School of Social Sciences, Business and Law

School of Social Sciences, Business and Law

Module Title:

Theory and Policy in Education

EDU3073-N

LEVEL 6

CREDITS: 30

ACADEMIC YEAR 2015/16

Please ensure that you complete this module at the correct level:

If you are doing the Certificate in Education: Education and Training complete Level 5

If you are doing the Professional Graduate Certificate in Education: Education and Training complete Level 6

Module Aims

This modules aims to develop the capacity of trainees to critically and systematically evaluate and reflect upon different aspects of education, providing them with the skills needed to do this in their future professional contexts. The module will ensure trainees develop the skills needed to secure employment in the education and training sector. It will enable trainees to gain critical and evaluative skills in order to enhance the ability to construct and sustain reasoned arguments about current educational issues. The module will also encourage trainees to explore and contextualise aspects of their subject specialism in light of wider institutional, professional body and policy requirements.

Indicative Content

§  Exploration and critical analysis of curriculum theory.

§  The impact of theory and research on practice.

§  Employability and interview skills.

§  Exploration and critique of educational policy.

§  Quality assurance and quality improvement processes and impact.

§  Institutional organisation and its impact on learning, teaching, professionalism and learners.

§  The role of continued personal and professional development.

§  Evaluation of the perception and presentation of education in society and the media.

Teaching and Learning

This module will draw on a range of learning and teaching approaches appropriate to the nature of the cohort profile and the individual needs of the trainees. Throughout all taught and tutor led sessionsarange of good practice in learning and teaching will be modelled, discussed and evaluated. This will draw upon best and newpractice from a range of sectors and settings including compulsory education, FE, training organisations and HE.

As with all other modules on the programme this module will not be delivered as a discreet unit rather it will be explicitly linked at all times to the practical modules that trainees will be completing concurrently. It is expected that the theoretical taught content of this module will be delivered in ways that demonstrates a range of practical delivery methods. Experiences and knowledge gained through this module may impact the reflection and tracked development evident in the Individual Learning Plan.

Trainee progress will also be supported through:

§  seminars focusing on an evaluation specific strategies, experiences and scenarios

§  a range of reflective activities (written, oral, individual and group)

§  lectures and, where applicable, guest lectures from specialists

§  interactive workshops that model a range of learning and teaching strategies

§  VLE access, resources and moderated discussion

§  formative and summative written and oralassessment; formative assessment will not be restricted to assignments highlighted.

Main Learning Outcomes

Knowledge & Understanding
1. Demonstrate a detailed and comprehensive knowledge of curriculum and organisation theories in relation to education.

2. Synthesise and critically analyse different aspects of educational policy and/ or quality assurance and quality improvement.

Cognitive & Intellectual Skills

3.Question, in a balanced, logical and supported way, the impact of theory and/ or research and/ or evidenced based practice on education.

4.Analyse and evaluate the role of professional standards, expectations and responsibilities in education.

Practical & Professional Skills

5.Demonstrate the independent and critical useof knowledge of theory and policy inthe supportof students and their learning.

Key Transferable Skills
6. Engage effectively in academic discussion and present arguments in a professional manner.

7.Communicate clearly, fluently and effectively in a range of styles appropriate to the context.

8.Reflect systematically on the role of theory in developing practical and professional skills.

Attendance

Students are expected to attend all lectures, seminars, workshops and any other scheduled teaching activity. It is through interpersonal exchanges with tutors and peers that experiential learning and the testing of ideas takes place and the University has strong evidence that good attendance is related to success in assessments. Attendance will be monitored and if there is evidence that you are not engaging with University studies then you may be withdrawn from the programme.

Assessment

Please see the assessment guide for detail.

Summative Assessment

ICA 30%: Individual poster presentation

ECA 70%: Report

Assessment Criteria

Standard Teesside University UG Level 6 will be used.

Assessment Submission

See timetable for hand-in dates and details.

Late submission will result in only a pass grade of 40% being awarded.

Academic Support and Guidance

Formal individual tutorials are built into the module delivery. These tutorials will focus explicitly on trainees' progress against the professional standards and support students to self-assess against the appropriate criteria. In addition further tutorial support will be available as needed at times that are arranged between the tutor and the trainee.

On-going support will be provided to the students via email correspondence with the module tutor and/or personal tutor and/ or mentor and by the provision of supporting materials available via the VLE.

Reading List

Purchase

Armitage, A., Evershed, J. Hayes, D. and Hudson, A. (2012) Teaching and Training in Lifelong Learning, Maidenhead: Open University Press

Gregson, M. and Hillier, Y. (2015) Reflective Teaching in Further, Adult and Vocational Education, London: Bloomsbury

Essential

Duckworth, V. and Tummons, J. (2010) Contemporary Issues in Lifelong Learning, Maidenhead: Open University Press

Tummons, J. (2012) Curriculum Studies in the Lifelong Learning Sector, London: Sage/Learning Matters

Wood, J. and Dickinson, J. (2011) Quality Assurance and Evaluation in the Lifelong Learning Sector, Exeter: Learning Matters

Recommended

Abbott, I., Rathbone, M. and Whitehead, P. (2013) Education Policy, London: Sage

Ball, S. (2013) The Education Debate, Bristol: The Policy Press

Mukhopadhyay, M. (2005) Total Quality Management in Education, London: Sage

Peer, L. and Reid, G. (2012) Special Educational Needs: A Guide for Inclusive Practice, London: Sage

Ward, S. and Eden, C. (2009 Key Issues in Education Policy, London: Sage

Journals

Professional Development in Education

Educational Action Research: An International Journal

Journal of Vocational Education and Training

Electronic

The Education and Training Foundation http://www.et-foundation.co.uk/

Ofsted | Home page http://www.ofsted.gov.uk/

Times Educational Supplement https://www.tes.co.uk/

The Excellence Gateway http://www.excellencegateway.org.uk/

Jisc Regional Support Centres http://www.jiscrsc.ac.uk/

NIACE : The National Institute of Adult Continuing Education http://www.niace.org.uk/

National Foundation for Educational Research http://www.nfer.ac.uk/

QCA: Qualifications and Curriculum Authority http://www.qca.org.uk/

Regulations and Procedures

Naturally within the University there are a number of regulations which you may need to refer to as you progress through this module and the University generally. The University has placed these regulations on the University Website at:

http://www.tees.ac.uk/docs/index.cfm?folder=Student%20Regulations