EDUCATION STUDIES PROGRAMMES · The BA (Hons) Education Studies (Early Years Specialism) route provides a unique opportunity to explore the nature of education, care and learning

FACULTY OF EDUCATION

EDUCATION STUDIES PROGRAMMES

Programme Specification

This document provides a concise summary of the main features of the course(s) & associated award(s) offered through this Programme Specification, and includes the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities provided. More detailed information on the learning outcomes, curriculum content, teaching/learning, assessment methods for each unit and on the Programme’s relationship to QAA Subject Benchmark Statements may be found in the dedicated student handbook for the Programme. The accuracy of the information in this document is reviewed periodically by the University and may be subject to verification by the Quality Assurance Agency for Higher Education

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Versioning of Programme Specification This programme specification is valid for the period of approval confirmed at the time of the approval/last review event and relates to provision approved at that point. Programme specifications are updated on an annual basis to include modifications approved through the University’s quality assurance processes. This version provides a description of the programme as approved for the academic session indicated in section 3 of the following table.

1 Date of initial Approval or last review: January 2012

2 Effective date of Approved/Reviewed Programme Specification: 1 September 2016 -31 August 2022

3 This Version effective from: 1 September 2016

4 Version number: 2016 Version 1

Students who commenced their study on awards within this programme specification prior to September 2016 should refer to the previous version of the programme specification published on the CASQE website.

Modifications to Programme Specification

Modifications to the programme specification since approval/ last review, and the cohort of students affected by the change, are listed in Section H (Log of Modifications) at the back of the document.

Cross Referencing of Programme Specifications

The following elements of provision included in this document is/ are also included in the following programme specifications

Award Programme Specification

BSc/BA (Hons) Education

Studies and XY

BSc/BA (Hons) XY with

Education Studies

The following Units:

224Z6006: Constructing Child

Development

225Z6003: Deconstructing

Child Development

225Z6015: Birth to 3 Matter

226Z6004: Queering Child

Development

226Z6009: Global Context of

Childhood and Community

Combined Honours (Cheshire Campus) Childhood Youth and Community Programmes

Amendments made to provision listed in this table, must also be reflected in the relevant programme specifications listed above

http://www.mmu.ac.uk/academic/casqe/specs/index.php

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CASQE Page 2 of 77 Programme Specification

CENTRE FOR ACADEMIC STANDARDS & QUALITY ENHANCEMENT

Programme Specification

The information in this document is organised into the following sections: Section A – Administrative and Regulatory Information Section B – Outcomes Section C – Structure Section D – Teaching, Learning and Assessment Section E – Programme Management Section F – Mapping Section G – Points of Reference Section H – Log of Modifications

SECTION A – ADMINISTRATIVE AND REGULATORY INFORMATION

1 Overarching Programme Specification Title

Education Studies Programmes

2 Brief Summary

Education is at the centre of government policy and, as such, is a socially relevant area of academic study that can lead to a diverse range of careers. This cluster of awards has been designed to provide a wide-ranging experience of education studies through a diversity of specialist routes. The BA (Hons) Education Studies route examines education in the wider context of social, cultural and political domains locally, nationally and globally. Key, contemporary issues in education are explored and students engage with issues concerning social justice and inclusion and gain insights into specialist areas such as early years education, citizenship and the impact of globalisation on education systems. The BA (Hons) Education Studies (Early Years Specialism) route provides a unique opportunity to

explore the nature of education, care and learning within an early years context from a local national

and international perspective. It will provide an intellectually rigorous and challenging engagement

with contemporary educational issues, as well as the opportunity for the student to gain a range of

skills and experience relevant to a career in an educational and/or early years context.

The BA (Hons) Inclusive Education and Disability Studies route enables the development of knowledge, commitment and ideas that are needed to help transform our future education system so that it is more inclusive and caters for all learners, including those with special education needs and disabilities. Specialist input from the Centre for Inclusive Education and Disability Studies.

The BA (Hons) Religion, Education & Community route aims to equip students with an understanding of the relationship between religious traditions, learners and the communities to which they belong. The course explores the notion of community and the ways in which a community’s beliefs and values contribute to their understanding of children and their needs

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The BA (Hons) Education, Global and Citizenship Studies route aims to provide students with an understanding of the role of education in a global world. The challenges and opportunities for education with respect to different global phenomena such as post-colonialism, migrations, environmental issues and digital technologies are explored. The role that education plays in the promotion of different types of citizenship, particularly global citizenship, are also considered. The BA (Hons) Education, Theatre and Performance route enables students to study the theory and practice of performance for young people and the uses of drama and theatre in a range of educational contexts. It enables the development of performance skills and practice, an understanding of the philosophy and practice of educational and applied drama/theatre across a range of settings and an understanding of research methodologies in education and how to apply these to a particular context. Specialist input comes from the Manchester School of Theatre.

3 Awarding institution

MMU

4 Home Faculty

Education

5 Home Department/ School/ Institute

Childhood, Youth and Education Studies

6 UCAS/GTTR code(s)

X300

7 Framework for HE Qualifications position of final award(s)

Framework for HE Qualifications

BA (Hons)

8 Alignment with University Curriculum Framework Curriculum Frameworks

Undergraduate

9 Engagement with the University-wide provision (eg Uniwide Language, EdLab)

Uniwide Languages

Levels 4-6 of the provision within this programme specification includes opportunities to engage with Uniwide Language provision

Uniwide Language provision is not available to Foundation Year students University Wide Education Provision

This programme area specification includes the University Wide Education Provision.

Both a 30 credit and a 15 credit University Wide Education unit are available at Levels 4, 5 and 6.

The units form optional units for provision within this programme specification.

The units are also available for students on programmes across the university that have elected to adopt them as part of their programme’s provision in the same way that a programme would adopt and engage with the Uniwide Language provision

10 Compliance with University Assessment Regulations

University Assessment Regulations

Undergraduate

http://www.qaa.ac.uk/publications/information-and-guidance#page-1

http://www.mmu.ac.uk/academic/casqe/regulations/curriculum-frameworks.php

http://www.mmu.ac.uk/academic/casqe/regulations/assessment.php

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11 Approved Variations/Exemptions from University Assessment Regulations University Assessment Regulations

None

12

Relationship with Faculty Foundation Year

Successful completion of the Faculty Foundation Year entitles student to enter level 4 of the following awards:

BA (Hons) Education Studies

BA (Hons) Education Studies (Early Years Specialism)

BA (Hons) Inclusive Education & Disability Studies

BA (Hons) Religion, Education and Community

BA (Hons) Education, Global and Citizenship Studies

BA (Hons) Education, Theatre and Performance Successful completion of the Foundation Year at Crewe entitles student to enter level 4 of the BA/BSc Combined Honours Education Studies with/and Subject X and also any of the above awards in Manchester

Awards

13 Final award title(s)

BA (Hons) Education Studies

BA (Hons) Education Studies (Early Years Specialism)

BA (Hons) Inclusive Education & Disability Studies

BA (Hons) Religion, Education and Community

BA (Hons) Education, Global and Citizenship Studies

BA (Hons) Education, Theatre and Performance

14 Combined Honours Combined Honours on the Cheshire campus Combined Honours at Cheshire is administered through a separate Faculty Combined Honours programme specification. Subject combinations that are available to students are listed within that document.

14a (i) Combined Honours Awards available e.g.:

BSc/BA (Hons) AB

BSc/BA (Hons) AB and XY

BSc/BA (Hons) AB with XY (ii) Single Honours Awards available

through Combined Honours (i.e. Named Awards)

BSc/BA (Hons) Education Studies and XY

BSc/BA (Hons) XY with Education Studies

None


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(iii) Approved Subject Combinations administered by this Programme Specification (i.e. “home” combinations)

None

14b Approved Subject Combination administered by other Programme Specifications

Approved Combination Home Programme Specification & Home Dept

N/A Combined Honours (Cheshire) – Interdisciplinary Studies

15 Interim exit awards and Subject title(s)

No exit award available at the end of Level 3 (Foundation Year). Successful completion of 120 credits at Level 4 leads to:

CertHE Education Studies

CertHE Education Studies (Early Years Specialism)

CertHE Inclusive Education & Disability Studies

CertHE Religion, Education and Community

CertHE Education, Global and Citizenship Studies

CertHE Education, Theatre and Performance

CertHE Education Studies and XY Successful completion of 120 credits at Level 4 and 120 credits at Level 5 leads to:

DipHE Education Studies

DipHE Education Studies (Early Years Specialism)

DipHE Inclusive Education & Disability Studies

DipHE Religion, Education and Community

DipHE Education, Global and Citizenship Studies

DipHE Education, Theatre and Performance

DipHE Education Studies and XY

DipHE XY with Education Studies

Arrangements with Partners

16 Approved Collaborative partner(s)

Partner Name Type of Collaborative Partnership

N/A

17 Articulation Arrangements with Partners

Partner Name Details of Arrangements

N/A

Professional, Statutory and Regulatory Bodies

18 PSRB(s) associated with final award of any route within the programme specification

N/A

19 Date, Outcome & Period of Approval of last PSRB approval/accreditation

N/A

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Approval Status

20 Date and period of approval of most recent MMU review/ approval

(i) Latest review/approval 27 January 2016 Foundation Year: 2nd May 2012

(ii) Length & Dates of Period of approval given in (i) above: Years: 6 rom: 01 September 2016 To: 31 August 2022

(iii) Major Modifications to Programme Specification since last review/approval n/a

21 Next Scheduled Review Date:

2021/2022 Foundation Year & Combined Honours Curriculum specifically attached to this programme specification will be reviewed at the same time.

22 Programme Specification effective date:

1st September 2016

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SECTION B - OUTCOMES

23 MMU Graduate Outcomes

On successful completion of their course of study MMU graduates will be able to:

GO1. apply skills of critical analysis to real world situations within a defined range of contexts;

GO2. demonstrate a high degree of professionalism characterised by initiative, creativity, motivation and self-management;

GO3. express ideas effectively and communicate information appropriately and accurately using a range of media including ICT;

GO4. develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives;

GO5. manage their professional development reflecting on progress and taking appropriate action;

GO6. find, evaluate, synthesise and use information from a variety of sources; GO7. articulate an awareness of the social and community contexts within their disciplinary

field. NB the above align to the Employability outcomes on the unit specifications Foundation Year Outcomes

It is recognised that the University’s General Educational Outcomes will be met in full on completion of the total student experience over the period of study towards a degree. On successful completion of the University Foundation Year a student will be able to:

FY1. Demonstrate knowledge in the subject matter of their units appropriate to Level 3 and apply what has been learned;

FY2. Engage in discussion on topics/issues related to contemporary debate in the subject matter of their units;

FY3. Demonstrate safe and effective use of specific media/equipment/material where appropriate;

FY4. Extract, summarise and synthesise relevant information; FY5. Produce a coherent and structured piece of written work; FY6. Demonstrate a readiness for lifelong learning and personal development; FY7. Participate effectively in group working and team activities; FY8. Demonstrate communication and presentation skills by clear and effective use of

speech, writing and other appropriate methods; FY9. Demonstrate a basic level of critical thought; FY10. Apply a range of study skills methods to enhance their academic development; FY11. Demonstrate numeracy skills in both everyday situations and in their specific subject

areas where appropriate; FY12. Demonstrate basic IT skills relating to word processing, spread sheets, simple

databases and the Internet; FY13. Demonstrate an awareness of the programme of study in a wider context.

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24 Programme Rationale

The Faculty of Education at MMU has long been respected as a high quality provider of initial teacher education (ITE) and continuing professional development. It also has an excellent reputation nationally and internationally for principled and theorized research and for supporting the study of the broader, lifelong elements of education in society: family learning, early years, young adulthood, community learning and education internationally. It is, however, becoming increasingly important for the Faculty to diversify this broader based study of education i.e. its non ITE provision, as initial teacher education in the UK is subject to continual reform by successive governments and also to government attempts to divert the provision away from Higher Education Institutions

Since the late 1990s, Education Studies, alongside programmes in Early Years and Childhood Studies and Youth and Community, has been central to the Faculty’s non-ITE provision. In 2015, Faculty reorganisation led to the Formation of the Department of Childhood, Youth and Education Studies and within that, a new programme area - Religion, Education and Community Studies. This re-organisation also leads to opportunities for sharing expertise across the Faculty and also expertise and units across the Department.

The Education Studies Programme area is viewed as one of the areas within the Faculty where continued growth is possible. To this aim, there has been a rationalisation of the existing provision (cessation of Combined Honours provision in Manchester and other poorly performing route ways and the relocation of the MA Education Studies provision within the CPD portfolio). This rationalisation has been coupled with a diversification of the provision to provide a portfolio of specialist pathways. The programme team has a wealth of experience in various fields in education and can draw on expertise from across the Faculty. It also includes tutors from diverse international backgrounds, with wide experiences of working in global contexts. that

As a subject area, Education Studies is relatively young and formulating an area of subject knowledge is difficult, particularly in an age of uncertainty, as the world of educational theory is particularly diverse. Our Education Studies courses are interdisciplinary in nature and consider educational issues from a historical, philosophical and sociological perspective. They also take a critical and in some respects, radical approach to the study of theory and practice -rather than a purely employment-focussed approach. In all our programmes we seek to: challenge the notion of education and its aims and purposes within society; emphasise the role of education in the promotion of social justice and social equality; explore how the world could be improved through education; to highlight the interaction of theory and practice and to enable students to visualise possibilities and not just to understand conventions. The starting point is always the student’s own perspective and experience of education. We then build on this - looking outwards from the local to the national and then the international and the global perspective.

The range of award types - Foundation Year, BA (Hons) and Combined Honours, modes of study - full-time and part-time and the range of award titles herein are relevant to contemporary employment needs and are designed to assure employers that both core and specialist learning outcomes are reflected in the award title.

Students are also able to select from degree pathways that focus on range of specialist areas in education - early years, inclusive education and disability studies, religion and community, global issues, citizenship and theatre and performance. Students who take the courses will develop an in-depth knowledge and critical awareness of a substantial area of their discipline,

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and will be suitably prepared for graduate employment, for professional qualifications such as a PGCE and for further study at masters and doctoral level.

25 QAA Benchmark Statement(s) .

Education Studies Benchmarks 2015 (these take priority over all others)

Early Childhood Studies 2014

Theology and Religious Studies 2014

Dance Drama and Performance 2015

26 Programme Specific Outcomes

(a) Final Award Learning Outcomes

BA(Hons) Education Studies On successful completion of BA (Hons) Education Studies students will be able to:

PLO1 Demonstrate a comprehensive knowledge and critical understanding of the breadth of

values, theories, concepts, societal and organisational structures and purposes that

encompass the study of education and the diversity of learning systems

PLO2 Critically analyse educational concepts, theories, policies and practices from a cultural,

social, economic or political perspective

PLO3 Demonstrate a critical understanding of contemporary issues and debates in education

at a local, national and international level (in particular in the context of globalisation)

and evaluate their impact on education systems, policies and processes

PLO4 Research educational issues and undertake individual research projects, processing and

synthesising empirical and theoretical data, to create new syntheses in order to present

and justify a chosen position having drawn on relevant theoretical perspectives

PLO5 Reflect on their own learning, identifying, practice and value systems and take

appropriate actions based on that reflection in terms of their personal and professional

development

PLO6 Demonstrate the skills appropriate to a career in education, related disciplines and

graduate employment

BA (Hons) Education Studies (Early Years Specialism) On successful completion of BA (Hons) Education Studies (Early Years Specialism) students will be able to:



encompass the study of education and the diversity of learning systems with particular

reference to early years education.




and more specifically in early years education at a local, national and international level

(in particular in the context of globalisation) and evaluate their impact on education

systems, policies and processes

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PLO4 Research educational issues, and undertake individual research projects on issues

relating to early years education, processing and synthesising empirical and theoretical

data, to create new syntheses in order to present and justify a chosen position having

drawn on relevant theoretical perspectives



development

PLO6 Demonstrate the skills appropriate to a career in education, early years education,

related disciplines and graduate employment

BA (Hons) Inclusive Education and Disability Studies

On successful completion of BA (Hons) Inclusive Education and Disability Studies students will be able to:




reference to inclusive education and disability studies




and inclusive education and disability studies at a local, national and international level



PLO4 Research educational issues and undertake individual research projects on issues

relating to inclusive education and special education needs, processing and synthesising

empirical and theoretical data, to create new syntheses in order to present and justify

a chosen position having drawn on relevant theoretical perspectives

PLO5 Reflect on their own learning, identity, practice and value systems and on how they can

integrate their knowledge of inclusive education & disability studies to influence their

professional development

PLO6 Demonstrate the skills appropriate to a career in education, inclusive education and

disability studies, related disciplines and graduate employment

BA (Hons) Education, Global and Citizenship Studies On successful completion of BA (Hons) Education, Global and Citizenship Studies students will be able to:




reference to globalisation and citizenship


social, economic or political perspective with particular reference to globalisation and

citizenship

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PLO3 Demonstrate a critical understanding of contemporary issues and debates in education,

globalisation and citizenship studies at a local, national, international and virtual level


PLO4 Research educational issues, and undertake individual research projects relating to

issues global and citizenship education, processing and synthesising empirical and

theoretical data, to create new syntheses in order to present and justify a chosen

position having drawn on relevant theoretical perspectives



development

PLO6 Demonstrate the skills appropriate to a career in education, related disciplines and

graduate employment

BA (Hons) Religion, Education and Community On successful completion of BA (Hons) Religion, Education and Community students will be able to:




reference to religious and community contexts


social, economic or political perspective with particular reference to religious and

community contexts


religious education and community studies at a local, national and international level




relating to religious education and community studies, processing and synthesising





development

PLO6 Demonstrate the skills appropriate to a career in education, religious and community

education, related disciplines and graduate employment

BA (Hons) Education, Theatre and Performance On successful completion of BA (Hons) Education, Theatre and Performance students will be able to:




reference to theatre and performance contexts

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social, economic or political perspective with particular reference to theatre and

performance in education


drama and performance studies at a local, national and international level (in particular

in the context of globalisation) and evaluate their impact on education systems, policies

and processes


relevant to education in theatre and performance, processing and synthesising




appropriate actions based on that reflection in terms of their personal development

PLO6 Demonstrate the skills appropriate to a career in education, theatre and performance,

related disciplines and graduate employment

(b) Combined Honours Learning Outcomes

On successful completion of Level 6 Education Studies studied as an equal/minor as a Combined Honours subject, students will be able to:

PLO1 Demonstrate a knowledge and critical understanding of the breadth of values, theories,

concepts, societal and organisational structures and purposes that encompass the

study of education and the diversity of learning systems




at a local, national and international level (in particular in the context of globalisation)


PLO4 Research educational issues and undertake individual research projects, processing and

synthesising empirical and theoretical data, to create new syntheses in order to present

and justify a chosen position having drawn on relevant theoretical perspectives


appropriate actions based on that reflection in terms of their personal development

PLO6 Demonstrate skills that are appropriate to a career in education, related disciplines and

graduate employment

NB: For the Final Learning Outcomes of the approved “other” subject – see the relevant subject Programme Specification: Combined Honours Cheshire

(c) Pass Degree Learning Outcomes

Students who do not qualify for the award of a Bachelor’s degree with honours may be eligible for the award of a Pass degree. Criteria for the award of a Pass degree are detailed within the University’s Assessment Regulations for Undergraduate Programmes of Study

http://www.mmu.ac.uk/academic/casqe/regulations/assessment-regulations.php

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27 Interim Award Learning Outcomes

Level 4 Cert HE Education Studies On successful completion of the Cert HE Education Studies students will be able to:

PLO1 Demonstrate a knowledge and understanding of some of the values, theories, concepts,

societal and organisational structures and purposes that encompass the study of

education and the diversity of learning systems

PLO2 Discuss educational concepts, theories, policies and practices from a cultural, social,

economic or political perspective

PLO3 Demonstrate an understanding of some of the issues and debates in education at a local

and national level and discuss their impact on education systems, policies and processes

PLO4 Research educational issues, processing and synthesising information in order to

present and justify a chosen position

PLO5 Reflect on their own learning, identity, practice and value systems

PLO6 Demonstrate some degree of academic and employability literacy

Cert HE Education Studies (Early Years Specialism) On successful completion of the Cert HE Education Studies (Early Years Specialism) students will be able to:



education and the diversity of learning systems with particular reference to early years

education.



PLO3 Demonstrate an understanding of some of the issues and debates in education and

more specifically in early years education at a local and national level and discuss their

impact on education systems, policies and processes



PLO5 Reflect on their own learning and value systems


Cert HE Inclusive Education and Disability Studies On successful completion of the Cert HE Inclusive Education and Disability Studies students will be able to:



education and the diversity of learning systems with particular reference to inclusive

education and disability studies



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PLO3 Demonstrate an understanding of some of issues and debates in education and

inclusive education and disability studies at a local and national level and discuss their






Cert HE Education, Global and Citizenship Studies On successful completion of the Cert HE Education, Global and Citizenship Studies students will be able to:



education and the diversity of learning systems with particular reference to

globalisation and citizenship


economic or political perspective with particular reference to globalisation and

citizenship

PLO3 Demonstrate an understanding of some of the issues and debates in education,

globalisation and citizenship studies at a local, national, international level and discuss

their impact on education systems, policies and processes





Cert HE Religion, Education and Community On successful completion of the Cert He Religion, Education and Community students will be able to:



education and the diversity of learning systems with particular reference to religious

and community contexts


economic or political perspective with particular reference to religious and community

contexts

PLO3 Demonstrate an understanding of some of the issues and debates in education,

religious education and community studies at a local and national level and discuss their






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Cert HE Education, Theatre and Performance On successful completion of Cert HE Education, Theatre and Performance students will be able to:

PLO1 Demonstrate a knowledge and understanding of the breadth of values, theories,

concepts, societal and organisational structures and purposes that encompass the

study of education and the diversity of learning systems with particular reference to

theatre and performance contexts


economic or political perspective with particular reference to theatre and performance

in education

PLO3 Demonstrate an understanding of issues and debates in education, drama and

performance studies at a local and national level and discuss their impact on education





PLO6 Demonstrate some degree of academic and employability literacy and the skills related

to theatre and performance

Level 5 Dip HE Education Studies On successful completion of the DipHE Education Studies students will be able to:

PLO1 Demonstrate a comprehensive knowledge and understanding of a range of values,

theories, concepts, societal and organisational structures and purposes that encompass

the study of education and the diversity of learning systems

PLO2 Analyse educational concepts, theories, policies and practices from a cultural, social,


PLO3 Demonstrate an understanding of contemporary issues and debates in education at a

local, national and international level (in particular in the context of globalisation) and

evaluate their impact on education systems, policies and processes

PLO4 Research educational issues and undertake a group research project, processing and

synthesising empirical and theoretical data in order to present and justify a chosen



PLO6 Demonstrate some of the skills appropriate to a career in education, related disciplines

and graduate employment

Dip HE Education Studies (Early Years Specialism) On successful completion of the Dip HE Education Studies (Early Years Specialism) students will be able to:



the study of education and the diversity of learning systems with particular reference

to early years education.

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PLO3 Demonstrate an understanding of contemporary issues and debates in education and

more specifically in early years education at a local, national and international level (in

particular in the context of globalisation) and evaluate their impact on education




position


PLO6 Demonstrate some of the skills appropriate to a career in education, early years

education, related disciplines and graduate employment

Dip HE Inclusive Education and Disability Studies On successful completion of the Dip HE Inclusive Education and Disability Studies students will be able to:




to inclusive education and disability studies



PLO3 Demonstrate an understanding of contemporary issues and debates in education and

inclusive education and disability studies at a local, national and international level (in

particular in the context of globalisation) and evaluate their impact on education


PLO4 Research educational issues and undertake a group research projects, processing and

synthesising empirical and theoretical data, in order to present and justify a chosen

position


PLO6 Demonstrate some of the skills appropriate to a career in education, inclusive education

and disability studies, related disciplines and graduate employment

Dip HE Education, Global and Citizenship Studies On successful completion of Dip HE Education, Global and Citizenship Studies students will be able to:




to globalisation and citizenship


economic or political perspective with particular reference to globalisation and

citizenship

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PLO3 Demonstrate an understanding of contemporary issues and debates in education,

globalisation and citizenship studies at a local, national, international and virtual level



synthesising empirical and theoretical data, in order to present and justify a chosen

position




Dip HE Religion, Education and Community On successful completion of the Dip HE Religion, Education and Community students will be able to:




to religious and community contexts


economic or political perspective with particular reference to religious and community

contexts


religious education and community studies at a local, national and international level





position


PLO6 Demonstrate some of the skills appropriate to a career in education, religious and

community education, related disciplines and graduate employment

Dip HE Education, Theatre and Performance On successful completion of the Dip HE Education, Theatre and Performance students will be able to:




to theatre and performance contexts


economic or political perspective with particular reference to theatre and performance

in education


drama and performance studies at a local, national and international level (in particular

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in the context of globalisation) and evaluate their impact on education systems, policies

and processes

PLO4 Research educational issues and undertake a group project, processing and


position having drawn

PLO5 Reflect on their own learning, practice and value systems

PLO6 Demonstrate some of the skills appropriate to a career in education, theatre and

performance, related disciplines and graduate employment

Combined Honours On successful completion of Level 4 Education Studies as a Combined Honours subject, students will be able to:



education and the diversity of learning systems



PLO3 Demonstrate an understanding of contemporary issues and debates in education at a

local, national and international level (in particular in the context of globalisation) and

discuss their impact on education systems, policies and processes


synthesising information in order to present and justify a chosen position




On successful completion of Level 5 Education Studies as a Combined Honours subject, students will be able to:

PLO1 Demonstrate a comprehensive knowledge and understanding of some of a range of


encompass the study of education and the diversity of learning systems



PLO3 Demonstrate an understanding of some of the contemporary issues and debates in

education at a local, national and international level (in particular in the context of

globalisation) and evaluate their impact on education systems, policies and processes







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For the Interim Learning Outcomes of the approved “other” subject – see the relevant subject Programme Specification Combined Honours (Cheshire)

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SECTION C – STRUCTURE

28 Structures, modes of delivery (e.g. FT/PT/DL etc), levels, credits, awards, curriculum map of all units (identifying core/option status, credits, pre or co-requisites) potential entry/exit points and progression/award requirements

OPTION UNITS Option units listed in the following curriculum structures are all approved for delivery but may not all run in any one academic session.

EDUCATION STUDIES UNDERGRADUATE PROGRAMMES FT/PT

The following structures provide a list of all core and option units approved for delivery as part of this programme area. Whilst approved, the option units are not all necessarily available to students in a given year.

The delivery pattern of the units may vary. Some units may be delivered in a ‘short fat format’ i.e. in one term, others in a ‘long thin’ format i.e. over two terms. The pattern of delivery of individual units and the term(s) in which they are delivered may vary from year to year. This model will be permit the double running of some core and, also of some popular option units and will facilitate the uptake of units at Level 5 by students on exchange programmes or by incoming international students on the Student Mobility Programme.

Level 3 Foundation Year

Core Units

Code Occ Status: Unit Title No of credits

223Z9006 9 Core Foundations of Academic Practice** 30

223Z9007 9 Core Education, Community and Diversity** 30

223Z9008 9 Core The Learning Process** 30

223Z9009 9 Core EdLab - Practice and Innovation** 30

** denotes units for which this programme specification is responsible for review and modification

purposes

European Union and International Students European and international students will replace the unit EdLab – Practice and Innovation with:

Core Units

Code Occ Status: Unit Title No of credits 443Z0005 9 Core English for Academic Study 30

Successful completion of the Faculty Foundation Year entitles access to the following:

– BA (Hons) Education Studies – BA (Hons) Education Studies (Early Years Specialism) – BA (Hons) Inclusive Education & Disability Studies – BA (Hons) Religion, Education and Community – BA (Hons) Education, Global and Citizenship Studies – BA (Hons) Education, Theatre and Performance

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BA (HONS) EDUCATION STUDIES FT/PT Level 4

Core Units

Code Occ Status: - Pre/Co-requisites

Unit Title No of credits

224Z2111 9 or 1 Core Key Questions in Education 30

224Z2112 9 or 1 Core Contested Childhoods 30

224Z2113 9 or 1 Core The Learning System 30

224Z2114 9 Core Learning in Places* 30

Option Units Choose 2 from options listed

224Z2115 9 Option Co: 224Z2110 Co: Various

Learning in Places 15

224Z2109

9 Option Co: 224Z2115

EdLab Level 4 15

Various 9 Option Co: 224Z2115

Uniwide Language 15

*30 credit core unit 224Z2114 Learning in Places may be replaced with either:

- 15 credit option 224Z2115 Learning in Places plus a 15 credit Uniwide Language Unit or - 15 credit option 224Z2115 Learning in Places plus a 15 credit unit EdLab Level 4

On successful completion of Level 4 – interim exit award: Cert HE Education Studies

Level 5

Core Units



225Z2113 9 or 1 Core Policy and Politics in Education 30

225Z2114 9 or 1 Core Becoming Researchers 30


225Z2115 9 or 1 Option What’s the Difference 30

225Z2118 9 or 1 Option Education and Community Development 30

225Z6015 9 or 1 Option Birth to 3 Matters** 30

225Z2121 9 or 1 Option Empire in Education 30

225Z2116 9 Option Barred: 225Z2112

Enrichment Pathway 30


EdLab Level 5* 30

225Z2111 9 Option Co: Various

EdLab Level 5 15


Uniwide Language 15

*30 credit option unit 225Z2112: EdLab Level 5may be replaced with the 15 credit option unit 225Z2111: EdLab Level 5 plus 15 credit Uniwide Language unit

** The Unit 225Z6015: Birth to 3 Matters is part of the Childhood, Youth and Community Programmes Specification

On successful completion of Levels 4 & 5 – interim exit award: DipHE Education Studies

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Level 6

Core Units



226Z2115 9 Core Pre: 225Z2114

Research Project (ES) 30


226Z2121 9 or 1 Option Comparing Education 30

226Z2122 9 or 1 Option Empowering Education 30

226Z2123 9 or 1 Option Curriculum Inquiry 30

226Z2124 9 or 1 Option Culture and Education 30

226Z6009 9 Option Global Context of Childhood and Community 30

226Z2127 9 or 1 Option Cooperative Education 30


The Professional Self 30


EdLab Level 6* 30


EdLab Level 6 15


Uniwide Language 15

*30 credit option unit 226Z2114: Edlab Level 6 may be replaced with the 15 credit unit 226Z2113: EdLab Level 6 plus a 15 credit Uniwide Language Unit

**The unit 226Z6009: Global Context of Childhood and Community is part of the Childhood, Youth and Community Programmes Specification

On successful completion of Level 6 – Final exit award: BA(Hons) Education Studies

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BA (Hons) Education Studies (Early Years Specialism) FT/PT Level 4

Core Units




224Z2113 9 or 1 Core The Learning System 30

224Z6006 9 or 1 Core Constructing Child Development** 30


Option Units Choose 1 or 2 from options listed

224Z2115 9 Option Co: 225Z2109/Various


224Z2109 9 Option Co: 225Z2115

EdLab Level 4 15


Uniwide Language 15

*30 credit core unit 224Z2114: Learning in Places may be replaced with:

– 15 credit option 224Z2115: Learning in Places plus a 15 credit Uniwide Language Unit or – 15 credit option 224Z2115: Learning in Places plus a 15 credit EdLab Level 4

** The unit 224Z6006: Constructing Child Development is part of the Childhood, Youth and Community Programmes Specification

On successful completion of Level 4 – interim exit award: CertHE Education Studies (Early Years Specialism)

Level 5

Core Units




225Z6003 9 Core Deconstructing Child Development** 30

225Z6015 9 Core Birth to 3 Matters** 30


225Z2113 9 or 1 Option Policy and Politics in Education 30 225Z2115 9 or 1 Option What’s the Difference? 30 225Z2116 9 Option

Barred: 225Z2112 Enrichment Pathway 30


EdLab Level 5* 30

225Z2111 9 Co: Various EdLab Level 5 15 Various 9 Co: 225Z2111 Uniwide Language 15

*30 credit option unit 225Z2112: EdLab Level 5 may be replaced with the 15 credit EdLab Level 5 plus a 15 credit Uniwide Language unit

** The units 225Z6003: Deconstructing Child Development and 225Z6015: Birth to 3 Matters are part of the Childhood, Youth and Community Programmes Specification

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On successful completion of Levels 4 & 5 – interim exit award: Dip HE Education Studies (Early Years Specialism)

Level 6

Core Units



226Z2117 9 Core Pre: 225Z2114

Research Project (EYS) 30

226Z6004 9 None Queering Child Development** 30


226Z6009 9 Option Global Context of Childhood and Community **

30






EdLab Level 6* 30


EdLab Level 6 15


Uniwide Language 15

*30 credit option unit 226Z2114: EdLab Level 6 may be replaced with the 15 credit unit 226Z2113: EdLab Level 6 plus a 15 credit Uniwide Language Unit

** The Units 226Z6004: Queering Child development and 226Z6009: Global Context of Childhood and Community are part of the Childhood and Youth and Community Programmes Specification

On successful completion of Level 6 – Final exit award: BA (Hons) Education Studies (Early Years Specialism)

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BA (Hons) Inclusive Education and Disability Studies FT/PT Level 4

Core Units Code Occ Status:

- Pre/Co-requisites


224Z2119 9 Core Inclusive Education 30

224Z2120 9 Core Disability Studies 30

224Z2111 9 Core Key Questions in Education 30


Option Units Choose 1 or 2 from options listed

224Z2115 9 Co: Various Co: 224Z2110


224Z2109 9 C: 224Z2115 EdLab Level 4 15

Various 9 C: 224Z2115 Uniwide Language 15


– 15 credit option 224Z2115: Learning in Places plus a 15 credit Uniwide Language Unit or – 15 credit option 224Z2115: Learning in Places plus a 15 credit unit 224Z2109: EdLab Level 4

On successful completion of Level 4 – interim exit award: Cert HE Inclusive Education and Disability Studies

Level 5

Core Units



225Z2124 9 Core Understanding Autism Spectrum Conditions and Dyslexia

30

225Z2125 9 Core Language Communication and Behaviour 30

225Z2114 9 Core Becoming Researchers 30


225Z2113 9 Option Policy and Politics in Education 30

225Z6015 9 Option Birth to 3 Matters** 30




EdLab Level 5* 30


EdLab Level 5 15


Uniwide Language 15

*30 credit option unit 225Z2112: EdLab Level 6 may be replaced the 15 credit unit 225Z2111: Edlab 5 plus a 15 credit Uniwide Language Unit

** The unit 225Z6015: Birth to 3 Matters forms part of the Childhood and Youth and Community Programmes Specification

On successful completion of Levels 4 & 5 – interim exit award: Dip HE Inclusive Education and Disability Studies

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Level 6

Core Units



226Z2133 9 Core Critical Perspectives on Inclusive Education and Disability Studies in Education

30

226Z2120 9 Core Pre: 225Z2114

Research Project (IEDS) 30



226Z2128 9 Option The Professional Self 30



Global Context of Childhood and Community** 30


EdLab Level 6* 30


EdLab Level 6 15


Uniwide Language 15


** The unit 226Z6009: Global Context of Childhood and Community forms part of the Childhood, Youth and Community Programmes Specification

On successful completion of Level 6 – Final exit award: BA (Hons) Inclusive Education and Disability Studies

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BA (Hons) Religion, Education and Community FT/PT

Level 4

Core Units




224Z2118 9 or 1 Core Encountering World Religions 30

224Z2116 9 or 1 Core Contemporary Beings 30

224Z2114 9 Core Learning in Spaces 30*

Option Units Choose 2 from the options listed

224Z2115 9 Option Co: Various Co: 224Z2109

Learning in Spaces 15

224Z2109 9 Option C: 224Z2115

Edlab Level 4 15

Various 9 Option C: 224Z2115

Uniwide Language 15

*30 credit core unit 224Z2114: Learning in Places may be replaced with either:


On successful completion of Level 4 – interim exit award: Cert HE religion, Education and Community

Level 5

Core Units



225Z2122 9 or 1 Core Religion and Education 30



225Z2115 9 or 1 Option What’s the Difference? 30

225Z2123 9 or 1 Option Religion and Societies 30

225Z2120 9 or 1 Option Citizenship in Action 30





EdLab level 5* 30


EdLab Level 5 15


Uniwide Language 15

*30 credit option unit 225Z2112: EdLab Level 5 may be replaced with the 15 credit unit 225Z2111: EdLab Level 5 plus a 15 credit Uniwide language unit

On successful completion of Levels 4 & 5 – interim exit award: Dip HE Religion, Education and Community

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Level 6

Core Units



226Z2119 9 Core Pre: 225Z2114

Research Project (RC) 30

226Z2132 9 or 1 Core Religion in an Age of Conflict 30


226Z2126 9 or 1 Option Utopian Futures? 30







EdLab Level 6* 30


EdLab Level 6 15


Uniwide Language 15


On successful completion of Level 6 – Final exit award: BA (Hons) Religion, Education and Community

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BA (Hons) Education, Global and Citizenship Studies FT/PT Level 4

Core Units




224Z2116 9 or 1 Core Contemporary Beings 30

224Z2117 9 or 1 Core Globalised Education 30



224Z2115 9 Option Learning in Places 15

224Z2109 9 Option Co: 224Z2115

EdLab Level 4 15


Uniwide Language 15



On successful completion of Level 4 – interim exit award: Cert HE Education, Global and Citizenship Studies

Level 5

Core Units




225Z2120 9 or 1 Core Citizenship in Action 30


225Z2123 9 or 1 Option Religion and Society 30


225Z2121 9 or 1 Option Empire in Education 30

225Z2113 9 or 1 Option Policy and Politics in Education 30




EdLab Level 5* 30

225Z2111 9 Option Co: various

EdLab Level 5 15


Uniwide Language 15


On successful completion of Levels 4 & 5 – interim exit award: Dip HE Education, Global and Citizenship Studies

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Level 6

Core Units



226Z2116 9 Core Pre: 225Z2114

Research Project (GC) 30

226Z2121 9 or 1 Core Comparing Education 30


226Z2125 9 or 1 Option Physical Worlds, Digital Citizens 30

226Z2130 9 or 1 Option Global Citizenship Project 30

226Z2126 9 or 1 Option Utopian Futures 30

226Z2124 9 or 1 Option Culture and Education 30



The Professional Self 30*


EdLab Level 6* 30

226Z2113 9 Co: Various EdLab Level 6 15

Various 9 Co: 226Z2113 Uniwide Language 15

*30 credit option 226Z2128: The Professional Self unit may be replaced with the unit 226Z2113: EdLab Level 6 plus a 15 credit Uniwide Language unit

On successful completion of Level 6 – Final exit award: BA (Hons) Education, Global and Citizenship Studies

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BA (Hons) Education, Theatre and Performance Level 4

Core Units



224Z2111 9 Core Key Questions in Education* 30

224Z2113 9 Core The Learning System 30

224Z2121 9 Core Introduction to Drama Pedagogy 30

224Z2122 9 Core Introduction to Performance Skills 30


224Z2109 9 Option Co: 224Z2115

EdLab Level 4 15


Uniwide Language 15

*30 credit core unit 224Z2111: Key Questions in Education may be replaced with:

– 15 credit Uniwide Language Unit and 15 credit unit 224Z2110: EdLab Level 4

On successful completion of Level 4 – interim exit award: Cert HE Education, Theatre and Performance

Level 5

Core Units




225Z2126 9 Core Performance Skills in Context 30

225Z2127 9 Core Theatre in Education Performance Project 30


225Z2128 9 Option Case Studies in Drama and Theatre 30

225Z2129 9 Option Personal Skills Development Project 30



225Z2112 9 Option Barred; 225Z2116

EdLab level 5* 30


EdLab Level 5 15


Uniwide Language 15

*30 credit option unit 225Z2112: EdLab Level 5 may be replaced with the 15 credit unit 225Z2111: EdLab Level 5 plus a 15 credit Uniwide language Unit

On successful completion of Levels 4 & 5 – interim exit award: Dip HE Education, Theatre and Performance

Level 6

Core Units

Code Occ Status: - Pre/Co-requisites Unit Title No of credits 226Z2118 9 Core

Pre: 225Z2114 Research Project (TP) 30

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226Z2134 9 Core Performance Commission 30

226Z2135 9 Core Education and Applied Theatre 30


226Z2124 9 Option Culture and Education 30



226Z2114 9 Option Barred; 226Z2128

EdLab Level 6* 30


EdLab Level 6 15


Uniwide Language 15


On successful completion of Level 6 – Final exit award: BA (Hons) Education, Theatre and Performance

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COMBINED HONOURS

Education Studies

The following provides the structure for the Education Studies curriculum associated with approved combinations. For curriculum details of the “other” approved subject, refer to the relevant subject Programme Specification (see Section 3b for details). Combined Honours Education is only available at the Cheshire Campus

Options – the following structures provide a list of all option units approved for delivery as part of this Combined Honours subject. Whilst approved, these are not all necessarily available to students in a given year.

Level 4: Minor and Equal

Core Units



834Z2111 9 Core Key Questions in Education 30

834Z2112 9 Core The Learning System 30

Level 5: MInor

Core Units



835Z2113 9 Core Policy and Practice 30

Option Units Choose 1 from options listed 835Z2114 9 Option Becoming Researchers 30

Level 5: Equal

Core Units

Code Occ Status: - Pre/Co-requisites Unit Title No of credits 835Z2113 9 Core Policy and Politics in Education 30


Level 6: Minor & Equal

Option Units Choose 1- 3 units from options listed Code Occ Status:

- Pre/Co-requisites Unit Title No of credits

836Z2115 9 Option Pre: 835Z2114

Research Project 30

836Z2116 9 Option Comparing Education 30

836Z2117 9 Option The Professional Self 30

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Distinctiveness of Education Studies Programmes

In accordance with The Curriculum Framework for Undergraduate Programmes of Study, Section 6: Design in the undergraduate curriculum framework, paragraph 6.2, each award is distinct from other awards as follows:

A minimum of 60 credits at Level 6 are distinctive to each full-time programme to distinguish

between cognate but separate award titles thus

30 credits of distinctiveness are provided through the Research Project units (226Z2115,

226Z2116, 226Z2117, 226Z2118, 226Z2119 and 226Z2120) wherein the project topic and method

of approach to research is related to the specific award title. The other 30 credits of distinctiveness are provided as follows:

- Education Studies: 2262127: Cooperative Education

- Education Studies (Early Years Specialism): 226Z6004: Queering Child Development

- Inclusive Education and Disability Studies: 226Z2133: Critical Perspectives on Inclusive

Education and Disability Studies

- Education, Global and Citizenship Studies: 226Z2130: Global Citizenship Project and 226Z2126:

Physical Worlds, Digital Citizens

- Religion, Education and Community: 226Z2131: Religion in an Age of Conflict

- Education, Theatre and Performance: 226Z2134: Performance Commission and 226Z2135:

Education and Applied Theatre

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University Wide Education Provision

Additionally, if permitted, students from other programmes across the university can take a University Wide Education unit at a level appropriate to their existing level of study. The 30 credit versions of the units can only be taken as an agreed option on a programme of study. 15 credit versions of the unit can only be combined with either an approved 15 credit option or a Uniwide Language option if permitted within a Programme Specification. Here follows a list of the University wide 15 and 30 Credit Education units that are on offer:

Level 4

University Wide Education Units



224Z2110 9 Option EdLab Level 4 30


Level 5






Level 6






Students on programmes that adopt the University Wide Education Provision and who successfully complete a degree which contains a minimum of 30 credits drawn from the University Wide Education programme and who also graduate with a minimum of a 2:2 award will be eligible for an interview for a place on an appropriate MMU PGCE course which it is offered in our portfolio, where they meet the programmes admission criteria. Successful completion of projects within any of the units will be recognised within our PGCE programmes as a preferential form of the experience of educational workplaces required as part of their admission processes.

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SECTION D - TEACHING, LEARNING AND ASSESSMENT

29 Articulation of Graduate Prospects

The academic team uses data from a range of sources to determine the current and possible future career prospects of our graduates. The sources include: local information from graduates; alumni data; data from the Careers and Employability Service; Uniview; the Higher Education Statistics Agency’s (HESA) – Destination of Leavers in Higher Education (DLHE) data and data from the British Education Studies Association (BESA). In addition, members of the programme team were involved in an HEA funded research project in association with the University of Warwick and John Moores University. The project, ‘Employability in Education Studies – A Student-Lecturer Collaborative Enquiry’ involved a survey of various stake holder’s views on employability within Education Studies degrees at 15 universities throughout the UK. Stakeholders included students, programme leaders and tutors, Heads of Department, Deans, university careers services, members of the BESA Executive Committee and employers. The findings from the research have been used to inform the Subject Benchmarks for Education Studies (2014) and have also been instrumental in the development of an ‘Employability Toolkit’ for Leaders of Education Studies Programmes (to be available via the HEA website). Those findings together with information from the other sources detailed above have also informed the development of a curriculum for employability within the Education Studies programmes. This includes: the development of specific employability skills within units, providing opportunities for volunteering and engaging with educational related projects; engaging in projects led by potential employers, using their current employment experience as a source of evidence and in other programme related activities such as guest lectures by alumni and specialist workshops as part of the Departmental Enrichment Programme. Approximately 68% of MMU Education Studies students go straight into employment or further study after leaving university. The programmes, therefore, provide sound foundations for future study, employment in a wide range of careers that require graduate status and can also facilitate entry to, or advancement on to a variety of professional pathways including training as a teacher in a primary or secondary school, early years teacher or social worker. Our graduates have gone on to careers in primary and secondary teaching, educational administration, human resources management, educational research, educational publishing, health and safety training, charity work, learning support tutors and early years teacher.

30 Curriculum Design

Option Units Option units listed in the curriculum structures (section C28 above) are all approved for delivery, but may not all run in any one academic session.

The undergraduate curriculum is designed as an holistic experience in which knowledge and skills are developed and opportunities are provided for students to explore areas of specialist interest. Curriculum design is informed by staff research and enterprise activities in their specialist area and by innovations in academic practice within established Faculty, Department and University staff development frameworks. The curriculum aims to produce graduates with a comprehensive knowledge and understanding of the subject and, who are ‘literate’ both academically and in terms of their employability - with experience and skills appropriate to the discipline.

All programmes meet the requirement of the MMU Commitment and the MMU Strategy for Learning, Teaching and Assessment. The curriculum is designed to provide a cycle of induction and

http://www2.mmu.ac.uk/engagement/mmu-students/mmu-commitment/

http://www.celt.mmu.ac.uk/ltastrategy/index.php


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preparation, learning, assessment and feedback. There is, for example, an extended induction programme. This starts with pre-induction tasks and socialising via social media supported by peer mentors. An ‘Induction Week’ follows, consisting of a range of programme and department led activities that provide students with opportunities to make friends, settle in at MMU, develop new skills and to be motivated towards new learning. During the induction period, all students meet with their personal tutor. Tutorial support continues throughout the programme and comprises regular meetings arranged at mutually convenient times at which academic and wider personal development planning (PDP) issues are discussed. All academic staff identify their availability to students via the main Education Studies Programmes Moodle™ page or Unit Moodle™ pages.

Students are actively encouraged to engage with their programme of study: through attendance at and participation in taught sessions (the schedule for which can be found on an individualised timetable and on the unit Moodle™ pages) and through engagement in online activities and with unit materials and resources, again available via Moodle™. Group work, dialogic teaching, active learning sets and various technologies e.g. blogs and twitter are used to encourage participation. In addition, there are a series of timetabled extra-curriculum ‘enrichment’ activities, organised at Departmental level, which students are encouraged to attend. Student engagement with their programme of study is closely monitored, particularly in the first year. Here, the use of the Student Engagement Monitoring System (SEM) enables unit and personal tutors to identify at risk students and to provide prompt, targeted advice and support as required.

Student – tutor collaboration is also integrated into the curriculum. At Level 5, students work collaboratively with a tutor in small groups on a mini-research project in the Unit ‘Becoming Researchers’. At level 6 there is one-to-one collaboration through the final year research project supervision.

Core units in Education Studies are used to introduce students to key principles and practices in Education relevant to the programme of study. The Foundation Year curriculum is designed as a shared pathway onto a number of Education related degrees. The unit ‘Foundations of Academic Practice’ helps to acclimatise students to HE study. At Level 4, the focus is on the student’s individual experience of education, at Level 5 the focus shifts to consider the National context and the relationships between policy, practice and research in education. At Level 6 more global perspectives are explored and students are able to engage in individual research.

The different programme route ways – Education Studies, Education Studies (Early Years Specialism), Inclusive Education and Disability Studies, Religion, Education and Community, Education, Globalisation and Citizenship Studies and Education, Theatre and Performance share units but route specific units enable students to pursue study in specialist fields in education to further their career ambitions. The development of key academic and employability literacy skills is embedded within all units, whilst students can also elect to take more specific employability focused units at each level. There is some variation in the delivery of the curriculum with some units being delivered in a short fat model whilst the majority are long thin.

Assessment is integrated into the curriculum and is directly aligned with intended learning outcomes. Within the teaching timetable, specific classes are set aside for assignment preparation or for formal feedback on assessed work. Feedback on summative assessment is provided within four working weeks. Formative assessment is a significant contributor to the learning process and is employed at appropriate points in every unit. Feedback on formative work is typically subject to a more rapid turn-around and may involve peer and self-assessment. Submission dates for summative work are staggered where possible to provide early and regular assessment and feedback. Each

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assessment is set according to a schedule indicated in Moodle™ unit areas to assist students in planning their work and managing their time.

All honours degree students have the opportunity to gain experience of the approach to, practice and evaluation of educational research (e.g. within a project). This will mainly be in the student’s final year and will draw on the experience gathered during the whole course. In project units, the possible problems associated with the diversity of student experiences are overcome by comprehensive written guidance to students, individual supervision by academics and double marking of summative assessed work. Particular emphasis is placed, at each level of study, on developing high standards of ethical behaviour and academic integrity. Students are instructed in both aspects through taught sessions within unit delivery and also via inputs to the programme from the Student Support Officer, through Moodle™ guides and Turnitin.

In addition, the curriculum has been designed (in line with MMU’s Internationalisation Strategy 2014-2025) so that it incorporates both international and intercultural dimension into its content. International partnerships (e.g. with the Hogeschool in Amsterdam), research and activity inform the curriculum. Students engage with educational issues relating to sustainability, global citizenship, and social justice and develop international and intercultural perspectives that will benefit them in the future as both global citizens and global professionals.

Both students and, where possible, employers are involved in the design and review of the curriculum. Information from student surveys, staff- student liaison meetings and more specific focus/student working groups are used to gather information that informs curriculum design. The findings from collaborative research project have also informed curriculum design.

Student Mobility

Students on the Student Mobility schemes will study the same curriculum as MMU home students. Such students will take appropriate 30 credit units that are available in their term of study

31 Learning and Teaching

Within the context of the MMU Commitment and the MMU Strategy for Learning, Teaching and Assessment, the teaching and learning methods employed in the Education Studies programmes, including Combined Honours, aim to: - Ensure a high quality of educational experience for all students through the provision of high

quality learning opportunities. - Offer a structure that is progressive in terms of increasing academic depth and rigour, and

enhancing students’ independent learning and personal research. - Within the Foundation Year there is provision to acclimatise students to HE study through the

engagement in the unit Foundations of Academic Practice - Deliver a minimum threshold of learning resources on-line to facilitate flexible, independent

learning. - Emphasise student-centred learning to develop confident, self-aware students with an

enquiring, investigative approach to study. - Support students in the use of learning technologies. - Provide a curriculum that is research-informed and draws directly upon staff research expertise

e.g. the provision of specialist inputs from the Manchester School of Theatre - Capture and disseminate innovative learning. - Be vigorously proactive in obtaining feedback from students on the quality of their learning and

teaching experience.

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- Ensure that graduates are well prepared for their futures and are in a position to add value to the communities in which they work.

- Reflect the learning needs of an increasingly diverse student body. - Provide a range of learning experiences to suit varying learning preferences and curriculum

demands, including: - Lectures - Seminars - Active Learning Sets - Computer classes - Group work - Student presentations - Student-directed discussion - Case studies - Small group or one-to-one tutorials - Final year project supervision - The use of external expertise through visiting lecturers

Throughout the programmes, students are encouraged to develop skills that will enable them to become autonomous, independent learners by Level 6. Every unit comprises a mix of learning, teaching and assessment methods. The aim is to provide a challenging academic environment in which students have the opportunity to fulfil their academic potential. The learning and teaching strategy, therefore, reflects an increasingly individualised and self-directed approach to learning and achieving the learning outcomes. However, throughout the programme there is also an emphasis on collaborative engagement in the learning process.

The teaching and learning experience is focused initially on group activities and individual assignments supported by tutor involvement. Individual or small group tutorial guidance is provided when appropriate to the unit. Tutor, expert professional, researcher or student-led discussion groups, seminars and presentation, experiential teaching/learning, simulation exercises using role-play activities and workshops are used in preference to more formal lectures. Independent study using reflection, analysis, enquiry, synthesis and evaluation are also essential elements in the learning process. Further support for the programme is provided through the use of Moodle™. As students progress through the programme, there is a shift in emphasis from directed to self-managed study in preparation for life-long learning. Students are also encouraged, where appropriate, to work in learning sets and to provide peer support for learning.

Student Mobility Students on the Student Mobility schemes will study the same curriculum as MMU home students. Such students will take appropriate 30 credit units that are available in their term of study

32 Assessment

Assessment is integrated into the curriculum and is directly aligned with intended learning outcomes. The assessment process complies with the Institutional Code of Practice for the Assessment of Students.

The assessment strategy is designed to:

- Enable students to demonstrate their achievement of the programme learning outcomes in accordance with explicit and transparent assessment criteria.

http://www.mmu.ac.uk/academic/casqe/regulations/docs/assessment_icp.pdf


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- Promote students’ learning by providing multiple and appropriate opportunities for constructive feedback and feedforward

- Be capable of being used for diagnostic, formative and summative purposes. - Be valid, reliable and fairly administered. - Meet the aims and objectives of the Programme.

The methods of assessment used are very varied across the units that make up the programmes and includes for example:

- Essays - Blogs - Digital Narratives - Provocational Media Artefacts - Critical analysis of case studies. - Review of academic papers. - Verbal, poster, audio-visual, or electronic presentations. - Project reports. - Patchwork Text - Reflective Account - Policy Critique/Recommendation - Portfolios

Assessment may involve: - Group and/or individual work. - Verbal and/or written work. - Tutor-directed and student-directed tasks. - Work completed within time constraints and work completed in self-directed study time. - Paper-based and/or web-based products. - Tutor, self and peer-assessment.

All summative assessment is marked in accordance with the University’s marking guidelines, which are set out in the University Assessment Regulations for Undergraduate Programmes of Study. As well as summative assessment, there will be opportunities for formative assessment to aid learning and to provide a mechanism for students to obtain feedback on interim stages of their work.

Accompanying each set assessment are the relevant assessment criteria, grade descriptors and any marking scheme. The criteria for assessment tasks vary with the nature of the task. Common criteria include: the ability to: evaluate and synthesise a range of sources; apply wide-ranging knowledge; demonstrate a grasp of concepts; structure logical answers; apply theories to cases; construct a reasoned argument, draw conclusions and communicate these effectively in speech and writing; self-organise work and to collect, analyse and interpret data. Details of the assessment criteria for each assignment task are detailed in the respective Unit Specification and articulated to students via the unit handbook and assessment guidance that is available via Moodle™.

Across the programmes, each 30-credit unit has up to two summative assessments. For each unit, approximately 25% of student effort is allocated to summative assessment. Typically, 25% is allocated to directed study and 50% to student-centred study – but the exact proportion of directed to student-centred effort varies with activity. The due dates for assignment submission are staggered to provide students with a regular pattern of assessment and feedback across the programme. All students are provided with detailed written instructions relating to each assignment task together with further supporting information via Moodle™.

http://www.mmu.ac.uk/academic/casqe/regulations/assessment-regulations.php

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Individual or group support for assignment preparation is provided by unit tutors in dedicated sessions and tutorials. All assignments, where appropriate, are submitted electronically and, where it is possible, the facility within Moodle™ is used to facilitate anonymous marking. Students are instructed in assignment workshops about academic integrity and plagiarism. The use of Turnitin (where appropriate) is also used to reduce the opportunity for plagiarism to occur.

Student Mobility Where students complete their assessment outside the standard timescale for consideration by Board of Examiners, Chair’s Action will be taken to confirm the outcome of their assessment.

33 Inclusive Practice

All the Education Studies programmes comply with the University’s Equality and Diversity Policy (http://www.mmu.ac.uk/humanresources/pdf/general/mmuequality-&-diversity-policy.pdf) and relevant legislation regarding the accessibility of learning opportunities

The Faculty has an inclusive approach to learning, so that all students, including those with a disability, can become part of an integrated learning community within the University. The Programme Area has a member of academic staff who acts as a Disability Co-ordinator and coordinates support to students with disabilities across the programme area.

The MMU Learner Development Service (LDS) provides support for students who have disabilities or a health condition. Where appropriate, LDS produces a personal learning plan (PLP) describing students’ particular support needs. The PLP is available to the teaching team via the virtual learning environment (VLE), Moodle™, so that the members of staff teaching a student will be aware of their learning and assessment related needs and can be prepared to accommodate them. All programmes comply with Faculty plans, the University Equal Opportunities Policies and Institutional Codes of Practice.

The LDS also assists in making applications for funding for additional support through the Disabled Students’ Allowances and will liaise with other agencies in arranging support. A package of support will normally be arranged to suit each individual student. The LDS works closely with Access Summit – the Disability Resource Centre in organising:

- A full assessment of study/support needs. - Liaison with relevant funding agencies to secure support. - Support for study needs, for example, through the employment of a non-medical helper,

attendance at study support groups, access to specialist equipment such as a computer and appropriate software.

The programme conforms to the MMU framework that provides support for students encountering temporary illness or permanent disability through the University support unit and the impartial and fair procedure of “Exceptional Factors Affecting Performance”.

The University Equal Opportunities Policy and anti-discrimination legislation are adhered to so no student is discriminated against in any way.

34 Technology Enhanced Learning

The Virtual Learning Environment used to support learning is Moodle. Moodle is used in a variety of ways.

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- At Faculty Level, Moodle is used to provide students with information on and links to information about university and Faculty services that aim to support and enhance the student experience.

- At Programmes Level, Moodle is used as a Virtual ‘Programme Handbook’ for all the programmes within the network. Again, this provides students with information and links to information and support that is more specific to the programme areas.

- At Unit Level Moodle is again used as a repository for information about curriculum content and assessment, but it is also used in a more interactive way to engage students and to facilitate student learning.

- At all levels the Education Studies programme team strives to enhance the learning experience through the use of technology in the classroom and to use technology to support learning both within taught sessions and at a distance

Learning technology is integrated into the curriculum at all levels. The use of software, information retrieval systems and more generic learning technologies aims to equip students with a wide variety of transferable skills that can be applied to a number of career paths.

Students receive an introduction to various student support services, the library, IT provision and use of the University’s VLE, Moodle™ at appropriate points during their first term.

The Library provides information literacy (IL) training via face-to-face sessions, on-line tutorials within Moodle™, the provision of IL content within the university-wide Skills Online Moodle™ resource and through help sheets and podcast content. The relevant subject librarian provides additional one-to-one support, on demand, helping students locate information for their research areas. This support is also available to students by phone or e-mail.

Use of the University VLE for teaching, learning and assessment includes: - E-submission of assignments e.g. Turnitin™. - On-line quizzes, questions and exercises (formative and summative). - Videos to convey complex information. - Links to useful journal articles and materials on the Internet. - Electronic marking. - Podcast/audio casts to support taught sessions

35 Placement and/or Work-based Learning Activities

A high value is placed on employability and each programme addresses the requirements of the University's Employability, Employment & Enterprise Strategy (E3) by embedding employability into the programmes across all levels. The programmes recognise that graduates require personal and intellectual skills and attributes that are required by professions. These graduate skills are not definitive but may include: analysis and problem solving, decision-making, critical interpretation, reasoning, numerical skills, team-working, project planning and management, presentation and information technology and communication skills. They are skills that can be applied to a variety of career pathways including teaching, local government, law, journalism, business and finance.

The curriculum for employability includes: - Induction activities for all years that orientate students towards the employability activities

and related services that are available at MMU – at University, Faculty, Department and Programme level

http://www.celt.mmu.ac.uk/employability/documents/E3Strategy.docx

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- A Personal tutor system that focuses on personal and skills/attribute development and career planning, Initial skills auditing and the production of a Personal Development Plan (PDP)

- The development of both academic and employability literacies through engagement with unit activities and assessments at every level that are auditable through the PDP

- Opportunities within the curriculum that provide work related experiences such volunteering in a school provide students with spaces for experimentation and exploration of future employment options

- Learning Support that provides targeted academic skills workshops held throughout the year together (as part of the Departmental Enrichment Programme) with additional course specific activities such as Managing your time, Presentation skills, Essay writing, dealing with stress, Getting the best from your course

- Extra- curricular activities such as the Writing Project, Volunteering Activities, Guest Speaker and Research Talks and a programme of Departmentally led ‘Enrichment Activities’ – many focussed on employability

- Centrally provided Careers activities such as talks on: International volunteering, Getting a Masters degree: A worthwhile investment? Considering teaching?, Find that job!, LinkedIn – from amateur to pro, Graduate Careers Fairs: Why, where & how to prepare and MMU Graduate Careers Fair

- MMU Futures awards (www.mmu.ac.uk/students/futures/ ) e.g. Meet Innospace Companys, New Directions – Enterprise Introduction; Fundraising and Research Internship

Each degree route way provides students with opportunities to apply skills of critical analysis to real-world situations through opportunities for work based learning; engagement with external stakeholders and utilisation of real-world examples, data and case studies and scenarios. Students are encouraged to demonstrate a high degree of professionalism by developing and testing initiative, creativity, motivation, professional practice and self-management. There are numerous opportunities for students to develop, practice and demonstrate effective communication using a variety of appropriate media e.g. through written work and verbal presentations. The programmes provide opportunities for students to develop team-working and leadership skills through participating in collaborative projects with peers, tutors and external partners.

Across the programmes, students are encouraged to develop and articulate an awareness of the social and community contexts within their discipline. This is achieved through the use of examples throughout the curriculum demonstrating these contexts. The aim is to develop graduates who can live and act sustainably and make informed decisions for the benefit of themselves and society, now and in the future.

The academic team also articulate current, and possible future, graduate prospects through the curriculum content and the learning, teaching and assessment strategy. The Programme Employability Tutor is involved with the Principal Lecturer for Student Experience in supporting the programmes through facilitating the delivery of careers talks, meetings with employers and delivering CV workshops. The learning outcomes for the programmes are each mapped against the MMU Graduate Outcomes. Moreover, a wide range of activities that support the development of employability skills is available across the programmes. These include projects, case studies, applied research and collaborative enquiry.

Arrangements for placement/work based learning are compliant with the Institutional Code of Practice for Work-Based and Placement Learning. Students will be asked to reflect on their experience in the form of a written account.

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36 Engagement with Employers

The Programmes have extensive links to local schools, children centres, FE institutions and other educational settings through the Faculty of Education’s Partnership network. Teachers/ Head teachers and practitioners from partner institutions are actively involved in the delivery of the programmes and in the provision of volunteering opportunities, commissioned projects, educational visits, guest speakers and work experience for students. Particularly important links exist for the specialist routes with practitioners in the field of inclusive education and disability studies and theatre and performance and with various faith and community groups through the Chaplaincy. The programmes works/have worked in collaboration with a number of extended schools initiatives including Playing for Success at Crewe Alexander Football Club, Sale Harriers Athletic Club, charities and volunteering groups such as Volunteer Reading Help. Alumni links are also being developed as part of a Faculty initiative.

An Employer Group/ Forum, made up of employer representatives, the Programmes Co-ordinators and the tutor leads for employability will be established that acts across programmes in the Department. This group will collaborate with the academic team and help in maintaining an innovative curriculum, sharing best practice and identifying the opportunities to maximise work-based learning and careers advice.

37 Personal Development Planning

The provision of Personal Development Planning is a key element of the Education Studies Programme’s provision. Throughout the student lifecycle the Programmes strives to provide opportunities for students to develop skills and personal attributes that will enhance their learning and also their employability upon graduation.

Personal Development and Planning (PDP) and associated Skills development for the programmes are organised as follows: - During the Foundation Year students are supported in their Personal Development Planning via

the unit Foundations of Academic Practice - At Level 4, in particular, student skills e.g.in lecture note taking, discussing ideas in classes, using

the internet, referencing are developed through engagement in activities embedded within the curriculum design and delivery of individual units.

- Together, the units at each level constitute a programme-wide framework with particular emphasis on building of skills through engagement with appropriate skills development activities embedded in the curriculum.

- PDP for Combined Honours students at Cheshire is managed and delivered by the Department of Interdisciplinary Studies supported by elements within the Education Studies curriculum as part of the units and also tutorial support offered at each Level

- Aiding and supporting students in their Personal Development planning is a key feature of the Personal Tutor System

- Specific employability, career development and personal development skills relative to a career in Education and its related fields are also embedded within the curriculum design of specific units: Learning in Places, Enrichment Pathway, The Professional Self and the EdLab Units. For further details, please refer to the learning outcomes for specific units.

- Students are encouraged to engage in self-reflection (sometimes this is part of the assessment process), the creation of personal records of achievement (through for example Maharah) and the planning and monitoring of progress toward the achievement of personal goals and objectives.

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- Students are also encouraged to be proactive in their engagement in PDP activities that enhance their employability and to seek out, and make the most of their time at University by engaging with all elements of their programme of study, in work experience, volunteering opportunities, MMU Futures and the student ambassador scheme.

- In addition, students are encouraged to engage in a Departmental led extra-curricular ‘Enrichment Programme’ of workshops/activities and guest lectures

- All students also have access to PDP and employability opportunities through a wide range of projects and schemes involving both on-line and face-to-face activities. Extracurricular PDP opportunities such as workshops, seminars, teamwork and other activities, including volunteering and exchange programmes, are arranged through the University-wide provisions supported by the Library and Careers Service. Examples of on-line University PDP provisions include

- Skills Online - Employability Online - Careers & Employability Service - Personal Development Planning for Students

http://moodle.mmu.ac.uk/course/view.php?id=525

http://moodle.mmu.ac.uk/course/view.php?id=526

http://www.mmu.ac.uk/careers/students-and-graduates/resources/

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SECTION E - PROGRAMME MANAGEMENT

38 Programme Specific Admission Requirements

The entry requirements for all the programmes, including Combined Honours, are the Standard minimum points for University Admission at the time of admission.

The Foundation Year admission requirements are aligned to standard University entry requirements

Students on both the Foundation Year and the Undergraduate degree programmes will be subject to a Disclosure & Barring Service (DBS) check in order to complete all aspects of the course for which they have applied.

The following are also aligned to standard University requirements:

Direct Entry: Applications for direct entry beyond Level 4 of the Programmes will involve careful consideration of a student’s qualifications by the Admissions Team in consultation with the relevant Course Leader.

See the University's policy on the Accreditation of Prior Learning

NB Minimum admission points for entry to the University are reviewed on an annual basis. For entry requirements refer to the current University on-line prospectus

39 Programme Specific Management Arrangements

General There are no additional arrangements further to those outlined on the CASQE website.

Education Studies Programmes

The Principal Lecturer in charge of Education Studies has overall responsibility for all aspects of

the general organisation and management of the Programme Area. A Course Leader will be

responsible for the general organisation and management of each named programme.

Foundation Year The Principal Lecturer in charge of Student Experience has overall responsibility for all aspects of the general organisation of the Foundation Year. Designated Tutors will be responsible for each named pathways.

Combined Honours A designated Tutor will be responsible for all aspects of the general organisation and management of the units that constitute the combined honours provision at the Cheshire Campus

Other: University Wide Education Provision The Principal Lecturer in charge of Student Experience as Director of the EdLAB Project has overall responsibility for all aspects of the general organisation of the University Wide Education Provision

NB: see guidance on University’s Management of Programme Delivery

http://www.mmu.ac.uk/academic/casqe/regulations/docs/APL_policy.pdf

http://www2.mmu.ac.uk/study/

http://www2.mmu.ac.uk/study/

http://www.mmu.ac.uk/academic/casqe/regulations/docs/programme-management.pdf

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40 Staff Responsibilities

General

The Principal Lecturer in charge of Education Studies has responsibility for: - Management of course leaders and other tutors on the teaching team - Oversight of recruitment and admissions numbers and clearing for the programme area - Oversight of course health in the programme area and arrangements for completion of CMI

and PARM processes and response to surveys - Chairing programme committee and programme team meetings - Oversight of the production of course handbooks - Oversight of course and programme timetable planning - Oversight of course and programme staffing arrangements - Liaison with and response to PSRBs - Arrangements for evidence to be provided to appeals panels - Dealing with some aspects of student conduct and first offences of plagiarism or collusion at

levels 3 and 4 - Arranging for the appropriate course or unit leaders to review APEL claims - Agreement to course and programme transfers - Oversight of the provision of course and programme references

Each Programme within the Programme Specification has a Course Leader with responsibility for: - Recruitment and admissions numbers and clearing for the course

- Oversight & leadership re course and subject health and completion of CMI & PARM processes

- Management of course and unit teams and chairing course team meetings - Production of course handbooks - Course timetable planning & course staffing arrangements - Liaison with and responsibility to PSRBs as delegated by the Programme Area Leader - Provision of information to appeals panels - Review or arrange for unit leaders to review APEL claims - Agreement to course transfers - Oversight of the provision of course references

Year Tutors have responsibility for: - The day to day running of the Programme in the context of their particular year group

- Working with and supporting the Course Leader/s to ensure the quality of the provision for

their year group in terms of

- programme organisation and management;

- teaching, learning and assessment;

- employability and enrichment;

- student retention, progression and success

- the overall student experience and student satisfaction

Unit Leaders have responsibility for:

- Unit timetabling, planning and delivery of teaching and learning

- Coursework submission dates, any special arrangements about this and checking of dates already provided

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- Minor modifications to change the assessment in any way - Determining the choice of assignment type & size of assignment, production of assignment

briefs and setting up of Moodle submission ‘drop-boxes’ - Ensuring independent verification of assessment tasks & assignment briefs - Creation of plan for allocating unit marking and moderation duties, and to make sure that

everyone has clear guidance about marking criteria and feedback expectations

- Ensuring unit marks are entered into the student record system - Production of unit handbooks - Gathering regular informal feedback from students and feedback on your responses to issues

they raise - Analysing and responding to issues raised by external examiners, in the ISS and by

assessment board data - Considering the unit in the context of their discipline and the whole programme, review

what’s happening on their units - Regular completion/updating of a Unit Improvement Plan - Access unit data and complete the Unit Improvement Plan through the CMI dashboard - Provision of unit information on Moodle

In addition, Tutors may be given specific roles and responsibilities in line with University/ Faculty/ Departmental or Programme priorities or initiatives. Such responsibilities could include for example:

- ERASMUS and Worldwide Exchange Coordinator

- Marketing and Admissions Coordinator

- Enrichment, Employability and Careers Coordinator

- Assessment Coordinator

- Disability Coordinator

Foundation Year

The Tutor in charge of the Foundation Year has responsibility for: - Recruitment and admissions numbers and clearing - Oversight & leadership re Foundation Year health and completion of CMI & PARM processes - Management of the Foundation Year and unit teams and chairing team meetings - Production of the Foundation Year handbooks - Course timetable planning & course staffing arrangements - Liaison with and responsibility to PSRBs as delegated by the Programme Area Leader - Provision of information to appeals panels - Review or arrange for unit leaders to review APEL claims - Agreement to course transfers - Oversight of transition from Level 3 to Level 4

Combined Honours

The Tutor in charge of Combined Honours at Cheshire has responsibility for: - Recruitment and admissions numbers and clearing for the subject - Oversight & leadership re the subject’s health and completion of CMI & PARM processes - Management of subject and unit teams and chairing team meetings - Production of course handbooks

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- Course timetable planning & course staffing arrangements - Liaison with and responsibility to PSRBs as delegated by the Programme Area Leader - Provision of information to appeals panels - Review or arrange for unit leaders to review APEL claims - Agreement to course transfers - Oversight of the provision of course references

NB: see guidance on University’s Management of Programme Delivery

41 Programme Specific Academic Student Support

Generic academic student support is provided to all students in line with the guidance outlined in the University’s Student Handbook. Programme Specific Support All new and returning students, including Foundation Year and combined honours students, participate in an induction programme that includes a general introduction to their programme, its aims, overall structure and organisation. Students, including those on the Foundation Year and in Combined Honours will meet with their Personal Tutor and have an opportunity to discuss the aims and operation of their programme. They will also receive an introduction to various student support services (including the Faculty Student Support Officer and Programme Support Officer), the Library, IT provision and use of the University’s (VLE), Moodle™ and The Union, MMU activities. The Library provides information literacy (IL) training via face-to-face sessions, on-line tutorials within Moodle™, the provision of IL content within the University-wide Skills Online Moodle™ resource and through help sheets and podcast content. The relevant subject librarian provides additional one-to-one support on demand, helping students locate information for their research areas. This support is also available to students by phone or e-mail.

All students will receive key information that will guide them through the organisation and assessment of their units. Course Co-ordinators, Level Tutors and Unit Coordinators also provide programme and unit-level support.

All students, including those on the Foundation Year and Combined Honours are allocated a Personal Tutor in the first year of study. During the first and second years, students have regular meetings with their tutor, who will: monitor attendance/engagement data and performance throughout the year; identify specific weaknesses and study skills needs; and provide support and advice as appropriate. The role is less formalised at Level 6. The Project Supervisor generally acts as the Personal Tutor and is the first point of contact for pastoral and study skills support and careers awareness.

There is an increasing use of web-based materials to provide programme and unit information as well as to deliver ancillary learning support materials and personalised timetables. This will facilitate communication with students, rapid feedback on VLE-based assignments and allow flexible access to learning materials. This will also enable tutors to monitor engagement with each unit as well as performance levels.

A Faculty Exceptional Factors Panel convenes to oversee the fair, consistent and confidential consideration of individual circumstances and necessary adjustments. Where necessary, reasonable adjustments for individuals will be considered under the Equality Act 2010.


http://www.mmu.ac.uk/students/

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More general advice and support in areas including study skills is available at Faculty level from the Faculty Student Support Officer (FSSO). The FSSO runs sessions on topics such as time management, note-taking, report writing and revision strategies.

A range of support services are available at University level and through The Union, MMU. Students are introduced to these during their induction programme. These services include, but are not limited to:

- Accommodation. - Careers. - Counselling. - Financial. - Health. - Information Systems. - Nursery. - Learner Development Service (LDS).

The LDS provides a comprehensive advisory, assessment and support service to disabled students from the pre-application stage through to graduation. Coordinators at School level liaise with the LDS and provide advice to both students and staff. They also deal with issues such as the development of personal learning plans (PLPs).

A designated tutor has responsibility for overseeing and providing support for Foundation Year students and for managing their transition onto their named degrees.

A designated Tutor is responsible for overseeing and providing support for students who wish to engage with the ERASMUS or overseas exchange programmes in their 2nd year. While on exchange, supervision is provided by the overseas institution and monitoring by the University is undertaken by the Exchange Tutor and MMU International (MMUi) staff.

42 Programme Specific Student Evaluation

The Programme complies with current institutional evaluation guidance. These evaluation procedures apply to students on the Combined Honours programme, Foundation Year, Uniwide Language Units and those who are following part-time modes of study

NB University guidance on Evaluation of Student Opinion is available from the CASQE Programme Specific Evaluation None

http://www.mmu.ac.uk/academic/casqe/experience/voice/docs/evaluation_of_opinion.pdf

PARM1.4

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SECTION F – MAPPING Only mapping of units against the Subject Benchmarks for Education Studies is presented. Maps associated with the following units can be found in the Childhood, Youth and Community Programmes Specification:

224Z6006: Constructing Child Development

225Z6003: Deconstructing Child Development

226Z6004: Queering Child Development

225Z6015: Birth to 3 Matter

226Z6009: Global Context of Childhood and Community

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____________________________________________________________________________________________________________________________________________________________________________ CASQE Page 52 of 77 Programme Specification

MAP I

RELATIONSHIP TO SUBJECT BENCHMARK STATEMENT(S) Map guide: Insert K to indicate Knowledge and Understanding Insert S to indicate Skills

BA (Hons) EDUCATION STUDIES

Level 4 Level 5 Level 6

Knowledge and Understanding Mapping (K)

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the diversity of learners and the complexities of the education process

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the complexity of the interaction between learning and local and global contexts, and the extent to which participants (including learners and teachers) can influence the learning process

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identify and reflect on potential connections and discontinuities between each of the aspects of subject knowledge and their application in educational policies and contexts

the societal and organisational structures and purposes of educational systems, and the possible implications for learners and the learning process

KS KS K K K S

K S

KS S K KS KS KS KS KS KS select a range of relevant primary and secondary sources, including theoretical and research-based evidence, to extend their knowledge and understanding

an understanding of the significance and limitations of theory and research.

K S

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S S S use a range of evidence to formulate appropriate and justified ways forward and potential changes in practice.

S S S S S S S S S S S S reflect on their own and others' value systems

S S S S S S S S S S S S S S S the ability to use their knowledge and understanding critically to locate and justify a personal position in relation to the subject

S S S S S S S S S S S S S organise and articulate opinions and arguments in speech and writing using relevant specialist vocabulary

PARM1.4


S S S S S S S S S S use technology effectively to enhance critical and reflective study

S S S collect and apply numerical data, as appropriate

S S S S present data in a variety of formats including graphical and tabular

S S S S S analyse and interpret both qualitative and quantitative data.

S S S collaborate and plan as part of a team, to carry out roles allocated by the team and take the lead where appropriate, and to fulfil agreed responsibilities

S S S S S S S S S S articulate their own approaches to learning and organise an effective work pattern including working to deadlines

S S S S S S S S S S S S process and synthesise empirical and theoretical data, to create new syntheses and to present and justify a chosen position having drawn on relevant theoretical perspectives

PARM1.4


SECTION F – MAPPING MAP I RELATIONSHIP TO SUBJECT BENCHMARK STATEMENT(S) Map guide: Insert K to indicate Knowledge and Understanding Insert S to indicate Skills

BA (Hons) EDUCATION STUDIES (Early Years Specialism)



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S S S S S S S S S organise and articulate opinions and arguments in speech and writing using relevant specialist vocabulary

S S S S S S S use technology effectively to enhance critical and reflective study



S S S S analyse and interpret both qualitative and quantitative data.

PARM1.4


S S S S collaborate and plan as part of a team, to carry out roles allocated by the team and take the lead where appropriate, and to fulfil agreed responsibilities

S S S S S S S S S articulate their own approaches to learning and organise an effective work pattern including working to deadlines

S S S S S S S S S process and synthesise empirical and theoretical data, to create new syntheses and to present and justify a chosen position having drawn on relevant theoretical perspectives

Curriculum Mapping for the units 224Z6006: Constructing Child Development; 225Z6003: Deconstructing Child Development; 225Z6015: Birth to 3 Matters; 226Z6004: Queering Child Development; 226Z6009: Global Context of Childhood and Community can be found in the Childhood, Youth and Community Programmes Specification.

PARM1.4



BA (Hons) INCLUSIVE EDUCATION & DISABILITY STUDIES



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use a range of evidence to formulate appropriate and justified ways forward and potential changes in practice.

S S S S S S S S S reflect on their own and others' value systems

S S S S S S S S S S S S the ability to use their knowledge and understanding critically to locate and justify a personal position in relation to the subject

S S S S S S S S S organise and articulate opinions and arguments in speech and writing using relevant specialist vocabulary

S S S S S S S use technology effectively to enhance critical and reflective study


PARM1.4



S S S analyse and interpret both qualitative and quantitative data.


S S S S S S S S S S S S articulate their own approaches to learning and organise an effective work pattern including working to deadlines

S S S S S S S S S S process and synthesise empirical and theoretical data, to create new syntheses and to present and justify a chosen position having drawn on relevant theoretical perspectives

PARM1.4



BA (Hons) EDUCATION, GLOBAL AND CITIZENSHIP STUDIES



Key

Qu

esti

on

s in

Ed

uca

tio

n

Glo

bal

ised

Ed

uca

tio

n

Co

nte

mp

ora

ry B

ein

gs

Lear

nin

g in

Pla

ces

Cit

izen

ship

in A

ctio

n

Bec

om

ing

Res

earc

her

s

Emp

ire

in E

du

cati

on

Edu

cati

on

& C

om

mu

nit

y

Po

licy

& P

olit

ics

in

Edu

cati

on

En

rich

men

t P

ath

way

Res

earc

h P

roje

ct (

GC

)

Glo

bal

Cit

izen

ship

Pro

ject

Emp

ow

erin

g Ed

uca

tio

n

Cu

ltu

re a

nd

Ed

uca

tio

n

Uto

pia

n F

utu

res

The

Pro

fess

ion

al S

elf

Skills

Mapping (S)


K S

K S

K S

K S

K S

K S

K S

K S

S K S

K K S

K S



K S

S K S

KS S K S

K S

K S

K S

K S

K K S

K S

K S

accommodate new principles and understandings


K S

K S

K S

S K S

K S

K S

S K S

K S

K S

K S

K S

K S



K S

K S

S K K K S

K S K S

K S

K S

K S

K S

K select a range of relevant primary and secondary sources, including theoretical and research-based evidence, to extend their knowledge and understanding


S K S K S

S K S

S K S

S S use a range of evidence to formulate appropriate and justified ways forward and potential changes in practice.


S S S S S S S S S S S S the ability to use their knowledge and understanding critically to locate and justify a personal position in relation to the subject

S S S S S S S S S S S S organise and articulate opinions and arguments in speech and writing using relevant specialist vocabulary

S S S S S S S S

S use technology effectively to enhance critical and reflective study

S S S S collect and apply numerical data, as appropriate

PARM1.4


S S S S S present data in a variety of formats including graphical and tabular


S S S S collaborate and plan as part of a team, to carry out roles allocated by the team and take the lead where appropriate, and to fulfil agreed responsibilities

S S

S S S S S S S S articulate their own approaches to learning and organise an effective work pattern including working to deadlines

S S S S S S S S S S S process and synthesise empirical and theoretical data, to create new syntheses and to present and justify a chosen position having drawn on relevant theoretical perspectives

PARM1.4



BA (Hons) RELIGION, EDUCATION & COMMUNITY



Key

Qu

esti

on

s in

Ed

uca

tio

n

Enco

un

teri

ng

Wo

rld

Rel

igio

ns

Co

nte

mp

ora

ry B

ein

gs

Lear

nin

g in

Pla

ces

Rel

igio

n a

nd

Ed

uca

tio

n

Bec

om

ing

Res

earc

her

s

Wh

ats

the

Dif

fere

nce

Edu

cati

on

& C

om

mu

nit

y

Cit

izen

ship

in A

ctio

n

Rel

igio

n a

nd

So

cie

ties

En

rich

men

t P

ath

way

Res

earc

h P

roje

ct (

ES)

Co

mp

arin

g Ed

uca

tio

n

Emp

ow

erin

g Ed

uca

tio

n

Cu

rric

ulu

m In

qu

iry

Rel

igio

n in

th

e A

ge o

f C

on

flic

t

Uto

pia

n f

utu

res?

The

Pro

fess

ion

al S

elf

Skills

Mapping (S)


K S

K S

K S

K S

K S

K S

K S

K S

S K S

K S

K S

K S



K S

K S

K S

K S

S K S

K S

K S

S S K S

K S

K S

K S

K S

K S



S K S

K S

K S

K S

K S

K S

S S S K S

K S

K S

S K K S

K S



K S

S K K K S

K S

S K S K S

K S

K S

K S

S K select a range of relevant primary and secondary sources, including theoretical and research-based evidence, to extend their knowledge and understanding


K K S

K S

S S K S

K S

S K S

S S use a range of evidence to formulate appropriate and justified ways forward and potential changes in practice.


S S S S S S S S S S S S S S the ability to use their knowledge and understanding critically to locate and justify a personal position in relation to the subject

S S S S S S S S S S S S S S S S organise and articulate opinions and arguments in speech and writing using relevant specialist vocabulary

PARM1.4


S S S S S S S S use technology effectively to enhance critical and reflective study




S S S S S collaborate and plan as part of a team, to carry out roles allocated by the team and take the lead where appropriate, and to fulfil agreed responsibilities

S S S S S S S S S S articulate their own approaches to learning and organise an effective work pattern including working to deadlines

S S S S S S S S S S S process and synthesise empirical and theoretical data, to create new syntheses and to present and justify a chosen position having drawn on relevant theoretical perspectives

PARM1.4



BA (Hons) EDUCATION, THEATRE & PERFORMANCE



Intr

od

uct

ion

to

Dra

ma

Ped

ago

gy

Intr

od

uct

ion

to

Per

form

ance

Sk

ills

Key

Qu

esti

on

s in

Ed

uca

tio

n

The

Lear

nin

g Sy

stem

Per

form

ance

Ski

lls in

Co

nte

xt

Bec

om

ing

Res

earc

her

s

Thea

tre

in E

du

cati

on

P

erfo

rman

ce P

roje

ct

Cas

e st

ud

ies

in D

ram

a &

Th

eatr

e

Per

son

al S

kills

Dev

elo

pm

ent

Pro

ject

Enri

chm

ent

Pat

hw

ay

Res

earc

h P

roje

ct (

TP)

Per

form

ance

Co

mm

issi

on

Edu

cati

on

& A

pp

lied

Th

eatr

e

Cu

ltu

re a

nd

Ed

uca

tio

n

The

Pro

fess

ion

al S

elf

Skills

Mapping (S)


K S

K S

K S

K S

K S

K S

K S

K S

S KS K S

K S

analyse educational concepts, theories and issues of policy in a systematic way


K S

K S

K S

K S

S K S

K S

K S

K S

K S

K S

K S

K S

K S



K S

K S

K S

K S

K S

K S

K S

K S

S K S

K S

K S

K S

K S



S K K S

K K K S

S K S K S

S K K S

select a range of relevant primary and secondary sources, including theoretical and research-based evidence, to extend their knowledge and understanding


K K S

K S

K K K S

K S S use a range of evidence to formulate appropriate and justified ways forward and potential changes in practice.

S S S S S S S S S S S S S S S reflect on their own and others' value systems

S S S S S S S S S S S S S S the ability to use their knowledge and understanding critically to locate and justify a personal position in relation to the subject

S S S S S S S S S S organise and articulate opinions and arguments in speech and writing using relevant specialist vocabulary

S S S S S S S S S S use technology effectively to enhance critical and reflective study

S S collect and apply numerical data, as appropriate

S S S present data in a variety of formats including graphical and tabular

S S analyse and interpret both qualitative and quantitative data.

PARM1.4



S S S S S S S S S

S S S S S articulate their own approaches to learning and organise an effective work pattern including working to deadlines

S S S S S S S S process and synthesise empirical and theoretical data, to create new syntheses and to present and justify a chosen position having drawn on relevant theoretical perspectives

PARM1.4


MAP II ASSESSMENT /OUTCOMES MAP Map guide: GO = MMU Graduate Learning Outcomes (Section 23) PLO – Programme Learning Outcomes (Section 26) – add more lines as appropriate X insert as appropriate

BA (Hons) EDUCATION STUDIES All Programmes LEVEL 4

Level 4 Key Question in Education

Contested Childhoods The Learning System Learning in Places

Assignment task 1

Educational Autobiography (2,000 words)

Textbook chapter (2,000 words)

Assignment task 2 Textbook chapter (2,000 words)

Assignment task 1 Representational Analysis (50%)

Assignment task 2 Narrative Account (50%)

Assignment task 1 Learning Scenario (50%)

Assignment task 2 Essay (50%)

Assignment task 1 Leaflet and Commentary 50%

Assignment task 2 Interview and Case Study 50%

GO 1 x x x x x x GO 2 x x GO 3 x x x GO 4 x GO 5 x x x GO 6 x x x x GO 7 x x x x x PLO 1 x x x x x PLO 2 x x x x PLO 3 x x x x PLO 4 x PLO 5 x x x x x PLO 6 x x x x

PARM1.4


ASSESSMENT /OUTCOMES MAP Map guide: GO = MMU Graduate Learning Outcomes (Section 23) PLO – Programme Learning Outcomes (Section 26) – add more lines as appropriate

X insert as appropriate

BA(Hons) EDUCATION STUDIES All Programmes LEVEL 4

Level 4 Inclusive Education

Disability Studies Encountering World Religions Contemporary Beings

Assignment task 1 Coursework 30%

Assignment task 2 Critical Commentary 70%

Assignment task 1 Reflective Account 40%

Assignment task 2 Review 60%

Assignment task 1 Essay 50%

Assignment task 2 Presentation 50%


Assignment task 2 Digital Narrative 50%

GO 1 x x x X X

GO 2 x x X

GO 3 x x x X X

GO 4 x x

GO 5 x X

GO 6 x x x x X X X

GO 7 x x X X

PLO 1 x x x x X X

PLO 2 x x x X X

PLO 3 x x x x X

PLO 4 x x

PLO 5 x x X X

PLO 6 x X X

PARM1.4





Level 4 Globalised Education

Introduction to Drama Pedagogy Introduction to Performance Skills

Assignment task 1 Article 50%

Assignment task 2 Data Exercise 50%


Assignment task 2 Workshop Materials 50%


Assignment task 2 Theatre Piece 50%

GO 1 X X x x x

GO 2 x x

GO 3 X x x

GO 4 x x x

GO 5 X x x

GO 6 X X x

GO 7 X x x

PLO 1 X X x x x x

PLO 2 X x

PLO 3 X x

PLO 4 X

PLO 5 x x x x

PLO 6 x x x

PARM1.4





Level 5 Becoming Researchers

Policy and Politics in Education What’s the Difference Education and Community Development

Assignment task 1 Portfolio 40%

Assignment task 2 Report 60%


Assignment task 2 Policy Critique 50%

Assignment task 1 Group Activity 50 %

Assignment task 2 Case Study 50%



GO 1 x X X x X

GO 2 x X

GO 3 X X x

GO 4 x x

GO 5 x X

GO 6 x x X X x X

GO 7 X x X

PLO 1 x x X X x X X

PLO 2 x X X x x X X

PLO 3 x X x x X X

PLO 4 x X X

PLO 5 x X X x

PLO 6 x x x

PARM1.4



insert as appropriate

BA(Hons) EDUCATION STUDIES LEVEL 5

Level 5 Enrichment Pathway

Understanding Autism Spectrum Conditions and Dyslexia

Language, Communication and Behaviour

Religion and Education

Assignment task 1 Patchwork Text 100%

Assignment task 1 Poster 50%

Assignment task 2 Assignment 50%

Assignment task 1 Report 50%

Assignment task 2 Exam 50%



GO 1 X x x X X

GO 2 x x

GO 3 X x x

GO 4 X

GO 5 X x X

GO 6 x x x X X

GO 7 X x x x X

PLO 1 X x x x x X X

PLO 2 X x X X

PLO 3 x x X X

PLO 4 X x x x x

PLO 5 X

PLO 6 X x x x

PARM1.4





Level 5 Religion and Society

Citizenship in Action Empire in Education Performance Skills in Context




Assignment task 2 Curriculum Pitch 50%

Assignment task 1 Blog 50%

Assignment task 2 Post -colonialist Essay 50%

Assignment task 1 Workshop assessment 50%


GO 1 x x x x x GO 2 x x x GO 3 x x GO 4 x x GO 5 x x GO 6 x x x x x x GO 7 x x PLO 1 x x x x x x x PLO 2 x x x x x x PLO 3 x x x x PLO 4 x x x x x x PLO 5 x x x PLO 6 x x x x x x

PARM1.4




BA (Hons) EDUCATION STUDIES All Programmes LEVEL 5

Level 5 Theatre in Education Performance Project Case Studies in Drama and Theatre

Personal Skills development Project

Assignment task 1 Logbook 50%

Assignment task 2 Performance 50%


Assignment task 1 Personal Project 30%


GO 1 x x x x x

GO 2 x

GO 3 x x x x

GO 4 x

GO 5 x x x

GO 6 x x x

GO 7 x x

PLO 1 x x x x x

PLO 2 x

PLO 3 x x x

PLO 4 x

PLO 5 x

PLO 6 x x x

PARM1.4



x insert as appropriate


Level 6 Research Project (ES, IEDS, GC, REC, TP, EYS)

Comparing Education Curriculum Inquiry Co-operative Education

Assignment task 1 Dissertation 100%

Assignment task 1 Conceptualisation Plan 50%

Assignment task 2 Comparative Report 50%

Assignment task 1 Critical Essay 50%

Assignment task 2 Practical Curriculum Development 50%



GO 1 x x x X X X X GO 2 x x X GO 3 x x X X X X GO 4 GO 5 GO 6 x x x X X GO 7 x x X X X X PLO 1 x x X X X X PLO 2 x x X X PLO 3 x x X X X PLO 4 x x X PLO 5 X PLO 6 x x X

PARM1.4





Level 6 Empowering Education

Culture and Education The Professional Self Religion in an Age of Conflict


Assignment task 2 Discursive Essay 50%


Assignment task 2 Education Artefact & Reflective Piece 50%

Assignment task Portfolio 100%

Assignment task 1 Essay 50 %


GO 1 x x X X x x

GO 2 x X x

GO 3 x X X x

GO 4 x

GO 5 x X x

GO 6 x x X x

GO 7 x X X x x

PLO 1 x x x X

PLO 2 x X x x

PLO 3 x X

PLO 4 x x x

PLO 5 x x x

PARM1.4





Level 6 Utopian Futures

Global Citizenship Project Physical Worlds Digital Citizens Performance Commission

Assignment task 1 Essay 50 %

Assignment task 2 Fictional Narrative 50%

Assignment task 1 Evaluation Report 40%



Assignment task 2 Provocative Media Artefact 50%

Assignment task 1 Process Logbook 40%


GO 1 X X X X X

GO 2 X X X

GO 3 X X X X X

GO 4 X X X

GO 5 X X

GO 6 X X X X

GO 7 X X X X X

PLO 1 x X X X

PLO 2 X X x X

PLO 3 X x x X X

PLO 4 X

PLO 5 X x X

PLO 6 X x X x x

PARM1.4





Level 6 Education and Applied Theatre

Critical Perspective on Inclusive Education and Disability Studies


Assignment task 1 Social Media Debate 50%

Assignment task 2 Course Work 50%

GO 1 X x x

GO 2 x

GO 3 X x

GO 4

GO 5

GO 6 X x

GO 7 X x

PLO 1 X x

PLO 2 X x x

PLO 3 X x x

PLO 4 x

PLO 5

PLO 6

PARM1.4

_______________________________________________________________________________________________________________________ CASQE Page 75 of 77 Programme Specification

SECTION G – POINTS OF REFERENCE

Internal

University Policy documents:

University Mission and Strategic Aims Programme Approval, Review and Modification Procedures outlined on the Centre for

Academic Standards & Quality Enhancement website

Relevant University Assessment Regulations for Programmes of Study - Undergraduate

University Curriculum Framework (Undergraduate)

MMU Strategy for Learning, Teaching and Assessment

Institutional Code of Practice for the Assessment of Students

University Standards Descriptors

University’s Equality and Diversity policy

University guidance on collaborative provision

University Academic Ethics Framework

Student Engagement Policy

Programme Handbooks

Management of Programme Delivery

Policy for Accreditation of Prior Learning

ICP for Placement and Work-based Learning

ICP for Collaborative Provision

Recruitment and Admissions Policy

Programme Specific Information:

Previous Programme Review (January 17th 2012)

Staff Research

Departmental Professional/Industrial Advisory Committees

Staff/Student Liaison Committees

External

QAA Subject Benchmark statement

QAA Framework for HE Qualifications

QAA Quality Code

External Examiner reports

http://www.mmu.ac.uk/about/corporate-strategy/

http://www.mmu.ac.uk/academic/casqe/event/

http://www.mmu.ac.uk/academic/casqe/event/


http://www.mmu.ac.uk/academic/casqe/regulations/curriculum-frameworks.php



http://www.mmu.ac.uk/academic/casqe/regulations/docs/assessment_procedures.pdf

http://www.mmu.ac.uk/academic/casqe/collaborative/index.php

http://www2.mmu.ac.uk/rke/ethics-forms/

http://www.mmu.ac.uk/academic/casqe/regulations/docs/student_engagement_policy.pdf

http://www.mmu.ac.uk/academic/casqe/regulations/docs/prog_handbooks.pdf


http://www.mmu.ac.uk/academic/casqe/regulations/docs/APL_policy.pdf

http://www.mmu.ac.uk/academic/casqe/regulations/docs/placement_icp.pdf

http://www.mmu.ac.uk/academic/casqe/collaborative/docs/collab_icp.pdf

http://www.mmu.ac.uk/academic/casqe/regulations/docs/admissions_policy.pdf

PARM1.4


SECTION H Approved Modifications to Programme Specification since Approval/Last Review The following log provides a cumulative of minor and major modifications made to the Programme Specification since its approval/last review.

FAQSC Reference (or PARM ref for Major Modifications requiring strategic approval)

Programme Specification Title (specify award titles/routes affected by change)

Brief Outline of Minor Modification/ Major Modification (Minor - include level & title of units & a brief description of modification) (Major - include details of change such as new routes, pathways etc)

Date of FAQSC Approval (or PARM event)

Approval effective from:

Details of cohort of students who will be affected by the modification (e.g. students entering Level 5 wef September 2014 onward)

Documents

EDUCATION STUDIES PROGRAMMES · The BA (Hons) Education Studies (Early Years Specialism) route provides a unique opportunity to explore the nature of education, care and learning