Awards
Target Award
Award Description:Bachelor of Arts with Honours - BAH
Alternative Exit
Alternative Exit
Programme Offerings
Full-Time
F2F-JMU-SEP
F2F-JMU-SEP
Educational Aims of the Course
To provide students with the opportunity to engage in the academic study of education across a range of settings both within and beyond schools To provide students with an understanding of disciplinary perspectives in the study of education (including history, philosophy, sociology, psychology) To enable students to identify and understand key arguments in the thematic study of education in contemporary society To link theoretical analysis with empirical enquiry in considering issues related to education and special inclusive needs To investigate inclusion in its broadest sense To help students to acquire the intellectual skills to interrogate notions of disability and inclusion To provide the opportunity for students to achieve full academic potential through honours degree level study which encourages a high degree of initiative, independent judgement, self-motivation, critical self-awareness and self-education. To develop students' abilities in research, data selection, organisation, analysis and evaluation, and this can be fully utilised in the application of their skills within the field of their choice. To encourage students to engage with the development of employability skills by completing a self-awareness statement.
Learning Outcomes
1.
Demonstrate an awareness of underlying concepts and principles in Education Studies and Special Inclusive Needs
2.
Analyse, synthesise, summarise and evaluate information;
3.
Reason and discriminate critically;
4.
Identify and solve problems individually and/or co-operatively;
5.
Integrate lines of evidence from a range of sources to support findings or hypotheses;
6.
Demonstrate and exercise independent thinking;
7.
Demonstrate reflective skills.
8.
Analyse, design and use various research methodologies;
9.
Search for, select and interpret information from a variety of sources and report results using appropriate communication skills;
10.
Develop appropriate communication skills relevant to the programme of study;
11.
Develop appropriate numerical skills including statistical analysis;
12.
Apply disciplinary perspectives to key issues, debates and themes in the study of education and special inclusive needs
13.
Apply appropriate concepts from a range of academic disciplines appropriate to Education Studies and Special and Inclusive Needs
14.
Recognise and apply safe professional working practices.
15.
Communicate effectively to audiences in written, graphical and verbal forms;
16.
Manage time and work to deadlines;
17.
Participate constructively in groups;
18.
Exploit ICT tools and resources efficiently and effectively;
19.
Manage a responsible, adaptable and flexible approach to study and work;
20.
Analyse the range of educational settings in which learning can take place and the roles of practitioners and professionals in supporting the learning process
21.
Demonstrate knowledge of the historical, economic, philosophical, moral and religious factors that influence educational provision
22.
Analyse the variety, function and purposes of educational systems at the local, national and global level
23.
Evaluate the contribution of research to educational thought, policy and practice
24.
The development of personal, cultural and societal norms/ values and the influence of these perceptions on defining and responding to people with disabilities
25.
Promoting the well-being of people with disabilities / additional needs and their families; promoting dignity, choice and independence for service users
26.
Pedagogical approaches for working with those with special educational needs and disability
Teaching, Learning and Assessment
Acquisition of A1-A9 is gained through a range of contact hours including structured lectures, workshops and seminars. Peer support and Canvas activities will be used to support student learning. Group exercises and presentations ensure that students gain both experience and an understanding of teamwork. Work based learning placements enable students to apply theory to real practical situations. Independent study is encouraged and is supported by formal lectures, workshops and tutorial sessions. Additional support is provided by self- access facilities for ICT in the Library. Throughout the programme students are encouraged to use a variety of media and to broaden their understanding of the subject. Formal assessment of knowledge and understanding is through a range of methods including essays; reports; portfolios; presentations and exams. There will be a mix of individual and group assessments. Cognitive skills are developed through the teaching and learning strategies outlined above. All modules in the programme emphasise student-centred learning, involving students in task-based activities followed by discussion, feedback and a wider application of the concepts. Intellectual skills (B1-B6) are assessed throughout the programme through a variety of methods including essays; reports; portfolios; presentations and exams. There will be a mix of individual and group assessments. These skills will be built upon and developed as the students progress through their programme of study. All students receive initial generic and module-specific guidance and specialist induction on the identification, location and use of multimedia materials in the library and alternative local and non-local sources. Guidance and feedback on assessments are provided at modular level. Assignments have clear criteria for assessment and indicative and essential sources accompany course outlines. Practical skills (C1-C6) are assessed throughout the programme through a variety of methods including work-based learning; essays; reports; portfolios; presentations and exams. There will be a mix of individual and group assessments. These skills will be built upon and developed as the students progress through their programme of study. Oral and written assignments are set at appropriate times in order to support students' learning. Verbal and written feedback foster reflective awareness and independent learning. Deadlines across modules on the programme are monitored carefully to minimise bunching and promote effective time management. Support is given to develop independent skills. Group work is encouraged through task-based discussions and workshops. Study skills are taught and assessed in a level 4 core module and developed progressively (e.g. searching for and presenting information using ICT tools and resources) through levels 5 and 6. Effective communication is assessed in all areas of learners' work. Group-work skills, workshops and reports are assessed through group-based research projects, case-studies and portfolios. Individual coursework is assessed through essays, reports, presentations and exams assess. Students are encouraged to identify their strengths and weaknesses and set appropriate goals and strategies for achievement.
Programme Structure
Programme Structure Description
The programme is primarily university based supplemented by a period of work related learning at L5. Modules are delivered over one semester with the exception of the dissertation module at L6 which is year-long. All modules with the exception of the dissertation are 20c (the dissertation is 40c). Each module … For more content click the Read More button below.
Structure
Level 4
Level 5
Level 6
Entry Requirements
A levels
Alternative qualifications considered
BTECs
International Baccalaureate
Other international requirements
HECoS Code(s)
(CAH22-01) education and teaching