Teaching Institutions: Institute of Education University of London

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1 PROGRAMME SPECIFICATION BA Education Studies Awarding body: Institute of Education University of London Teaching Institutions: Institute of Education University of London Name of final award BA Education Studies (Honours) Programme title Education Studies UCAS code: X300 Language of study The Institute of Education teaches and assesses participants through the medium of the English language. Competence in English language is required of all applicants. Programme regulations may indicate the level of competence required of each applicant and may make its achievement a condition of admission. Participants Individuals with an interest in education and its importance in today s world and who are keen to study an interdisciplinary degree in the humanities and social sciences. The course is also relevant to those working with children and young people in schools and other educational settings; disability and special needs; social care and social inclusion; vocational training; hospital education; healthcare; prison education; leisure; education in the community; international development; work with the elderly; home-schooling. Criteria for admission to the programme You will normally require 280 UCAS tariff points (for example A levels, BTEC, NVQ, Cache Diploma or similar qualifications at equivalent level). Where appropriate, your experience, ability and interests could be explored at interview. Applicants whose first language is a language other than English may be required to provide evidence of their English language proficiency. The Institute of Education is committed to admitting and supporting participants with disabilities and welcomes applications from them. We provide support for students with a range of conditions which may have a long-term and adverse effect on studying such as: sensory (visual / hearing / speech) impairments mental health issues mobility or dexterity impairments Asperger's Syndrome or other autistic spectrum disorders

2 chronic medical conditions (e.g. diabetes, epilepsy, H.I.V.) specific learning difficulties (e.g. dyslexia, dyspraxia) Disability and Wellbeing Support will also advise people who have a temporary mobility / dexterity impairment / other difficulty as a result of an accident, injury, illness or surgery. Every person is treated as an individual, and we invite you to contact us as early as possible so that we can consider your needs and tailor our support to meet them. This applies to all students home, EU and international. Some of the sessions may be conducted online so students need regular access to a computer with internet access. And a printer (optional) if they want to print out materials. Your computer must have these features: a browser installed (we recommend Internet Explorer 8 or Firefox 4) your browser must accept cookies and have JavaScript enabled (if your computer is part of a network, for example a corporate network, check this with your network administrator) the following minimum specifications (recommended specifications are given in brackets): - Platform: Windows 95 (XP); Mac OS 8.1 (OS X); Linux - Processor: 166 MHz (1 GHz); MAC: 508 PowerPC (Intel) - Memory: 32 MB (128 MB) - Modem: 56k (Broadband) - Screen resolution: 800 x 600 (1024 x 768) these applications: - a word processor that reads Microsoft Word format (doc) - Acrobat Reader (PDF) - Java 6. Aims of the Programme This programme will give you the opportunity to: examine the foundations of education in modern society, including the social, historical, philosophical, psychological and sociological underpinnings of education explore education s relationship to social justice, including questions of equality and inequality understand the processes of human learning not only in schools, colleges and universities, but as a pervasive feature of modern life, extending from childhood and adolescence throughout adult life gain knowledge of the education systems in the United Kingdom, including the nature of educational provision at different educational stages; understand global issues in education around the world and the importance of international development assess the possibilities, opportunities and challenges for the future of education specialise according to your developing interests research and write a dissertation on a related topic of your choice, under the guidance of supervisor

3 Programme Outcomes Knowledge, understanding and critical appreciation of: the disciplinary foundations underpinning the study of education: philosophy, psychology, sociology and history as they relate to education studies. the learning sciences and a range of approaches to learning, teaching, subjectknowledge, contexts and their interaction global issues in education approaches to equity, inequity and social justice the societal and organisational structures and purposes of educational systems research-based evidence relating to the study of education values and principles relevant to education studies which inform a developing personal stance The intellectual skills and capacities to: understand and use major theoretical perspectives in the study of education draw on a range of sources including research-based evidence and theoretical concepts to support argument both orally and in written form analyse educational concepts, theories and issues of policy in a systematic way evaluate various positions and construct scholarly arguments to defend particular positions locate, interpret and critically contextualise educational research interpret primary and secondary source material retrieve information effectively and conduct specialist searches of library catalogues, electronic databases and web-based materials The professional skills and capacities to: question arguments and assess their validity as well as reflect on one s own value system and those of others. make informed judgements about educational policies, proposals and developments at various levels analyse and assess particular challenges facing educational practitioners and policy makers plan, research and write reports Transferable skills: ability to communicate ideas and arguments effectively both orally and in written form adequate computer literacy to research and present reports including data in a variety of formats research skills necessary to organise and assess evidence including the interpretation of both qualitative and quantative data ability to work and plan collaboratively ability to manage learning strategies and organise effective working patterns, including working to deadlines

4 Mode of study Normally face to face over three years as full time and up to six years for part time students. Programme structures and requirements, levels, modules, credits and awards credit modules on levels 4, 5 and 6. Modules at level 4: Introduction to Education Studies Education Values and Society Representations of Education in Film and Literature How People Learn Modules at level 5: Politics and Policy of Education The Learning Sciences Global Issues in Education Childhood Studies Research Methods Modules at level 6: New Directions in Education Sociology of Education Rights, Equality and Justice in Education Dissertation Alternative award: Certificate in Higher Education (completion of four core modules) Diploma in Higher Education (completion of eight modules) BA Ordinary degree in Education Studies (after completion of ten taught modules) The Institute of Education uses the European Credit Transfer and Accumulation System (ECTS), as a guide to support periods of study undertaken abroad and to assist student mobility. Currently it is assumed that two UK credits equate to one ECTS. Therefore a module of 30 credits would typically equate to 15 ECTS credits. Teaching, learning and assessment strategies to enable outcomes to be achieved and demonstrated The programme is delivered by lectures, seminars, and via mixed-method, lecture plus interactive tasks, task-based learning, external visits, practical classes and workshops. Our teaching, learning and assessment outcomes are achieved by implementing the following strategies: a) Study skills training which takes into account the needs of the foundation disciplines b) participants from a range of different academic, cultural and linguistic backgrounds. c) The programmes, guidance and online resources available from the Institute s website

5 d) Academic Writing Centre (AWC) and the Library (for Information literacy resources). e) Written feedback on all assessed coursework at draft stage. f) All work is independently marked by two tutors, with the moderation of an External Examiner. g) Introductory training in research methods and statistics to prepare participants who progress to more advanced study at Masters level. A range of teaching methods (as specified above) is used, to allow participants both to acquire subject knowledge and discuss issues in a critical and informed manner. All programme and module information is available to participants online via Moodle ( this facility allows participants to obtain key readings for each lecture and all teaching materials in advance of sessions. It also provides a forum for participants to interact online in a virtual learning environment. Information about assessment regulations Participants must successfully complete all elements of the programme, to achieve the minimum credits required for the award, 360 credits for an undergraduate honours degree award. All coursework, is assessed according to the grade-related criteria for the programme level, found in the programme handbook. All assignments are marked and moderated by the programme team. Assignments are graded as follows: 70%+ First Class (I) 60-69% Upper Second Class (II.i) 50-59% Lower Second Class (II.ii) 40-49% Third Class (III) 33-39% Condonable Fail (up to a maximum specified for the whole programme) 32% and below Fail Participants who fail an assignment may be re- assessed in that element of their programme of study on one further occasion only, within the deadline specified by the Programme Leader. An external examiner is appointed by Senate and plays an important role in monitoring the quality of the programme and evaluating the effectiveness of the teaching and support provided for the programme participants and the reliability of the judgements made in assessing them. Further details about assessment regulations can be found at nt Regulations.pdf Support for learning An induction day at the commencement of the programme informs participants of the programme content, methods and expectations, and introduces them to Student Support Services and the Academic Writing Centre. Programme and module handbooks offer full guidance and advice on studying, writing and submitting both assignments and dissertations or reports. The programme leader is available to advise all participants on academic matters,

6 and to refer them to the range of support services available at IOE Formative feedback is provided on draft assignments to take forward to the final submission Peer support and networking is facilitated in the group by the use of virtual learning environment (VLE) and collaborative projects. Access to the full range of welfare and union facilities is afforded to all Institute students Participants are all inducted on the use of the library and information services, and of the VLE operating system. Methods for evaluating and improving the programme Mechanisms for review and evaluation of teaching, learning, assessment, the curriculum and outcome standards include: Module evaluation by participants Termly meetings of the Programme Committee including student representation Annual programme review prepared by programme team and considered by Faculty Learning, Teaching and Quality committee Periodic programme review and revalidation involving external panel member Staff review and development Peer observation of teaching External examiner reports Committees with responsibility for monitoring and evaluating quality and standards: Programme Committee Board of Examiners Faculty Learning, Teaching and Quality committee Teaching Committee Validation Sub-Committee Equality and Diversity committee Academic Board Senate Mechanisms for gaining participant feedback on the quality of teaching and their learning experience Participant module evaluation (sessional and programme); Student representation on programme committees Indicators of quality and standards Progression to higher level award programmes Career development and progression External examiner s appraisal of how standards compare with other universities

7 Relevant benchmark statements and other external and internal reference points used to inform programme outcomes The programme conforms to the expectations within the subject benchmark statement for Education according to the QAA Framework for Higher Education Qualifications. Date at which programme specification was written or revised September 2013