Course Catalogue

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 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 support students in the development of employability skills and transferable skills, of value in graduate employment To enable students to identify and understand key arguments in the thematic study of education and contemporary society To enable students to become rigorous, critical and analytical in their thinking about issues relating to education To develop students' abilities in research, data selection, organisation, evaluation and analysis so this can be fully utilised in the application of their skills within the field of education To link theoretical analysis with empirical enquiry in considering issues related to education To encourage students to engage with the development of employability skills by completing the Career Focus and Career Pulse elements.

Acquisition of Learning Outcomes is gained through a range of contact hours including structured lectures, workshops and seminars. Tutor and 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, understanding and intellectual skills is through a range of methods including essays, reports, debates, case studies, portfolios, artefacts, presentations (digital/narrated, and in person). 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. In a scaffolded learning approach, 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. 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 inquiry and 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. Students are encouraged to identify their strengths and weaknesses and set appropriate goals and strategies for achievement.

All students a required to complete a compulsory work based learning module at level 5. The project-based approach we have adopted requires discussion with employers at a programme level to establish project feasibility. This includes a broad range of host organisations including nurseries, schools, Liverpool museums, charities, food banks, Liverpool Philharmonic. Employers are contacted by programme teams or students can ‘self-source’. Student sourced projects need to be agreed with programme teams to ensure projects are appropriate. This is enhanced and expanded on through the work of colleagues in the University Careers Service and external partners. We have a strong careers focus across all our awards: at level 4, all students are required to complete Future Focus/Career Pulse (embedded in 4251EDSTUD). At level 5 they are required to undertake a project with an employability focus in 5200EDSTUD; at level 6, timetabled peer learning groups work through Career Pulse activities with their personal tutor. Additionally, we schedule regular sessions with our dedicated careers advisor into core modules to provide specific information and to ensure students are aware of the careers support available to them. All students have the opportunity to develop their understanding of professionalism with the education and early childhood contexts. We also offer a significant enrichment programme. This provides students with the opportunity to gain additional experience and qualifications. Currently we offer opportunities to gain qualifications in outdoor learning, mental health first aid and paediatric first aid. Additionally, all students are required to complete safeguarding training.