Course Information Form (CIF) Section 1 - General Course ... · Course Information Form (CIF) - February 2014 - QAP0021 Page 5 of 13 After Graduation The Education Studies and English

Course Information Form (CIF) - February 2014 - QAP0021 Page 1 of 13

Course Information Form (CIF)

The CIF provides core information to students, staff teams and others on a particular course of study.

Section 1 - General Course Information

Course Title Education Studies and English

Qualification BA (Hons)

Intermediate Qualification(s)

Awarding Institution University of Bedfordshire

Location of Delivery AB

Mode(s) of Study and Duration Full time over 3 years

Part-time pathway typically over 6 years

Core Teaching Pattern Core Pattern 1

FHEQ Level Level 6

Professional, Statutory or

Regulatory Body (PSRB)

accreditation or endorsement Not applicable

PSRB Renewal Date Not applicable

University of Bedfordshire

Employability accreditation

Route Code (SITS) BAESE-S

Subject Community Performing Arts and English

UCAS Course Code XQ33

Relevant External

Benchmarking

QAA quality Code Section A1

FHEQ level descriptors (2008)

QAA Subject Benchmark Statement: English (2007)

QAA Education Studies subject benchmark statement (2015)


Section 2 - Published Information

Material in this section will be used on the course web site to promote the course to potential students. The text should be written with this potential audience in mind.

Course Structure

The Units which make up the course are:

Unit Code Level Credits Unit Name Core or option

ENG001-1 4 30 Language, Identity & Society Core

PAE001-1 4 30 Practising Ideas Core

EDC024-1 4 30 Sociology of Childhood & Education Core

EDC032-1 4 30 The Inclusive Society Core

ENG007-2 5 15 Shakespeare and His Contemporaries Core

EDC043-2 5 30 Comparative Education Core

ENG003-2 5 30 Nineteenth Century Writings Option

ENG004-2 5 30 American Journeys Option

ENG006-2 5 15 Creative Writing Option

ENG008-2 5 15 Language, Ideology and Power Option

EDC046-2 5 30 SEND Policy and Practice Option

EDC027-2 5 30 Children and Young People in the Digital Age Option

EDC048-2 5 30 Understanding the Workplace Option

EDC047-2 5 30 Lifelong Curriculum Option

ENG015-3 6 30 The Dissertation (Education Studies & English) Core

ENG007-3 6 15 Children’s Fiction Core

EDC163-3 6 30 Philosophy of Education Core

ENG001-3 6 30 The Modern Age Option

ENG002-3 6 30 Modern Irish Literature Option

ENG010-3 6 15 Gender and Culture Option

ENG012-3 6 30 World Literature Option

ENG013-3 6 15 Gothic Literature Option

EDC154-3 6 30 Critical Debates in SEND Option


EDC165-3 6 30 Technology Enhanced Learning Option

EDC152-3 6 30 Analysing the Workplace Option

EDC155-3 6 30 Developing Teaching Option

Why study this course

You will gain a wide knowledge of key educational ideas and theories, major literary periods and genres, and the use of language. In addition, you will have the opportunity to choose units which are of particular interest to you and which will have relevance for your future career.

Course Summary – Educational Aims

The course facilitates the development of skills of research and enquiry through creative, practical and research methodologies in Education Studies and English. You will be able to study a wide range of English units which include creative writing options, language and linguistics, nineteenth and twentieth century literature, gender and culture, children’s fiction, Gothic literature and American, Irish and world literatures. The range of units for Education Studies is equally varied, ranging from philosophical debates about education, the sociology of childhood and education, debates about SEND and lifelong education, education in the digital age and practical units which will develop an understanding of the workplace and prepare students for a career in teaching. You will critically analyse texts and policy, debate current issues in both fields, develop your ability to articulate your understanding verbally and in written form and gain transferable skills which are highly valued in the workplace. While engaging with published research, you will also locate your own work in relation to the historical, social and cultural context of texts and current debates.

Entry requirements

Standard entry requirements

PSRB details

Not applicable

Graduate Impact Statements

The course has been designed to develop graduates who are able to:

Understand the underlying principles and processes of education through the disciplines of history, sociology, psychology and philosophy, and understand how language and literature have been shaped by their cultures and how, in turn, they have helped shape those cultures.

Demonstrate strong communication skills, articulate strong opinions and arguments using relevant specialist vocabulary, whilst working individually or as part of a team.

Undertake research and critically explore, analyse and evaluate information and data and reinterpret that information to construct cogent and coherent arguments.

Higher Education Achievement Report - Additional Information

The Junior Research Institute offers extra and co-curricular opportunities to engage in research projects throughout the year and annual projects will offer you the opportunity to engage in collaborative activities to extend your learning and enhance your experience.

Learning and Teaching

The course facilitates a learning experience which is meaningful, active, scholarly and creative through lectures, workshops, seminars, tutorials and the virtual learning environment. It is taught by Education tutors


with extensive school experience and English tutors who have strong research profiles in their respective areas of interest. During the course, you will study areas within Education Studies and English which are of particular interest to you and which will develop your employability skills. You will be encouraged to be increasingly independent and self-disciplined and will develop your own critical voice over the three years of study, gradually engaging in the critical debates surrounding Education Studies and English Studies. The course is designed to enable you to take increasing responsibility for your learning and development. This ‘scaffolded’ approach enables you to benefit from initial direction, support and suggestions regarding your learning and culminates in you devising your own topic for the final dissertation. Teaching takes various forms including lectures, seminars, workshops and individual tutorials; unit guides and other relevant course materials are available through the university’s virtual learning environment, Bedfordshire Resources for Education Online (BREO).

Developing your employability

The transferable skills developed during this course will prepare students for a number of graduate careers and you will be offered opportunities for enhancement activities which will allow you to explore a range of options. There are specific strands in this course which focus on a career in teaching; these include units on special educational needs, understanding and analysing the workplace and developing teaching. Extra-curricular activities are offered which will help to prepare you for the application process for teacher training. Second and third year students are also given the opportunity to be Peer Assisted Learner leaders, working with first year students and providing a supportive environment as they adapt to undergraduate life; involvement in the PAL scheme can provide an excellent experience for those who wish to follow a teaching career after graduation. The department works proactively with the Partnerships team in the university and students can volunteer as Partnership Associates; through this scheme, you can work with school children both within the classroom setting and during workshops, classes and taster days at the University.

Department (s)

Performing Arts and English

Assessment

There is a range of assessments used on the course which has a progressive learning and assessment strategy that moves students from diagnostic and formative assessment in the first year (Level 4) to summative assessment in the second and third years (Levels 5 and 6), this approach encourages the development of independent learning skills.

Written assessments include essays (the main form of written assessment), reviews and portfolios. Essays at Level 4 are short and focused (usually 1,500 words) but at Levels 5 and 6 the length increases and at Level 6 essays are typically 3,000 words long. Essays and portfolios not only develop subject specific skills, such as the ability to use appropriate critical terminology and to apply various theoretical approaches, but more generic skills such as the ability to gather, sift and organise material independently, to access electronic data and to word process the work. The length of essay required each year increases, as do the expectations of the tutors in terms of writing, presentation and argument. The final written assessment is the 9,000-word dissertation; you will devise your own research question and will be fully supported by a dissertation tutor throughout the process.

Presentation assessments including oral presentations and poster presentations (working individually or with a group) assess your verbal communication and your ability to structure and disseminate your work in a live context.

Examinations can either take place in class (a phase test which focuses on a single text or question) or at the end of the academic year when students may sit seen and unseen exams of various lengths and difficulties which increase each year. Exams identify your level of attainment and ability to answer a question under exam conditions, drawing on the theories and texts that you have encountered during the unit.

Tutorials are offered before each assessment is due and you will be encouraged to complete a self-assessment form for each assessment, identifying your own strengths and weaknesses. Tutors provide detailed feedback for all assessments and this, together with your own self-assessment, forms the basis for future work.


After Graduation

The Education Studies and English course prepares you for a number of professions including work in the

following fields:

Teaching (following further study) in the following sectors: o Primary o Secondary o Early years o Special Needs o Teaching English as a Foreign Language (TEFL)

Publishing

Libraries

Youth work

Personnel management

Welfare and health services

Retail

Further study:

The following are on offer at Bedford and at other institutions:

PGCE Secondary Education English

PGCE Primary Education

PGCE Key Stage 2/3 Middle Years

Certificate in Teaching English as a Foreign Language

MA Education

MA English Literature

MPhil or PhD in either English or Education Studies.

Student Support during the course

All students will be allocated a personal academic tutor (PAT) at the start of the course. The tutor will provide academic guidance throughout your time at the University and will be able to act as a referee, writing references for voluntary or paid positions that you may apply for during and at the end of your degree. Meetings in small groups or one to one meetings will take place each academic year where your academic progress is reviewed, career intentions discussed and suggestions made about actions that you can take to improve learning.

The course operates an extended induction programme, starting with pre-course guidance, through an initial induction week and then into the course where it is located within core units that all students will follow. We also offer an enhancement programme at Level 6 to support students applying for graduate positions such as teacher training.

In addition, unit tutors have office hours for two hours per week. Students are invited to sign up for tutorials during these times to discuss a particular piece of work or any other academic issue.

Lecturers are able to refer to and advise students about a range of support services including PAD (Professional Academic Development – which offers academic support resources) and SID (Student Information Desk – which offers a drop in and online service for academic and non-academic advice, for example on learning support, arrangements for students with disabilities or specific learning difficulties or guidance on mitigating circumstances for assessments). Lecturers will also refer students to the on-line resources that are able to support learning, for example the Study Hub on-line within the University’s VLE (Virtual Learning Environment) called BREO (Bedfordshire Resources for Education Online) or the material that can found on the Learning Resources website. Extensive use is made of BREO to provide supporting materials for each unit that is studied and to deliver interactive learning experiences.

Study skills are embedded in the units throughout the Education Studies & English course, but the Level 4


unit Practising Ideas is designed to develop skills in critical thinking which will be transferable to all other

units. Specialist skills sessions for the Dissertation unit will be offered before and after the summer break

between Levels 5 and 6, and a mini-conference will be organised mid-way through the final year in you will

share work in progress with your peers.

All first year students attend a weekly Peer Assisted Learning (PAL) session which is led by second and

third year students who provide support and advice throughout the first year of study. This is an informal,

but structured session which will help you acclimatise to life at the university and help with preparation for

assessments. Students from Levels 5 and 6 are offered specialist training in order to mentor Level 4

students. As a Level 4 student, you will benefit from the PAL scheme, and you will also be encouraged to

develop interpersonal mentoring skills in the second and third year in order to support your Level 4 peers.

Although the University does not provide childcare facilities, it does provide a Childcare Advice Service for

all students who are parents /carers to help find childcare provision in Bedfordshire. The Health Centre

offers complete care during a student’s time at the university. The provision includes doctors, nurses, clinics,

prescriptions, travel vaccinations, telephone advice and out of hours emergency services. Students will be

offered the opportunity to register with one of the two general practitioner (GP) practices providing student

health services to the University. The University also provides a free and confidential Counselling Service,

which is available to all full and part-time students. International students are well cared for at the University.

The International Support Team is available to provide practical help and support in a number of areas,

including English for Academic Purposes.

Students with disabilities

The Education Studies & English course welcomes students with disabilities. During the application process,

you will be able to discuss your needs with individual members of the academic staff, as well as staff from

the Disability Advice Team. The Disability Advice Team is available to discuss any issues disabled students

may have. They offer confidential advice and information about academic and personal issues, adjustments

in examinations, applying for the Disabled Student’s Allowance (DSA) and buying suitable equipment.

Support provided for students with identified disabilities include:

signers and note-takers, tutor microphones and fire alarm buzzers for deaf students;

extra time, support tutorials and, as required, support materials for students with dyslexia and/or dyscalculia;

tutorial support and special arrangements for some assessments (e.g. presentations) for students with post-traumatic stress syndrome or other relevant disabilities;

potential room-changes if required for students with mobility difficulties;

agreements for extra food breaks and in-class eating for students with diabetes;

all applications identifying any disabilities followed up by letter or at interview to establish support required. Assessments arranged as appropriate.

See http:/www.beds.ac.uk/studentlife/support/disabilities and BREO disabilities site for further information.


Assessment Map

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UNIT CODE PAE001-1 ENG001-1 EDC032-1 EDC024-1 ENG007-2 EDC043-2 ENG003-2 ENG004-2 ENG006-2 ENG008-2 EDC046-2 EDC027-2 EDC048-2 EDC047-2 ENG015-3 ENG007-3 EDC163-3 ENG001-3 ENG002-3 ENG012-3 ENG010-3 ENG013-3 EDC154-3 EDC165-3 EDC152-3 EDC155-3

Core Core Core Core Core Core Option Option Option Option Option Option Option Option Core Core Core Option Option Option Option Option Option Option Option Option

1

2

3

4 Ex-PT Ex-PT

5 PR-Oral

6 PR-Oral PR-Oral

7 F F

8 F CW-Ess PR-Oral

9

F CW-CS CW-Ess Ex-PT F - CW-

Port

10 CW-Ess PR-OT CW-Ess PR-Oral

11 F F

12 CW-Port F F CW-Ess F

13 WR-Post F/Ex-PT Ex-PT F F

14 PR-Oral F F

15 F CW-Port F

16 F F CW-Ess F

17 F CW-Ess

18 CW-Ess CW-LR F CW-Ess

19 F CW-Ess Ex-PT

20 F

21 F F CW-Ess F CW-Jour

22 CW-R F CW-Ess F

23

24 CW-Ess CW-Ess PJ-Diss F CW-Ess

25

CW-Ess F CW-

Ess/F

26 F CW-Ess WR-Post

27 F F CW-Ess F

28

WR-Post F CW-Ess CW-ePort F CW-Ess

29 Ex F Ex Ex-OT F Ex-OT Ex-OT

30

PR-Oral Ex CW-Oral CW-ePort PR-Perf F PR-Viva CW-Ess

LEVEL 5LEVEL 4 LEVEL 6

Course Information Form (CIF2013-4) Page 8 of 13

Section 3 - Academic Information

This section will be used as part of the approval and review process and peer academics are the target

audience.

Course Learning Outcomes

A graduate student will be able to:

1. demonstrate strong communication skills through written, oral and electronic means, and organise and articulate opinions and arguments using relevant specialist vocabulary, whilst working individually or as part of a team.

2. demonstrate strong information literacy skills, and gather and collate information from a wide variety of primary and secondary sources, including theoretical and research-based evidence, in an ethical and professional manner.

3. undertake research, and evaluate the significance and limitations of that research in relation to

relevant theoretical perspectives.

4. critically explore, analyse and evaluate information and data and reinterpret that information to construct cogent and coherent arguments.

5. understand the underlying principles and processes of education through the disciplines of history, sociology, psychology and philosophy.

6. explain how language and literature have been shaped by their cultures and how, in turn, they have helped shape those cultures.

Course-specific regulations

Teaching, Learning and Assessment

The course contains a number of units of study. Some of these are designated as core units and are

compulsory for all students who study the subject. In the University degree scheme, students study units

totalling 120 credits each year. Each unit is either 30 or 15 credits. A 30-credit unit would involve 300 hours

of study. The amount of contact time for each unit varies, but most 30-credit units involve 2 to 3 hours per

week (48 to 72 hours in total). The remainder of the 300 hours is spent in private study and completing

assessment tasks.

At Level 4, Education Studies and English is essentially an introductory year, with four compulsory 30-credit

units. Level 5 students are required to take the 30-credit unit on Comparative Education and the 15-credit

unit on Shakespeare and His Contemporaries, but otherwise they can choose from six 30-credit options and

two 15-credit options. At Level 6, students are required to take the 30-credit unit on Philosophy of Education,

the 15-credit unit on Children’s Fiction and to research and write a 30-credit Dissertation, choosing a topic in

consultation with their supervisor. Otherwise, they can choose from seven 30-credit options and two 15-

credit options. At both Level 5 and 6, students are expected to have a balance of Education Studies and

English Studies units, with 60 credits in each subject discipline each year.


The course is designed to allow students to study areas within Education Studies and English that interest

them most in the second and third years, while also encouraging them to be increasingly independent and

self-disciplined. The aim is to develop a critical voice and sense of confidence in that voice over the three

years of study, gradually engaging in the critical debates surrounding Education Studies and English Studies

and providing students with the necessary tools to do so.

The strands students may choose from in their second and third years are:

LANGUAGE AND LINGUISTICS: All Education Studies and English students are required to take Language,

Identity and Society at Level 4, which is an introduction to this subject. Students can then choose to take

Language, Ideology and Power at Level 2 and also decide to make this the subject of the dissertation in the

final year of study.

THE CHILD AND THE CURRICULUM: All Education Studies and English students are required to take

Sociology of Childhood and Education and The Inclusive Society at Level 4 (this is an introduction to the

subject) and they are also required to take Comparative Education at Level 5 and Philosophy of Education

and Children’s Fiction at Level 6; these units build on subject knowledge gained at Levels 4 and 5. There are

options on and Children, Young People in the Digital Age and Lifelong Curriculum at Level 5, and options on

Technology Enhanced Learning and Developing Teaching at Level 6. This strand is excellent preparation

for those wishing to go into teaching or special needs education.

CREATIVE WRITING: Students can choose to take Creative Writing at Level 5, an increasing popular

choice since this is a subject that is becoming more and more important to the National Curriculum, as well

as opting to do a creative writing project for the third-year dissertation.

HISTORY OF MODERN ENGLISH LITERATURE: All Education Studies and English students are required

to take Shakespeare and His Contemporaries at Level 5 and can then choose to take Nineteenth Century

Writings, which focuses on 19th century literature and culture, also at Level 5, followed by The Modern Age,

which moves on to twentieth- and twenty-first-century literature and culture, at Level 6.

OTHER ENGLISH LITERATURES: Students can choose to take American Journeys at Level 5 and then

also opt for Modern Irish Literature and World Literature at Level 6, giving a good grounding in three of the

most important world literatures written in English, as well as the cultures that produced them.

DISABILITY AND SPECIAL NEEDS EDUCATION: Students can choose to take SEND policy and Practice

at Level 5 and then also opt for Critical Debates in SEND at Level 6, which builds on the knowledge gained

at Level 5.


WORK-BASED LEARNING: There is the opportunity to choose Understanding the Workplace at Level 5 and

Analysing the Workplace at Level 6, both of which involve placements in schools and/or related work

environments, such as youth centres, further education colleges and libraries.

Much of the learning for Education Studies and English takes place, of course, outside the classroom, since most of the work for both subjects is reading written texts. The teaching itself, however, takes various forms. Most units are either a combination of lectures, followed by seminars, or two-hour workshops. Workshops often follow the same pattern as lectures and seminars – in that material is often presented in the first hour and discussed in the second – but the more relaxed atmosphere of the workshop makes it easier for students to ask for clarification while the material is being presented. In either case, there is ample opportunity for questions and debates about reading for the session and what has just been discussed in class.

Some units also make use of non-written texts, including selections from audio and video recordings. Unit handbooks and other relevant course materials are made available to all students enrolled in that unit through BREO (Bedfordshire Resources for Education Online), the University’s virtual learning environment.

All units offer individual tutorials, particularly before and after assessments are due. Education Studies also offers students the opportunity for classroom observation at Levels 5 and 6, encouraging them to compare theory with practice. Dissertations are supervised on a one to one basis, with students expected to see supervisors regularly.

The course has a progressive learning and assessment strategy that moves students from diagnostic and formative assessment at Level 4 to summative assessments at Levels 5 and 6, encouraging the development of independent learning skills. The main form of assessment is the essay. The length of the essay increases each year (from 1,500 words at Level 4, to 3,000 words at Level 6) as do the expectations of the tutors in terms of writing, argument and presentation, leading to the 9,000-word dissertation in the final year.

Almost all units require some other form of assessment which include reviews, individual and group projects, oral presentations, portfolios, phase tests, and seen and unseen exams of varying lengths and difficulties. These assessments all assess different aspects of the course and develop subject specific skills, such as the ability to use appropriate critical terminology and to apply various theoretical approaches. The assessment strategy also develop more generic, transferable skills such as the ability to gather, sift and organise material independently, to access electronic data and to produce work in a professional manner.

Additional Academic Information


Peer-assisted learning (PAL)

PAE001-1 – Practising Ideas

Initial Assessment

ENG001-1 – Language, Identity and Society (operational weeks 5 and 6)

Improving students’ learning

The first year of this course provides essential undergraduate skills for both Education Studies and English Studies. In particular the unit ENG001-1 Practising Ideas is used in Level 4 as an extended induction to higher education study within the degree subject area and will deliver and allow students to practise the necessary academic skills and knowledge for success on a degree course. The assessments in this unit have a specific formative and diagnostic purpose to allow staff to give personalised advice and guidance and if necessary refer students to support available within the University. Towards the end of Level 4, students are given guidance about unit choices in Levels 5 and 6, and towards the end of Level 5 there are a number of skills sessions to prepare students for the Dissertation unit and this will continue at Level 6 with the unit ENG015-3 Dissertation.

Academic Integrity

Academic integrity is integrated into all units. Students are introduced to referencing and plagiarism as part of Practising Ideas and this is reinforced through a subject referencing guide and participation in AIR on BREO through PAE001-1. In addition students are required to attend tutorlals for their English assessments before submission and are normally required to have individual tutorials following submission to discuss the work. Assessments are varied (perhaps a phase test in the first term, an essay in the second term and a written exam in the third term) with both phase tests and exams taking place in controlled conditions; it is therefore possible to compare work produced outside of class to the work produced in exam conditions. Other forms of assessment include oral presentations and poster sessions which again produce opportunities for the comparison of students’ work. In order to discourage plagiarism in the Disseration unit, students submit an early draft of 1000 words before the end of the first term and a rough draft of a chapter sometime in the second term.

HEAR implementation

Internationalisation A number of units offer an inclusive and international perspective. These include a 30-credit option at Level

5 on American Literature and a 30-credit option at Level 6 on Modern Irish Literature, as well as a 30-credit

level 6 option on World Literature, looking at writers such as Chinua Achebe, V.S. Naipaul, Wole Soyinka,

Salman Rushdie, Nadine Gordimer, David Henry Hwang, Pico Iyer, Charles Simic, Michael Ondaatje, J.M.

Coetzee, Mohsin Hamid, Sujata Bhatt and Chimamanda Ngozi Adichie. The level 5 unit, Restoration and the

Eighteenth Century includes the writings of Olaudah Equiano, level 6 students Children’s Fiction read

Benjamin Zephaniah’s Refugee Boy and students taking Gender and Culture read Monica Ali’s Brick Lane

and Gurpreet Kaur Bhatti’s Behzti.

Sustainability


Section 4 - Administrative Information

This section will be used as part of the approval and review process and peer academics are the target

audience.

Faculty CATS

Portfolio Undergraduate Performing Arts and English

Department/School/Division Performing Arts and English

Course Coordinator Dr Nicola Darwood

Version Number 1/2015

Approved by (cf Quality Handbook ch.2) University Approval

Date of approval (dd/mm/yyyy) 17/3/2015

Implementation start-date of this version

(plus any identified end-date) October 2015

Form completed by:

Name: Dr Nicola Darwood Date: 6 February 2015

Authorisation on behalf of the Faculty Teaching Quality and Standards Committee (FTQSC)

Chair: ………………………………………………………… Date:

…..…………………………………….

Course Updates

Date

(dd/mm/yyyy) Nature of Update FTQSC Minute Ref:


Documents

Course Information Form (CIF) Section 1 - General Course ... · Course Information Form (CIF) - February 2014 - QAP0021 Page 5 of 13 After Graduation The Education Studies and English