Awarding Institution: Institute of Education, University of London. Teaching Institution: Institute of Education, University of London

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1 PROGRAMME SPECIFICATION Bachelr f Educatin / Bachelr f Arts in Educatin Awarding Institutin: Institute f Educatin, University f Lndn Teaching Institutin: Institute f Educatin, University f Lndn Accreditatin The prgramme is designed t meet the requirements f the Institute f Educatin fr the award f the Bachelr f Educatin (Hnurs) / Bachelr f Arts (Hnurs) in Educatin degree Name f final award Bachelr f Educatin (Hnurs) / Bachelr f Arts (Hnurs) in Educatin Prgramme title Bachelr f Educatin (Hnurs) degree / Bachelr f Arts (Hnurs) in Educatin Tp Up Rute NB: Thrughut these specificatins all references t the BEd can be assumed t refer t bth degrees Language f study The Institute f Educatin teaches and assesses participants thrugh the medium f the English language. Cmpetence in English language is required f all applicants. Prgramme regulatins may indicate the level f cmpetence required f each applicant and may make its achievement a cnditin f admissin. Participants The BEd (Hns) / BA (Hns) Tp Up prgramme is campus-based, with mst f the students being teaching assistants and learning supprt staff wh are hlders f the IE fundatin degree r a fundatin degree frm elsewhere. The prgramme is designed t meet the needs f cntinuing, rather than initial, prfessinal develpment. Mst participants are mature students, typically resuming academic study after a mre r less lengthy interval. Criteria fr admissin The Bachelr f Educatin (Hnurs) degree is pen t Students with an IOE Fundatin Degree in Wrking with Children: Educatin and Well-Being degree. Thse with a similar (240 credit) Fundatin Degree frm ther Institutins. Thse with anther 240 credit, Level 5 qualificatin in a cgnate area (at the discretin f the prgramme leader) Admissin t the prgramme is determined by the fllwing: cmpletin f applicatin frm

2 selectin fr and attendance at interview (if applicable) satisfactry references The Institute f Educatin is cmmitted t admitting and supprting participants with disabilities and welcmes applicatins frm them. Participants d nt need t be registered disabled t draw n these services, thugh in rder t prvide services in the lng-term we will need t ask fr medical r ther evidence, as apprpriate. Disabilities Supprt can als supprt peple wh have a temprary mbility / dexterity impairment / ther difficulty as a result f an accident, injury, illness r surgery. We aim t treat every persn as an individual, with needs which may differ frm thse f ther peple with a superficially similar disability. We d nt therefre have standard prcedures fr participants with dyslexia, nr standard prcedures fr visually impaired participants: each persn's needs are cnsidered individually. Educatinal aims f the prgramme The aims f the prgramme are t: encurage students t interrgate educatinal prcesses in a variety f cntexts shw students hw t use resurces intellectual, theretical and disciplinary resurces alng with their wn practical experience, t illuminate educatinal prcesses and cntexts encurage students t engage with fundamental questins cncerning the aims and values f educatin and its relatinship t sciety enable students t appreciate the prblematic nature f educatinal thery, plicy and practice develp in students a brad and balanced understanding and knwledge f educatinal prcesses and cntexts excerpt prvide students with a thrugh grunding in selected specialist areas f educatinal studies develp the ability f students t cnstruct and sustain reasned arguments, written as well as ral, in a clear and cherent manner prmte students intellectual independence and critical engagement with evidence begin t initiate students in the business f educatinal research build n and build up students prfessinal expertise Learning Outcmes By the end f the prgramme, students shuld have the fllwing knwledge, intellectual and prfessinal skills and capacities, values, and transferable skills.

3 Knwledge, understanding and critical appreciatin f: values, principles and discurses relevant t the study f educatin the diversity f learners and the cmplexities f the educatin prcess the cmplex interactins between learning, teaching, subject-knwledge and cntexts the scietal purpses and rganisatinal structures f educatinal systems key facts, interpretatins and theries relating t the study f educatin, including sme specific understandings and arguments advanced by leading schlars in the field The intellectual skills and capacities t: select a range f relevant primary and secndary surces, including theretical and research-based evidence, t extend students knwledge and understanding analyse critically educatinal cncepts, theries and issues f plicy in a systematic way evaluate viewpints discerningly and cnstruct critical arguments and syntheses accmmdate intellectually new principles and understandings and mve twards a persnal intellectual stance which draws n increasing knwledge and understanding lcate, interpret and critically cntextualise educatinal research begin t cnduct sme basic frms f educatinal research retrieve infrmatin and cnduct specialist searches f library catalgues, electrnic databases and Web-based materials The prfessinal skills and capacities t: mediate thery t practice and practice t thery and negtiate disjunctins between them with sme success cnstruct and cmmunicate a cnsidered justificatin f prfessinal practice t ther stakehlders make infrmed judgements abut educatinal plicies, prpsals and develpments at varius levels suggest ways frward and pssible changes in practice cnceive and undertake aspects f their wn practice in a research spirit Values t enable: a critical and self-critical clarificatin and develpment f their wn values and attitudes in relatin t educatin a habit f seeking ut and appraising the value judgements and assumptins embdied in educatinal practices, prpsals and theries an appreciatin f impartial, patient and schlarly enquiry and research in educatin an appreciatin f inter-prfessinal, intercultural and internatinal exchanges in educatin an enhanced cncern fr educatin and fr teaching and learning Transferable skills:

4 The skills identified abve are transferable t many educatinal cntexts beynd students present classrms, schls and ther prfessinal cntexts. In additin, students will: be able t rganise, articulate and cmmunicate pinins and arguments in speech and writing, using relevant specialist vcabulary be able t prcess and synthesise empirical evidence and theretical cnsideratins be cmpetent users f ICT in their study and ther apprpriate situatins be able t interpret graphical and tabular presentatins f data and t cllect, use and interpret numerical data as apprpriate be able t wrk and plan cllabratively be able t articulate and manage their wn learning strategies and rganise an effective wrk pattern, including wrking t deadlines Mde f study This prgramme can be studies full-time r part-time. Either mde requires face-tface attendance: Full-time fr ne whle day per week ver ne academic year; Part-time fr ne half-day per week ver fur terms. The remaining time is spent in the schl (r ther lcatin) where the student already wrks. Prgramme structures and requirements, levels, curses, credits and awards Each mdule is wrth. Students need t cmplete 120 credits. Tgether with the 240 credits accruing frm the Fundatin Degree, the BEd(Hns)/BA (Hns) is awarded t thse hlding 360 credits. BEd (Hns) /BA (Hns) in Educatin: Ethics and Research in Educatin (BBEEDU_10) (cmpulsry) Educatin, Values and Sciety (BBEEDU_10) (cmpulsry) The Enquiring Practitiner (BBEEDU_19) (cmpulsry) Special and Inclusive Educatin (BBEEDU_16) (ptinal) Teaching & Learning in Classrms (BBEEDU_07) (ptinal) Prfessinal Issues and Curriculum in the Early Years (BBEEDU_18) (ptinal) Teaching, learning and assessment strategies t enable utcmes t he achieved and demnstrated The fllwing teaching/learning/assessing cmpnents are used:

5 lectures: inputs frm cmpulsry-curse lecturers, guest lecturers and elective tutrs seminars and/r wrkshps small grup wrk whle grup debates tutrials presentatins nn-award-bearing cursewrk assignments essays examinatin: timed pen-bk examinatin academic literacy skills and library training frm the Academic Writing Centre and librarians Mst weekly sessins will cntain a mixture f the first three cmpnents. All ffer imprtant learning pprtunities. In brief, teaching methds include lectures (ften interactive, smetimes shared); tutr-led seminars; small grup wrk; student presentatins; reading grups; reflectins n vide extracts; tutrial wrkshps, individual and pair tutrials; research preparatin wrkshps; inputs frm librarians; attendance at academic literacy wrkshps and IT training curses as needed; pprtunities t attend special Institute f Educatin events. Frmative assessment strategies are regarded as particularly significant fr learning. They include cmment n, and anntatin f, students writing. Feedback is given n practice essays and presentatins, drafts f essays submitted fr summative (r final) assessment. lnfrmatin abut assessment regulatins Participants must successfully cmplete all elements f the prgramme, t achieve the minimum credits required fr the award. All cursewrk is assessed accrding t the grade-related criteria fr the prgramme level, fund in the prgramme handbk. All assignments are independently marked by tw staff members, wh meet t discuss and recncile the marks and cmments fr each individual. Assignments are graded frm 0 t 100%. An external examiner is appinted by Senate and plays an imprtant rle in mnitring the quality f the prgramme and evaluating the effectiveness f the teaching and supprt prvided fr the prgramme participants and the reliability f the judgements made in assessing them. Further details abut assessment regulatins can be fund at nt Regulatins.pdf The ptinal mdules and the Educatin, Values and Sciety mdules are assessed by 4,000 wrd essay. The Ethics and Research in Educatin mdule is assessed by

6 a timed, pen-bk exam and the Enquiring Practitiner mdule is assessed by pster and shrt presentatin. Results are published fllwing the Examinatin Bard Meetings in July. Supprt fr learning All students are prvided with nging learning supprt thrughut the prgramme. Learning supprt is prvided by mdule tutrs. Frmative feedback n draft essays als frms an imprtant means f prviding supprt t students. Other learning supprt is prvided by the Academic Writing Centre, library staff, and Infrmatin Services staff wh ffer infrmatin technlgy training. The BEd(Hns)/ BA (Hns) Prgramme Handbk includes sectins n study supprt and guidance fr study. Other learning supprt is prvided by inductin sessins at the start f the prgramme. Student inductins t the curse have been very useful with inputs frm senir and ther academic staff, administratrs, welfare and accmmdatin staff, disabilities supprt staff, past students, Students Unin fficers, and QTS prviders. Peer netwrking and supprt is encuraged and enabled thrugh the use f Virtual Learning Envirnment. Students have access t the full range f welfare and Students Unin facilities. Curse evaluatins and regular meetings between student representatives and the Prgramme Leader als plays an imprtant rle in supprting learning. Methds fr evaluating and imprving the curse Methds fr evaluating and imprving the prgramme include: written evaluatins f the prgramme are cmpleted by all students at regular intervals thrughut the academic year. These are discussed at the Prgramme Cmmittee meetings. The Prgramme Leader and Cmpulsry and Elective Curse Leaders meet regularly fr discussin. All discussins feed int the Faculty s Learning and Teaching Quality Cmmittee fr Prfessinal Develpment and ther fra meetings with student representatives are held n a regular basis and these are used t discuss issues raised by students internal mderatin f essays and examinatins is undertaken by the prgramme leader t ensure cnsistency acrss all years; and a sample f papers is sent t the External Examiner. Typically, the sample includes all failures and examples f marks ranging between %, 60-69% and 50-59% including all fails. the External Examiner has a quality assurance rle and lks at a sample f students written wrk. The External Examiner als advises n specific issues raised by the Prgramme Leader

7 there are three Prgramme Cmmittee meetings per year. All Cmpulsry and Elective Curse Leaders, Registry representatives, the Prgramme Administratr and student representatives the Prgramme Leader meets regularly with the Faculty s Quality Assurance Directr internal and external examinatin bards have a quality assurance rle a Bard f Examiners, chaired by a senir academic, regulates the BEd / BA examinatins. Its members include the External Examiner and tutrs fr the varius cmpulsry and elective curses Indicatrs f quality and standards Indicatrs f quality and standards include the fllwing: Prgressin f BEd (Hns) / BA (Hns) students t Qualified Teacher Status prgrammes. These include the Overseas Trained Teacher Prgramme and PGCE and Schls Direct curses fr primary teachers Prgressin t MA curses including Early Years and Primary Educatin, Special and Inclusive Educatin, and Psychlgy and Child Develpment Relevant benchmark statements and ther external and internal reference pints used t infrm curse utcmes The prgramme meets natinal standards fr entry t accredited Qualified Teacher Status curses. Hlders f a BEd (Hns)/BA (Hns) degree are accepted n MA curses at the Institute f Educatin. Date f cmpletin/amendment f specificatin Octber 2013