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1 PROGRAMME APPROVAL FORM SECTION 1 THE PROGRAMME SPECIFICATION 1. Programme title and designation Education Studies 2. Final award Award Title Credit value BA Education Studies For undergraduate programmes only Single honours Joint Major/minor ECTS Any special criteria equivalent Students enter with 240 credits transfer from FdA 3. Nested award Award Title Credit ECTS Any special criteria value equivalent 4. Exit award Award Title Credit ECTS Any special criteria value equivalent Ordinary Degree (BA) Education Studies Level in the qualifications framework H 6. Attendance Full-time Part-time Distance learning Mode of attendance Minimum length of programme 1 year (students enter with 240 credits transfer for FdA) Maximum length of programme 4 years 7. Awarding institution/body King s College London 8. Teaching institution King s College London 9. Proposing department Department of Education and Professional Studies 10. Programme organiser and contact Details 11. UCAS code (if appropriate) X Relevant QAA subject benchmark/ QAA Professional, statutory and regulatory body guidelines Chris Abbott x Date of production of specification September Date of programme review 2017/18

2 15. Educational aims of the programme i.e what is the purpose of the programme and general statements about the learning that takes place over the duration of the programme This BA programme is designed as a top up year for students who have already completed the two-year Foundation Degree in Education Studies. This top up provides these students with the opportunity to progress on to obtaining a full BA Hons. It is expected that students taking this programme will wish to progress on to a postgraduate route into teaching. The educational aims of the programme are to develop critical awareness of educational settings across the school phases (Key Stages), with an emphasis on primary education as this reflects the student demographic (all are employed in school, mostly primary school teaching assistants). The programme leads students to deepen their understanding of the social and historical antecedents that underpin current structures, how children learn and how pedagogy has responded to evolving perspectives on learning and thinking. Students on the programme will reflect on their own professional context and personal and professional goals. These BA students are non-traditional in the sense that they usually enter HE with an equivalent Level 3 qualification other than A level; this programme provides students with level 6 skills and conceptual training in education and learning which both enrich their professional practice and offer the potential for further study. In common with the preceding Foundation Degree in Education Studies this programme has, by its nature, a vocational emphasis as students are employed in school at the time of study. This programme deepens their academic understanding, skills and knowledge through more extended assessments including a dissertation. The programme provides a knowledge and understanding of the following: Students are taught to engage with academic discourse (spoken and written). Students learn to understand the principal theories of learning, pedagogy, child development and curriculum design. Students become familiar with a wide range of key texts, both national frameworks and academic, researchbased texts. Knowledge and understanding Primary source texts are analysed, students are led to make connections between theory, their own experience and their own professional (school) contexts. Mixed assessment modes include keeping a work-based journal, collaborative presentations, student text commentaries and student essays. Intellectual skills: Students will develop skills in collecting and interpreting data, leading throughout the programme to the more complex demands of research skills. Skills and other attributes Familiarization with different text types, including different types of data. Students will analyse published material and will eventually generate and critique their own and peers data. They will collect data for an empirical research-based dissertation.

3 Practical skills: Students develop ability to work in groups and autonomously. As students are also employed in schools there is a circular reflection between theory and practice. Students are encouraged to self-evaluate and apply conceptual understanding to a concrete context (their workplace and other contexts across the children s workforce sector). Generic/transferable skills: Students develop their communication skills as they learn how to present their work in writing and oral presentations. Students develop cross-sector awareness of the children s workforce through working with colleagues from different work contexts. Students work in groups, sharing idea and contributing to joint outcomes such as presentations. Students also liaise with tutors to improve and redraft work. Students are guided by writing frames and checklists. Formative feedback is provided throughout. Mixed assessment outcomes (written, oral, work-based journal) including critiquing academic texts and planning essays and research-based final report. Students are encouraged to reflect on the skills they are developing by responding to tutor and peer feedback. Mixed assessment outcomes (written, presentations, final dissertation). Students develop greater reflection on their own practice with reference to conceptual and legislative frameworks. 17. Statement of how the programme has been informed by the relevant subject benchmark statement(s)/professional, statutory and regulatory body guidelines The programme conforms to the guidelines laid out in the Code of practice for the assurance of academic quality and standards in higher education (QAA, second edition, 2007); QAA subject benchmark statement: Education Studies 18. In cases of joint honours programmes please provide a rationale for the particular subject combination, either educational or academic Which is the lead department and/or School?

4 19. Programme structure Please complete the following table and, if appropriate, to include joint, major/minor or other variations Code = code of each module available for the programme Title = title of each module available for the programme, plus its credit level and credit value Status = please indicate whether the module is introductory (I), core (Cr), compulsory (Cp), one or more of however many modules must be passed to progress (CrCp), (P) professional (i.e. module testing skills/competency that has no credit level or value but is a professional body requirement) or optional (O) for each type of programme. For postgraduate programmes use the "single honours" column Pre-requisite/Co-requisite = where appropriate please indicate whether the module is pre-requisite to another module or co-requisite by noting pre or co and the module code that it is pre/co-requisite to. Assessment = please indicate in broad terms the assessment for the module eg written examinations, coursework (Note: the availability of optional modules may vary slightly from year to year; the following are the modules available at the commencement of the programme) Code Title Credit Level Credit Value Status (I, Cr, Cp, CrCp, P, O) for each type of module Single Joint Major/ Minor Pre-requisite/ Corequisite (Please note the module code) Single Joint Major/ Minor Assessment Full-time Study First Year 6SSEG015 Dissertation 6 30 Cp words 6SSEG016 Research methods in Education 6 15 Cp 1 x essay (1500 words) 1 x presentation (10 minutes) 6SSEG017 Language, Society and Schooling 6 30 Cp 1 x assignment (3000 words) 1x classroom analysis (1500 words) 1 x annotated bibliography (1500 words) 6SSEG018 Philosophy of Education 6 15 Cp 3000 word assignment 6SSEG019 Becoming a Teacher: Professional Issues 6 30 Cp 1 x theory assignment (2000 words) 1 x theory/practice assignment (4000 words)

5 If a Masters programme, are level 6 credit levels permitted within the programme? Maximum number of credits permitted with a condoned fail (core modules excluded) 30 credits Are students permitted to take any additional credits, as per regulations A3? No Are students permitted to take a substitute module, as per regulations A3? No Are there are any exceptions to the regulations regarding credits, progression or award requirements? (where relevant the information should also differentiate the particular requirements of pathways within a programme or nested/exit awards) Students will only be able to take this programme if they are entering as students with advanced standing who have gained 240 credits prior to application. It is expected they will already have been awarded a Foundation degree in Education Studies or equivalent e.g. 2 years of an early learning or childhood studies BA elsewhere. Other relevant information to explain the programme structure Please note that new students enrolling on the information provided on this section of the PAF will have these regulations stipulated throughout their programme of study. The only exception to this will be if there are changes made by Professional, Regulatory or Statutory Bodies that are noted to this programme.

6 20. Marking criteria The programme will use the College generic marking criteria, and the College marking model 3, except for dissertations which will be marked using marking model Will this Programme report to an existing Board, and if so which one? If a new Programme Board of Examiners is to be set up please note name of Board here The programme will report to the existing Education Studies Board. 22. Please confirm that the process for nominating External Examiners has commenced, and if known, note whom the nominated External Examiner(s) may be We are in the process of nomination. We will ask the current external for the Foundation Degree to expand her role to include the top up BA year. 23. Particular features of the programme which help to reduce the barriers experienced by disabled students and ensure that the programme is accessible to all students who meet the entry requirements We will be using the King s College London equality and diversity unit to help meet the needs of all applicants who present themselves with a disability. The programme is designed with an explicit widening participation remit in mind, in an attempt to provide professionalisation and career progression for people who are working in schools who are not teachers.

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