Home | UniHub



|Module Code |EDU2301 |

|Module Title |Working and Researching in Organisations 1 |

|Level |5 |

|Credit |30 |

|Other Restrictions and Requirements |N/A |

|Owning Subject |Education and Early Childhood Studies |

|Level Restrictions | |

|Automatic Deferral |No |

Aims

To identify core personal competences related to a student s own learning and change To examine the impact of change in organisations. To prepare students for an optional placement. To introduce undergraduates to a range of research techniques. To enable a student to read and critically evaluate examples of educational research encountered in his/her undergraduate studies. To enable students to undertake small-scale research activities by way of practice. To prepare students for their dissertation

Learning Outcomes

Knowledge

1.Analyse and evaluate the link between educational organisations and the world of work

2. Analyse the effects of change in educational organisations and on the people who work in them.

3. Identify the characteristics of individual learners and the impact of working in teams.

4. Critically evaluate a variety of research techniques, for example, observation and interviews, questionnaires etc. with reference to theory.  

Skills

5. Identify, develop and apply core personal competencies to learning and changing in educational and work organisations.

6. Show perception and exercise appropriate judgment in self management in a changing environment.

7.  Work in groups and teams to solve problems and achieve effective outcomes in time-limited contexts including the ability to negotiate outcomes.

8. Exercise personal responsibility in choosing and applying a range of strategies and techniques for peer support.

9. Develop conventional report writing style.

10. Use observation and interview techniques carried out with reference to research theory

11. Reflect on one s own learning and development

12. Critically analyse research reports.  

Syllabus

To explore learning styles, personal competences, psychological type, drivers and group role preferences. . This will be related to change in organisations, especially change in education, linking education to work and career planning. A study of a variety of research techniques and methods commonly used in educational research such as case studies, surveys, action research, document searches, interviews, observations.

Learning, Teaching and Assessment Strategy

One hour lecture / one hour Seminar

Term 1

 Reflective Journal (formative assessment) & Report 1500 -2,000 LO s 1-3, 5-7, 10

 Term 2

 2 reports 1500 2000 words LO s 4, 8-9, 11

Assessment Weighting

As above

Learning Materials

Essential

Cohen, L.& Manion, K. (2000)  Research Methods in Education (5th Ed). UK; Routledge Falmer

Johnston, S. (1998) Who moved my cheese? London: Vermillion

Newby, P. (2010) Research Methods for Education, Harlow, England: Pearson 

Recommended

 Denscome, M. (2003) The Good Research Guide  UK: OU Press  

 Fullan, M. (2001) The Meaning of  Educational Change  London: Routledge Falmer    

|Module Code |EDU2302 |

|Module Title |Special Needs, Disability and Inclusion |

|Level |5 |

|Credit |30 |

|Other Restrictions and Requirements |N/A |

|Owning Subject |Education and Early Childhood Studies |

|Level Restrictions | |

|Automatic Deferral |No |

Aims

To provide students with an understanding of the evolution of policy and practice relating to special educational needs. To provide students with an understanding of the legislative framework within which SEN provision is made. To enable students to consider the various theoretical perspectives and discourses within which the debate about SEN has taken place. To enable students to explore the learning implications of a particular special need for pupils parents and teachers.

Learning Outcomes

Knowledge

 1. Describe and critically assess evolving policy and legislation on special needs at a practical and abstract level.

2. Identify and evaluate the changing categories of special need and the cultural relativity of concepts.

3. Analyse the concept of inclusion and its implications for schools.

4. Examine the issues deriving from the process for accessing support for children with SEN / Disability from a parental perspective.

5. Identify and evaluate strategies for working with particular categories of Special Educational Need.

Skills

 6. Analyse and evaluate of policy, concepts and legislation.

7. Exercise significant judgements in the viewing of SEN from a variety of perspectives.

8. Exercise appropriate judgement in the presentation of reasoned and objective evaluations of 1&2 above.

9. Undertake individual research and essay writing

Syllabus

Changing categories and perceptions of SEN, learning difficulties and disability and issues of labelling and stigmatisation. The evolution of legislation and policy on SEN and the current legal framework for provision. The policy / procedures for accessing support for children with SEN / disability and the rights of parents and pupils. The system for arbitration between stakeholders. Current debates about inclusion and curriculum differentiation. The role and responsibilities of professionals involved in supporting children with SEN/ Disability.  Provision for particular special needs.

Learning, Teaching and Assessment Strategy

Teaching & Learning

 There will be a combination of Lectures / Seminars and visiting Speakers

Formative assessment will include participation in seminar activities including debates and small group presentations which feed into essay topics. LO s 3, 4 & 5  

Summative Assessment 2 x Essays: 1 x 2000 words LO:1 3, 7, 9  Submit Wks 14-17 1 x essay 2,500 words LO: 4,6, 8 & 9,  Weeks 22-24    

Assessment Weighting

As above

Learning Materials

Essential

Cigman, R. (Ed.) (2007) Included or Excluded? The challenge of the mainstream for some SEN Children. London: Routledge

Clark, C. Dyson, A. & Millward, A. (1998)  Theorizing Special Education  London: Routledge

Recommended

Wall, K (2011) Special Needs And Early Years: A Practitioners Guide London: Sage

|Module Code |EDU2303 |

|Module Title |Comparative Education and Related Issues |

|Level |5 |

|Credit |30 |

|Other Restrictions and Requirements |N/A |

|Owning Subject |Education and Early Childhood Studies |

|Level Restrictions | |

|Automatic Deferral |No |

Aims

To widen student’s understanding of alternative ideas in education such as the European context and initiatives in the EU. To allow students from a mix of European countries to exchange their experiences of education and to compare processes, policies, practices and philosophies. To explore issues from a variety of countries and to enable students to collaborate in research and presenting seminar papers. To increase students’ ability to reflect critically on their own experiences of education.

Learning Outcomes

Knowledge

1. Critically analyse some aspects in depth of educational provision in one or more countries.

2. Examine the purpose of education systems in national and international development

3. Identify historical, social, and cultural factors which contribute to variations between educational provision in two or more countries.

4. Critical examine the societal and organisational structures and purposes of educational systems in another country and the possible implications for learners and the learning process.

5. identify some of the values and limitations in attempting comparative analysis of education across a range of diverse settings.

Skills

6. Construct a formal written essay demonstrating synthesis, analysis and critical evaluation

7. Demonstrate oral presentation skills showing the ability to evaluate a problem and present succinctly and creatively.

8. Reflect on and evaluate own performance.

9. Undertake independent research

10. Compare and analyse a number of issues raised and links to differing cultural political and social demands to consolidate and extend a body of knowledge.

11. Summarise and evaluate research undertaken and to present to peers in a stimulating and lively format.

 

Syllabus

The Syllabus will examine some of the following;

What are the main purposes of state maintained education?

Are these purposes the same for all countries?

How are standards of quality in education measured and compared internationally?

Education in the early years, in primary, at secondary and post compulsory levels will be examined across a range of different country settings including both western and non-industrialised nations.

A comparative exploration of some of the following: the curricula, teacher training, educational organisation, equality of opportunity, educational philosophy in England and in a variety of countries abroad by the use of case studies, research, school visits and visiting speakers.

Education and development, education for a prosperous economy, globalisation and its implications for education, as well as issues that impact on access to education such as religion, gender, HIV/Aids, education of remote or marginalised groups will also be explored across a range of country and cultural settings.

Learning, Teaching and Assessment Strategy

2 hr lecture /seminar per week – attendance is compulsory

Formative Assessment - A presentation on an aspect of the course content LO’s 1-5, 7, 8. 9. 13

Summative Assessment - 2 x essays 2500 words each LO’s 1-5, 6, 9, 12

Assessment Weighting

As above

Learning Materials

Essential

Bignold, W. & Gayton. E, (2009) Global Issues and Comparative Education; Perspectives in Education Studies UK: Learning Matters

Recommended

Websites

OECD whole section on Education and Country Briefings edu/eag2011

Europa- the organisation of the European union. Section on Education

Eurydice websites

Compare: A Journal of Comparative and International Education available till 2088 online via LRC

Comparative Education Journal – available online through LRC

 

|Module Code |EDU2305 |

|Module Title |Education and Equality |

|Level |5 |

|Credit |30 |

|Other Restrictions and Requirements |N/A |

|Owning Subject |Education and Early Childhood Studies |

|Level Restrictions | |

|Automatic Deferral |No |

Aims

To provide students with an overview of the extent of race, class, sex and SEN inequalities in educational attainment To provide students with an understanding of the main theories that have been advanced such differential outcomes To enable students to come to a balanced evaluation of the efficacy of government policies on equality of opportunity in education.

Learning Outcomes

Knowledge

1. Analyse the conceptual definitions and culturally determined perceptions

2. Critically evaluate relevant data and evidence regarding educational achievement

3. Demonstrate an in depth knowledge of the different and conflicting theoretical accounts that have been given to explain underachievement

4. Critically examine the policy initiatives and legislation dealing with inequalities  in education.

  Skills

 5. Demonstrate competence in interpreting and analysing data and the official statistics

6. Analyse and evaluate different theoretical perspectives and explanations of inequalities in education

7. Effectively communicate information and arguments in a balanced and objective manner in relation to controversial issues and conflicting ideas

8. Support opinions with evidence 9. Develop and utilise presentation skills in the dissemination of information  

Syllabus

Definitions of key concepts (race, class, sex, SEN, disability) and the statistical evidence for underachievement. Sociological and psychological explanations that have been advanced to account for patterns of underachievement. Government policies that have sought to address inequality in educational provision and attainment.

Learning, Teaching and Assessment Strategy

2hr lecture and seminar

Formative assessment

Individual or group Presentation assessed throughout first term. LO s 1-9

Summative assessment

Book Review (1,000 words) Wk 10 LO 3, 7, 8

1 x Seen exam - Middx. Exam timetable LO s 1-8 for each assessment item due to specific structure of the module

Assessment Weighting

Book review 30% Exam 70%

Exam Duration

Examination, 2 hours

Learning Materials

Essential    

Braham P & James L (2002) Social Differences and Divisions London OUP

Graine, C and George, R. (1999) Gender, ‘Race’ and Class in Schooling: A New Introduction. London: Farmer Press

Recommended

Chitty, C (2004) Education Policy in Britain. Basingstoke: Palgrave McMillan.

| | |

| | |

|Module Code |EDU2307 |

|Module Title |Curriculum Studies 1 |

|Level |5 |

|Credit |30 |

|Owning Subject |Education and Early Childhood Studies |

|Level Restrictions | |

|Automatic Deferral |No |

Aims

To provide an overview of the curricular frameworks for Early Years and Key Stage 1 and their implementation. To enable students to understand the influences of their underpinning curriculum models. To enable students to evaluate Early Years curriculum plans and children’s learning

Learning Outcomes

 Knowledge

1 Demonstrate an in-depth knowledge of early years educators and curriculum models

 2. Critically evaluate curriculum guidance in the light of current practice with the under- 3s and the Foundation Stage

 3. Evaluate children s learning including use of ICT

 4. Explain how to meet individual needs in partnership with parents

5. Identify relevant links between the Foundation Stage and the National Curriculum Key Stage 1 and identify the requirements for English, Mathematics and Science at Key Stage 1.

 6. Promote listening, talking, reading and writing skills as identified in  the National Literacy Strategy

 7. Promote the development of scientific and mathematical concepts as identified in the National Numeracy Strategy and the National Curriculum requirements for Science at Key Stage 1

Skills

 8. Observe, assess and record children s needs and learning

 9.  Reflect on and update own practice

 10. Evaluate the use of resources with young children, including ICT-based materials/equipment

11. Use resources and implement activities to support learning in the three areas

12.  Use ICT to support learning. 

13 Support children with English as an additional language

Syllabus

Definitions and models of curriculum

The Early Years Foundation Stage, including its underlying principles, the importance of play, the role of the adult in planning, implementing, assessing and reviewing, partnership with parents and transition.

National Curriculum Key Stage 1, including content, pedagogical approaches, specific strategies to support learning and the role of the adult as above.

Learning, Teaching and Assessment Strategy

2 hour weekly seminar- Attendance at a relevant setting recommended

Formative Assessment

Peer assessed micro-teaching LO 3, 5, 6, 7, 9, 10 Assess throughout term 2

Peer assessed presentation LO 1 Term 1

Summative Assessment

Report 2000 words LO: 1, 2, 3, 6, 8 Submit wk 12

Essay 2000 words LO: 3, 4, 5, 6, 8, 9, 10, 11, 12, 13 Submit wks 24-26

 Assessment Weighting

As above

Learning Materials

Essential.

Allen, S and Whalley, M. (2010) Supporting Pedagogy and Practice in Early Years Settings, Exeter: Learning Matters.

Browne, A. (2009), A Practical Guide to Teaching Reading in the Early Years (2nd Ed). London: Paul Chapman

Bruce, T. ( 2005). Early Childhood Education (3rd. ed), London : Hodder.

Clipson-Boyles, S. (2010), Supporting Language and Literacy 3-8 (3rd Ed.) London: Routledge

Fisher, J (2008) Starting from the child: Teaching and Learning from 3-8years, Buckingham: O.U.

Nutbrown, C and Page, J (2008) Working with Babies and Children , London Sage.

Nutbrown, C, Clough,P and Selbie,P (2008) Early Childhood Education: History, Philosophy and Experience. London, Sage

Palaiologou, I. (2012) Ethical Practice in Early Childhood, London: Sage

 

 

|Module Code |EDU3304 |

|Module Title |Children's Literature |

|Level |6 |

|Credit |30 |

|Other Restrictions and Requirements |N/A |

|Owning Subject |Education and Early Childhood Studies |

|Level Restrictions | |

|Automatic Deferral |No |

Aims

To define children s literature, examine its categories, and acquaint students with an historical and international range of works. To critically review, consolidate and extend practical working knowledge of a wide range of literature for children and children s literature criticism. To examine texts closely, testing the value of diverse genres such as picture book arts and theoretical reading strategies. To develop enthusiasm and informed experience. To explore the use of literature in the classroom/library

Learning Outcomes

Knowledge

1. Demonstrate in-depth knowledge about children s literature

2. An analyse some of the ways in which children respond to texts

3. Develop and critically evaluate a range of strategies for the use of literature among children in a range of settings

 Skills

 4. Facilitate use of books in the classroom

5. Develop self-motivated research into literature, range of reading and criticism.

6. Critically review, consolidate and extend analysis of children s literature from a range of sources and perspectives.

7. Develop increasingly articulate verbal & written response to children s literature  

Syllabus

History of children s literature, including genres and development of the picturebook. Consideration of views of childhood. Close study of popular authors such as Blyton & Dahl, using student s own experiences. Study of picturebook narratology and artists as illustrators, such as Sendak & French and anthropomorphic issues such as raised by Kitamura & Velthuijs Cross-cultural, feminist and formalist readings of fairy tale. Psychoanalytic readings of children s texts A history and examination of poetry for children. Knowledge based fiction/Non-Fiction Historical and Fantasy texts

Learning, Teaching and Assessment Strategy

Direct lectures and directed research. Following instructions; developing reading for information into self-motivated learning and study skills. Private study, partnered and group tasks, whole class activities. Socialisation, collaboration, discussion and debate. Focused analysis; literary and pictorial criticism; readings of visual and verbal texts. Opportunities for independent writing, time and essay management and visual presentation skills. Peer learning in verbal and visual presentation assessment.

Formative Assessment

Formative and diagnostic tasks; verbal peer & tutor feedback (ongoing reading challenges, delivering/interpreting, making a puppet show, questions to follow up and discuss) throughout, LO: 1, 2, 3, 4 2.

Summative Assessment

Critical essay (3000 words) LO: 1, 2,4, 5, 6,7 3 Due weeks 10-12

One student presentation and supporting text (1000 words) LO: 1, 2, 3, 5, 6, 7 Due weeks 22-24

In visual and written work, students must critically review, consolidate and extend a systematic and coherent body of knowledge using specialised skills related to children s literature analysis, including new concepts drawn from critical perspectives (e.g.: applying a Psychoanalytic/Marxist/Structuralist/Feminist reading) using and interpreting evidence from a range of scholarly sources.  

Assessment Weighting

Critical essay 50%

Presentation/supporting text 50%

Learning Materials

Module text:

Gamble, N. & Yates, S. (2008), Exploring Children s Literature (2nd ed) London: Sage

Uni-hub Support Materials, Journals, Tutor Handbook/handouts, videos/DVDs and relevant web sites

Recommended Journals

Children’s Literature in Education

The Lion & the Unicorn Children s Literature Association Quarterly  

 Students should read a range of children s literature during the course including a selection of picture books from throughout the last 50 years, some Enid Blyton, Roald Dahl & J. K. Rowling.

  INDICATIVE BOOKLIST

Arizpe, E & Styles, M, (2003) Children Reading Pictures: interpreting visual texts, London: Routledge

Avery, G & Briggs, J, (1959 rev.1989) Children and their Books: a celebration of the work of Iona and Peter Opie, London: Clarendon Press

Chambers, A. (1991) The Reading Environment Stroud: Thimble Press

Chambers, A. (1993) Tell Me: Children, Reading and Talk Stroud: Thimble Press

Goodwin, P. (ed.) (2008) Understanding children s books London: Sage

Hunt, P, (ed), (1999) Understanding Children’s Literature, London: Routledge.

Lewis, D, (2001) Reading Contemporary Picturebooks: Picturing Text, London: Routledge.

Meek, M, (ed), (1977) The Cool Web: The Patterns of Children’s Reading,  London:Bodley Head

Reynolds, K, Brennan, G, McCarron, K, (2001) Frightening Fiction, London: Continuum

Rose, J, (1984) The Case of Peter Pan, or, The Impossibility of Children s Fiction, London: McMillan.

Zipes, J, (2001) Sticks and Stones: from Strawpeter to Harry Potter London: Routledge

 

|Module Code |EDU3305 |

|Module Title |Leadership, Management and Multidisciplinary Roles in Early years |

| |Settings |

|Level |6 |

|Credit |30 |

|Owning Subject |Education and Early Childhood Studies |

|Level Restrictions | |

|Automatic Deferral |No |

Aims

To enable students to evaluate leadership and management theories and explore functions of management in childcare and early year’s education settings .To critically examine the roles of early years professionals in a variety of organisations To critically review quality childcare and early years education as delivered in a wide range of settings

Learning Outcomes

Knowledge

On completion of this module, the successful student will be able to:

1. Explain in-depth the conceptual and legal framework for management in a childcare and education setting

2. Critically analyse some theories of management and the processes underlying change

3. Analyse in depth the manager’s role in recruitment and professional development of staff teams

4. Analyse some marketing strategies

5. Identify the principles of the Data Protection Act

6. Systematically and critically analyse the role of statutory, voluntary and independent services in relation to children and their families

7.  Demonstrate an informed knowledge of multidisciplinary roles in services for young children and their families.  

Skills

8. Develop a marketing approach using ICT

9. Plan a recruitment strategy

10. To effectively synthesise, collate, organise and present material

Syllabus

The role of key professionals within statutory, voluntary and independent services working with young children and their families, the development of current initiatives in childcare and education, and multidisciplinary working for children. Role of management & leadership in the context of childcare and education settings including the legal framework for management, working in partnership with families and other outside agencies, team building, managing change, staff recruitment procedures, data protection and marketing.

Learning, Teaching and Assessment Strategy

Lecture / workshop

Attendance in an Early Years Setting is highly recommended

Formative assessment

Peer assessed presentation –LO: 7, 10 Second term

Classroom discussions LO: 3, 4, 5, 8, 9  First term

Summative Assessment

Portfolio of evidence LO: 1, 2, 10 Submit wk 12  

Essay 2,500 words LO: 6, 7, 10 Submit wks 20-24

Assessment Weighting

100% Coursework

Learning Materials

Essential

Pugh G. & Duffy, B. (2009) Contemporary Issues in the Early years (5th ed.) Paul Chapman Publishing

Robins, A. & Callan, S. (eds.) (2009) Managing Early Years Settings London: Sage

Recommended

Anning ,A .Cottrell, D, Frost, N Green, J and Robinson, M.(2010) Developing Multiprofessional Teamwork for Integrated Children’s Services, England: O.U.

Aubrey,C. (2011) Leading and Managing in Early Years Settings, London: Sage.

Baldock, P. (2011) Developing Early Childhood Services: Past, Present, Future. Maidenhead: Open University Press.

Cleaver,H, Nicholson, D, Tarr,S. Cleaver, D. ( 2007) Child protection, Domestic Violence & Parental Substance Misuse, London: Jessica Kingsley Publications.

Davis, H. (2008) All Together Now, Working with Early Years Children and Families, DCSF.

Gasper, M (2009) Multiagency working in the Early years. Challenges and Opportunities,. London:Sage.

 

|Module Code |EDU3307 |

|Module Title |The Social and Emotional Aspects of Teaching and |

| |Learning |

|Level |6 |

|Credit |30 |

|Other Restrictions and Requirements |N/A |

|Owning Subject |Education and Early Childhood Studies |

|Pre-requisites | |

|Level Restrictions | |

|Automatic Deferral |No |

Aims

To examine and critically evaluate the significance of human relationships and interpersonal strategies in childcare / education To explore social and emotional influences on children and adolescents educational experiences To evaluate the effectiveness of programmes and strategies used to support children and adolescent s personal and social development To critically evaluate a range of counselling models and related theories, and their application within educational settings

Learning Outcomes

Knowledge

1. Demonstrate knowledge and critically evaluate the content and use of social/emotional programmes and strategies used to support and improve the educational experiences of young people (e.g. PSHE, SEAL, Mentoring, Peer-counselling)

2.  Review teacher-learner relationships/dynamics and evaluate their importance to young people s social and emotional well-being, and their educational experiences

3.  Evaluate the models in counselling; lifespan theories; attachment and loss; work with children and families; the links between learning, development and education; counselling models for education i.e. person-centred, psychodynamic, cognitive-behavioural

4.  Critically evaluate a range of counselling theories  and models used in educational contexts.

5.  Critically evaluate the use of counselling theories and skills in educational contexts.  

6. Demonstrate knowledge of effective communication skills used in educational counselling.  

Skills

7.  Review and analyse evidence of the social and emotional influences and their effects on educational experiences

8.  Demonstrate improved self-awareness by evaluating own communication and interpersonal skills during role-play, case studies and other activities

9. Analyse, evaluate and present how own skills can be successfully used within educational settings to improve relationships, and the social and emotional well-being of children and adolescents

10. Plan, analyse and apply criteria for evaluation of personal and social education

11. Compare, contrast and critically evaluate underpinning theories related to strategies for improving social and emotional well-being of children and young people  

Syllabus

Social and emotional influences of the family, peers and educational relationships on children and adolescents, and how these change from childhood and through adolescence, and from one generation to another The effects of social and emotional problems on the education of young people, including the effects of individual differences (e.g. emotional intelligence) National, community, curriculum and class-based initiatives and behavioural strategies used to overcome social/emotional problems within education Counselling models used within educational settings (e.g. 1:1, Group, Peer, Brief, Solution-focused) Counselling theories and skills used in educational contexts (e.g. Developmental (Attachment), person-centred, psychodynamic, cognitive-behavioural, loss-reaction)

Learning, Teaching and Assessment Strategy

2 hour seminar

Formative Assessment

Case Studies Role Play LO s 8

Reflective journal LOs 3 6, 8 - 11   Submit  journal throughout

Summative Assessment

Essay 2,500 words LO s 1, 2, 8 10 11 Submit Wk: 14 - 16

Report: 3000 words (supported by Journal) Submit Wk 24- 28

Assessment Weighting

As above

Learning Materials

Essential

Dowling, M (2009) Young Children s Personal, Social and Emotional Development (3rd ed.) London: Sage  

Dryden W (2002) Handbook of Individual Therapy London Sage

 Geldard, D, Geldard, K.and Yin Foo,R. (2013) Counselling Children: A Practical Introduction; London: Sage

Geldard, D, and Geldard, K. (2009) Counselling Adolesents:The Proactive Approach for Young People; London: Sage

Recommended

Roberts, R. (2006) Self-Esteem and Early Learning, London: Sage

|Module Code |EDU3309 |

|Module Title |The Child in Context |

|Level |6 |

|Credit |30 |

|Other Restrictions and Requirements |N/A |

|Owning Subject |Education and Early Childhood Studies |

|Pre-requisites |EDU1302 |

|Level Restrictions | |

|Automatic Deferral |No |

Aims

To extend students understanding of the development of the child as influenced by his/her unique social, cultural, educational and familial contexts. Through examination of recent theories and research on issues relating to aspects of children s development and through cross cultural analysis, students will develop an appreciation of the ways in which children s identities and behaviours are socially and culturally negotiated.

Learning Outcomes

Knowledge

1. Demonstrate an in depth understanding of the range of social and cultural factors influencing children s development.

2. Evaluate a number of key theories relating to the contextual factors affecting outcomes for children.

3. Analyse and synthesise studies from a range of perspectives on differing life experiences and their relationship to social processes

4. Critically examine contemporary cross cultural research relating to children s development and experience.

 Skills

5. Analyse and evaluate differing theoretical perspectives and explanations of the relationship between context of children s lives and their development

6. Effectively communicate information and arguments in a balanced and objective manner.

7. Support information with strong research evidence

8. Demonstrate competence in analysing and interpreting research findings.

9. Undertake individual and group research and effectively communicate findings back to the class

Syllabus

Will include a critical examination of the following ; Bronfenbrenner s Ecological systems theory, individual differences in temperament, issues in the development of self and gender identity, the origins of social competence and social cognition including theory of mind, moral development and levels of aggression, family influences on development, the effect of day care and educational environments on the child including peer influence, playground studies, social and academic groupings, the value of play experiences and cultural influences on play.

Learning, Teaching and Assessment Strategy

2 hour seminar.

 There will be a combination of lectures and seminar sessions as well as visiting speakers and visits.

Formative Assessment;

Participation in seminar activities is compulsory and will contribute towards formative assessment. Students will also carry out individual research on particular topics for presentation to the group. These topics will feed into the summative assessment..

Summative Assessment

1 x 2,000 word essay Submit weeks 14 16 1 x 3,000 word essay Submit wks 20-24

Assessment Weighting

As above

Learning Materials

Essential

Anning, A. Cullen, J. & Fleer,M. 2009  Early Childhood Education: Society and Culture 2nd Ed. London: Sage

Berk, L. 2008 Child Development, USA; Pearson

 Recommended

This will further be dependant upon students’ choice of research subject

|Module Code |EDU3310 |

|Module Title |Children's Rights: Law, Policy and Practice |

|Level |6 |

|Credit |30 |

|Other Restrictions and Requirements |N/A |

|Owning Subject |Education and Early Childhood Studies |

|Level Restrictions | |

|Automatic Deferral |No |

Aims

Have knowledge of a range of conceptual frameworks of 'childhood' and 'children's rights' Evaluate the relative balance of powers, duties and accountabilities between the key players in education as with a multi-agency approach Know and be able to discuss critically the key principles of the UN Convention on the Rights of the Child Be able to evaluate the congruence between selected legislation, policy and practice and conceptualisations of 'childhood', ‘child development’ and children's rights Have developed knowledge and analytical perspectives on particular areas of legislation, policy and practice that affect children

Learning Outcomes

Knowledge

On successful completion of this module, students will be able to:

1. Understand and analyse debates regarding children’s rights.

2. Critically evaluate key legislation on children’s rights in a variety of settings.

3. Examine and analyse the role of the professional and service providers as determined by the law and inter-agency guidance.

Skills

 Students will be able to demonstrate:  

4. A critical understanding of complex legislation and systematic “decoding” of legal formulations and their potential impact on children.

5. An informed and balanced evaluations of real life implications/application of child law.    

Syllabus

1. Conceptualisations of childhood: then and now

2. An introduction to the concept of rights in jurisprudence and socio-legal studies and how these might apply to children in a variety of settings;

3. The law relating to specific areas: education, welfare, family law, human rights, child protection, criminal justice, immigration, the millennium development goals, etc  

4. International agreements and their implications: the UN Convention on the Rights of the Child; European Convention on Human Rights- for children and service providers  

5. Implications of the Children’s Act (1989) and relevant case-law (e.g. Gillick)  

6. An evaluation of children affected by child poverty and child labour in the UK and globally

Learning, Teaching and Assessment Strategy

2 hour lecture/seminar

Summative assessment

2 essays - 2500 words each

LO: 1 – 5

Due dates: Weeks 10-12 and 22-24

Assessment Weighting

As above

Learning Materials

Essential

Franklin B. (2004) New Handbook of Children’s Rights, London: Routledge  

Gittins, D (1998) ‘Is Childhood Socially Constructed?’ in The Child in Question, London: Macmillan, pp 21-45.

Jones, P., Walker, G (2011) Children's Rights in Practice, London: IOE

Palaiologou, I. (2012) The Early Years Foundation Stage, Theory and Practice, London: Sage

UN Convention on the Rights of the Child (CRC)  

Recommended

Archard D. (2005)  Children: Rights and Childhood, Oxon: Routledge  

Van Bueren, G (1998) ‘Children’s Rights: Balancing Traditional Values and Cultural Plurality’. In Douglas, G. and Sebba, L. (Eds.) Children’s Rights and Traditional Values, Aldershot: Dartmouth, pp. 15-30.    

|Module Code |EDU3392 |

|Module Title |Working and Researching in Organisations 2 |

|Level |6 |

|Credit |30 |

|Other Restrictions and Requirements |N/A |

|Owning Subject |Education and Early Childhood Studies |

|Pre-requisites |EDU2301 |

|Level Restrictions | |

|Automatic Deferral |No |

Aims

1. To plan, negotiate and experience work in an organisational setting; analyse the organisational setting and identify the skills and competences involved in delivering the student s negotiated contribution; analyse and critically reflect on the student s own learning and development through her/his work experiences; and demonstrate insight in developing

personal competences identified and explored by the student in EDU2301.

2. To carry out detailed study of an existing field of interest in education or early childhood, principally by means of a literature review and primary research; organise and manage a small scale research study with insight and responsibility; and display critical judgment in relating these to the wider educational and social context.

Syllabus

1. A tutor will be allocated to the student prior to the start of the module. For the placement the content here will vary according to the work undertaken and the  particular context of the organisation but will include a reflective analysis of their own development and role in the organisation.

 2. For the research element the student will decide with guidance, a suitable area for research relevant to some aspect of education or early childhood.  The student will identify and discuss an area for investigation before receiving final approval from their tutor. This will especially concern the viability of the proposal. Particular consideration will be made to the student s knowledge and skills developed in  the module covering research methods EDU2301.

Learning Outcomes

Knowledge

Placement

This will vary according to the organisational setting, but should include:

1. Critical understanding of the work of the organisation and its functions;

2. Comparison of the roles of co- workers within the organisation relative to the student s own role

3. Critical evidence of the student s understanding of how relevant content of EDU2301 can be applied in organisational work settings, including the deepening of the student s knowledge of her/his own skills and competences in practice and how these can be used effectively in planning and carrying out the proposed work. 

Research

 4. The knowledge acquired will vary with the nature of the topic being investigated, but it should be of demonstrable significance to the field of education or early childhood and based on appropriately chosen field work as well as library-based research demonstrating the ability to critically analyse key studies and theorists in the field studied.

5. The student will show evidence of informed choice(s) of methodology based in part on their work in EDU 2301.

6. Present a coherent background framework synthesising materials from a range of sources.

Skills

Placement

7. Building on the work undertaken in EDU2301, the student will identify and provide evidence for the development of own skills and competencies relevant to the work organisation and the tasks undertaken.

8. Evidence and implications of this development recorded in a Reflective Journal.

9. Additionally, the student will show evidence of skills in negotiation, communication, problem solving, time management and report writing.  

 Research

 10. Plan and manage a complex project demonstrating critical judgement in the selection and use of primary and secondary research methods.

11. Present coherent argument underpinning the choice of appropriate selected methodologies, synthesising knowledge gained from the student s prior learning

12. Systematically and critically analyse and evaluate fieldwork findings in relation to the reviewed literature.    

Learning, Teaching and Assessment Strategy

Students will find a placement in an organisation linked to education/training. This will have to be approved by their assigned tutor and the student will then liaise with the university placement office with regard to CRB and insurance checks. The tutor will liaise with a link person in the chosen organisation and a short report on the student s performance will be written by the organisation. The student will be expected to undertake no less than 10 half days of placement in the organisation as weeks, days or half days. They may if wished conduct the research for the extended essay in the same organisation in addition to this time or in a different organisation in negotiation with their tutor

Placement:

Assignment 1: a Reflective Journal and related Learning Analysis (25%). The Learning Analysis will not exceed 2,000 words.

Assignment 2: A Report on the placement organisation 1500  - 2,000 words (25%). An appendix of the Learning Outcomes LOs 1-3, 7-9 Submit Wks 13 -15

Research

 1 x 4,000 - 6,000 word report consisting of approximately three equal parts: literature review; fieldwork; and a critical discussion of parts 1 and 2.

The appendix will contain the student s proposal form and record of tutorials. 50% Covering learning outcomes 4-6, 10-12 Submit 1 week before Programme deadline

Assessment Weighting

As above

Learning Materials

Essential

Bell J. (2005): Doing Your Research Project. Open University Press.

Cohen L., Manion L., and Morrison K. (2000): Research Methods in Education. Routledge Falmer

Recommended 

Denscombe M. (2003): The Good Research Guide  Open University Press.

Greene, S. & Hogan, D.  (eds) 2005  Researching  Children's Experience; Approaches and Methods London Sage

 There are no specific learning materials for the placement. However the student is required to demonstrate her/his application of content and materials from EDU2301.  

A variety of journal articles and materials relevant to the area of work undertaken.

|Module Code |EDU3394 |

|Module Title |Proposition module |

|Level |6 |

|Credit |30 |

|Other Restrictions and Requirements |N/A |

|Owning Subject |Education and Early Childhood Studies |

|Level Restrictions | |

|Automatic Deferral |No |

Aims

To carry out detailed study of an existing field of interest in education or early childhood, principally by means of a literature review and primary research; organise and manage a small scale research study with insight and responsibility; and display critical judgment in relating these to the wider educational and social context.

Learning Outcomes

Knowledge

1. The knowledge acquired will vary with the nature of the topic being investigated, but it should be of demonstrable significance to the field of education or early childhood and based on appropriately chosen field work as well as library-based research demonstrating the ability to critically analyse key studies and theorists in the field studied.

2. The student will show evidence of informed choice(s) of methodology based in part on their work in EDU 2301.

3. Present a coherent background framework synthesising materials from a range of sources.

 Skills

 4. Plan and manage a complex project demonstrating critical judgement in the selection and use of primary and secondary research methods.

5. Present coherent argument underpinning the choice of appropriate selected methodologies, synthesising knowledge gained from the student s prior learning

6. Systematically and critically analyse and evaluate fieldwork findings in relation to the reviewed literature.  

Syllabus

Student to decide with guidance, a suitable area for research relevant to some aspect of education or early childhood. A tutor will be allocated to the student prior to the start of the dissertation. The student will identify and discuss an area for investigation before receiving final approval from their tutor. This will especially concern the viability of the proposal. Particular consideration will be made to the student s knowledge and skills developed in the module covering research methods EDU2301.

Learning, Teaching and Assessment Strategy

Dissertation

 An 8,000 - 10,000 word piece of work consisting of approximately three equal parts: literature review; fieldwork; and a critical analytical discussion. The appendix will contain the original research, the student's proposal form and record of tutorials.

 LO's 1 - 6

Submit 1 week before programme deadline

Assessment Weighting

As above

Learning Materials

Essential:

Bell J. (2005) Doing Your Research Project Buckingham :Open University Press.

Cohen L., Manion L., and Morrison K. (2000) Research Methods in Education (5th Ed). London Routledge Falmer

 Recommended

 Greene, S. & Hogan, D. (Eds) (2005) Researching Children's Experience  London: Sage Denscombe M. (2003): The  Good Research Guide UK:  Open  University Press.  

 A variety of journal articles and materials relevant to the area of work undertaken.

|1. |Short code |EDU2308 |

|2. |Title |Education and the Social World: Who Educates |

| | |whom How and Why? |

|3. |Level |5 |

|4. |Credit points |30 |

|5. |Start term |Autumn 2014 |

|6. |Subject |Sociology of Education |

|7. |Module Leader |Dr Reza Gholami, Hendon, 14663, |

| | |r.gholami@mdx.ac.uk |

|8. |Accredited by | |

|9. |Module restrictions [2000 characters] | |

| |(a) Pre-requisite |N/A |

| |(b) Programme restriction |N/A |

| |(c) Level restrictions |N/A |

| |(d) Other restrictions or requirements |N/A |

|10. |Automatic deferral [150 characters] |No |

|11. |Aims: |

| | |

| |This module aims to provide students with a solid grounding in key sociological theories and themes vis-á-vis education.|

| |It will allow students to focus in a great deal of depth on each theorist/theme covered. As such, it will appeal |

| |particularly to those students who are keen to develop a deep theoretical and historical understanding of the social |

| |issues surrounding education. |

| | |

| |The module takes a ‘holistic’ (or interconnected) approach whereby students’ knowledge is built up through exploring |

| |relevant historical and contemporary connections and contexts alongside theory. For example, it is taken for granted |

| |that the history of racism and anti-racist action in the English education system cannot be properly understood without |

| |knowing something about the history and politics of immigration into this country. In turn, an understanding of the |

| |latter depends upon having a good grasp of the history and development of western modernity, which itself requires |

| |familiarity with post-modern perspectives. By the same token, the module also encourages cross-disciplinary dialogue. |

| |That is, although sociology is at the forefront, students will also explore the issues through the lens of |

| |closely-related disciplines including anthropology, political science, history and cultural studies. |

|12. |Learning outcomes [15893 characters] |

| |Knowledge |

| |A deep understanding of key issues in the relationship between education and the social world; |

| |Confidence in discussing, critiquing and applying a wide range of sociological theories pertaining broadly to education |

| |and related issues; |

| |Increased critical self-reflection and self-awareness with respect to relevant theories and themes; |

| |A solid grasp of the contemporary ‘cutting-edge’ of the discipline; |

| |Questioning history and the ‘cutting-edge’ with a view to critically engaging with them and – eventually – pushing the |

| |discipline forward. |

| | |

| |Skills |

| |The ability to synthesise and apply to key questions relevant theoretical perspectives; |

| |The ability to use theory synthesis in problem solving; |

| |The ability to creatively collaborate with others to make policy recommendations |

| |The ability to engage in rigorous debates vis-á-vis society and education; |

| |The ability to influence others through confident though reasoned and balanced negotiation skills |

| |The ability to use a range of information and bibliographic resources to find and analyse relevant literature |

| |(especially academic) |

| | |

|13. |Syllabus |

| |Lectures and seminars will be planned and delivered to reflect and facilitate aforementioned outcomes. For instance, |

| |students will carry out independent and group projects tied to social/educational issues which they will identify with |

| |the tutor’s support. Certain seminars will also be set up do imitate various debate formats. |

| | |

| |Themes/theorists to be covered are as follows (not necessarily in order): |

| | |

| |The sociology of education |

| |Western Modernity: ‘Order’, ‘Science’ and ‘Civilisation’ (at any price) |

| |Ideologies and models of education: is education a Right or a Left? |

| |Identity, Heritage and Citizenship – ‘Look Mum, I’ve become the National Curriculum!’ |

| |Diaspora and Education - complex connectivity beyond migration |

| |The question of difference |

| |Space, Place and Modernity - is the school a secular place in a post-secular society? |

| |New Media, Knowledge and Authority |

| |‘I consume, therefore I am (a student)’ - students as clients and consumers |

| | |

| |Society vs. the Individual: the Macro, the Micro and the enigma of aspiration |

| |Anthropological perspectives on education and childhood |

| |The question of ‘differance’ : Derrida and other ‘messy’ postmodernists |

| |Globalization and education |

| |‘Teaching to Transgress’ - revolutionary teaching (if you dare!) |

| | |

| | |

|14. |Learning, leaching and assessment strategy |1 hr weekly lecture – will introduce students |

| | |to key issues as well as provide essential |

| | |contexts and discuss relevant concepts. |

| | | |

| | |1 hr weekly seminar to allow students to |

| | |engage with and discuss often challenging |

| | |theories. This time will also be used for |

| | |in-class activities (such as debates) and the |

| | |planning and presentation of group projects. |

| | | |

| | |Summative Assessment: |

| | |1 X Essay (2500 words): end of term 2 |

| | |(Essay relates especially to LOs 1, 2, 4, 6, 7|

| | |& 11) |

| | | |

| | |1 X Group Presentation/Discussion based on a |

| | |seen question (up to 45 mins.), term 2. |

| | |Students will have all year to plan/prepare |

| | |this) – LOs 3, 5, 7, 8 & 10.[1] |

| | | |

| | |Formative Assessment: |

| | |1 X Essay (2000 words) term 1 |

| | |2 X Class Debates (one each term) followed by |

| | |peer-reviewed e-reports/blogs – LOs 3, 7, 9, |

| | |10 & 11 |

|15. |Assessment weighting [200 characters] | |

| |Seen examination (i.e. end-of-year group presentation) |50% |

| |Unseen examination |……… % |

| |Coursework (no examination) |50 % (essay 2) |

|16. |Timetabled examination required |NO |

|17. |Length of exam |……….hours |

|18. |Learning materials | |

| |- Essential | |

| | | |

| |Moore, Rob (2004) Education and Society: Issues and Explanations in the | |

| |Sociology of Education. Cambridge: Polity. | |

| | | |

| |Journal of Sociology of Education (Sage) | |

| | | |

| |Hall, S. (1992) “The Question of Cultural Identity,” In Hall, S. Held, D.| |

| |and | |

| |McGrew, T. (eds.) Modernity and Its Futures: Understanding Modern | |

| |Societies, Polity Press. | |

| | | |

| |- Recommended | |

| | | |

| |Althusser, L. (2001 [1971]) Lenin and Philosophy, and Other Essays New | |

| |York: Monthly Review Press. | |

| | | |

| |Best, S. and Kellner, D. (1991) Postmodern Theory: Critical | |

| |Interrogations. Palgrave Macmillan. | |

| | | |

| |Bourdieu, P. (1990) The Logic of Practice. Cambridge: Polity. | |

| | | |

| |Castro-Vasquez, G. (2013) Language, Education and Citizenship in Japan. | |

| |Routledge. | |

| | | |

|19. |Module run (NB. These should be set up 4 years in advance): | |

| |Academic year |Term |Part of term |Start |End date |Max student |Campus/mode e.g. DE |

| | | | |date | |numbers | |

| |September 2014 |1 |

| |(a) Please indicate which teaching activities will be offered in this | |

| |module*: | |

| |LECTURE (LEC) |YES |

| |SEMINAR (SEM) |YES |

| |LABORATORY(LAB) |NO |

| |WORKSHOP (WRK) |NO |

| |(b) Timetabled |YES |

| |(c ) Student centrally allocated |YES |

*Definition of teaching activities:

Lecture: Teaching activity in which students are generally sat in rows formally and the lecturer speaks from the front of the venue often using PowerPoint to provide key information about the subject.  Lectures range in student numbers from 20-300+

Seminar: A more informal situation where students and a lecturer come together to discuss in depth issue(s) related to the subject. Usually smaller numbers of students, seating may be boardroom style usually up to 30 students

Laboratory: Where some kind of equipment is in use i.e. science laboratory, language laboratory – as there is no place for studio included, dance staff might use this to represent the dance studios, art staff to represent  art workrooms, sports staff for the sports laboratory . [It could be that we need to add another category to cover these as they are specific facilities for specific purposes]

Workshops:  Broadly teaching and learning activity where students will be doing something i.e. discussing issues in groups facilitated by a lecturer,  this covers a broad range of activity i.e. drama workshops for students doing performing arts,  sports students working in groups using equipment (and that equipment might be in the sports laboratory)

|1. |Short code |EDU2309 |

|2. |Title |Play and pedagogy |

|3. |Level |UG |

|4. |Credit points |30 |

|5. |Start term |Oct 2014 |

|6. |Subject |Education Studies |

|7. |Module Leader |Beth Gallagher / Jacqueline Harding |

|8. |Accredited by | |

|9. |Module restrictions [2000 characters] | |

| |(a) Pre-requisite |BA Education Studies Year 1 |

| | |Early Childhood Studies Year 1 |

| |(b) Programme restriction | |

| |(c) Level restrictions | |

| |(d) Other restrictions or requirements | |

|10. |Automatic deferral [150 characters] |No |

|11. |Aims [4000 characters] |

| | |

| |Critically explore the range of under-pinning theories of play and implications in practice. |

| |Critically examine the different types of play in learning and consider play as symbolic behaviour. |

| |Consider the role of the adult in the provision of resources and the facilitation of learning through play |

| |Develop an understanding of the relationship between play and child development through observation and assessment |

| |Encourage a deep understanding of social and cultural factors, gender, social class, race and disability regarding |

| |play. |

| |Examine key policy, legislation and children’s rights regarding play. |

| |Consider global curriculum frameworks |

| |Critically explore play as a therapeutic tool. |

| |Recognise the historical perspective of the changing nature of play and the relevance of new technology |

| | |

| | |

| | |

|12. |Learning outcomes [15893 characters] |

| |Knowledge |

| |Critically evaluate the different theories of play and implications for practice |

| |Reflect on the significance of play in learning |

| |Articulate the role of the adult and the importance of provision of relevant resources and experiences in the promotion|

| |of play |

| |Be able to reflect on observations of children at play |

| |Demonstrate knowledge of how factors such as social, cultural, gender, class, race and disability impact play |

| |Articulate key policy and legislation regarding play and children’s rights |

| |Demonstrate an understanding of global curriculum frameworks |

| |Be able to reflect critically on play as a therapeutic tool |

| |Show an understanding of the historical perspective of play and the relevance of new technology |

| | |

|13. |Syllabus [6987 characters] |

| |An analysis of the theoretical perspectives of play and the effects of play upon development. A reflection on |

| |implications for practice together with a critical evaluation of its history and global approaches |

|14. |Learning, leaching and assessment strategy | |

| |[11987 characters] | |

| |1 hour lecture and 1 hour seminar | |

| |Formative Assessment | |

| |3 Observations of play LO 1-8 | |

| |Summative Assessment | |

| |Essay: 2,000 words LO s 1, 2, 3, 7, 9, Submit Wk: 14 - 16 | |

| |Report: 2,000 words (supported by Journal) LO 4, 5, 6, 8 Submit Wk 24- | |

| |28 | |

| | | |

|15. |Assessment weighting [200 characters] | |

| |Seen examination |………% |

| |Unseen examination |……… % |

| |Coursework (no examination) |100% |

|16. |Timetabled examination required |NO |

|17. |Length of exam | |

|18. |Learning materials [7987 characters] | |

| |- Essential | |

| |Bruce, T. (2011) Learning through Play. London: Blackwell | |

| |Moyles, J. (2010) The Excellence of Play (3rd ed.) London: McGraw | |

| |Hill | |

| | | |

| |- Recommended | |

| | | |

| |Bruce, T (2010) Froebel Today in L.Miller “Critical Issues in the Early| |

| |Years. London: Sage | |

| |Athey, C (1990) Extending Thought in Young children: A Parent-Teacher | |

| |Partnership, London: Paul Chapman. | |

| | | |

| | | |

|19. |Module run (NB. These should be set up 4 years in advance): | |

| |Academic year |Term |Part of term |Start date|End date |Max student |Campus/mode e.g. DE |

| | | | | | |numbers | |

| |2014-15 |1 |

| |(a) Please indicate which teaching activities will be offered in this | |

| |module*: | |

| |LECTURE (LEC) |YES |

| |SEMINAR (SEM) |YES |

| |LABORATORY(LAB) |NO |

| |WORKSHOP (WRK) |NO |

| |(b) Timetabled |YES |

| |(c ) Student centrally allocated |YES |

*Definition of teaching activities:

Lecture: Teaching activity in which students are generally sat in rows formally and the lecturer speaks from the front of the venue often using PowerPoint to provide key information about the subject.  Lectures range in student numbers from 20-300+

Seminar: A more informal situation where students and a lecturer come together to discuss in depth issue(s) related to the subject. Usually smaller numbers of students, seating may be boardroom style usually up to 30 students

Laboratory: Where some kind of equipment is in use i.e. science laboratory, language laboratory – as there is no place for studio included, dance staff might use this to represent the dance studios, art staff to represent  art workrooms, sports staff for the sports laboratory . [It could be that we need to add another category to cover these as they are specific facilities for specific purposes]

Workshops:  Broadly teaching and learning activity where students will be doing something i.e. discussing issues in groups facilitated by a lecturer,  this covers a broad range of activity i.e. drama workshops for students doing performing arts,  sports students working in groups using equipment (and that equipment might be in the sports laboratory).

-----------------------

[1] Assessing group discussions summatively is bound to present some challenges – e.g. grading individuals in a group and producing a ‘recording’ for external examination. I would like to voice record the sessions, which along with my own comments would allow for external examination/moderation. As for marking criteria, we already have these in place and use them for presentations and essays – they are more than adequate. To solve the problem of ‘individual’ marking, students will be told that the lack of an individual’s contribution will adversely affect the group’s mark. Alternatively, individual performances could be marked separately. In any case, students will be required/encouraged to keep an individual reflective e-journal on their project’s progress, which can also be individually and externally marked.

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download