| Unit name | Education, Schooling and Diversity |
|---|---|
| Unit code | SPOL10039 |
| Credit points | 20 |
| Level of study | C/4 |
| Teaching block(s) |
Teaching Block 2 (weeks 13 - 24) |
| Unit director | Dr. Alruzzi |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
None |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | School for Policy Studies |
| Faculty | Faculty of Social Sciences and Law |
Why is this unit important?
This unit will introduce the students to key concepts in the field of education. It critically investigates education, schooling and other learning processes. How can education settings and resources be relevant, meaningful, and inclusive to all learners? It reflects on education in our contemporary time, and highlights its main motives, objectives, and functions. In addition, it engages with emerging trends and developments in this field including diversity and inclusion.
How does this unit fit into your programme of study
This is a mandatory unit for students in Childhood Studies programme. It builds on the other mandatory units and links to the optional units of the programme especially in years 2 and 3. It encourages students to reflect on their own learning journey in school and in higher education.
An overview of content
This unit will consider the diverse and often competing purposes of education and the relationship between discourses of education and formal schooling. We will take a critical and post-structural perspective on contemporary education not only in England, but also in other societies and consider the nature of formal schooling that has evolved since the advent of the social welfare state and the impact of politics and ideologies on these. Themes that we will study in depth are the curricula developments in compulsory schooling and the relationships between knowledge, learning and assessment. Underpinning this unit will be a consideration of the diversity of learners and learning contexts and we will address some of the complexities of gender, culture, ethnicity, ability and special educational needs in classrooms and the role that education can play in combating societal inequalities. Through assessment we will encourage critical reflection on students’ own learning processes.
How will students, personally, be different as a result of the unit
This unit will engage with, and challenge, some of the dominant discourses around education and schooling, and will provide a critical look at role education play in our modern societies. As a result of this unit, students will become aware of the debates around education, schooling, knowledge production, curricula development and assessment. The unit will develop student’s skills in reflection and research. The skills and knowledge acquired will be essential for developing their critical thinking not only in the topic of education, but also other topics related to childhood.
Learning Outcomes
After completing this unit successful students will be able to:
Teaching will be delivered through blended learning involving a combination of synchronous and asynchronous sessions, including weekly lectures, practical activities supported by study-group sessions and self-directed exercises. Outside of lectures learning will be more applied, substantive and in-depth and will take the form of self-paced, material delivered which is undertaken individually or supported by pair and group work, and involving elements of tutor feedback and peer-assessment. We will make use of a range of collaboration tools to foster a collaborative, creative and community mindset. Feedback will be provided for formal assessments, preparation for which will be supported through weekly studygroup sessions.
Tasks which help you learn and prepare you for summative tasks (formative):
The formative assignment of this unit will take the form of group and individual presentations that will be organised as part of the weekly seminars. Formative feedback will be provided within the weekly seminars. The timing of the formative feedback will be communicated in advance and before the beginning of the teaching block.
Tasks which count towards your unit mark (summative):
Essay (3000 words, 100%) This assessment covers all of the ILOs.
When assessment does not go to plan
Subject to the university regulations for taught programmes, unsuccessful students may be offered an opportunity for reassessment. This will comprise a task of the same format as the original assessment.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. SPOL10039).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
