Education Studies BA Honours

You will examine historical and contemporary approaches to UK education policy and explore philosophical ideas in relation to education. You’ll also explore psychological approaches to learning and the study of human development throughout the lifespan.

This module aims to engage you in a historical understanding of education, exploring major changes that have impacted and shaped education over the last 160 years.

It also aims to enable you to adopt a sociological approach towards the study of education, engaging you in contemporary sociological debates about social stratification and equality within education.

As part of both aims, you will explore different political ideologies and consider their impact on education systems.

The aim of this module is to provide students with an understanding of socio-cultural constructions of childhood, youth and adulthood, exploring the complexity of the interaction between learning and local and global contexts and the impact of these on learning and educational outcomes.

The module will also consider how various social contexts and factors influence development and learning across the lifespan, and enables students to apply these to reflect on their own educational histories.

Lastly, this module will critically examine the impact of contemporary policies and the possible implications on the learning processes for a variety of learners.

The module aims to introduce you to fundamental ethical and philosophical questions concerning the varied purposes and goals of education and how these underlying values, concerning the primary purpose of education, the conceptions of the child and childhood, and what constitutes learning, impact on education policy.

Through critical reflection and debate, you have the opportunity to engage with a number of different perspectives and to evaluate aims and values, means and ends, and the validity of the education issues in question.

The study of the philosophical underpinnings of education systems organisation allows for examination of competing values systems and the philosophical conceptions of rights, particularly what is meant by social justice when there are competing rights holders.

The module will enable you to reflect on your own and others' value systems and to use your knowledge and understanding critically to locate and justify a personal position in relation to contemporary philosophical educational debates.

The module aims to consider how psychological approaches to human learning and cognition have shaped our ideas of learning and development by exploring key learning theories and how these theories relate to practice in real world educational settings.

To encourage understanding of learning processes and to explore influences and impact of social and cultural factors on development, educational experiences and achievement.

To consider how the cognitive, social and emotional realms of individual development are all closely inter-linked and mutually dependent as well as their impact on educational experiences.

You will be invited to reflect on your own learning histories and make connections between concepts and theories studied and their experience as learners.

You will explore to explore how to undertake educational research. You’ll also consider issues around equality, diversity, inclusion and social justice. You’ll undertake the placement module, giving you highly valuable practical experience within an educational setting. There are optional modules for you to choose from, focusing either on Curriculum Studies; Comparative Education and Rights; or Families, School and Education.

The driving force behind this module is the idea that knowledge of social research is of fundamental importance in virtually all professions, but especially within the fields of education and early childhood. As such, the module is based on the premise that we all need to be able to understand research methods so we can (a) become intelligent users of research and (b) so that we can conduct research as part of our own academic and professional work.

The module incorporates guided reading activities to help students understand and critically evaluate different approaches to research, including methods which have been used by others. The assignments will give you an opportunity to develop the skills required for research, including how to plan a project, collect data, analyse data and work within ethical frameworks. Throughout the module we will focus on how you use the knowledge gained to understand and do research.

This module also acts as a vital steppingstone for your independent dissertation project in year three. Not only will this module give you an opportunity to practice the same skills you will need for your dissertation, but the feedback from the assignments will give you advice to bear in mind when you start planning your dissertation.

This module aims to develop your understanding of social justice issues in education and their critical engagement with the values, processes, and practices underpinning educational institutions.

You will be introduced to a critical vocabulary that will inform their thinking and practice and enable you to challenge racism, injustice, and prejudice in education.

Through a decolonised curriculum, the module develops a robust theoretical base for examining multiple perspectives and the different understandings and experiences of learners in educational settings, from young children to university students.

The module is underpinned by critical and antiracist pedagogy and built on dialogic principles which are designed to support students to grow intellectually, emotionally, and ethically. It develops your independence, autonomy, and collaborative ways of studying.

This module aims to give you the ability to consider crucial aspects for those who work or undertake research in educational contexts, such as decisional processes, creating and managing work team, hierarchy, rules and procedures, leadership style, risk management, micro-management, allocation of resources. You will enabled to assess how these aspects impact on professional practices within educational organisations. You will gain a thorough understanding of educational organisations, in particular schools, and a critical understanding of the relationship between educational organisations and the families, the local and national government, the economy. The mutual influence between these social actors and educational organisation will be critically discussed.

The module aims to encourage students to engage with fundamental questions concerning the aims, purposes, values and outcomes of education and its relationship to society in different countries worldwide, so encouraging the interrogation of learning and educational processes in a variety of contexts.

Attention is given to the impact of various United Nations declarations and conventions regarding social justice in education and education for sustainable development, so promoting a rights-based and inclusive analytic lens.

The impact of globalisation on education systems is examined through the study of past and present pan-national UN initiative development goals and pan-national testing systems in global north and global south countries.

Study of the barriers to quality education for all facilitates the analysis of complex situations concerning human learning and development and the problematic nature of implementing aspects of educational theory, policy and practice in various countries.

The multinational scope of the syllabus allows students from a variety of national backgrounds and experience of diverse schooling in diverse countries to exchange their experiences of education and to compare educational processes, policies practices and philosophies.

This will increase students’ ability to reflect critically on their own experiences of education and take principled positions regarding different perspectives on various aspects of national and international education policy through a rights-based, social justice lens.

This module aims to develop a critical awareness of children’s educational experiences through examining the result of the aims, structure and content of the school curricula in Primary education in England.

The module introduces curriculum in the historical and socio-political context between 1944 and 1988 alongside the formation of the National Curriculum, and considers who has influence over its aims, design and delivery.

It will also examine:

• the role of teachers in shaping pedagogies, as well as the processes of accountability and inspection
• the usefulness of the National Curriculum content and structure for meeting the developmental, holistic needs of children at Primary school
• the important contemporary issues including the hidden curriculum and alternative models, and
• how playful pedagogies may play a role in enhancing 21^st century primary education.

This module encourages you to reflect critically on relationships between families and educational institutions and to recognise the importance of ‘the family’ as a key context to which educational policies, processes, and practices are intimately connected. You’ll learn to recognise and challenge the powerful assumptions guiding policy and practice as it pertains to family life and develop an appreciation of diverse family experiences and the different resources and capitals that families utilise to overcome adversity and secure positive educational outcomes. You’ll apply critical insight into your own academic trajectories and family biographies, and your own stories of struggle and success.

In your final year, you’ll conduct an independent research project on a topic of your own choosing. In addition, you have a choice of modules to enable you to develop a specialism. These include a focus on Special Educational Needs and Disability; the Social & Emotional Aspects of Teaching and Learning; Creativity and the Arts in Education; Youth Studies; and The Digital Child.

The Independent Research Project will allow you to integrate knowledge and skills acquired across the degree, to design and manage a small-scale research study based on a chosen topic of relevance in contemporary Education Studies.

Using skills of primary research acquired in module EDU2201 (or equivalent research methods module), you will carry out an individual research project, designed and managed by themselves on a relevant topic of your choice.

You will identify relevant information on a topic, critically review previous research in the field and present this in a Literature Review.

They will undertake a process of small-scale research design, data collection and analysis, culminating in a report in which they will demonstrate knowledge of both the research process and an academic analysis of their chosen research topic and the implications of their findings to the field.

The aim of this module is to provide students with an understanding of:

• the historical evolution of policy and practice relating to special educational needs, disability and inclusion, and
• the legislative framework within which inclusive provision for special educational needs and disability is made.

This module also enables you to explore and examine:

• various theoretical perspectives and discourses within which the debate about SEND and inclusion have taken place, and
• the implications for children, young people, parents and other relevant stakeholders on access and provision.

To extend your understanding of the media landscape and children’s relationship and response to it. A key focus will be on engagement with recent theories and research on contemporary issues and debates relating to stress, brain development, violence, advertising and positive interactivity will be explored.

The module will allow you to engage in cross-cultural analysis and will cultivate an appreciation of the ways in which children’s media is socially and culturally negotiated within the context of safeguarding procedures, policy regulation and commercial initiatives.

This module aims to engage you with the value of the creativity and the arts in the learning and wellbeing of children and adults.

Through the module, you will explore what creativity is and how it flourishes through the arts in formal and informal educational processes.

Students will consider the role of creativity and the arts in various educational philosophies and approaches, and through this, will critically examine the place of creativity and the arts in current mainstream education in the UK.

A strong, critical grounding in the field of Youth Studies i.e. the academic study of the complex and shifting social, political and cultural aspects, contexts and practices of youth in the UK and around the globe is invaluable for Education Studies graduates intending to work in professions relating to Youth.

Youth Studies has become a central field of research and scholarship as governments increasingly focus on youth well-being and policy-making.

Therefore, this module aims to enable students to explore and analyse a range of theoretical perspectives and concepts which enable critical investigation of contemporary issues and policies relevant to youth and young people.

This module aims to encourage students to evaluate social and emotional support for promoting learning and well-being in early years and educational contexts.

The module explores the child’s social and emotional developmental needs, and the strategies used by early years settings and schools in attempting to meet these needs.

It considers the many social and emotional influences on the child’s well-being and mental health, and how these affect their learning and educational experience.

Students are asked to reflect on, and evaluate their own emotions and interpersonal skills, with a view to using this to help them to explore the social and emotional aspects of children and young people’s learning and well-being.

A range of theories, strategies, approaches and skills used by those working with children in early years settings and education, such as teachers, counsellors, and therapists are studied.

You'll be taught by an experienced teaching team with a wide range of expertise and professional experience.

The course is taught through a mixed learning approach, making use of a combination of online and on-campus activities, as well as directed reading and independent learning activities.

You will learn by attending lectures, webinars and seminars. Seminars and webinars are great opportunities to discuss what you have learned in lectures and through independent study with your peers and tutors. They involve active participation incorporating group work, presentations, role play, encouraging reflection and critical thinking.

You'll participate in online problem-solving discussions, critical debates and exercises, online workshops, and in-class activities. Additionally, some online classes, combined with supplementary readings, briefing videos, online quizzes and discussion boards, ensure you remain engaged throughout your studies.

We aim to model a wide range of teaching strategies and approaches on the course which you can adapt to your own setting.

On placement, you will complete regular reflective logs. You will also have opportunities to discuss and reflect upon your placement experiences on campus-based reflection sessions, and fortnightly online small group tutorials during placement.

Most seminar groups have about 20–25 students.

Work is divided into credits of approximately 10 hours of study time. You will need to complete 120 credits per year, which are broken down into modules of typically 30 credits.

You will be studying at our north London campus in Hendon.

During year two you will spend time in your placement location. Fieldwork and external visits also take place in a number of modules.

Timetable

Whether you are studying full or part-time – your course timetable will balance your study commitments on campus with time for work, life commitments and independent study.

We aim to make timetables available to students at least 2 weeks before the start of term. Some weeks are different due to how we schedule classes and arrange on-campus sessions.

Typical weekly breakdown

During your first year, your weekly timetable will look something like this:

• 4 hours of lectures
• 6 hours of seminars
• 1 hour per month of one-to-one meetings
• 1 hour of group work
• 1 hour of support from a Student Learning Advisor
• Additional support as offered.

Independent learning

Outside of teaching hours, you’ll learn independently through self-study which will involve reading articles and books, working on projects, undertaking research, and preparing for assessments including coursework, presentations and exams.

Teaching and independent learning

Here is an indication of how you will split your time:

Year 1

Year 2

Year 3

Our excellent teaching and support teams will help you develop the skills relevant to your degree from research and practical skills to critical thinking. And we offer free 24-hour laptop loans with full desktop software, free printing and Wi-Fi to use on or off campus, even over the weekend.

Coursework, exams and assessments

Your learning will be assessed regularly by the following methods. The exact balance will depend on the modules you are taking. The table below is a good approximate guide.

Assessments

We'll test your understanding and progress with informal and formal assessments.

The informal assessments, usually take place at least once per module, from which you’ll receive feedback from your tutor. The grades from these assignments don’t count toward your final marks.

There are formal assessments for each module, usually at the end, which will count towards your module and your final marks.

Assessments are reviewed annually and may be updated based on student feedback or feedback from an external examiner.

To help you achieve the best results, we will provide regular feedback.