This module focuses on current developments in education policy and practice within the English education system. The purpose of this is for learners to have an up-to-date awareness of the very latest initiatives and how they are impacting on education practice. This will have a positive impact on their employability as they will be able to understand and articulate the implications of changes within their placement as well as to potential employers. This module will build upon their knowledge and understanding of the historical context of English education which is covered in the level 4 module: Policy and Practice: Past and Present. Due to the nature of this module focusing on developments as they happen, content will be dependent on policy and practice issues arising at the time of delivery.

Learners will review and develop their understanding of the historical context of education in order to consider how current events relate and differ from the past. They will identify key events occurring within the education system at the time of module delivery. They will then consider how these are and will impact on teachers, learners and learning.
Learners will understand where and how to source information on the latest developments in education. Learners will develop understanding of the importance of critical appraisal of differing sources and consider how these often have underlying biases and agenda. They will also consider the extent to which policies and practice are based on research based evidence or other issues such as media pressure or political ideology.

Learners will engage in the latest developments in education by exploring relevant sources of information. This will include government legislation, policy documentation, ministerial speeches, think tank and media reports as well as education expert opinion and research.

These will be largely related to current events, though the following will help to give an underlying context:

BARTLETT, S. and BURTON, D. (2016) Introduction to Education Studies. London: Sage.
COTTRELL, S. (2011) CRITICAL THINKING SKILLS. BASINGSTOKE: PALGRAVE MACMILLAN.
FORRESTER, G. AND GARRETT, D. (2016) Education policy unravelled (2nd Edn.). London: Continuum.
HINDMARCH, D., HALL, F., MACHIN, L. MURRAY, S. (2017) A Concise Guide to Education Studies. Northwich: Critical Publishing.

Websites

Association of Teachers and Lecturers: https://www.atl.org.uk/
BBC Education :http://www.bbc.co.uk/news/education
Department for Education:https://www.gov.uk/government/organisations/department-for-education
The Education Policy Institute: https://epi.org.uk/
The Edge Foundation: http://www.edge.co.uk/
Education Endowment Foundation: https://educationendowmentfoundation.org.uk/
Education and Training Foundation: http://www.et-foundation.co.uk/
The Guardian (Education section) https://www.theguardian.com/education
The Joseph Rountree Foundation: https://www.jrf.org.uk/
Ofsted: https://www.gov.uk/government/organisations/ofsted
National Union of Teachers: https://www.teachers.org.uk/
Pearson Policy Watch: https://uk.pearson.com/about-us/news-and-policy/policy-watch.html
Policy Exchange: https://policyexchange.org.uk/
The Sutton Trust: http://www.suttontrust.com/
The Times Education Supplement: https://www.tes.com/
University and College Union: https://www.ucu.org.uk/

1. PRESENT AND EVALUATE CONTEMPORARY ISSUES IN EDUCATION
Enquiry

2. DEMONSTRATE KNOWLEDGE AND UNDERSTANDING OF THE DIFFERING RELIABILITY AND AUTHORITY OF INFORMATION SOURCES
Knowledge and understanding
Learning

3. EVALUATE AND INTERPRET KEY IMPACTS OF AN ISSUE ON THE EDUCATION SYSTEM
Communication
Analysis

Task 1: Written task - 1500words
Annotated Bibliography. This should include a demonstration of knowledge and understanding of the reliability and authority of sources. (50%, LO1 and LO2)

Task 2: Written task - 1500 words
An evaluation demonstrating an interpretation of the impact of a chosen key issue on the education system. (50%, LO1, LO2, LO3)