BA Education (BAE) Programme Specification 2024-25

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1	ACADEMIC QUALITY TEAM
2	Programme Specifications 2024-25
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5	Programme Title			BA Education
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7	This document applies to students who commenced the programme(s) in:			2024		Award type			BA
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9	What level is this qualification?			6		Length of programme			3 years
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11	Mode of study (Full / Part Time)			Full Time
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13	Will the programme use standard University semester dates?			Yes		For York Online programmes, will standard dates for such programmes be used?			N/A
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15	Awarding institution			University of York		Board of Studies for the programme			Education
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17	Lead department			Education		Other contributing departments			N/A
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19	Language of study and assessment			English		Language(s) of assessment			English
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21	Is this a campus-based or online programme?			Campus-based
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23	Partner organisations
24	If there are any partner organisations involved in the delivery of the programme, please outline the nature of their involvement. You may wish to refer to the Policy on Collaborative Provision
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28	Reference points
29	Please state relevant reference points consulted in the design of this programme (for example, relevant documentation setting out PSRB requirements; the University's Frameworks for Programme Design (UG or PGT); QAA Subject Benchmark Statements; QAA Qualifications and Credit Frameworks).
30	The University's Frameworks for Programme Design for Undergraduate Programmes.
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33	Credit Transfer and Recognition of Prior Learning
34	Will this programme involve any exemptions from the University Policy and Procedures on Credit Transfer and the Recognition of Prior Learning? If so, please specify and give a rationale
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38	Exceptions to Regulations
39	Please detail any exceptions to University Award Regulations and Frameworks that need to be approved (or are already approved) for this programme. This should include any that have been approved for related programmes and should be extended to this programme.
40	n/a
41	n/a
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43	Internal Transfers
44	Please use the boxes below to specify if transfers into / out of the programme from / to other programmes within the University are possible by indicating yes or no and listing any restrictions. These boxes can also be used to highlight any common transfer routes which it would be useful for students to know.
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46		Transfers in:	Requests to transfer in or out of the programme may be considered before the beginning of semester 2 in stage 1. Students who transfer would be in good academic standing. Detailed discussions will be handled by the admissions tutor.			Transfers out:	Requests to transfer in or out of the programme may be considered before the beginning of semester 2 in stage 1. Students who transfer would be in good academic standing. Detailed discussions will be handled by the admissions tutor.
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49	Statement of Purpose
50	Please briefly outline the overall aims of the programme. This should clarify to a prospective student why they should choose this programme, what it will provide to them and what benefits they will gain from completing it.
51	Education has the potential to transform our attitudes and approaches to the world. It can inspire and empower us to challenge inequalities and injustices in society. On this programme we invite students to take an active role in their learning to become critical and creative thinkers with a deep understanding of teaching and learning in a range of formal and non-formal contexts and from a range of international and intercultural perspectives. You will consider the power structures that legitimise some forms of knowledge over others and you will analyse the hidden curriculum and the expectations, norms and identities that shape people’s experiences of education. Drawing on cutting edge research being done by staff in the department, this programme provides an academically rigorous foundation in educational theory drawing on a range of disciplines, particularly psychology and sociology. This allows for specialism with progression, providing options to explore philosophical, historical, political, linguistic and practical understandings of education. Whilst the BA in Education will not provide you with qualified teacher status, you will acquire a grounding in research literacy, critical enquiry skills and professional communication skills that will enable you to take on education-related roles including teaching, consultancy, policy-making or postgraduate research.
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62	If there are additional awards associated with the programme upon which students can register, please specify the Statement of Purpose for that programme. This will be most relevant for PGT programmes with exit awards that are also available as entry points. Use additional rows to include more than one additional award. Do not include years in industry / abroad (for which there are separate boxes).
63	Exit Award Title			Is the exit award also available as an entry point?	Outcomes: what will the student be able to do on exit with this award?			Specify the module diet that the student will need to complete to obtain this exit award
64	Certificate of Higher Education			No	Students will have achieved partial completion of the PLOs.			Any 120 credits.
65	Diploma of Higher Education			No	Students will have achieved partial completion of the PLOs.			Any 240 credits.
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67	Programme Learning Outcomes
68	What are the programme learning outcomes (PLOs) for the programme? (Normally a minimum of 6, maximum of 8). Taken together, these outcomes should capture the distinctive features of the programme and represent the outcomes that students progressively develop in the programme and achieve at graduation. PLOs should be worded to follow the stem 'Graduates will be able to...'
69	1	Draw upon and apply a broad, critical understanding of educational theory and research to policy discussions and debates at local, national and international levels.
70	2	Demonstrate awareness of a range of worldviews and critically analyse dominant discourses in education, in recognition of different ways of knowing.
71	3	Inform educational decision-making by identifying information and statistical data sources, evaluating such data in terms of its reliability, validity and appropriateness and presenting the information and data in accessible formats.
72	4	Support and/or challenge educational practice and policy by making recommendations based on the effective analysis of qualitative and quantitative data.
73	5	Develop well-structured, evidenced argument and present such argument in written, oral and digital formats to support educational initiatives and projects.
74	6	Contribute effectively to team projects and interdisciplinary groups by communicating confidently, professionally and persuasively with others.
75	7	Design and carry out a small-scale research project on a specific issue within the field of education.
76	8	Manage specific educational projects by defining the project focus, producing project plans, carrying out project tasks and evaluating project results.
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78	Diverse entry routes
79	Detail how you would support students from diverse entry routes to transition into the programme. For example, disciplinary knowledge and conventions of the discipline, language skills, academic and writing skills, lab skills, academic integrity.
80	All students are assigned a supervisor in the first week of Stage 1, that member of staff remains the student's supervisor for the three years of their degree. Supervisors meet with students regularly to discuss progress, both academic and pastoral and address an concerns students may wish to raise. Supervisors also have access to their students' marks and feedback to provide additional support regarding the development of academic skills over the course of the programme. Students are also signposted to other support services both in the department and the University for further support if needed. All students in Stage 1 and 2 will complete a non-credit bearing module to develop their academic and professional skills. This module will ensure all students are well positioned to suceed on their programme, regardless of their prior experience when arriving at York.
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89	Inclusion
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91	Please confirm by ticking the box on the right that the design, content and delivery of the programme will support students from all backgrounds to succeed. This refers to the University's duties under the Equality Act 2010. You may wish to refer to the optional Inclusive Learning self-assessment tools to support reflection on this issue.									TRUE
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93	Employability
94	Please give a brief overview - no more than 5 sentences - of how the programmes helps develop students' employability. Your Faculty Employability Manager can help reflection on this issue. This statement will be used by Marketing as the basis for external content with respect to employability.
95	In addition to the core Education knowledge students acquire through studying on the BA Education, there are specific PLOS that relate to transferable skills important for employability. For example, independent work, collaborative work, and communication. Students are given plenty of opportunities throughout their studies to develop these skills through learning and assessment activities. Through the supervision process, students are encouraged to engage with the support and opportunities available through the careers service and undertake appropriate work experience, in particular, students are encouraged to do a York Students in Schools placement. Students are also provided with the opportunity to engage with the STEP1 programme offered by the department. Through STEP1, students work with an external client who provides a concrete problem facing their organisation. Students in Stage 1 work in small groups to develop an innovative solution to the problem, which they then present to the client. They are mentored and supported by students in stages 2 and 3. The scheme provides a valuable opportunity for students to develop their employability skills.
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