Module Descriptors
CONTEMPORARY ISSUES IN EDUCATION
EDUC60126
Key Facts
Faculty of Business, Education and Law
Level 6
15 credits
Contact
Leader: Michelle Lowe
Email: M.Lowe@staffs.ac.uk
Hours of Study
Scheduled Learning and Teaching Activities: 15
Independent Study Hours: 135
Total Learning Hours: 150
Assessment
- ASSIGNMENT weighted at 50%
- ASSIGNMENT - SECOND ASSIGNMENT weighted at 50%
Module Details
Module Learning Strategies
The learning strategies will require students to commit 150 learning hours.
Lectures (5 x 3hrs taught contact time) provide students with a broad theoretical overview and the conceptual frameworks which underpin the study of contemporary issues in education. Incorporated into lecture sessions tutorial support activities will provide students with the opportunity to develop critical thinking skills to apply the underpinning theories to an examination of their own practice, in preparation for the assignment.
Seminars - Students will be given the opportunity to contribute to seminars which discuss in depth issues covered in the lectures and presentations. This encourages discussion, reflection and the exchange of ideas. Students will be engaged in providing and receiving critical feedback from peers and tutors on presentations
Case-study activities will be used to support the above approaches as a means of establishing connections between the workplace and issues raised by the programme. This module will also provide opportunities for students to;
- work with others
- develop interpersonal skills
- demonstrate the capacity to plan, share goals, and work as a member of a team
- communicate and present oral and written arguments
A further 135 hours of independent study will require students to read and think about a range of contemporary issues in education and how they relate to their own employment context. This will form the basis of the assignment. In addition students will engage in:
Work Related Learning - Students will be required to complete work related tasks in module 2. This will provide them with the opportunity to link theoretical perspectives to their practice. It will also enable them to reflect on values, practices, assumptions and policies.
Guided reading and supported self study - students will be provided with booklists and reading tasks in order to enable them to engage with relevant and appropriate debates.
VLE - Blackboard will be used to facilitate exchange of ideas and access to specific resources and activities.
Students are also required to organise and review their lecture notes and undertake preparatory reading and research on assigned materials in order to participate in, and lead, class discussions individually and as part of a group.
Lectures (5 x 3hrs taught contact time) provide students with a broad theoretical overview and the conceptual frameworks which underpin the study of contemporary issues in education. Incorporated into lecture sessions tutorial support activities will provide students with the opportunity to develop critical thinking skills to apply the underpinning theories to an examination of their own practice, in preparation for the assignment.
Seminars - Students will be given the opportunity to contribute to seminars which discuss in depth issues covered in the lectures and presentations. This encourages discussion, reflection and the exchange of ideas. Students will be engaged in providing and receiving critical feedback from peers and tutors on presentations
Case-study activities will be used to support the above approaches as a means of establishing connections between the workplace and issues raised by the programme. This module will also provide opportunities for students to;
- work with others
- develop interpersonal skills
- demonstrate the capacity to plan, share goals, and work as a member of a team
- communicate and present oral and written arguments
A further 135 hours of independent study will require students to read and think about a range of contemporary issues in education and how they relate to their own employment context. This will form the basis of the assignment. In addition students will engage in:
Work Related Learning - Students will be required to complete work related tasks in module 2. This will provide them with the opportunity to link theoretical perspectives to their practice. It will also enable them to reflect on values, practices, assumptions and policies.
Guided reading and supported self study - students will be provided with booklists and reading tasks in order to enable them to engage with relevant and appropriate debates.
VLE - Blackboard will be used to facilitate exchange of ideas and access to specific resources and activities.
Students are also required to organise and review their lecture notes and undertake preparatory reading and research on assigned materials in order to participate in, and lead, class discussions individually and as part of a group.
Module Indicative Content
The purpose of this module is to provide students with an understanding of the historical perspectives of education in the UK. Students will develop an understanding of the key legislation shaping education in the UK and be able to identify issues likely to impact on educational provision in the future. Topics studied will include Special Educational Needs, inclusive education, gender, falling rolls, ethnicity etc; International comparisons and economic factors influencing education will be outlined. Students will identify the how underpinning theory relates to their specific work contexts.
Module Resources
VLE Blackboard
Module Texts
Docking, J (2000) New Labour's Policies for Schools David Fulton
Giddens, A. (1986) Sociology A brief but critical introduction. Macmillan
Halsey, A.H., Lauder, H., Brown, P. & Wells, A.S. (1997) (Eds) Education: Culture Economy, Society. Oxford: Oxford University Press
Jones, K. (2003) Education In Britain 1944 to the present Cambridge polity
Kelly, A V (1989) The Curriculum. Theory & Practice. P.C.P
MacBeath, J (1999) Schools must speak for themselves Routledge
Pollard, A. (eds) (2002) Readings for Reflective Teaching London Continuum
Robinson P (1983) Perspectives on the sociology of Education Routledge & Kegan Paul
Sayer J & Williams V (1989) Schools and External Relations Cassell
Woods, P (1996) Contemporary Issues in Teaching and Learning, London , Routledge
Giddens, A. (1986) Sociology A brief but critical introduction. Macmillan
Halsey, A.H., Lauder, H., Brown, P. & Wells, A.S. (1997) (Eds) Education: Culture Economy, Society. Oxford: Oxford University Press
Jones, K. (2003) Education In Britain 1944 to the present Cambridge polity
Kelly, A V (1989) The Curriculum. Theory & Practice. P.C.P
MacBeath, J (1999) Schools must speak for themselves Routledge
Pollard, A. (eds) (2002) Readings for Reflective Teaching London Continuum
Robinson P (1983) Perspectives on the sociology of Education Routledge & Kegan Paul
Sayer J & Williams V (1989) Schools and External Relations Cassell
Woods, P (1996) Contemporary Issues in Teaching and Learning, London , Routledge
Module Additional Assessment Details
An Essay in two parts - Length 2500 words
Part one comprising of an overview of the development of education in the UK. Tests learning outcome 1 weighted at 50%
Part two will comprise an overview of a contemporary issue in education (related specifically to learners and learning) and an analysis of how the issue has been informed by historical perspectives. Tests learning outcome 2. Weighted at 50%
Part one comprising of an overview of the development of education in the UK. Tests learning outcome 1 weighted at 50%
Part two will comprise an overview of a contemporary issue in education (related specifically to learners and learning) and an analysis of how the issue has been informed by historical perspectives. Tests learning outcome 2. Weighted at 50%