2022-23 BA Sociology & Education Programme Design Document

	A	C	F	G	I	K	L	M	N	O	P	Q	R	S	T	U	V	W	X	Y	Z	AA	AB	AC	AD	AE	AF	AG	AH	AI	AJ	AK	AL	AM	AN
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2	Programme Information & PLOs
3	BA Hons Sociology and Education
4	Level of qualification
5	Please select:				Level 6
6	Please indicate if the programme is offered with any year abroad / in industry variants																				Year in Industry Please select Y/N								No
7																					Year Abroad Please select Y/N								No
8	Department(s): Where more than one department is involved, indicate the lead department
9	Lead Department		Sociology
10	Other contributing Departments:		Education
11	Programme Leader
12	Amanda Rees
13	Purpose and learning outcomes of the programme
14	Statement of purpose for applicants to the programme
15	The Sociology and Education programme (BASE) explores the social processes and educational contexts that shape and characterise learning and development in contemporary societies. As such, the Sociology and Education programme explores educational issues and cultural trends from multiple perspectives that range from the individual to the institutional, and from the local to the global. As a Sociology and Education student, therefore, you will develop the ability to analyse educational topics and social practices in critical and complex ways, drawing on the richness of multiple disciplines to do so. You will build the skills needed to follow your curiosity about, and challenge, commonly held assumptions about the ways societies work and the learning cultures that shape them. You will be enabled to make links between theory, policy and practice implications across the disciplines studied in the programme. As a graduate of the programme, you will be prepared for a range of careers in a variety of sectors – our previous graduates have entered the fields of educational research, consultancy, and adult education, as well as a wider range of professional areas, including publishing, the media, charities, law, primary school teaching and journalism. Whatever you choose as a career path, you will be in a position to apply rigorous empirical techniques, creative ways of thinking and culturally sensitive approaches to social and educational issues in your professional life and beyond.
16	Programme Learning Outcomes Please provide six to eight statements of what a graduate of the programme can be expected to do. Taken together, these outcomes should capture the distinctive features of the programme. They should also be outcomes for which progressive achievement through the course of the programme can be articulated, and which will therefore be reflected in the design of the whole programme.
17	PLO	On successful completion of the programme, graduates will be able to:
18	1	Define, interpret and explain multi-faceted contemporary issues, and their implications for individuals, groups and institutions, by combining knowledge of key educational policies and/or sociological ideas and debates.
19	2	Access, evaluate and critically review evidence-based claims and/or data concerning educational issues and/or social trends.
20	3	Address emerging social problems effectively by challenging common assumptions systematically and with reference to their educational contexts.
21	4	Design and undertake ethical, responsible research projects which can work with data and draw upon appropriate qualitative and/or quantitative skills to produce empirically rigorous analysis of social issues and/or learning cultures.
22	5	Synthesise and communicate complex information and arguments within educational and/or sociological research in appropriate formats and via a range of media and digital technologies.
23	6	Work creatively in teams by cooperating with others in a manner which recognises diverse views, values and the cultural position of others.
24	Programme Learning Outcome for year in industry (where applicable) For programmes which lead to the title ‘with a Year in Industry’ – typically involving an additional year – please provide either a) amended versions of some (at least one, but not necessarily all) of the standard PLOs listed above, showing how these are changed and enhanced by the additional year in industry b) an additional PLO, if and only if it is not possible to capture a key ability developed by the year in industry by alteration of the standard PLOs.
25	n/a
26	Programme Learning Outcome for year abroad programmes (where applicable) For programmes which lead to the title ‘with a Year Abroad’ – typically involving an additional year – please provide either a) amended versions of some (at least one, but not necessarily all) of the standard PLOs listed above, showing how these are changed and enhanced by the additional year abroad or b) an additional PLO, if and only if it is not possible to capture a key ability developed by the year abroad by alteration of the standard PLOs.
27	n/a
28	Explanation of the choice of Programme Learning Outcomes Please explain your rationale for choosing these PLOs in a statement that can be used for students (such as in a student handbook). Please include brief reference to:
29	i) Why the PLOs are considered ambitious or stretching?
30	They are considered ambitious and stretching because the degree of independent learning, thinking and writing that our students engage in across both departments, combined with our encouragement - from year one, term one - of students to immerse themselves in challenging debates within sociological and educational research. Through modules in both departments, students engage with data and design their own empirical studies to come to their own positions on issues in both disciplines, drawing on the richness of their interdisciplinary backgrounds in doing so.
31	ii) The ways in which these outcomes are distinctive or particularly advantageous to the student:
32	Taken together, we are confident that our PLOs articulate the progression of our student throughout the degree to the point that they graduate as truly independent thinkers, with the ability to cogently analyse social dynamics, educational issues and situations in all their complexities. Our graduates leave with a diverse range of skills and a critical sensibility that transfer across disciplines and professions and can point to a host of varied empirically driven tasks and projects that desmonstrate their flexibility to prospective employers.
33	iii) How the programme learning outcomes develop students’ digital literacy and will make appropriate use of technology-enhanced learning (such as lecture recordings, online resources, simulations, online assessment, ‘flipped classrooms’ etc)?
34	This is most explicitly addressed in PLO 5. In the course of planning for the single honours programmes, which will develop in tandem with the joint honours programme, we will continue to work with colleagues across the university to ensure that technology-based learning is integrated more fully at more points in the curriculum from an early stage. The Sociology department has made the move to online submission and online assessment in all undergraduate modules and, in 2017/18, made the move as a staff and student body to adopt Lecture Capture across the board in departmental teaching. We continue to innovate in the use of technology in classroom settings, with particular modules taking a lead in diversifying teaching methods and assessment modes, such as the 'flipped classroom' model and the move in certain modules to summative assessment that replace closed exam format with collaborative projects based on the use of digital techologies. Overall, we continue to work, across departments, to review how we enhance our programme and develop our students' digital literacies.
35	iv) How the PLOs support and enhance the students’ employability (for example, opportunities for students to apply their learning in a real world setting)? The programme's employablity objectives should be informed by the University's Employability Strategy:
36	http://www.york.ac.uk/about/departments/support-and-admin/careers/staff/
37	All PLOs contribute to the development in our graduates of excellent transferable skills, but especially PLOs 4, 5 and 6, which have been articulated to highlight the importance of employability within the programme. These are developed in an iterative way throughout the programme, through workshop tasks and assessed work (both formative and summative). Transferable skills are also developed through structured programme of support for students across all year groups, through their twice-termly supervision sessions with their personal supervisors and also through the development in 2017/18 of the Sociology Hour, a weekly session timetabled to be open to all undergraduate students - including those on joint programmes - that offers a sustained programme of talks and group activities on employability and the development of transferable skills. Opportunities for our students to participate in this are open to all year groups on the Sociology/Education degree, as are opportunities to be involved in established departmental programme of summer internships, alongside partner organisations in the community. A programme of annual 'challenge weeks' run where students from all programmes and year groups work in teams to solve a problem set by a graduate employer. There are also opportunities to be involved in the department's established programme of summer internships for our undergraduate students, working with academics and management on departmental projects, or alongside partner organisations in the community. The new placements Officer in Sociology, Tom Coward (appointed in 2019) facilitates establishing an employability consciousness in the student body and supporting students to take internships and placement years.
38	vi) How will students who need additional support for academic and transferable skills be identified and supported by the Department?
39	Students on the Soc/Ed programme are allocated pastoral supervisors in the first week of their first term. We require students to meet with their supervisors at least twice a term and following marks and feedback. This gives supervisors the opportunity to highlight potential challenges the student may be facing and to signpost to various support services on campus.
40	vii) How is teaching informed and led by research in the department/ centre/ University?
41	All staff teaching on the Soc/Ed programme are research active, and many staff teach on specialist modules that link directly to their research portfolios. Staff teaching on the programme span a wide range of research interests, thus exposing students to a variety of key issues within both disciplines and the latest research informing our knowledge and understanding of these issues.
42	Stage-level progression Please complete the table below, to summarise students’ progressive development towards the achievement of PLOs, in terms of the characteristics that you expect students to demonstrate at the end of each year. This summary may be particularly helpful to students and the programme team where there is a high proportion of option modules. Note: it is not expected that a position statement is written for each PLO, but this can be done if preferred (please add information in the 'individual statement' boxes). For a statement that applies across all PLOs in the stage fill in the 'Global statement' box.
43	Stage 0 (if your programme has a Foundation year, use the toggles to the left to show the hidden rows)
44	On progression from the first year (Stage 0), students will be able to:											N/A
45	PLO 1		PLO 2			PLO 3					PLO 4					PLO 5					PLO 6					PLO 7					PLO 8
46	N/A		N/A			N/A					N/A					N/A					N/A					N/A					N/A
47	Stage 1
48	On progression from the first year (Stage 1), students will be able to:											Understand core sociological concepts and educational theories, engage with primary research in core sociological and educational topics and demonstrate that understanding and awareness of the academic field. They will do so through a series of individual assessments that develop independent learning and require excellent time management skills and group activities that encourage collaborative modes of working.
49	PLO 1		PLO 2			PLO 3					PLO 4					PLO 5					PLO 6					PLO 7					PLO 8
50	Use introductory core disciplinary concepts and theories to identify the sociological significance of contemporary issues and the wider implications of educational policies.		Access and evaluate sociological literature on contemporary issues and cultural trends, and educational debates on contemporary policy.			Develop confidence in contesting common place social and education assumptions with reference to academic research.					Undertake scoping studies which draw upon appropriate empirical skills to produce summary analysis of social issues, and match research questions with appropriate research methodologies.					Synthesise and communicate sociological and educational research and arguments to peers, via a range of media and digital technologies.					Work creatively in teams by cooperating with others in a manner which develops awareness of the diverse views, values and the cultural position of others.					N/A					N/A
51	Stage 2
52	On progression from the second year (Stage 2), students will be able to:											Consolidate their understanding of core and specialist sociological concepts and educational theories, engage with primary research in core and specialist sociological and educational topics and use their understanding and awareness of the academic field, evidenced through a series of individual assessments and group activities, in order to plan their own research project, develop their own analytical approach and demonstrate increasing confidence in critically evaluating social issues and educational debates.
53	PLO 1		PLO 2			PLO 3					PLO 4					PLO 5					PLO 6					PLO 7					PLO 8
54	Use core disciplinary concepts and theories to identify and interpret the sociological significance of a range of contemporary social issues and the wider implications of educational policies		Access, evaluate and critically review empirical literature on contemporary sociological issues and educational topics			Interpret social issues and educational policies effectively by challenging common assumptions systematically					Design responsible research projects which demonstrate awareness of appropriate qualitative and/or quantitative skills to produce empirically rigorous analysis of social issues					Synthesise and communicate complex information, sociological arguments and educational theories, in appropriate formats and via a range of media and digital technologies					Work creatively in teams by cooperating with others in a manner which recognises diverse views, values and the cultural position of others					N/A					N/A
55	Stage 3
56	(For Integrated Masters) On progression from the third year (Stage 3), students will be able to:											Apply their understanding of core and specialist sociological and educational concepts to emerging social issues and learning cultures, translate the findings of primary research in core and specialist sociological and educational topics within their own analyses of social areas of enquiry, assessed through a series of individual assessments and group activities, and carry out their own independently conceived and responsibly designed research project.
57	PLO 1		PLO 2			PLO 3					PLO 4					PLO 5					PLO 6					PLO 7					PLO 8
58	Use sociological, educational and interdisciplinary concepts and theories to define, interpret and explain multi-faceted contemporary social issues, and their implications for individual lives, social groups and educational institutions		From a basis in cutting-edge sociological and educational debates, access, evaluate and critically review evidence-based claims concerning contemporary social trends and learning cultures.			Address emerging social problems and educational debates effectively by challenging common assumptions systematically.					Design and undertake ethical, responsible research projects which draw upon appropriate qualitative and/or quantitative skills to produce empirically rigorous analysis of social and/or educational issues.					Synthesise and communicate complex information and arguments about emerging social and educational issues, in appropriate formats and via a range of media and digital technologies.					Work creatively in teams by cooperating with others in a manner which recognises diverse views, values and the cultural position of others.					N/A					N/A
59	Programme Structure
60	Module Structure and Summative Assessment Map Please complete the summary table below which shows the module structure and the pattern of summative assessment through the programme. ‘Option module’ can be used in place of a specific named option. If the programme requires students to select option modules from specific lists these lists should be provided in the next section. From the drop-down select 'S' to indicate the start of the module, 'A' to indicate the timing of each distinct summative assessment point (eg. essay submission/ exam), and 'E' to indicate the end of the module (if the end of the module coincides with the summative assessment select 'EA') . It is not expected that each summative task will be listed where an overall module might be assessed cumulatively (for example weekly problem sheets). If summative assessment by exams will be scheduled in the summer Common Assessment period (weeks 5-7) a single ‘A’ can be used within the shaded cells as it is understood that you will not know in which week of the CAP the examination will take place.
61	Stage 0 (if you have modules for Stage 0, use the toggles to the left to show the hidden rows)
62	Credits	Module				Autumn Term										Spring Term										Summer Term
63		Code		Title		1	2	3	4	5	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10
64	N/A	N/A		N/A
65	Stage 1
66	Credits	Module				Autumn Term										Spring Term										Summer Term
67		Code		Title		1	2	3	4	5	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10
68	30	SOC00001C		Cultivating a Sociological Imagination			S								A										A			E				EA
69	30	SOC00002C		Introduction to Sociological Theory			S								A										A			E				EA
70	30	EDU00004C		Key Concepts in Education			S									A													E	A
71	30	EDU00001C		Perspectives on Education			S									A													E		A
72	Stage 2
73	Credits	Module				Autumn Term										Spring Term										Summer Term
74		Code		Title		1	2	3	4	5	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10
75	30	SOC00003I		Doing Research			S								A											A		E			EA
76	30	Various		Option from List A			S																		A			E				EA
77	30	Various		Option from List B			S									A												E				EA
78	30	EDU00024I		Education Policy and Society			S									A													E			A
79	Stage 3
80	Credits	Module				Autumn Term										Spring Term										Summer Term
81		Code		Title		1	2	3	4	5	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10
82	40	SOC00052H		Dissertation			S																									EA
83	40	EDU00001H		Dissertation			S																							EA
84	20	Various		Options from List C - one in Autumn Term, one in Spring Term			S																						E			A
85	20	Various		Option from List D - one in Autumn Term, one in Spring Term			S								E	A
86	Optional module lists If the programme requires students to select option modules from specific lists these lists should be provided below. If you need more space, use the toggles on the left to reveal ten further hidden rows.
87	Option List A		Option List B			Option List C					Option List D					Option List E					Option List F					Option List G					Option List H
88	Popular Culture, Media and Society		Current Debates in Educational Psychology			Advanced Social Theory					Education and International Development
89	Contemporary Political Sociology		Education, Policy and Society			Body and Society					Perspectives of Literacy in Education
90	Gender, Sexuality and Inequalities		From Eliza Doolittle to Harry Potter: Narratives of Youth			Crime, Gender and Sexuality					Understanding Motivation and Emotion in Education
91	Sociology of Health and illness		Education and the Environment			Sociology of the Future					Learning Gender
92	Divisions and Inequalities: Race and Ethnicity, Class and Religion		Learning through Language			Crime, Media and Culture					Genetics and Education
93	Social Interactions and Conversation					Humans and Other Animals					Child and Adolescent Mental Health
94	Sociology @ Work					Working in Criminal Justice					Language and Psychology
95						The Racial State					Reading Development and Disorders
96						The Global Transformation of Health					Postive Psychology in Education
97						Morbidity, Culture and Corpses					Intelligence
98						Talk at Work					What Makes a Great Teacher?
99						Cinema, Cities and Historical Sociology					Dressed for Success
100											Bullying in Schools