2023-24 BA 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
1	Programme Information & PLOs
2	Title of the new programme – including any year abroad/ in industry variants
3	BA (Hons) 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								N
7																					Year Abroad Please select Y/N								N
8	Department(s): Where more than one department is involved, indicate the lead department
9	Lead Department		Education
10	Other contributing Departments:		N/A
11	Programme Leader
12	Sally Hancock
13	Purpose and learning outcomes of the programme
14	Statement of purpose for applicants to the programme
15	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.
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	Graduates will be able to:
18	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.
19	2	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.
20	3	Support and/or challenge educational practice and policy by making recommendations based on the effective analysis of qualitative and quantitative data.
21	4	Develop well-structured, evidenced argument and present such argument in written, oral and digital formats to support educational initiatives and projects.
22	5	Contribute effectively to team projects and interdisciplinary groups by communicating confidently, professionally and persuasively with others.
23	6	Design and carry out a small-scale research project on a specific issue within the field of education.
24	7	Manage specific educational projects by defining the project focus, producing project plans, carrying out project tasks and evaluating project results.
25	8	Demonstrate awareness of a range of different worldviews and critically analyse dominant discourses in education, in recognition of epistemological pluralism.
26	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.
27	N/A
28	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.
29	N/A
30	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:
31	i) Why the PLOs are considered ambitious or stretching?
32	The PLOs describe the key skills that our graduates will be able to offer to potential employers or on embarking upon further study. The PLOs thus encapsulate the knowledge and graduate-level skills we want our students to have acquired upon completion of their course. We support our students to achieve these learning outcomes over the course of a three year programme, paying particular attention to the ways in which learning is scaffolded across modules and stages of the degree. The PLOs are suitably ambitious and stretching in that students will be expected to develop knowledge across a range of disciplines that inform the field of Education, including sociology, history, and psychology. Students are expected to understand the distinct and intersecting ways in which these disciplines influence educational theory, research, practice and debate. The skills students will achieve are therefore also transferable across a range of disciplinary contexts.
33	ii) The ways in which these outcomes are distinctive or particularly advantageous to the student:
34	The PLOs for the BA in Education focus on the acquisition of academic skills and knowledge, that can sit alongside practical experience of working within educational settings. Thus, the learning outcomes refer to skills which form a robust theoretical and empirical basis from which practice-based experience may be informed and understood. The learning outcomes pay particular attention to the development and scaffolding of strong critical enquiry skills, ranging from the ability to: critically consume educational research in varying forms, being able to evaluate different forms of data, and at the advanced stages of the degree, being able to design and carry out an independent research project. Students learn to handle different forms of data and to critically reflect on the robustness, validity and reliability of different forms of data. We support our students to be confident communicators, by developing them gradually from Stage 1 onwards, to progress from descriptive group presentations in Stage 1, to giving individual mini-lectures in Stage 2, and to chairing research debates in Stage 3. Our graduates are therefore able to engage with education in ways that extend beyond a practice-based approach, and are able to apply their knowledge about the social, political, historical and economic factors that shape, inform and influence education research, policy, debate and practice.
35	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)?
36	The strong focus on communication and critical enquiry through the programme learning outcomes is borne out in the range of texts, resources and skills students engage with and acquire through their learning on the BAE. Students engage with technology-enhanced learning through the Virtual Learning Environment, through which they are asked to construct academic glossaries in groups, write wikis on fundamental theories or issues being studied, participate in asynchronous discussions with their peers and tutors, and write individual reflective blogs on their learning journeys. Students also engage with technology in the classroom as well as in preparation for work in the classroom, for example searching online databases for research literature, using SPSS and NVivo for their Educational Research Methods module, doing group digital projects as part of their summative assessment, engaging with micro-teaching and presentation in Education and Development, and using PowerPoint to prepare oral presentations across a number of modules.
37	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 employability objectives should be informed by the University's Employability Strategy:
38	http://www.york.ac.uk/about/departments/support-and-admin/careers/staff/
39	All of the PLOs cover graduate-level skills that can be transferred into a range of employment and further study contexts. PLOs 3, 5, and 6 in particular link students' fundamental knowledge in and about Education with employability, including critical evaluation skills, the ability to work with different kinds of data, collaborative or team working, communication and being able to conduct independent research. PLO1 specifically encapsulates our ambition for Education graduates to be able to apply educational theory to practice and debate and vice versa. This aim is supported by our employability programme which is now run by Careers (@Work) and which offers students the opportunity to act as educational 'consultants' for local employers, charities, businesses and schools. In previous years for example, students have drawn on their curricular knowledge of inclusion and special educational needs to develop English and drama educational resources for children with communication difficulties in a local special school. In addition, in all three years students will be given the opportunity to take part in our STEP1 scheme (in first year as participants, and in second and third years as participants). This scheme is designed to develop skills valuable to employers. We work with external clients who provide a concrete problem facing their organisation. First year students work in small groups to develop an innovative solution to the problem, which they present to the clients. They are mentored and supported by third year students who receive training in group leadership. Second year students take part in an application process to act as third year mentors, and receive feedback on their applications. As well as developing employability skills, the scheme promotes the collegiate and collaborative ethos of the Education Department.
40	vi) How will students who need additional support for academic and transferable skills be identified and supported by the Department?
41	The Department allocates pastoral supervisors to students 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, including those offered by the library. Cross-stage tracking of student marks and attendance for the programme allows us to pick up students who are consistently (or suddenly) not attending, or students who experience an unexpected or atypical dip in marks. The Undergraduate Administrator uses weekly information from tutors and supervisors and will be able to raise atypical attendance or achievement patterns for individual students on a fairly immediate basis. Supervisors, relevant tutors and programme leaders are kept informed and agree on the best support plan at this stage.
42	vii) How is teaching informed and led by research in the department/ centre/ University?
43	All of the staff teaching on the BA Education are active in research and scholarship. Staff teaching on the programme span a wide range of research interests, thus exposing students to a variety of key issues within Education and the latest research informing our knowledge and understanding of these issues. All staff are associated with an active research centre in the Department and many staff teach on specialist modules that link directly to their research portfolios. Students undertake compulsory dissertation projects in areas of staff research interest and expertise. Several modules allow students to engage with research undertaken by staff in the department, for example New Directions, a compulsory stage 3 module, engages students with the research of most academic members of the department (each session chaired by students, featuring a substantial question and answer slot, and followed up with microblogging after class).
44	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.
45	Stage 0 (if your programme has a Foundation year, use the toggles to the left to show the hidden rows)
46	On progression from the first year (Stage 0), students will be able to:											Global statement
47	PLO 1		PLO 2			PLO 3					PLO 4					PLO 5					PLO 6					PLO 7					PLO 8
48	n/a		n/a			n/a					n/a					n/a					n/a					n/a					n/a
49	Stage 1
50	On progression from the first year (Stage 1), students will be able to:											Students will have acquired a fundamental knowledge of education theory, perspectives, contexts and key concepts across their core modules in Stage 1. They will also have acquired strong critical enquiry skills in relation to reading and evaluating educational research. The knowledge and understanding gained forms a robust basis from which to become increasingly critical, analytical and confident in communicating their ideas in writing and orally. They have also developed towards being able to critically engage with educational research (as readers and as researchers) as required in Stages 2 and 3.
51	PLO 1		PLO 2			PLO 3					PLO 4					PLO 5					PLO 6					PLO 7					PLO 8
52	Identify a range of educational theories and when these might be applied. Describe key educational policy areas and policies operating at local, national and international levels. Critically review a range of examples of educational theory and research.		Locate sources of information and statistical data and organize and present such information and data in a range of formats. Comment on how such data could be used to inform decisions relating to educational practice.			Analyse simple qualitative and quantitative data and use this to inform discussion about educational policies and practices.					Develop structured, evidenced arguments that go beyond personal experience, and present these in written, oral and digital formats.					Contribute to team projects and groupwork by communicating with others.					Carry out prescribed data collection and analysis as part of a group, with support from others, on a specific issue within the field of education.					Carry out project tasks and evaluate project results using a range of suggested strategies.					n/a
53	Stage 2
54	On progression from the second year (Stage 2), students will be able to:											In Stage 2 students will have reinforced the critical enquiry skills gained in Stage 1, as well as being exposed to the application of educational theory and concepts in research, practice and policy. In Stage 2, students develop their capacity for evaluating different types of information sources and forms of data, in order to deepen their understanding of the processes by which educational research, practice and debate are shaped. Students continue to be challenged in relation to participation in different forms of working, individually and collaboratively, and with the use of multiple forms of assessment. They are well prepared to engage with more specialist modules in Stage 3 and with the dissertation, all of which require strong theoretical and conceptual knowledge, critical enquiry skills, argumentation, communication and the ability to organise time and work autonomously.
55	PLO 1		PLO 2			PLO 3					PLO 4					PLO 5					PLO 6					PLO 7					PLO 8
56	Apply an understanding of educational theory and research to specific policy discussions and debates. This will be increasingly critical, with greater use of quality criteria.		Locate information and statistical data sources and present information in increasingly clear and accessible formats. Use information and data to inform educational decisions in an increasingly independent and critical way (e.g. reading beyond the required reading list and applying quality criteria).			Support and/or challenge educational practice and policy by making recommendations based on the increasingly sophisticated analysis of qualitative and quantitative data.					Develop well-structured, evidenced argument and present such argument in written, oral and digital formats to support educational initiatives and projects.					Contribute effectively to team projects and interdisciplinary groups by communicating in an increasingly confident, professional and persuasive way with others.					Design and carry out a limited-scale research project on a specific issue using a specified methodology within the field of education as part of a group, with support from others.					Produce project plans with support from peers and tutors. Carry out project tasks and evaluate project results using a range of suggested strategies.					n/a
57	Stage 3
58	(For Integrated Masters) On progression from the third year (Stage 3), students will be able to:
59	PLO 1		PLO 2			PLO 3					PLO 4					PLO 5					PLO 6					PLO 7					PLO 8
60	Draw upon and apply a broad, critical understanding of educational theory and research to policy discussions and debates at local, national and international levels.		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.			Support and/or challenge educational practice and policy by making recommendations based on the effective analysis of qualitative and quantitative data.					Develop well-structured, evidenced argument and present such argument in written, oral and digital formats to support educational initiatives and projects.					Contribute effectively to team projects and interdisciplinary groups by communicating confidently, professionally and persuasively with others.					Design and carry out a small-scale research project on a specific issue within the field of education.					Manage specific educational projects by defining the project focus, producing project plans, carrying out project tasks and evaluating project results.					n/a
61	Programme Structure
62	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.
63	Stage 1
64	Credits	Module				Autumn Term										Spring Term										Summer Term
65		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
66	20	EDU00004C		Researching Education			S									A													E			A
67	20	EDU00003C		Meanings and Contexts of Education			S									A													E	A
68	20	EDU00001C		Psychological Perspectives on Education			S									A													E		A
69	20			Key Concepts in Education
70	20			Cultural and Creative Approaches to Education
71	20	EDU00002C		Social 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	EDU00024I		Education Policy and Society			S									A													E		A
76	30	EDU00029I		Educational Research Methods			S									A													E	A
77	30	option		Option module (list A)			S									A													E		A
78	30	option		Option module (list A)			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	EDU00001H		Dissertation		S																								EA
83	20	EDU00014H		New Directions			S																						E		A
84	20	option		Option module (list B)			S								E	A
85	20	option		Option module (list B)			S								E	A
86	20	option		Option module (list C)			S										S												E		A
87	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.
88	Option List A		Option List B			Option List C					Option List D					Option List E					Option List F					Option List G					Option List H
89	EDU00028I Learning Through Language		EDU00008H Perspectives on Literacy in Education			EDU00053H Intelligence					N/A					N/A					N/A					N/A					N/A
90	EDU00023I From Eliza Doolittle to Harry Potter: Narratives of Youth		EDU00012H Individual Study Module			EDU00035H Learning Gender: Exploring the Links between Gender, Education and Society.
91	EDU00047I Current Debates in Educational Psychology		EDU00016H Language & Psychology			EDU00038H Genetics and Education
92	EDU00054I Education & the Environment		EDU00046H Placement Study			EDU00052H What makes a great teacher?
93			EDU00047H Reading Development & Disorders			EDU00054H Positive psychology in education
94			EDU00005H Education and International Development			EDU00055H Dressed for Success: Bringing Texts Alive in the Classroom
95			EDU00039H Understanding Motivation and Emotions in Education
96			EDU00048H Child and Adolescent Mental Health