The University’s course specification template has been developed to fulfil three main functions; it shall act:
as a source of information for students and prospective students seeking an understanding of a course and as a basis for gaining feedback on the extent to which the opportunities for learning were
successful in promoting the intended outcomes
to ensure that there is clarity concerning the aims and intended learning outcomes for the course for the University during the approval and periodic review process
to provide information for external examiners, professional, statutory and regulatory bodies and employers as to the skills and other transferable abilities developed by the course
Section One: ABOUT THE COURSE
1 Name of course and highest award Education Studies BA (Hons) 2 Level of highest award (according to FHEQ) Level 6
3 Possible Interim Awards Certificate of Higher Education (Level 4) Diploma of Higher Education (Level 5) BA (Ordinary) (Level 6)
4 Awarding/validating institution London Metropolitan University
5 Teaching institution(s) London Metropolitan University
6 Total credit for course (for highest award) 360 CATS points
7 Faculty responsible Faculty of Applied Social Science and Humanities
8 Mode of attendance Autumn start Full Time and Part Time
Spring start Full Time and Part Time Other
9 About the course and its strategy towards teaching and learning and towards blended learning. Please include details of access to learning facilities, including flexible/open-learning spaces within the Faculty.
Education Studies concerns itself with the preparation of informed, confident and responsible
professionals, equipped with the knowledge, skills, understanding and critical instincts to take on the challenges of working in this vital, challenging and, frequently, fluid area of public life. This course has been designed with the recognition that for many students, the next step will be a move into teaching by attaining Qualified Teacher Status; however, there is a growing diversity of educational roles in people-related professions and their associated work settings. We recognise this through a commitment to the development of educators, broadly conceived, and as a complement to those pursuing QTS, we seek to support students whose professional aspirations require a less formally institutional and more contextualised deployment of what could broadly
be described as social pedagogies, e.g. youth, community and social workers; community educators; PCSOs and local wardens; learning mentors; counsellors and trainers; social
entrepreneurs. Drawing upon, inter alia, history, philosophy, sociology, pedagogics, ICT/digital media and cultural studies, the degree seeks through a multidisciplinary appraisal of theory, critical enquiry and reflective engagement with practice to offer students an interdisciplinary synthesis affording a firm platform for further professional education and personal development.
Education Studies therefore sits squarely at the heart of the mission of the Faculty of Social Science and Humanities and has the capacity to be emblematic for the University’s aspiration to transform the lives, meet the needs and build the careers not only of its students but all those who will, ultimately, benefit from enhanced professionalism in practice.
10 Course aims. Course aims are broad statements of intent and should be written to show how the content of the course meets the aims. Where a course sits within a framework the course aims should incorporate framework aims.
BA Education Studies aims:
To educate students for employment as critical professionals within educational and other cognate settings;
To encourage students to explore policy, practice and the construction of knowledge institutions with reference to those foundational debates and disciplines that have informed educational discourses;
To facilitate a meaningful grasp of those knowledges, skills and understanding held and valued by educationists, using the University’s particular social, economic and environmental location within a global city as stimulus and challenge;
To provide a fund of experience that has been interpreted and rationalised with respect to a set of core competences that support student entry to a range of professional identities, practices and careers;
To provide a formative link between students’ experience of education prior to HE and graduate professional realities beyond;
To offer a foundation for post-graduate scholarship;
To fulfil the aspirations and hopes of our students;
To offer a globally attuned degree that has portability.
11 Course learning outcomes. Learning outcomes are statements of what a student is expected to understand or be able to do after completing the process of learning.
Learning Outcomes
The following learning outcomes incorporate and depend on systematic understanding of the key aspects of the knowledge base of Education Studies, including a coherent and detailed knowledge of some specialist areas in depth.
On successful completion of this course students will be able to:
deploy accurately established techniques of analysis and enquiry within Education Studies;
devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront of Education Studies;
describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in Education Studies, recognising the uncertainty, ambiguity and limits of knowledge;
manage their own learning, and to make use of scholarly reviews and primary sources (for example, refereed research articles and/or original materials appropriate to Education Studies);
apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects;
critically evaluate arguments, assumptions, abstract concepts and data (that may be
incomplete), to make judgements, and to frame appropriate questions to achieve a solution -or identify a range of solutions - to a problem;
communicate information, ideas, problems and solutions to both specialist and non-specialist audiences;
exercise initiative and personal responsibility, including decision-making in complex and unpredictable contexts;
undertake appropriate further training of a professional or equivalent nature.
12 Indicative learning and teaching hours for the course. Learning hours comprise face-to-face and virtual contact hours plus self-managed and directed learning and time spent on placements. Please give an indication of the percentage of anticipated learning hours for the course at each level, taking into account core modules and indicative options. Students should note that these figures may change depending on the exact combination of options taken.
Method Description and percentage of learning hours
Scheduled learning and teaching activities
Level 4
480 hours in scheduled lectures, seminars and other directed activity and study (i.e. 16 hours per week for 30 weeks - 40%)
Level 5
330 hours in scheduled lectures, seminars and other directed activity and study (i.e. 11 hours per week for 30 weeks – 21.5%)
Level 6
360 hours in scheduled lectures, seminars and other directed activity and study (i.e. 12 hours per week for 30 weeks – 30%)
Guided independent studies
Level 4
720 hours independent study guided by scheduled programme (i.e. approx 24 hours per week over 30 weeks – 60%)
Level 5
840 hours independent study guided by scheduled programme (i.e. approx 28 hours per week over 30 weeks – 70%)
Level 6
840 hours independent study guided by scheduled programme (i.e. approx 28 hours per week over 30 weeks – 70%)
Workplace
observation/Placement/field-trips/study abroad
Level 4
Level 5 30 hours work-placement (i.e. 6 hours for 5 days – 8.5%)
Level 6
TOTAL LEARNING HOURS FOR THE COURSE 3,600
13 Describe the arrangements for promoting reflective learning/personal development planning on this course
The course is shot through by reflective learning as a core value underpinning effective pedagogy.
Reflective learning / personal development is highlighted in the following processes and modules:
The compilation of an e-Portfolio that sits outside the taught curriculum, but is structured by a set of core competencies that require students to forge interpreted links between their
“academic” and experiential learning and personal development;
Evidence from this e-Portfolio will be called upon by the students’ formal learning, but its medium and preferred format will be a matter of personal choice – could be in Power Point, Facebook, webpage ...;
this evidence compiled in the e-Portfolio forms the basis for the construction of a multimedia CV that presents their achievements and requires them to identify an outward-facing
“professional self” for potential employers;
Opportunities for academic peer mentoring are built into the programme via a 15 credit module at Level 5 – this will, inter alia, support Level 4 students’ transition to Education Studies.
14 Description of course and its structure. Around 150 words, written to be accessible to a lay audience, to be used for marketing purposes. Identify the course’s distinctive features (and unique selling point). What is the pattern of delivery?
Effective professionals, including teachers and other educators, draw strength from their own personal education and the resources it affords them. These resources include a confident critical grasp of subject knowledge, a capacity for fluent communication via a range of media, a willingness to learn and a life-long commitment to self-development. Furthermore, society looks to its professionals to make difficult decisions and to take responsibility for them. This course equips students with the knowledge, interpretive skills and incipient professional reflexes to expand their understanding of education as well as personal and social growth across a range of social contexts. Many students will wish to progress to teacher training courses offering QTS and a licence to teach (based on previous years, this is around 35% of our graduates); it should be emphasised that Education Studies is not teacher training, but we know that those of our graduates who pursue that path will be more effective in their daily practice and thrive over the course of long and purposeful careers – to the great benefit of future generations. Graduates
not entering teaching over previous years have found professional employment in careers and guidance, arts management, educational research by PhD and employment as academic colleagues at LondonMet and other institutions.
15 Teaching site(s) for course Tower Building/North Campus 16 PSRB accreditations (where relevant) 17 Exemptions from Professional Body
examinations (where relevant)
18 Principal QAA Subject Benchmark Statement
(where relevant) http://www.qaa.ac.uk/Publications/Informati onAndGuidance/Pages/Subject-benchmark-statement-Education-studies.aspx
19 Other external reference points
20 Expected length of course Full Time 3 years
Part Time 6 years
Other (please specify)
21 Admissions requirements, to be demonstrated through certificated or experiential learning (around 30 words)
Standard minimum admissions requirement would be 260 UCAS points – i.e. B, C, C or equivalent.
In line with LondonMet’s longstanding traditions, we welcome applicants who through experience and/or personal qualities, expressed through interview or personal statement, demonstrate that they will be able to undertake the course with a strong likelihood of success and thus, be able to meet the requirements for employment in a professional role.
22 Details of organised work experience, work based learning, sandwich year or year abroad available during the course (if applicable)
A scheduled and mandatory 30 hour period of work placement is built into level 5 distributed over day-length blocks. These are linked to the module Working With Children and Young People;
and will require students to fulfil those competencies identified in their e-portfolio that pertain to reflective practice in professional contexts and its interpretation through knowledge, skills and understandings developed across the whole course. Normally, students will source their own placements and these must be approved prior to commencement by members of the course team. There is provision in the teaching hours for staff to sample visit placements and respond to challenges that may arise. Students will continue with a scheduled programme of periodic
“taught” sessions over the course of their placements so as to facilitate peer reflection, learning and reference with respect to their e-portfolio competencies.
23 Other external links providing expertise/experience available during the course
Enhancement Weeks offer space and time for the development of closer links with external partners and agencies.
24 Arrangements on the course for careers education, information and guidance
Careers guidance will be built into the “Working With Children and Young People” module. It is anticipated that Enhancement Weeks will provide opportunities not only for engagement with the careers service and the practical elements of building a career, but also for inspirational engagement with alumni and industry leaders etc.
25 Career, employability and opportunities for continuing professional development. Around 35 words, written in language which is as accessible as possible to a lay audience, to be used for marketing purposes. Should include examples of potential career destinations and how the skills and abilities gained through the course contribute to career development.
Education Studies offers a firm platform upon which graduates can construct careers as educators and educationists – whether in school or college teaching or in community-based development and learning. Flexible progression to QTS, Masters’ level study and research is facilitated by the degree.
Section Two: COURSE STRUCTURE AND ASSESSMENT 26 Course assessment strategy
The four strands of learning, assessment, feedback and credentialing are braided through the course.
Assessment must be synchronised with learning outcomes and meet to the identification and verification of those outcomes. Feedback should be timely, formative and useful to students and they should be guided and supported in making sense and the best use of that feedback, so that their learning becomes salted into their academic sense of self and their intellectual
repertoires. Credentialing should not be seen merely as the last word on their award, but rather, when we are awarding marks we are offering students a staged credentialing that should build confidence and clarify objectives for the task ahead. It is vital, however, that these processes are woven into a personal tutoring system that enables students to discuss specific results and achievements and identify where particular challenges lie as well as narrate their emergent academic, intellectual and professional selves. The course seeks to combine formative and summative elements constructively and to make best use of Enhancement Weeks to offer students detailed and meaningful feedback.
The course team is committed to Coursework as the means for assessment throughout. We recognise that this benefits and is welcomed by the majority of the students we recruit. However, we also recognise that there are challenges associated with coursework and students’ attempts to circumvent the challenges that appropriate academic modes of study present.
27 Course Structure Diagram Level Four
Semester Code Title Status Credits Notes
Year long (30 week s)
SS4033 Making Sense of Education Core 30
Year long (30 week s)
SS4032 Education and Encounter in the Global City
Alternative Level 4 for January entry only Year long
SS4008 Sociological Imagination Core 30
Year long
SS4033 Making Sense of Education Core 30
Level Five
Semester Code Title Status Credits Notes
Year long
SS5034 Education Policy in Historical and Contemporary Contexts
Core 30
s)
SS5073 Peer Mentoring in Practice Option (Subject Related)
SS5077 Religion and Education in Contemporary Society
SS5K70 Becoming a Teacher Option (Subject Related)
SS5080 Gender and Education Option (subject related)
Semester Code Title Status Credits Notes
Year long
s) Year long
(30 week s)
SS6031 Social Pedagogies and the Public Intellectual
SS6074 ‘Race’. Empire and Education Option (Subject Related)
SS6073 Sport, Education and Society Option (Subject Related)
SS6075 Science Education and Public Understanding
28 Mapping matrix of modules delivering the course learning outcomes
Course learning outcome (list all) Met by module aim/learning outcome (list all relevant module titles)
1.
deploy accurately established techniques of analysis and enquiry within Education Studies; Sociological imagination (SS4008) (I)
Making Sense of Education (SS4033) (I)
Education and Encounter in the Global City (SS4032) (I)
Culture, Curriculum and Technics (SS4031) (I)
Becoming an Educationist: reading, writing and enquiry (SS4030) (IP)
Qualitative Educational Research in Theory and Practice (SS5031) (IP)
Knowledge, Ideologies and Curricula (SS5030) (P)
Working With Children and Young People (SS5032) (IP)
Education Studies Dissertation (SS6P32) (IPA)
Social Pedagogies and the Public Intellectual (SS6031) (PA)
Childhood, Youth and Education (SS6030) (PA)
2.
devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront of Education Studies; Sociological imagination (SS4008) (I)
Education and Encounter in the Global City (SS4032) (IP)
Culture, Curriculum and Technics (SS4031) (I)
Becoming an Educationist: reading, writing and enquiry (SS4030) (IP)
Qualitative Educational Research in Theory and Practice (SS5031) (IP)
Education Studies Dissertation (SS6P32) (A)
Social Pedagogies and the Public Intellectual (SS6031) (P)
Childhood, Youth and Education (SS6030) (P)
Children’s Literature in Multicultural Classrooms (SS5071) (IP)
Peer Mentoring in Practice (SS5073) (IP)
Experiments in Radical Education (SS6070) (I)
Inclusion and Meeting Special Educational Needs (SS6071) (IP)
Sport, Education and Society (SS6073) (IA)
Philosophy, Enlightenment and Education (SS6072) (IA)
3.
describe and comment uponparticular aspects of current research, or equivalent advanced scholarship, in Education Studies, recognising the uncertainty, ambiguity and limits of knowledge;
Sociological imagination (SS4008) (I)
Cultures, Identity and Difference (SS4000) (I)
Becoming an Educationist: reading, writing and enquiry (SS4030) (IP)
Qualitative Educational Research in Theory and Practice (SS5031) (IP)
Knowledge, Ideologies and Curricula (SS5030) (P)
Education Studies Dissertation (SS6P32) (IPA)
Social Pedagogies and the Public Intellectual (SS6031) (P)
Childhood, Youth and Education (SS6030) (P)
4.
manage their own learning, and to make use of scholarly reviews and primary sources (for example, refereed research articles and/or original materials appropriate to Education Studies); Communicating with Different Client Groups (SH4000) (I)
Cultures, Identity and Difference (SS4000) (I)
Becoming an Educationist: reading, writing and enquiry (SS4030) (IP)
Qualitative Educational Research in Theory and Practice (SS5031) (IP)
Education Studies Dissertation (SS6P32) (IPA)
5.
apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects; Education and Encounter in the Global City (SS4032) (IP)
Culture, Curriculum and Technics (SS4031) (IP)
Becoming an Educationist: reading, writing and enquiry (SS4030) (IP)
Qualitative Educational Research in Theory and Practice (SS5031) (P)
Working With Children and Young People (SS5032) (IP)
Education Studies Dissertation (SS6P32) (IPA)
6.
critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem; Making Sense of Education (SS4033) (I)
Becoming an Educationist: reading, writing and enquiry (SS4030) (IP)
Qualitative Educational Research in Theory and Practice (SS5031) (P)
Working With Children and Young People (SS5032) (IP)
Education Studies Dissertation (SS6P32) (IPA)
7.
communicate information, ideas, Communicating with Different Clientproblems and solutions to both specialist and non-specialist audiences;
Groups (SH4000) (I)
Culture, Curriculum and Technics (SS4031) (P)
Becoming an Educationist: reading, writing and enquiry (SS4030) (IP)
Knowledge, Ideologies and Curricula (SS5030) (P)
Working With Children and Young People (SS5032) (P)
Education Studies Dissertation (SS6P32) (PA)
Peer Mentoring in Practice (SS5073) (IP)
8.
exercise initiative and personal responsibility, including decision-making in complex and unpredictable contexts; Working With Children and Young People (SS5032) (P)
Education Studies Dissertation (SS6P32) (PA)
9.
undertake appropriate further training ofa professional or equivalent nature. Communicating with Different Client Groups (SH4000) (I)
Cultures, Identity and Difference (SS4000) (I)
Becoming an Educationist: reading, writing and enquiry (SS4030) (I)
Knowledge, Ideologies and Curricula (SS5030) (I)
Working With Children and Young People (SS5032) (IP)
Education Studies Dissertation (SS6P32) (P)
Social Pedagogies and the Public Intellectual (SS6031) (P)
Childhood, Youth and Education (SS6030) (P)
Becoming a Teacher (SS5K70) (IP)
Multilingualism and Learning Languages (SS5078) (I)
Peer Mentoring in Practice (SS5073) (IP)
Inclusion and Meeting Special Educational Needs (SS6071) (I)
Sport, Education and Society (SS6073) (I)
29 Which modules are core-compulsory and thus required to be taken to gain specific awards? Please specify if there are any combinations of modules that a student is required to take to gain either the highest level of award or one of the interim awards listed in section3.
SS4033 Making Sense of Education
SS4032 Education and Encounter in the Global City SS4031 Culture, Curriculum and Technics
SS4030 Becoming and Educationist: reading, writing and enquiry SS5031 Qualitative Educational Research in Theory and Practice
SS5030 Knowledge, Ideologies and Curricula
SS503X Education Policy in Historical and Contemporary Contexts SS6P32 Education Studies Dissertation
SS6031 Social Pedagogies and the Public Intellectual
SS603X Rethinking Childhood and Children’s Lives in Education and Schooling (alt core) SS603X Inclusion and Special Educational Needs
Section Three: COURSE SPECIFIC REGULATIONS
30 Courses shall conform to both framework and University Academic Regulations. Where a course in addition has course specific regulations which have been formally approved by the University, these should be included below.
University Regulation 3.1.5 specifies that:
‘All undergraduate courses shall be based on a teaching year comprising 30 weeks of formal scheduled
‘All undergraduate courses shall be based on a teaching year comprising 30 weeks of formal scheduled