Claxton, G (2000) The Intuitive Practitioner: on the value of not always knowing what one is doing; Buckingham: Open University Press De Bono, Edward (1985) Six Thinking Hats; London Gibbs, G (1988) Learning by Doing: a guide to teaching and learning methods; London Harrison, R; Mann, G; Murphy, M; Taylor, A & Thompson, N (2003) Partnership made painless – A joined up guide to working together; Russell House Publishing Ltd Moon, Jenny (2000) Reflection in Learning and Professional Development: theory and practice; London Schön, Donald A (1930) The Reflective Practitioner: how professionals think in action; Aldershot Wenger, E (1952) Communities of Practice: Learning, meaning and identity; Cambridge University press

ADMINISTRATION

JACS CODE 22MV

DATE OF APPROVAL



Dr Elizabeth Newman


OPTION UNIT MA EDUCATION STUDIES (Already validated as part of another programme)

1 UNIT TITLE Understanding Inclusive Education.

2 BRIEF SUMMARY This Unit presents an overview of the field of inclusive education and introduces students to key concepts and terminology. Students are encouraged to reflect on their understandings of special educational needs and to consider alternative approaches in the context of recent research on inclusion and diversity in education.

3 UNIT CODE NUMBER 22G00001

4 HOME PROGRAMME Postgraduate Professional Development Programme

5 HOME DEPARTMENT Institute of Education

6 SUBJECT AREA Inclusive Education & Special Educational Needs

7 UNIT LEADER(S) Peter Hick

8 CREDIT VALUE 30 CREDITS AT LEVEL:

7 (M)

9 TOTAL AMOUNT OF STUDENT LEARNING (NOTIONAL HOURS OF LEARNING)

300

10 UNIT STATUS Mandatory Core for PGCert Inclusive Education & SEN; Core Option for PG Dip Inclusive Education & SEN. Core Option for MA Education Studies

11 PRE-REQUISITES None

12 CO-REQUISITES None

13 UNIT LEARNING OUTCOMES

On successful completion of this unit students will be able to:

i. Critically analyse the current policy context for inclusive education

ii. Understand the significance of inclusive pedagogy and curricula in developing more inclusive practices

iii. Identify the processes underlying the development of more inclusive schools

iv. Reflect critically on the development of more inclusive practices in their own professional setting

v. Demonstrate an understanding of issues of equality, diversity and social justice in inclusive education.

14 CURRICULUM OUTLINE

Induction; The policy context for inclusive education; Exploring inclusive pedagogies; Developing inclusive curricula; Understanding the development of inclusive schools; Developing more inclusive classroom practices; Collaboration for inclusive learning; Inclusive education as social justice; Including diverse learners; Assignment workshop; Critical reading task; Tutorials.

15 LEARNING & TEACHING ACTIVITIES

Core material will normally be delivered in a seminar format, supplemented with resources on Moodle; the Unit Handbook may contain directed reading and unit completion tasks. Hours Lectures, tutorials, seminars 30 Completions tasks 20 Assessment tasks 50 Directed reading 100 Independent reading and research

100

16 ASSESSMENT STRATEGIES

The assessment for this unit which allows students to demonstrate that they have met the unit learning outcomes, and which is the equivalent of 5000 words is as follows: A written assignment of 3,500 words and a presentation to the participant group; or a written assignment of 5,000 words. The recommended title is ‘A critical analysis of the development of more inclusive practices within a particular school or other educational setting or system’. In addition to reviewing relevant research literature, you may wish to consider one or more of:

• The views of learners, parents or professionals; • The influence of the national and local policy context; • The experiences of an individual or group of learners;• Inclusive practice in relation to a particular category

of special educational need. • A comparative perspective on the development of

inclusive practice in national education systems

An alternative title and focus can be negotiated with the Unit Tutor following the submission of an Assignment Proposal Form.

17 ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT

All participants will be assessed in accordance with the criteria for assessment described in the agreed Institute of Education Professional Development Programme Assessment Matrices, contained in the Definitive Documents and Programme Handbooks. In addition to these assessment criteria, successful participants must also demonstrate achievement of Unit Learning Outcomes i to v.

18 INDICATIVE STUDENT LEARNING RESOURCES

Ainscow, M Booth, T & Dyson, A (2006) Improving schools, developing inclusion. London, Routledge. Hick, P. and Thomas, G. (Eds.) (2009) Inclusion and Diversity in Education: Volume 1: Inclusive Education as Social Justice London: SAGE.

Hick, P. and Thomas, G. (Eds.) (2009) Inclusion and Diversity in Education: Volume 2: Developing Inclusive Schools and School Systems London: SAGE. Hick, P. and Thomas, G. (Eds.) (2009) Inclusion and Diversity in Education: Volume 3: Inclusive Pedagogy in Curricula and Classrooms London: SAGE. Hick, P. and Thomas, G. (Eds.) (2009) Inclusion and Diversity in Education: Volume 4: Learning from Diverse Voices in Inclusive Education London: SAGE Hick, P., Farrell, P. & Kershner, R. (2008) Psychology for Inclusive Education: New Directions in Theory & Practice. London: Routledge. Florian, L. (2009) The SAGE Handbook of Special Education. London: SAGE. Frederickson, N. & Cline. T. (2nd edn. 2009) Inclusion, Diversity & Special Educational Needs. London: O.U. Press. Norwich, B (2008) Dilemmas of difference, inclusion and disability: international perspectives and future directions. Abingdon, Routledge. Topping, K, (2005) The RoutledgeFalmer Reader in Inclusive Education. London: Routledge.

19 ANY ADDITIONAL NOTES AND COMMENTS

Programme Learning Outcome (PLO) Where the PLO (a – m) is highlighted, it indicates that successful students will be able to develop and demonstrate transferable intellectual skills.

a. communicate clearly in speech, writing and other appropriate modes of expression;

b. argue rationally and draw independent conclusions based on a rigorous, analytical and critical approach to data, demonstration and argument;

c. apply what has been learned; d. demonstrate an awareness of the programme of

study in a wider context. e. demonstrate their professional development as

reflective practitioners as a result of investigating their own practice and professional interests;

f. display skills of critical analysis related to an area of current concern;

g. show how their professional learning affects their own practice and that of others;

h. note the implications of their learning for their future professional development and that of their workplace (and other context, where applicable);

i. demonstrate evidence of collaboration with peers in undertaking systematic enquiry into practice;

j. indicate how they have shared their learning with others.

k. Display knowledge of a specialised area and accommodation of it within their professional practice, where appropriate.

l. Show the ability, when working autonomously, to synthesise and classify principles and ideas in contemporary information sources and situations to professional standards within their sphere of practice.

m. Demonstrate an understanding of the need to act as an ethical researcher

20 DATE OF APPROVAL

21 DATE OF MOST RECENT CONSIDERATION: