Semester: One. Study Hours: 44 contact/130 independent BSU Credits: 20 ECTS: 10

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BATH SPA UNIVERSITY Erasmus, exchange & study abroad MODULE CATALOGUE education: semester 1 Modules at Bath Spa University are usually worth either 10, 20 or 40 credits.

the European Credit Transfer System (ECTS), you must always halve the Bath Spa University credits to ge

1 BATH SPA UNIVERSITY Erasmus, exchange & study abroad MODULE CATALOGUE education: semester 1 Modules at Bath Spa University are usually worth either 10, 20 or 40 credits. If you are using the European Credit Transfer System (ECTS), you must always halve the Bath Spa University credits to get an accurate transfer to ECTS. E.g. 10 Bath Spa University Credits = 5 ECTS 20 Bath Spa University Credits = 10 ECTS 40 Bath Spa University Credits = 20 ECTS Please use the tables below to view modules and their credit worth. Students must always choose a minimum of 60 Bath Spa University credits (or 30 ECTS) when selecting modules per semester. Module Code: ED Module Title: Education for Change Study Hours: 44 contact/130 independent BSU Credits: 20 ECTS: 10 Module description: This module provides an introduction to Education Studies, with a focus on the ways that education changes individuals and society. We all think we know about schools and education, perhaps because we have been through it, but how much do we really know and how far is our knowledge affected for better or worse by our personal experiences? By the end of this module you will have gained some knowledge of the diversity of in the UK education system and begun to understand some of the issues and challenges that educators need to grapple with. You will have also addressed such questions as How do we learn?, How reliable is the knowledge we are learning?, What alternative visions do people have for education?, What does it mean to be an educated person? Weekly calendar: 1. What is education for? 2. Education and change 3. Why what you know is wrong! Problematising education 4. Who are we teaching? Contested notions of childhood 5. What and where are we teaching? Contested notions of classroom and curricula 6. Directed study week 7. How do we learn? An introduction to theories of learning 8. Learning and teaching in the early years 9. Adult Learning 10. An 'ecological' view of learning 11. Assignment work Assessment: 1. Essay on a change in education, 50% 2. Essay on a research paper, 50%

2 Module Code: ED Module Title: Childhood Narratives Module description: This modules uses international examples of biographies and autobiographies as the basis for exploring notions of childhood. Students are required to review texts as well as engage in autobiographical writing. Weekly calendar: 1. Introduction to Narratives; 2. Film: frameworks for review; 3. Telling Stories; 4. Film: Innocent Voices; 5. Critical Reflection on Film; 5. Independent group review task; 7. Presentations; 8. Film: Rabbit Proof Fence; 9. Personal Critical Reflections; 10. Educating through film; 11. Short Film Discussion Forum Assessment: Assignment 1: Autobiographical Writing (1,000 words) 40%; Assignment 2: Critical Reflection (1,500 words) 60% Module Code: ED Module Title: Philosophy and Thinking in Schools Study Hours: 28 contact/72 independent BSU Credits: 10 ECTS: 5 Module description: This module is about philosophy and critical thinking and how this type of thinking is analysed and evaluated. The community of inquiry is central to the process of inquiry and learning and it is together as a community that you will assess the quality of your and your peers work. Weekly calendar: 26 contact/74 independent Assessment: Essay (2,500 words)

3 Module Code: ED Module Title: Issues in Education Study Hours: 33 contact/142 independent BSU Credits: 10 ECTS: 5 Module description: This is the core module for Education Studies at level 5. The module will focus on developing your understanding of the nature of education introduced The key themes of the context of Education policy, aspects of inequality and policy problems and responses will form the context in which you will critically explore the role of government in education, the influence of globalisation on policy and the concept of power in relation to education. Weekly calendar: Introduction to the module: Policy and political pressure in education. Schooling in England: a changing landscape. The political economy of education: marketization and education as a commodity. Participation of young people in education post 16: NEETS and EETS. Theme 2: Aspects of inequality Issues of inequality: an introduction. Directed study week: Library workshops. Gender and sexual orientation. Diversity race and religion. Social class and classrooms. Theme 3: Policy problems and responses. Inclusion how policy can respond to problems of inequality in education? Urban schools: engines of social mobility? Assessment: Report 20% Essay 30% Module Code: ED Module Title: Values, Philosophy and Education Study Hours: 28 contact/80 independent BSU Credits: 10 ECTS: 5 Module description: This module provides an introduction to key debates in philosophy of education with a particular focus on personal and institutional value systems in educational contexts. The module introduces a coherent framework enabling students to understand how philosophy differs from psychology. The module will enable you to actively develop your debating and arguing skills and apply them to topics of contemporary relevance in education today. Weekly calendar: 1-3. Debate workshops 4.Educational research 5. Educational research 6.What counts and what matters 7. Analytical Philosophy of Education 8. American pragmatism and education 9. Continental philosophy and education Assessment: Presentation (2500 words equivalence)

4 Module Code: ED Module Title: Understanding Classrooms Module description: The module will ask you to examine a number ways of understanding schools and classrooms by examining the research about how teachers manage their classrooms and support learning and what influences them in making these choices. The module will also introduce you to a range of pedagogical skills that are needed by teachers and trainers. We examine the ways classrooms and schools have changed over time as well as how our understanding of them has developed through research. Weekly calendar: 1.Introduction to module/ 2.Theoretical influences on classroom layout / 3. Organising an inclusive classroom/ 4. Policy and practice in the use of the outdoor classroom/ 5. Curriculum historical development and definitions/ 6. Directed study week/ 7. Curriculum: Subjects and themes; knowledge and pupil experience/ 8. Curriculum and pedagogy; teachers roles/ 9. Historical overview of pupil identity and voice/ 10. Teenage voices/ 11. Current initiatives and policy on pupil voice. Assessment: Seminar report (2500 words equivalence) Module Code: ED Module Title: Supporting Learners with Additional Needs Module description: This module focuses on the inclusion of learners with additional educational needs in a range of education settings. Recent guidance and legislation suggests that more children and students with additional educational needs will be learning within mainstream education. As a result education professionals need to know more about organizing learning environments and working in teams. They also need to be familiar with the range of needs they might encounter in their professional practice, and the best ways to support learners with additional educational needs. Weekly calendar: Introduction to the Module: Special Needs and additional needs what are the differences? What are professional perspectives? What is the Code of Practice? What does this mean for practice? Equalities Act Parents perspectives.differences, Disability or Needs? Labels and labeling; do we need them? Dyslexia and Learning Disabilities- Community Action group. Role of the Special Education Needs Coordinator. Group feedback and discussion on first part module. Preparation for writing critical reflections Assessment: Essay 2500 words Module Code: ED Module Title: Sociology of Education Module description: This module will use a broadly sociological framework to address issues such as: the purpose of education, how decisions are made and how fair these arrangements are. In doing so, it will examine what is constituted as knowledge and how knowledge affects (and is affected by) society. It will explore the relationship between politics, economy and education and the often dissonant relationships that exist between different social groups and the education system. We will focus upon the link between politics and education policy, exploring how

5 different political perspectives have affected education in different ways, such as the role of neoliberalism in changing the educational landscape. By critically examining these issues we can ensure that we act knowingly to create a system that is both reasonable and effective. Weekly calendar: Introduction to module; Axioms; Sociology; Social theory; Social justice; Power; Learning to Labour: class, gender and morality; Learning to Labour: overview of text Paul Willis and Marxism; Social shifts 1: From working class to precariat; Social shifts 2: Bourdieu and post structural society; Social shifts 3: Class and morality. Assessment: Essay 2500 words Module Code: ED Module Title: International Perspectives of Early Years Study Hours: 17 contact/68 independent BSU Credits: 10 ECTS: 5 Module description: In this module you will be introduced to a number of international early childhood pedagogies including Te Whariki, Reggio Emilia, and Nordic approaches amongst others, which have influenced practice in early childhood education and care. During the module you will identify and analyse similarities and distinctive qualities and their influences on current early years practice in England. In particular, you will examine the contested nature of childhood, and scrutinise political influences on Early Childhood policy and practice, including issues of citizenship and democracy in early education. Early Childhood Education globally will be explored from a socio-cultural and culturalhistorical perspective. Weekly calendar: Historical, political, social and theoretical influences that underpin and inform approaches to the care and education of young people. Constructions of childhood. The Reggio Emilia experience. Nordic approaches. Emerging themes and tensions. Assessment: Critical analysis (2,500 words) Module Code: ED Module Title: Creativity, ICT and Learning Study Hours: 17 contact/68 independent BSU Credits:10 ECTS: 5 Module description: This module will to enable you to investigate, both academically and practically, how new technologies can be used in learning and teaching in a wide variety of educational contexts from home to university. The second aim is to explore critically the concept of creativity in education in relation to new technologies. The aims are brought together is an exploration of the potential for new technologies to be used both in enabling creativity and creative teaching. This semester will focus on research and debates that connect ICT, creativity and learning. Weekly calendar: The course will consist of 1hr lectures introducing issues and debates followed by a two hour workshop where digital technologies and pedagogies will be examined. Assessment: Discussion forum participation and engagement (2500 words)

6 Module Code: ED Module Title: Identity, Philosophy and Education Study Hours: 28 contact/82 independent BSU Credits: 10 ECTS: 5 Module description: In this module you will explore the broad themes of professional identity, radical pedagogy and educational ethics. The module provides an engaged opportunity to consider what it is to be an educational subject from philosophical and historical perspectives. Considering subjectivity and intersubjectivity in this way can be seen to have profound consequences for educational identity and ethics. The primary theoretical influences in this module draw on continental, analytical and pragmatic philosophical traditions and applies them to educational contexts. Weekly calendar: Cycle 1 (weeks 1-6): Introducing philosophical perspectives; Cycle 2 (weeks 7-12): Philosophical perspectives in context of education; Cycle 3 (weeks 13-20): Relating perspectives to own educational understanding, experience and practice. Assessment: Essay 2500 words

Newcastle University Business School (NUBS)

Newcastle University Business School (NUBS) Contact Shelagh Cauwood Shelagh.Cauwood@ncl.ac.uk James Wade James.Wade@ncl.ac.uk All students must meet the following criteria: 1. any specified pre-requisites