Awards
Target Award
Award Description:Bachelor of Arts with Honours (Fnd) - BAHF
Alternative Exit
Alternative Exit
Alternative Exit
Programme Offerings
Full-Time
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 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 primary school contexts To enable students to become rigorous, critical and analytical in their thinking about issues relating to primary schools. 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 context of primary education To link theoretical analysis with empirical enquiry in considering issues related to primary education To encourage students to engage with the development of employability skills by completing the Career Focus and Career Pulse elements.
Learning Outcomes
1.
Demonstrate an awareness of underlying concepts and principles in Education and Primary Studies
2.
Use appropriate ICT systems and methods
3.
Participate constructively in groups
4.
Communicate effectively to audiences in written, graphical and verbal forms
5.
Analyse, synthesise, summarise and evaluate information;
6.
Synthesis evidence from a range of sources to support findings or hypotheses
7.
Analyse, design and use various research methodologies
8.
Search for, select and interpret information from a variety of sources and report results using appropriate communication skills;
9.
Develop appropriate communication skills relevant to the programme of study;
10.
Develop appropriate numerical skills including statistical analysis;
11.
Recognise and apply safe professional working practices.
12.
Apply disciplinary perspectives to key issues, debates and themes in the study of primary education
13.
Evaluate the development of personal, cultural and societal norms/ values that define primary education
14.
Analyse the roles of practitioners and professionals in primary education
15.
Understand issues relating to the well-being of those involved in primary education
16.
Understand pedagogical approaches utilised in primary education contexts
17.
Demonstrate knowledge of the historical, economic, philosophical, moral and religious factors that influence educational provision
18.
Analyse the variety, function and purposes of educational systems at the local, national and global level
19.
Evaluate the contribution of research to educational thought, policy and practice
Teaching, Learning and Assessment
The methods used to enable outcomes to be achieved and demonstrated are as follows: 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.
Programme Structure
Programme Structure Description
The programme is taught and assessed within the University's Academic Framework for Undergraduate Programmes. It is primarily university based, supplemented by a period of work related learning at Level 5. Modules are delivered over one semester with the exception of the dissertation module at Level 6 which is year-long. All … For more content click the Read More button below.
Structure
Level 3
Level 4
Level 5
Level 6
Entry Requirements
A levels
Access awards
Alternative qualifications considered
BTECs
GCSEs and equivalents
IELTS
International Baccalaureate
Interview required
Irish awards
OCR Cambridge Technical
Reduced offer scheme
T levels
UCAS points
Welsh awards
Extra Entry Requirements
Can this course be deferred?
Yes
Is a DBS check required?
Yes. A DBS check (Disclosure and Barring Service - formerly CRB) will be required after you start the course for placements that involve working with children and/or vulnerable adults.