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Education Studies with Languages BA (Hons) modules

First year

• An Introduction to Education: History and Academic Discipline provides historical context to the major aspects of primary, secondary and tertiary education, as well as education in informal settings. Focusing primarily on England, the module will focus on the development of education in the 19th, 20th and 21st era. The module will integrate the study of the contextual history of education with the ‘Self as Academic Student’. As a result, students will use their study of primary and secondary materials, formative and diagnostic reflections, and assessment planning, in order to build an understanding for what it means to be a student in higher education. Key study skills such as: referencing; academic writing for different audiences, and critical reading and reflection will be addressed. 
• Perspectives on Education is structured around two key questions; 'What is learning and how do we learn?' and 'What is the role, purpose and function of education?' Question one is addressed primarily through the examination of a range of key psychological theories of learning and cognitive development. Students will also examine how these theories have impacted on educational practice. Question two will be considered via contemporary issues relating to educational experiences and how sociological perspectives can provide a critical lens to understand these issues. Throughout the module students will consider the role, purpose and function of schooling in contemporary society. You will then examine the different outcomes of education systems to develop an understanding for why and how these outcomes may vary for different groups.  

• Childhood, Social Justice and Education is an introduction to some of the important contemporary debates in Childhood Studies and society. The module will explore and evaluate the construction of childhood, the inequalities which surround childhood, and what it means to be a child in the UK in the 21st century. 
• Contemporary and Evidence-Based Issues in Education focuses on contemporary issues in education which have emerged as result of historical policies or continue to be prevalent within our education system. The topics discussed each week will ask students to analyse these issues using current evidence, to evaluate how the system works and what research shows us. The module will support students in identifying structural, cultural and practical factors that affect the development of education and training, with a specific focus upon England. Students can further develop an understanding of the impact on different groups such as teachers, pupils and how research has informed current education practice. 

Second year

• Understanding Learning and Wellbeing explores child development and in particular an individual's social and emotional development. It will examine a range of perspectives which consider how the cognitive, social and emotional realms of individual development are all closely interlinked and mutually dependent. Drawing on psychological, and socio-political theories and literature, the module will also support students in exploring and better understanding the causes underpinning different levels of student wellbeing and how the education system is working to support children towards higher levels of wellbeing.
• Researching Education is an important module on the programme. It has been carefully designed to introduce you to the various approaches and methods that can be used to carry out research into the lives of both those giving and receiving education. You will be introduced to the process of conducting educational research in its entirety: the initial stages of thinking about research questions; designing a project; choosing particular methodologies and methods; and finally analysing your data. You will be encouraged to view this through a political and philosophical lens, as well as an educational perspective, and to consider the ethics of research. Our aim is to prepare you for the level 6 dissertation module.
• Applied Performance reflects upon the multitude of social contexts in which performance, specifically drama and theatre, are utilised, outside of standard theatrical situations. These range from drama and theatre in education to drama therapy, drama in healthcare and community settings alongside many other forms. Content will include key methodologies within these fields and case studies of major companies and performances to illustrate techniques and contexts. The module considers the aims, objectives and methodologies behind such practices and their relationship to broader performance practices. The content of the module will be explored through workshop-based sessions, skills development, seminars and asynchronous delivery.

• Cultural and Technological Transformations in Education is concerned with examining how technology has impacted and changed education and learning. We will consider key cultural changes, for example, that we now live in the ‘digital age’; how technological change has impacted on notions of children’s and young people’s media literacy, e-learning, e-safety and social networking, which in turn may affect contemporary notions of time, space and identity.
• Preparing for Professional Practice aims to support students intending on going into both teaching and non-teaching-based careers. It will equip students to make informed, critical and confident assessments of the opportunities, debates and challenges that are presented by the graduate landscape. In this module, students will consider what it means to develop one’s ‘employability’, identifying personal strengths, areas for personal and professional development, and opportunities by which this development might be achieved.
• Inclusion and Diversity looks at who is included and excluded within education in the UK and internationally. Using critical theory and lived experience, it encourages students to reflect on political, economic, social and cultural contexts to understand how and why inclusion and exclusion take place. Using concrete examples and contexts, students consider how educational inclusion can be created and the barriers that stand in the way.

Third year

• Your Dissertation enables you to evidence your levels of understanding of the research process and your ability to initiate, undertake and successfully conclude a research project. The dissertation is an independent study on a topic of your choice, agreed with the subject team and supported by tutorial advice. You will be given the opportunity to engage in sustained independent study, resulting in a 6,000-8,000-word extended essay which can be presented as either a Critical Review or a Fieldwork project.
• Creativity in Education equips students with an understanding of arts and creative education policy, pedagogy, curriculum design, and assessment in a time of educational, economic, technological and social change. We will explore the place of the arts and creativity in the evolving English education system and in the early years, informal, community, training therapy settings and for employability and sustainability goals. We will consider the various motivations for the inclusion of arts in education and key contemporary debates regarding intercultural and multicultural arts education, the nature of 'creativity' and the creative industries, the influence of technology, and access and equality of opportunity.
• Radical Education gives students the opportunity to consider possibilities for radically different educational structures, meanings and practices. We develop Critical perspectives on education and explore alternative conceptualizations through theories of Critical pedagogy and the development of Critical Consciousness. Students will be encouraged to think critically and creatively, to challenge and debate, and will have the chance to produce and defend their own educational innovations.
• Global Comparative Education encourages students to look beyond UK borders by examining education systems outside the UK, utilising comparative frameworks and considering global conceptualisations of education. The module will deepen students' understandings of contemporary issues and key debates with reference to evidence-based education practice, the humanities, culture, and policy.
• Music in the Life of the Primary School is based on the principles that everyone can be a musician, that children and adults can always develop and improve musical skills, and that all teachers and intending teachers can offer rich, high quality musical experiences for pupils. Whilst there will be an emphasis on accessible, enjoyable practical musical activity throughout the module, there are no pre-requisites and there will be absolutely no expectations that students have a particular background or expertise within music. However, students will be expected to embrace a range of supportive opportunities within workshops.

• Special Educational Needs, Disability and Neurodiversity has been designed by disabled and neurodivergent students and teachers so that the issues important to them are accurately depicted and taught. It explores the big issues in Special Educational Needs (SEND): key theories, disability activism, the neurodiversity movement, current law and policy, and the barriers that disabled students continue to face in education. Students learn to identify and critically assess the academic, professional and lived experience resources that support inclusive, person-centred educational practice. 

• The Practice and Policies of Primary Education considers national perspectives on primary education and provides an insight into teaching and learning in contemporary primary classrooms. By investigating primary education, this module will not only allow students to look at pedagogical approaches, but allow them to investigate the perspectives of some key issues, theoretical perspectives and research findings into teaching and learning in this particular sector. Students will be encouraged to understand what researchers are suggesting and enter the debates about political elements of current primary policy and practice. 
• Education and Equality: Class, Race and Ethnicity is an interdisciplinary module which incorporates historical, sociological and psychological understandings concerned with issues of equality; equality of opportunity and justice in education. The module discusses current debates concerning social class and educational outcomes and explores the consequences of the social class divide in education, for individuals and society as a whole. Constructions of race and culture are very relevant to a wide range of educational issues such as achievement and attainment, exclusions and educational rights.
• Adult Learners and Life-long Learning explores the relationship between contexts, theories and methods of adult education as a lifelong activity. Focusing on real-life educational sectors, such as prison, community and museum education, the module seeks to promote theoretical and practical criticality, while highlighting alternative educational settings beyond primary and secondary schools.
• Gender and Education examines the education system and its relationship to the wider society as well as social change with respect to gender relations. You’ll be encouraged to explore the literature and the themes in relationship to your own and others’ experiences and to your own practice. The module is facilitated through interactive workshops.
• Reflection on Practice: Teaching and Learning requires you to source and undertake a placement within a chosen learning environment, immersing yourself in the everyday life of that environment, to gain a more holistic understanding of teaching and learning, while also developing your experiential awareness. Your placement will provide you with the opportunity to reflect on practice, which will allow you to not only deepen and consolidate your existing knowledge and understanding of education, but also to explore new branches of theory, practice, policy and pedagogy to explain, support and/or challenge your observations and experiences. Through observing and working with professionals and learners, you will be encouraged to adopt the approach of a reflective practitioner to develop your knowledge and understanding for education.