Programme Specification BA (Hons) Studies Valid from: March 2014 Faculty of Humanities and Social Sciences
SECTION 1: GENERAL INFORMATION Awarding body: Teaching institution and location: Final award: Programme title: Interim exit awards and award titles: Brookes course code: UCAS/UKPASS code: JACS code: Mode of delivery: Mode/s of study: Language of study: Relevant QAA subject benchmark statement/s: External accreditation/recognition: (applicable to programmes with professional body approval) Faculty managing the programme: Date of production (or most recent revision) of specification: Oxford Brookes University Oxford Brookes University BA (Hons) Studies This course is a single and combined programme within the University s undergraduate modular programme. Certificate in Higher Diploma in Higher BA Degree WE/WD X301 X300 Full time, part time Full time 3 years; part time up to 8 years On campus English http://www.qaa.ac.uk/publications/informationandguidance/documents/07.pdf None Humanities and Social Sciences March 2014
SECTION 2: OVERVIEW AND PROGRAMME AIMS 2.1 Rationale for/distinctiveness of the programme Although Schools of have traditionally developed alongside the provision of initial teacher education, the academic field of Studies is one of the fastest growing subjects in British universities in its own right, reflecting the increasingly important role education plays in the modern world. al questions continue to be widely contested in political, economic and social contexts, and future global development depends on an increasing international engagement in debates around the aims of education and the nature of our right to be educated., we should remember, is not only (or even primarily) something that is 'done' to children in schools, but takes in also higher education, lifelong learning and a variety of formal and informal contexts. The Faculty of Humanities and Social Sciences houses one of the UK's largest communities concerned with research into education and teacher education. Students are engaged in the study of (and the related subject of Childhood) from foundation level, through undergraduate programmes, up to MA and doctoral level, including a new and growing specialist al Doctorate programme. In addition, the School of is one of the largest and most successful providers of initial teacher education in the country, incorporating both secondary and outstanding primary provision. Alongside this practitioner focus, Oxford Brookes University is a centre for internationally recognised research in philosophy and history of education, psychology of education and sociology of education. The BA in studies is situated at the heart of this community, and the tutorial team is drawn from the wide range of interests and research specialism available in the Faculty. All are united by a desire to consider educational questions rigorously and beyond the limited boundaries of a single professional context. al questions are complex and wide ranging, and require a multi disciplinary approach. It is traditionally recognised that the study of education draws primarily (though not exclusively) on four foundational academic disciplines, which are: History (including modules on educational change in England and Wales from the nineteenth century to the present, and wider historical perspectives on education) Philosophy (including modules on influential texts in educational thought and key issues in the philosophy of education) Psychology (including modules on child development and the psychology of learning) Sociology (including modules on the social world of childhood and educational research methods) This multi disciplinary aspect is a distinctive feature of the study of education and the arrangement of modular provision and progression around these core disciplinary elements is a strength of this BA programme. It is increasingly recognised that complex global questions require also an inter disciplinary perspective. Inter disciplinary collaboration is a feature of research activity in the School of and, reflecting this, a number of strands of the programme are designed around pressing contemporary themes that cross disciplinary boundaries. In addition to strands following each of the four foundational disciplines from level 4 to level 6, the following thematic strands run through the programme: Academic Research in ; this begins with 'Exploring Learning', a compulsory level 4 module that encourages students to consider their own learning and the nature of learning in higher education; at level 5 students engage with a module on 'Research Methods in Childhood and ', which develops their
ability to engage with a variety of educational research methodologies and methods and introduces them to possibilities for conducting their own empirical fieldwork. Throughout this strand students develop increasing levels of independence, preparing them at L6 to take responsibility for a piece of original educational research. changes in relation to the development of ICT, new media and technologies. A strand of the programme therefore includes modules on and Childhood through Film and Literature, Children and the Media, and the development of e pedagogy. Policy critique. For students interested in how government policy affects education (and the reverse!), there are modules on social change and education, education and the world of work, addressing educational inequalities and debating contemporary controversial issues. Inclusion; inclusion, social justice and addressing diversity and special educational needs are a particular strength of research in the School of and in our teaching team. Students therefore have the opportunity to deepen their engagement with these issues in modules from level 4 to level 6. Global Awareness. The programme is particularly committed to studying education is its widest sense, and that includes a commitment to an international approach, looking at different education provision across the world, the very different experiences (and understandings) of learning in different cultures, and how education is developing in the new globalised world of the 21st century. This strand takes in modules on Cross national Perspectives on and for International Development. Childhood. Modules on Constructions of Childhood and the Social World of Childhood draw on historical, cross cultural and sociological perspectives to understand the role of the child in society and the development of child identity. 2.2 Aim/s of the programme The Studies Programme aims to: draw on a wide range of intellectual resources, theoretical perspectives and academic disciplines to help illuminate students understanding of education and the contexts within which it takes place; offer students a foundational understanding of all four educational disciplines and a deeper engagement with particular disciplines or educational themes in accordance with their own developing interests; equip students with a broad and balanced knowledge and understanding of the principal features of education in a wide range of contexts; encourage students to engage with fundamental questions concerning the aims and values of education and its roles within societies; provide opportunities for students to appreciate the contestable nature of educational theory, policy and practice; encourage the interrogation of educational processes in a wide variety of contexts; develop students ability to construct and sustain a reasoned argument about educational issues in a clear, lucid and coherent manner; develop a range of qualities in students including intellectual independence and critical engagement with evidence.
SECTION 3: PROGRAMME LEARNING OUTCOMES Knowledge, understanding and skills: 3.1 Academic literacy Graduates will be able to demonstrate: An ability to use a wide range of academic skills to explain the effects of cultural, societal, political, historical, economic and technological contexts on learning and provision; An understanding of formal and informal contexts for learning at a regional, national and global level; Evaluate the societal and organisational structures and purposes of educational systems, and the possible implications for learners and the learning process; 3.2 Research literacy Graduates will be able to: Select, analyse and synthesise relevant theoretical perspectives, and justify different intellectual positions on educational matters; Analyse complex situations concerning human learning and development in particular contexts, including your own learning; Adopt a range of research perspectives and methodologies applicable to education; Use a range of evidence to formulate appropriate and justified potential changes in policy and practice. 3.3 Critical self awareness and personal literacy Graduates will be able to Discuss the underlying values and principles relevant to education studies and develop a personal stance which draws on your knowledge and understanding and informs your on going development as a lifelong learner; Analyse complex situations concerning human learning and development in particular contexts, including your own learning Demonstrate: an ability to set personal objectives; an ability to evaluate one's own performance; an ability to learn both independently and co operatively; 3.4 Digital and information literacy Graduates will be able to Select a range of relevant primary and secondary sources, including theoretical and research based evidence, to extend your knowledge and understanding; Access and manage information using library resources, Government documentation, popular and news media in both hard copy and electronic formats Use digital media to organise and communicate.
3.5 Global citizenship Graduates will be able to: Demonstrate an understanding of formal and informal contexts for learning at a regional, national and global level; Evaluate the societal and organisational structures and purposes of educational systems, and the possible implications for learners and the learning process Appreciate the diversity of learners and the complexity of the interaction between learning and contexts, and the range of ways in which participants can influence the learning process Consider the international and intercultural dimension of education, the effect of the increasing use of the internet, and the impact of increased worldwide mobility
SECTION 4: PROGRAMME STRUCTURE AND CURRICULUM CATs rating for the course is 360 made up of 120 at level 4, 120 0 at level 5 and 90 120 at level 6. Level 4 modules U71701 Constructions of Childhood U71702 in a World of Change U71703 Introduction to the Study of U71704 Introduction to Child Development U71705 and Childhood through Film and Literature Level 5 modules U70724 Social World of Childhood U70729 Psychology of Learning U71720 Cross National Perspectives on U71721 Community Resources for Learning U71722 Classroom Cultures: Cultural & Linguistic Diversity in Schools U71723 al Inequalities: Schooling & Youth U71724 Research Methods in Childhood & U71725 for Sustainability U71726 Inclusion: Special Needs & Disabilities Compulsory for Pre requisite WE N/A WE, WD N/A WE, WD N/A WE N/A WE WE, WD WE, WD (Alternative Compulsory) N/A U71701 Constructions of Childhood or U26101 Understanding Society 1: Differences and Divisions or U26102 Understanding Society 2: Transformations or U70103 Families, Culture & Context U71703 + U71704 Introduction to the Study of + Introduction to Child Development U71702 in a World of Change U71702 + U71703 in a World of Change + Exploring Learning U71704 Introduction to Child Development Studies students: U71702 in a World of Change NB: different pre requisites for Sociology students WE U71703 Exploring Learning U71720 Cross National Perspectives on U71704 Introduction to Child Development CATS
U71727 From to Work U71728 Historical perspectives in U71729 Core Texts in U71749 Independent Study: Work and Community Related Learning U70170 Reflective Practice (Honours Component) U70789 Independent Study (Honours Component) U70121 Literature for Young Children WE, WD (Alternative Compulsory) U71702 in a World of Change U71701 Constructions of Childhood or U70103 Exploring Learning None U71701 Constructions of Childhood U71701 Constructions of Childhood U70124 Outdoor Learning U71701 Constructions of Childhood U70131 Children and the U71701 Constructions of Childhood Media U70132 Spirituality and U71701 Constructions of Childhood Children U75141 Writing Technologies U70011 or U75144 Understanding Language or U75144 Digital Media and Youth Identities U71730 Cultural and Artsbased Learning Level 6 modules U70072 Language Teaching: Learning and Creativity U70172 Becoming a Reader (Double Module) U71771 in International Development U71772 E Pedagogy for the Future U71770 Philosophy of (Honours Component) U71774 Inclusion: Diverse Perspectives U71775 Controversial Issues in (Double module) U71777 Guidance and Support (Honours Component) WE Understanding Media U71701 Constructions of Childhood U71705: and Childhood in Film and Literature One of the following: U70033; U70922 U70121 Literature for Young Children 30 U71720 Cross National Perspectives on U70729 Psychology of Learning U71701 Constructions of Childhood or U70103 Exploring Learning U71726 Inclusion: Special al Needs and Disabilities U71720 Cross National Perspectives 30 on or U71729 Core Texts in as alternative prerequisites from within Studies (WE/WD) or U70126 Child Development 1: The Developing Child from Early Childhood Studies (EL) None
U71799 Dissertation WE (double module) 4.2 Professional requirements N/A SECTION 5: PROGRAMME DELIVERY U71724 Research Methods in Childhood and 30 The teaching team for Studies takes seriously the University s aim to enable a student experience of the highest possible standard, and part of this entails supporting in students as they develop key Graduate attributes, as outlined in Section 3 above. The table below provides more detail about where those attributes are most clearly developed at a modular level: WE/WD Academic Research Critical Self Digital Global Lit Lit Awareness lit Citizenship U71701 Constructions of Childhood U71702 in a World X of Change: Policy and Provision U71703 Exploring Learning X U71705 and Childhood through Film and Literature U71720 Cross National Perspectives on U71704 Introduction to Child Development X X X X U70121 Literature for Young Children U70124 Outdoor Learning X X X Module U70131 Children and the X X X Media U70132 Spirituality and X Children U70170 Reflective Practice X U 71772 Becoming a Reader U70724 The Social World of X Childhood U70729 Psychology of Learning U70789 Independent Study X X X ( Studies) U71721 Community X X X Resources for Learning U71729 Core Texts in X X X
U71722 Cultural & Linguistic Diversity in Schools U71723 al Inequalities: Schooling & Youth U71724 Research Methods in Childhood and U71725 for Sustainability U71726 Inclusion: Special al Needs & Disabilities U71727 From to Work U71728 Historical Perspectives on U71770 Philosophy of U71771 in International Development U71772 E Pedagogy for the Future U71774 Inclusion: Diverse Perspectives U71775 Controversial Issues in U71777 Guidance and Support U71749 Work and community related learning X X X X X X X X X X X X X X X X X X X X U71799 Dissertation X ( Studies) U75141 Writing Technologies U75144 Digital Media and Youth Identities UXXXXX Cultural and Arts Based Learning U70072 Language Teaching: Learning and Creativity X X 4.3 Module Diagram Studies Single Honours
Semester 1 Semester 2 Level 4 U71701 Constructions of Childhood U71703 Introduction to the Study of U70103 Families, Culture and Context U71705 and Childhood through Film and Literature U71702 in a World of Change: Policy and Provision U71704 Introduction to Child Development U70102 Early Years in the UK Context U70104 Play and Pedagogy Level 5 (Stag e II, non Hono urs) U70724 The Social World of Childhood U70729 Psychology of Learning Single Credit Module, Level 5 U71724 Research Methods in Childhood and or or U70724 The Social World of Childhood U71720 Cross National Perspectives on U71724 Research Methods in Childhood and U71749 Independent Study: Work and Community Related Learning U70124 Outdoor Learning U70126 Child Development 1: The Developing Child U71726 Inclusion: Special al Needs and Disabilities U71728 Historical Perspectives on U71729 Core Texts in U70121 Literature for Young Children U70131 Children and the Media U70132 Spirituality and Children U71722 Cultural and Linguistic Diversity in Schools U71723 al Inequalities: Schooling and Youth
U75741 Writing Technologies U75144 Digital Media and Youth Identities U71727 From to Work UXXXXX Cultural and Arts Based Learning Level 6 (Stag e II, Hono urs) U70789 Independent Study U71771 in International Development U71772 E Pedagogy for the Future U70072 Language Teaching: Learning and Creativity U71799 Dissertation Double Credit Module, L6 U71775 Controversial Issues in Double Credit Module, L6 U70172 Becoming a Reader Double Credit Module, L6 or U70789 Independent Study U70170 Reflective Practice U71770 Philosophy of U71774 Inclusion: Diverse Perspectives U71777 Guidance and Support Key Compulsory Module Recommended Module Acceptable Studies Joint Honours
Semester 1 Semester 2 Level 4 U71703 Introduction to the Study of U71701 Constructions of Childhood U70103 Families, Culture and Context U71705 and Childhood through Film and Literature U71704 Introduction to Child Development U71702 in a World of Change: Policy and Provision U70102 Early Years in the UK Context U70104 Play and Pedagogy Level 5 (Stag e II, non Hono urs) U70729 Psychology of Learning Single Credit Module, Level 5 U70724 The Social World of Childhood U71724 Research Methods in Childhood and or or U71720 Cross National Perspectives on U70724 The Social World of Childhood U71724 Research Methods in Childhood and U71749 Independent Study: Work and Community Related Learning U70124 Outdoor Learning U70126 Child Development 1: The Developing Child U71726 Inclusion: Special al Needs and Disabilities U71728 Historical Perspectives on U71729 Core Texts in U70121 Literature for Young Children U70131 Children and the Media U70132 Spirituality and Children U71722 Cultural and Linguistic Diversity in Schools U71723 al Inequalities: Schooling and Youth
U71741 Writing Technologies U75144 Digital Media and Youth Identities U71727 From to Work Level 6 (Stag e II, Hono urs) U70789 Independent Study U71771 in International Development U71772 E Pedagogy for the Future U71799 Dissertation Double Credit Module, L6 U71775 Controversial Issues in Double Credit Module, L6 U70172 Becoming a Reader Double Credit Module, L6 or U70789 Independent Study U70170 Reflective Practice U71770 Philosophy of U71774 Inclusion: Diverse Perspectives U71777 Guidance and Support Key Compulsory Module Recommended Module Acceptable
5.1 Teaching, Learning and Assessment The Assessment strategy in conformity with the University Assessment Compact: has two purposes: to help students learn by providing them with information on how they can improve, and, to record students learning for the purpose of awarding them marks which count towards their degree; is based on the latest research on assessment of, for and as learning; focuses on a continuous assessment model using essays, portfolios, group/paired presentations, summaries/reviews of articles and research/reports of research. There are no exams. We believe that since assessment is so important, students should understand what it is all about. So in students first year, Introduction to the Study of U70103 looks closely at assessment. In it students discuss the purposes of assessment and are introduced to the range of assessment methods used on the programme. Students will also have the opportunity to discuss assessment criteria, be involved in the formulation of criteria used for assessing presentations and peers contributions to group work, engage in marking exercises, learn about plagiarism and how to provide and use formative feedback to improve learning. 5.2 Assessment regulations The programme conforms to the University Regulations for the Undergraduate Modular programme http://www.brookes.ac.uk/uniregulations/current/acadregulations/specific/undergraduatemodular programme regulations SECTION 6: ADMISSIONS 6.1 Entry criteria (i) Normally entrants to the course should possess the following: At level 2: 5 GCSEs at grade C or above, or equivalent At level 3, qualifications equivalent to: BBC at A level*; or International Baccalaureate 30 points; or BTEC National Diploma in a relevant field of study at DMM; or An Access to HE qualification Other A level equivalent qualifications from other parts of the UK, the EU or other countries are also recognised and valued. *It is possible to gain admission to the University with a combination of A levels and ASlevels, though this combination must include at least 2 A levels. Each A level and AS level must be in a different subject. International Students for whom English is not a first language should, in addition, hold: IELTS 6.0 with 6.0 in reading and in writing, or equivalent 6.2 CRB checks Work on individual modules such as the Dissertation may require access to children or young people and may, therefore necessitate a CRB check, for which the student is liable.
SECTION 7: STUDENT SUPPORT AND GUIDANCE Support at University wide level starts with planned induction meetings, and continues through the Student Support Coordinator in the Student Help Zone, and the University s study advice service, Upgrade. The Academic Management Office, Careers Centre, Library and the Students Union also contribute to the success of students on the programme. At a programme level, the Subject Coordinator also makes time to advise where appropriate, and advice may also be obtained from the Programme Lead. At a personal level, each student is allocated an Academic Adviser, whose role it is to offer help and advice. This relationship is an important one since in addition to academic counselling; the Academic Adviser is the most obvious person to turn to in the first instance. Individual modules also contain opportunities for formative feedback and support e.g. U71701, Constructions of Childhood, which contains time for group support both face to face and on line. Further details of University policy are to be found at http://www.brookes.ac.uk/services/asd/registry/sas/student_guide/c7.html For study skills support, Upgrade is the university's confidential study advice service for anyone who wants advice on: statistics or maths; study skills: planning and writing essays, assignments and dissertations. More details are available at: http://www.brookes.ac.uk/services/upgrade/ The Careers Centre has Guidance Council Accreditation and has been awarded the Quality Mark for Delivery of Information, Advice and Guidance. Further information on the Careers Centre is available at the following link: http://www.brookescareerscentre.co.uk/ SECTION 8: GRADUATE EMPLOYABILITY Many students consider a career that uses their degree subject; a large majority go into teaching, or take posts as classroom assistants prior to pursuing a teaching qualification. Some students use the knowledge and skills gained in their degree in retail or other sectors such as theatre or sports coaching. SECTION 9: LINKS WITH EMPLOYERS Studies takes seriously the work students do while at University and are planning to do after graduation. U71727 (From to Work) not only looks at the training, education and employability agenda, but encourages students to seek the views of employers through a series of short independent enquiries. U71721, Community Resources for Learning challenges students to think beyond schools at a wide range of educational opportunities. A large number of graduates (see above) explore careers in teaching, and staff in the School of advise on this using their own expertise. Modules such as the new Work and Community Related Learning module (U71749) further enhance the experience of preparing students for graduate level employment, while for students working in schools, (for example those joining the programme for a final year from the Support for Leaning Foundation Degree) the Reflective Practice module (U70170) offers an opportunity to maintain and strengthen links with current employment.
SECTION 10: QUALITY MANAGEMENT Indicators of quality/methods for evaluating the quality of provision include QAA subject review informal and formal module and course evaluations by staff and students such as gathering and analysis of NSS data; Student feedback meetings; Reflection on modules and programme at Subject Committee meetings attended by staff and student representatives; Consideration of External Examiner s reports; Periodic and Annual Review of the course in the School, in line with University quality assurance procedures; Peer teaching observation and further commitment to staff development in research and teaching.