BA (Hons) Education Studies

Welcome to the BA (Hons) Education Studies.

Have you ever wondered what part you could play in shaping and transforming peoples’ lives through education; or even asked yourself what part you could play in transforming our educational system today? 

Our holistic Education Studies degree programme at UCC enables you to discover the answers to these questions whilst preparing you to embark on your future career in education whether that be in teaching, supporting learning, or even educational psychology – the opportunities are endless.

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Course IntroductionModulesEntry RequirementsGraduate CareersAdditional

Your profile:

You are passionate about shaping and transforming people’s lives through education. You will be passionate about creating safe, inclusive and exciting learning environments. You will want to be a strong advocate for those that you work with and uphold high standards of professional practice whilst not being afraid to challenge the status quo. You will want to make a difference.

You may already be working or volunteering in a school as support staff. Perhaps you are running sports coaching sessions or a forest school leader. You might be contemplating your next steps after leaving 6th form, or you might be mid-career and want to focus on a change of direction with education. There really is no one profile of our learners, we embrace the diversity of our learners backgrounds and their personal aspirations.

Your Subject:

The term education encompasses a breadth of opportunities for our learners. In the UK, there are over 33,000 educational settings, made up of nurseries, schools, independent schools, alternative provisions, further education colleges and higher education institutions. These are supporting over 15million school pupils and adult learners. The opportunities an Education Degree provides is immense. Educational support is not just through teaching, it extends to educational psychology, supporting learners with SEND, interdisciplinary support, and pastoral and mental health support. Beyond traditional educational settings, a holistic understanding of education presents opportunities that arise for example in educational policy setting, museum education, corporate learning and development, as well as designing innovative curriculum through enhanced by educational technologies.

Your Course:

This interdisciplinary degree programme presents exciting opportunities to critically engage with ways of knowing and understanding; whilst analysing underpinning cultural, societal, technological, political, historical and economic contexts that relate to education. The programme provides the backbone to understanding what education is and what the role of an educator is. As you progress through the programme, you are able to start to tailor your work to areas of personal focus, culminating in your final dissertation.

We will help you to transform both personally and professionally through a creative, inspirational, critical and inquisitive culture that is fostered throughout. Throughout, employability skills are embedded with the programme and professional practice is considered. Strong links with teacher training providers have been forged for students wishing to complete their training to become teachers.

A wide range of enrichment activities are provided to support your learning outside of the modules, working with students both within our programme and across our School. We are also able to provide guidance for support if you need to resit any GCSEs required for teacher training. 

Like our students, our teaching team is diverse, all have professional experience across educational professions yet we all have the collective goal in our commitment to inspire, educate and support you throughout this programme.

Undergraduate courses operate on a modular basis that provides flexibility and choice. Each module is worth a specified number of credits, with most modules counting for 30/40 or 15/20 academic credits (depending on the programme), with each credit taken equating to a total amount of study time which includes scheduled teaching, independent study and assessment activity.

Most full-time students will take modules worth 60 credits per semester, with part-time students taking proportionately fewer credits per semester. A total of 120 credits per level and 360 credits are needed for an honours degree as a whole. Overall grades for the course and degree classification are based on the marks obtained for modules taken at levels 5 and 6.

Our teaching is informed by research, professional practice and industry engagement and modules change periodically to reflect developments in the discipline.

Year One (Level 4) Year Two (Level 5) Year Three (Level 6) Pre-2020 Course Information

64 UCAS Points* Applicants with substantial professional experience may also be accepted on the programme.

*UCAS Tariff points where shown, are for entry on to higher education programmes starting from September 2021.

International applicants

If English is not your first language you will need an IELTS score of 6.0, with a minimum score of 5.5 in each component (Reading, Writing, Listening and Speaking), or an equivalent English Language qualification.

Additional requirements for International Students:

  • You must provide evidence of having been in general education for at least 10 years and of having studied within the last five years
  • a face-to-face interview is required before an offer is made.

Your qualification progresses throughout the three years, starting with a Certificate of Education, to a Diploma in Higher Education and then a full BA (Hons). Progression routes include teaching training or Masters level study, whereby we will support you with the application process of these. Additional opportunities include: education in hospitals, prisons, working with SEND, educational psychology, working in youth justice, sports education, forest schools, policy making, non-governmental organisations, international educational programmes, play therapy, learning and development, designing educational technology, museum educators, pastoral and mental health support…the list is endless! Most importantly, you do not have to be restricted to any particular career from the outset, this is your opportunity for self-discovery and establish your own direction.

Timetables: Timetables are normally available one month before registration. Please note that while we make every effort to ensure that timetables are as student-friendly as possible, scheduled teaching can take place on any day of the week. Part-time classes are normally scheduled on one or two days per week.

Teaching and Learning: You are taught through a combination of lectures, seminars and practicals. Seminars enable smaller group discussions to develop understanding of topics covered in lectures.

When not attending lectures, seminars and practicals or other timetabled sessions you will be expected to continue learning independently through self-directed study. Typically, this will involve reading journal articles and books, working on individual and group projects, undertaking research in the library, learning zone or technical learning resources, preparing coursework assignments and presentations, and preparing for examinations

Assessment: The course provides you with opportunities to test your understanding of the subject informally before you complete the formal assessments that count towards your final mark. Each module normally contains at least one piece of practice or ‘formative’ assessment for which you receive feedback from your tutor. Practice assessments are developmental and any grades you receive for them do not count towards your module mark.

There is a formal or ‘summative’ assessment at the end of each module. Assessment methods include written examinations and a range of coursework assessments such as essays, reports, portfolios, performance, presentations and your final year major project. The grades from formal assessments count towards your module mark.

 Feedback: You will receive feedback on all practice assessments and on formal assessments undertaken by coursework. Feedback is intended to help you learn and you are encouraged to discuss it with your module tutor.

ApplyFull-Time
ApplyPart-Time
BA (Hons) Education Studies - Full-time
LevelLevel 6
LocationColchester
Duration3 Years
UCAS CodeX300
Academic Year2021-2022
Study ModeFull-Time
CampusUniversity Centre Colchester
Start DateSeptember 2021
Fee(s)2020-21: £8,250 per year
Awarding/Validation BodyUniversity of East Anglia
BA (Hons) Education Studies - Part-time
LevelLevel 6
LocationColchester
Duration6 Years
Course CodeZE6BAEDFF1
Academic Year2021-2022
Study ModePart-Time
CampusUniversity Centre Colchester
Start DateSeptember 2021
Fee(s)2020-21: £4,125 per year
Awarding/Validation BodyUniversity of East Anglia
Year One (Level 4)

Module title: Introduction to Education (20 credits)

What’s it about?

This module aims to provide the student with an overview of the National Curriculum, Key stages and levels of learning, and why key subjects are included and how progress/quality is monitored. It will also look at the very dynamic nature of educational settings and the differences between them. It will also provide an in-sight to government oversight and strategic importance of key subjects in relation to the economy and national/international growth by examining the links between educational establishments, local and national industry as well as the government of the day.

What do I learn?

The importance of STEM and English are discussed to allow students the opportunity to understand 21st century concerns about education being ‘fit for purpose. This module will be delivered via a variety of methods. Theoretical aspects will be delivered mainly via lecture and discussion in the classroom. Students will be supported to carry out research into educational provision in the UK.

What’s the assignment?

Students are expected to write an essay concerning education in Great Britain to include aspects of the national curriculum whilst showing an understanding of key stages and different types of provision within education. They are support their position using data and some educational policy.

To see the module description, please click here.

Module title: Role of the Educator (20 credits)

What’s it about?

The content of the present module seeks to cater for a student community with a wide range of prior experience, both academic and practice based. Students are introduced to the rules of the academic world and their relevance to degree-level work. All sessions contain a mixture of activities, from reading and analysing excerpts of text, reflecting on spoken commentaries, and learning how to annotate and write in a variety of formats. Digital skills will be embedded throughout.

 What do I learn?  

The content of the taught sessions of this module establishes a structured framework for learning a range of academic research skills. The patchwork assignment will enable students to practice applying the skills they have learnt, and engage with peer feedback before the final submission. Students will learn how to differentiate between available resources by evaluating texts produced for a variety of purposes, including academic articles, book chapters, reports, newspaper articles and filmed material. They will apply this to managing their studies effectively, working collaboratively, developing emerging critical thinking skills and applying this knowledge to inform their writing.

What’s the assignment?

Write an overview of the research methodology and findings from an academic primary research paper related to your subject.

Provide a critical review of the research methodology applied to the paper summarised in the previous patch. Include a discussion of the ethical considerations of the methodology applied.

Write a reflective patch that assesses your research and study skills developed over the semester. Include a CSMART development plan that will support you to develop skills beyond this module.

To see the module description, please click here.

Module title: History of Education (20 credits)

What’s it about?

This module explores the history of education in Western societies, with particular focus on that of Britain. It examines the contextual significance that has been placed on the value and purpose of education at varying times throughout history. It investigates how education evolved and its political perspectives. You will use individual and group activities to learn the major changes undergone in education.

What do I learn?

The module will enable students to understand how education has been shaped over the years by several influences including the communities they serve, governmental policies and the wider European sphere of influence that has culminated with our present educational sector.

What’s the assignment?

A presentation of 25 minutes on the educational sector of your choice with focus on a particular, anonymised school, college or University to chart the progress through the years.

To see the module description, please click here.

Module title: Mental Health and Wellbeing (20 credits)

What’s it about?

This module will introduce theories and core values of mental health when considering the experience of mental health problems across the key stages from Primary through to Higher Education Focusing on the student, the professional experience and ethical practice. The differing manifestations of mental health, distress, including diagnosed mental health problems, substance misuse, eating disorders, early intervention and co-morbidity will be explored and the direct impact on education as well as the broader impact that has this circular causality has on education.

What do I learn?  

Students will critically appraise models of support with a focus on anti-discrimination and empowerment in their practice. Risk factors and risk management, pastoral pathways, innovations in meeting the needs of ‘your students’ and self-care (both personally and professionally) will be evidenced within assessment. Pastoral care, partnership working, sharing information and safe practice are intrinsic to the module, with educators having direct contact with students and being central to the social support system. Stigma, labelling, discrimination and social exclusion within society and its impact on the education setting will be addressed with models to offer support and good mental health; addressing both the student and educator perspective.

What’s the assignment?

This patchwork essay is expected to include:
– The social context of mental health and wellbeing.
– An examination of the mental health needs of students.
– An analysis of the impact on the wider network and the systemic considerations when working in the role of an educator, to include anti-discriminatory practice.
– Pathways for support.
– Educator self-analysis and self-care evidenced through reflexivity.

To see the module description, please click here.

Module title: Academic Practice (20 credits)

What’s it about?                      

The content of the present module seeks to cater for a student community with a wide range of prior experience, both academic and practice based. Students are introduced to the rules of the academic world and their relevance to degree-level work. All sessions contain a mixture of activities, from reading and analysing excerpts of text, reflecting on spoken commentaries, and learning how to annotate and write in a variety of formats. Digital skills will be embedded throughout.

What do I learn?                      

The content of the taught sessions of this module establishes a structured framework for learning a range of academic research skills. The patchwork assignment will enable students to practice applying the skills they have learnt, and engage with peer feedback before the final submission. Students will learn how to differentiate between available resources by evaluating texts produced for a variety of purposes, including academic articles, book chapters, reports, newspaper articles and filmed material. They will apply this to managing their studies effectively, working collaboratively, developing emerging critical thinking skills and applying this knowledge to inform their writing.

What’s the assignment?

Write an overview of the research methodology and findings from an academic primary research paper related to your subject.

Provide a critical review of the research methodology applied to the paper summarised in the previous patch. Include a discussion of the ethical considerations of the methodology applied.

Write a reflective patch that assesses your research and study skills developed over the semester. Include a CSMART development plan that will support you to develop skills beyond this module.

To see the module description, please click here.

Year Two (Level 5)

Module Title: International Perspectives in Education (20 credits)

What’s it about?

This module focuses on understanding education in an International multicultural teaching and learning context. It begins by introducing key concepts used in international education policy and practice examining the roles and responsibilities of contemporary educators.

What do I learn?

The module considers current concerns in international education, as well as reflecting on key individuals who are researching future trends and challenges. One of the key areas of focus in this module is to reflect on what constitutes a constructive international culture of teaching and learning. Once complete the students should have an awareness of the international approach to education and some of the countries that are often held up as displaying best practice in key areas of education.

What’s the assignment?

Students will be required to compare one area or sector of education (i.e. Primary, Secondary or Post-16) between three different countries. Within the context of the research and presentation it must include at least one developing and one developed country.

To see the module description, please click here.

Module title: Creativity and the Arts (20 credits)

What’s it about?

This module offers students the opportunity to practice or improve their creative approach, skills and strategies to teaching, learning and assessment for all involved in the education of children. To consider how to include pedagogies and activities that will allow learners to experiment, explore and possibly make decisions about how they will learn, whilst enabling teachers to experiment and innovate and make decisions about what they teach.

What do I learn?

The purpose is to provide a broad-based intellectual and practical exploration of the key arts educational debates amongst policy makers, practitioners and researchers in the UK and internationally. This will provide students with the opportunity to engage with a range of research, policy and practice within arts and culture and the process of teaching and learning. The main concepts explored are creativity, design, performance and how creativity encourages learning from a philosophical, psychological, cognitive and cultural perspective.

What’s the assignment?

The report must include sections that reflect a broad-based intellectual and practical exploration of the key arts educational debates amongst policy makers, practitioners and researchers in the UK and internationally on the state of creativity and the arts in schools. It needs to include an informed section on the state of creativity and the arts in schools in England.

To see the module description, please click here.

Module Title: Inclusive Education (20 credits)

What’s it about?

A fundamental aspect of education is to provide an environment which enables all learners to engage and participate with their learning. Principles of inclusive practice should be embedded within professional practice to engender opportunities for all learners to achieve the best of their potential in a supportive, non-judgemental manner.

What do I learn?

The module will introduce the concept of inclusive practice and enable students to understand specific key debates which relate to current educational organisations, policies and contexts. Students will explore a broad overview of complex issues and will narrow their focus for the assignment based upon personal interest. These could include special education and disability (SEND), specific learning and disability needs (SLDN), use of pupil premium, cultural contexts and LGBTQ+, for example.

What’s the assignment?

Students will select an area of inclusive education of their interest that has been explored in the module and will conduct either small scale primary or secondary research applying case study methodology principles to explore and expand their area of interest further. If conducting primary research, only one method should be used with no more than 5 participants. Research ethics must be considered and planned for.

To see the module description, please click here.

Module title: Introduction to Research (20 credits)

What’s it about?

The content of this module builds on knowledge and understanding developed in Academic Practice at Level 4.

What do I learn?

Students are expected to use the rules of the academic world and their relevance to degree-level work. All sessions contain a mixture of activities, from reading and analysing excerpts of text, to reflecting on spoken commentaries, and learning how to engage critically with writings and any juxtaposing findings. The content of the taught sessions of this module establish a structured framework for applying a range of academic research skills within the subject area.

What’s the assignment?

Students must choose research papers that are relevant to their subject, which may include a focus on communities, community groups, education, human development or Teaching & Learning, leading to the submission of a 3000-word report, which contrasts and evaluates the summaries of two research papers.

To see the module description, please click here.

Module title Learning and Psychological Perspectives (20 credits)

What’s it about?

Learning is one of the most important activities in which humans engage and is at the very core of the educational process. For thousands of years, philosophers and psychologists have sought to understand the nature of learning, how it occurs, and how one person can influence the learning of another person through teaching and similar endeavours. This module will provide insight into the historical and contemporary influences, which have shaped perspectives on how we learn and consequently, how we educate.

What do I learn?

Throughout, students will work independently and in groups to understand the diversity of learner and learning contexts. Students will make connections between their knowledge of learning and teaching in the classroom and beyond.

What’s the assignment?

Students will submit three patches and synthesis which will be peer assessed across the module before final submission. In each patch, students will explore the nature of a specific learning theory or perspective of their choice.

To see the module description, please click here.

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Module title:  Professional Development (20 credits)

What’s it about?

The module will enable students to explore the personal and professional development skills and experiences required to successfully pursue a career or post-graduate study upon graduation. Students will have the opportunity to explore the potential routes available to them and assess their skills and current experience against the expected pre-requisites. Subsequently, students will prepare a development plan to guide personal development activities over their final undergraduate year to ensure that they are well prepared for a successful interview experience.

What do I learn?

The module includes a two-week block work experience, which enables students to gain knowledge and experience in their field of interest through participation, observation and reflection. No matter what future aspirations students have, the purpose of the work experience is to provide a deeper understanding of the profession(s) that students wish to pursue. Furthermore, work experience provides the opportunity to gain knowledge and skills that will be transferable in the next chapter of their developmental journey; whether it be in professional practice or academia.

What’s the assignment?

Students will identify a job or post-graduate qualification of their personal interest that follows on from their choice of degree, or emerging interests. They will present a Professional Development Portfolio that can be used to illuminate their hard and soft skills, which will be essential for job or post-graduate applications. The SWOT analysis will be shaped by the job position or qualification requirements; and subsequently, aligned with their CV and additional application documentation.

To see the module description, please click here.

Year Three (Level 6)

Module title: Research Methodologies (20 credits)

What’s it about?

The content of this module builds on knowledge and understanding developed in Academic Practice at Level 4 and Introduction to Research at Level 5. Students are expected to deepen their understanding of the rules of the academic world, and to apply these to group activities and individual written work.

What do I learn?

The content of the taught sessions of this module establish a structured framework for understanding and applying a range of research methodologies. Students will learn how to differentiate between research methods employed in a variety of settings, including academic articles, book chapters, reports, newspaper articles and filmed material. In considering the limitations and/or validity of a source, students will demonstrate how to critique the material effectively and thus evidence their preparation ahead of writing an undergraduate dissertation.

What’s the assignment?

The critical evaluations enable students to demonstrate the ability to engage individually with a text written collaboratively within a workshop setting. The including of the dissertation proposal in this module helps students to make a direct connection between the study of research methodologies, and their own choice and design of a substantial piece of written work.

To see the module description, please click here.

Module title: Education & Social Justice (20 credits)

What’s it about?

Being a highly topical and emotive subject all sectors of education are striving to address all forms of inequality within the field of education. The purpose of this module is to raise student’s awareness of some of these issues so that when they enter into an educational related career can be part of the solution and have an awareness of the impact of inequality on individuals.

What do I learn?

This module aims to consider the role that education plays in pursuing social justice both for the individual and groups, taking into account early years and lifelong learning across the generations. Students will be encouraged to explore the extent to which education may reduce inequalities in society or exacerbate them. A range of theories will be examined to enable students to engage in critical discourse regarding a variety of social issues that may intersect and impact on educational experiences

What’s the assignment?

The manifesto should concern itself with a single current issue in education that you feel strongly about. It should articulate what you would like to say, do or change about a particular state of affairs education.

To see the module description, please click here.

Module title: Leading and Managing In Education (20 credits)

What’s it about?

Leaders in education are striving to meet the demands of the education sector whilst continuously being challenged by external macro factors such as funding, regulatory requirements and staffing. This module is designed to introduce learners to the complexities of leading and managing in educational settings today, whilst exploring the transferable skills required of a leader which can be applied at all levels.

What do I learn?

This will enable learners to understand the strategic aims of a setting that they wish to embark a career within; and develop an appreciation of the contextual challenges that senior leadership teams face. In doing so, learners will be able to demonstrate a strong grasp of educational issues and how they can be resolved from a leadership perspective. This will prove enabling and assist career development.

What’s the assignment?

Select an educational setting of your choice and prepare a report to address the following:
Critically analyse a range of macro challenges that the senior leadership team will face that will influence the setting meeting its strategic aims. Explain the impact that these challenges could have on individuals and teams within the setting at a micro and meso level.

Evaluate a range of leadership and management principles, competencies and skills which can be implemented or demonstrated to address the challenges that you have identified. Explain the potential impact of these on the setting’s strategic aims.

To see the module description, please click here.

Module Title: Technology and Innovation in Education (20 Credits)

What’s it about?

The module explores a range of fundamental debates including whether technology is a silver bullet in education and whether digital technologies are revolutionising the classroom. Learners will explore the ubiquitous nature of digital technologies used in education; both within and beyond the classroom. Examples will range from play in the Early Years sector through to recent innovative deployment of MOOCS in Higher Education.

What do I learn?

Learners will critically review a range of technologies applied in education settings; exploring the nature of learning theories that underpin learning technologies and evaluate discourse calling for new pedagogies for a digital world.
As the module progresses, learners will synthesise their knowledge by critically reviewing a digital educational technology of their choice. They will explore how technology is integrated into the classroom and evaluate how intrinsic and extrinsic barriers can be resolved for successful integration.

What’s the assignment?

Learners will select a digital technology that is designed to facilitate or enhance learning in a chosen educational sector.

Task 1: Considering the wider context of your chosen technology, critically analyse a range of macro factors facilitating the demand for such technologies.

Task 2: Evaluate the chosen technology for its educational benefits by exploring the rationale to its development its underpinning theoretical perspective(s). Explore which learning theory or theories that underpin the technology and discuss the implications of the chosen technology in light of these.

Task 3: Examine a range of barriers to successfully integrating the chosen technology within an educational environment and evaluate approaches which can be deployed to overcome these barriers.

To see the module description, please click here.

Module title: Undergraduate Dissertation (40 credits)

What’s it about

Building on the skills, knowledge and understanding developed in the Level 6 Research Methodologies module, the writing of an undergraduate dissertation enables students to conduct a detailed study of a topic relevant to their discipline.

The undergraduate dissertation is a document that is a substantial piece of critical writing which evidences its author’s ability to apply the analytical research skills learnt to date.

What do I learn?
The Undergraduate Dissertation is an opportunity for students to explore a topic by using a methodological approach relevant to the dissertation title.

The delivery structure of the module enables students to move gradually from structured group sessions towards individual supervision. Students will have identified and agreed a research topic as part of the L6 Research Methodologies module. It is expected that the research focus chosen is pertinent to their expertise, interests or development, and it is the supervisor’s responsibility to ensure that the topic and methodology adopted are appropriate to Level 6 study, within the given word count and time scale.

What’s the assignment?

Dissertation
The dissertation may take one of the following formats:
a) A critical literature review
b) An analytical essay or study
c) An original research project with critical analysis of its process, outcomes and implications.

To see the module description, please click here.

Pre-2020 Course Information

This programme was previously validated by the University of Essex as BA (Hons) Education Studies. Students who commenced study on the course prior to September 2020 will complete modules approved by the University of Essex and upon successful completion will be awarded a University of Essex validated degree.

Please find below a list of modules for each year of the BA (Hons) Education Studies.

Year 1

Module title Education Studies 1 (Communication Skills) (Level 4, 15 credits)

What’s it about?

Key aspects of communication, allowing you to analyse your own strengths and areas for development in relation to each of the four key educational sectors within the UK education system. It will look at verbal, non-verbal and written communications within an educational context

What do I learn?

  • To demonstrate effective verbal and non-verbal communications in a variety of scenarios and understand your impact on learners including those with English as Second/Other

Language (ESOL).

  • To identify and analyse your own areas for development within communication skills.
  • To evaluate the effectiveness of certain communication theorists within an educational context.

What’s the assignment?

Part 1 – Recording – 15-minute recording of two role plays demonstrating different communication skills with different groups of students (you can decide upon sector, age, and SPLD groupings that you wish to investigate further) (50%)

Part 2 – Essay – Reflection on your role-plays and self-assessment on areas of personal development with links to appropriate theorists for your areas of interest. (1,500 words) (50%).

To see the module description, please click here.

Module title Educational Legislation (Level 4, 15 credits)

What’s it about?

The purpose of this module is to introduce you to the range of relevant legislation that surrounds and encompasses education and educational establishments such as the various Education Acts, the Schools and Inspection Act, Safeguarding, Child Protection, Equality and Diversity legislation and PREVENT (the anti-radicalisation legislation), to name but a few. You will also investigate the structure of the Department of Education, its role in shaping government policies and how these are then enforced.

 What do I learn?  

  • Key pieces of legislation that are associated with educational establishments for children and young adults.
  • To identify the importance of important legislation in the United Kingdom educational sector.
  • To outline the government’s organisational structure and law-making procedures in relation to educational matters

What’s the assignment?

3,000 word written assignment – patchwork text.

Task 1 – Outline four key pieces of education related legislation that are specifically related to your field of choice. (1,250 words)

Task 2 – Identify the importance of these four pieces of legislation in the educational sector (1,250 words).

Task 3 – Create a poster detailing the current governmental structure in relation to education including names and brief job descriptions. (500 words)

To see the module description, please click here.

Module title History of Education (Level 4, 15 credits)

 What’s it about? This module explores the history of education in Western societies, with particular focus on that of Britain. It examines the contextual significance that has been placed on the value and purpose of education at varying times throughout history. It investigates how education evolved and its political perspectives. You will use individual and group activities to learn the major changes undergone in education.

What do I learn?

  • To demonstrate an understanding of the changing role of education within Western society.
  • To analyse the broad impacts of political policy on education in the last twenty years. To describe different types of learning in environments outside schools.
  • To demonstrate an appreciation of the extent to which the disciplines of philosophy, psychology, sociology and history underpin educational policy and practice

What’s the assignment?

A presentation of 30 minutes on the educational sector of your choice with focus on a particular, anonymised school, college or University to chart the progress through the years.

To see the module description, please click here.

Module title Information Technology in Education (Level 4, 15 credits)

What’s it about?

The history of technology in education, how it has impacted and shaped the modern curriculum and the learning spaces that are used in today’s modern classroom. It will also enable you to explore different software and hardware packages that are available in different educational settings and evaluate their effectiveness as a teaching tool.

What do I learn?  

  • To identify the impact information technology has had on education in the United Kingdom in the last 20 years.
  • To evaluate the effectiveness of information technology in a chosen educational environment.
  • To identify your own areas of improvement in relation to information technology usage in a chosen educational environment

What’s the assignment?

Task 1 – 3,000 word written piece as a case study of a room or office of your choice through the last 20 years.

Task 2 – 500 words personal skills analyse on your current skills and how to develop them and therefore be more employable at the end of the degree programme.

To see the module description, please click here.

Module title: Introduction to Research Skills (Level 4. 15 Credits)

What’s it about?                      

This module introduces the theory and practice of research in educational contexts. It will train you in the use of resources for research and the principles, the methods and strategies used in education research, and will equip you with the skills to design and implement small-scale, independent research projects.

What do I learn?                      

You will learn how to demonstrate an understanding of what constitutes research, and show your knowledge of a range of diverse research methodologies. You will be taught how to design, conduct and analyse the findings of an original small-scale research project in your institution that demonstrates engagement with research and knowledge creation.

What’s the assignment?

You will submit a 3,000 word evaluation of the sections of a research project.

To see the module description, please click here.

Module title : Introduction to Special Education Needs/Specified Learning and Disability needs (SLDN) – (Level 4. 15 Credits)

What’s it about?                      

This module introduces the topic of special educational needs and disability. This module will discuss theories of inclusive education in relation to SEND, as well as implications for the curriculum and pedagogy. The module will consider collaboration and partnership working with parents / carers and other professionals.

What do I learn?                      

You will learn a range of aspects in relation to legislation, and practices and initiatives which relate to children and young people  with special educational needs or disabilities.

What’s the assignment?

You will submit a 3,000-word written assignment. This will detail the changes in legislation, support and partnership working with children or young people with SEN/SPLD, and the positive impact of this upon them.

To see the module description, please click here.

Module title: Research Project 1 (Level 4. 15 Credits)

What’s it about?                      

The aim of this module is build on your knowledge from the previous research skills module and allow you to undertake, a small-scale research project.

What do I learn?                      

You will learn how to identify the issues in research including the purpose and nature of educational research, and analyse the purpose and the key features of planning the research process. You will also learn how to identify a range of methods for gathering primary and secondary data related to the area of choice, and identify the ethics of research in relation to an educational context.

What’s the assignment?

You will produce a 3,000 word research project including methodology and a literature review.

To see the module description, please click here.

Year 2

Module Title: Alternative approaches to education. (Level 5. 15 Credits)

What’s it about?                      

This module is designed to help you think critically about the nature and purpose of education. It does so by focusing on examples of alternative educational provision, such as ‘progressive’ schooling education and home education. These examples will enable you to analyse and reflect upon your own educational experiences, as well as to evaluate current policy and practice within mainstream state provision. The module will also help you to shape your own educational philosophy.

What do I learn?                      

You will learn to compare and contrast three ‘alternative’ educational theories and practices, and examine the benefits and barriers of alternative approaches to education.

You will learn to relate ideas and opinions on alternative approaches to education to wider social, cultural and political understandings, and reflect on your own educational experiences, beliefs, attitudes, and values, and evaluate what you have learned about alternative forms of education

What’s the assignment?

You will submit a 3,000-word assignment comparing and contrasting three different educational establishments.

To see the module description, please click here.

Module title: Child Development and Socio-economics. (Level 5. 15 Credits)

What’s it about?                      

Child development helps to explain why children share certain characteristics but equally why two children of the same age can be so different. In this module, you will learn about the ways in which growth and development are interlinked in five broad areas: physical, cognitive, language, emotional and social.

What do I learn?                      

You will learn to examine how the principles of growth and development apply to children’s developmental progress from birth up to 18 years, and to analyse the range of factors which influences children’s development including socio-economic status. You will also learn to analyse theories and models of development and how they relate to aspects of children’s development, and to evaluate the importance of recognising atypical development.

What’s the assignment?

You will compare and contrast two case studies – 3,000 words (100%)

To see the module description, please click here.

Module Title: Education in an International Context (Level 5. 15 Credits)

What’s it about?                      

This module focuses on understanding education in an international, multicultural teaching and learning context. It begins by introducing key concepts used in international education policy and practice, examining the roles and responsibilities of contemporary educators. The module also considers current concerns in international education, as well as reflecting on key individuals who are researching future trends and challenges. One of the key areas of focus in this module is to reflect on what constitutes a constructive international culture of teaching and learning.

What do I learn?                      

You will learn to reflect on the key concept of what international multicultural education means in the 21st century, and to identify key influences of political, social and historical contexts on international education. You will be encouraged to critically discuss theories, policies and practices that influence teaching and learning in a variety of contexts, and determine which dispositions encourage respect and concern for other cultures and peoples, linking these to the demands of the wider curriculum in teaching and learning in contemporary classrooms.

What’s the assignment?

You will create a 30-minute presentation on comparison of one area or sector of education, between three different countries.

To see the module description, please click here.

Module title: Education Studies 2 (How and why we learn) – (Level5, 15 credits)

What’s it about? This module will enable you to understand key theories, principles and applications of learning. The knowledge base features contemporary theories involving new and emerging technologies.

What do I learn?

  • How to analyse theories, principles and models of learning.
  • To evaluate how theories can be used to inform classroom teaching and impact on learning.
  • To evaluate how internet, and communications technology theories can promote learning.
  • To examine potential barriers to learning and how to overcome them.

What’s the assignment?

3,000 word portfolio on an anonymous group of six students (approx.. 500 words each) describing a range of learning needs and methods to combat them to allow for maximum progress.

To see the module description, please click here.

Module title Educational Provision. (Level 5, 15 credits)

What’s it about?

This module aims to provide you with an overview of the National Curriculum, Key stages and levels of learning and why key subjects are included and how progress/quality is monitored. It will also look at the very dynamic nature of educational settings and the differences between them. It will also provide an in-sight into government oversight and the strategic importance of key subjects in relation to the economy and national/international growth by examining the links between educational establishments, local and national industry as well as the government of the day.

What do I learn?

  • To discuss the effectiveness of the national curriculum for today’s modern, culturally diverse Great Britain and the future.
  • To critically assess the current effectiveness of academy chains in the current educational system as opposed to Local Educational Authority based provision.
  • To evaluate the current educational system within the United Kingdom in relation to Key Stages and a range of delivery providers.

What’s the assignment?

3,000 word essay on the Education provision within Great Britain and the influences on it.

To see the module description, please click here.

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Module title: Managing Data in an Educational Context. (Level 5, 15 credits)

What’s it about?

In this module you will focus on the importance placed upon managing data within the educational sector and the methods by which these are returned to public funding bodies. You will look at, and evaluate, a range of software programmes from across the sector to familiarise yourself with the possible data handling requirements of a future position within the education sector.

What do I learn?

  • To critically evaluate the need for data management and storage within the educational sector(s).
  • To analyse your personal ICT skill set and identify action plans in order to be work ready.
  • To evaluate the current data management requirements in a chosen education setting.

What’s the assignment?

Analyse and draw conclusions from a provided set of data to review performance of an educational environment (choice of primary, secondary, or further education). [3,000 words.]

To see the module description, please click here.

Module title: Research in Education 2. (Level 5, 15 credits)

What’s it about?

This module will provide an opportunity for you to establish or advance your understanding of research considering a number of different methods. The module introduces the language of research, ethical principles, and challenges, and the methodological elements of the research process within quantitative, qualitative, and mixed methods approaches. You will use these theoretical underpinnings to critically review literature relevant to your field or interests and determine how research findings are useful in informing your understanding of your environment (work, social, local, global).

What do I learn?

  • To analyse the purpose and the key features of the education research methodology with a particular focus on action research processes.
  • To appraise the ethical principles of research, challenge and approval processes.
  • To identify and justify a planning proposal for research of your own choice of an area of practice for action research with related ethical considerations.
  • To plan and conduct a research project evaluating your own research abilities.

What’s the assignment?

2,500 word project and 500 word self-evaluation of your own performance in research.

To see the module description, please click here.

Module title: STEM Subjects and English in Education. (Level 5, 15 credits)

What’s it about?

This module aims to give you a more in-depth look at Science, Technology, Engineering, Mathematics (often referred to as the STEM subjects), and English. It will review their impact on the face of education and employment opportunities for graduates in society. It will look at how the different key stages interact with these subjects, how a range of school environments deal with implementing these subjects, and the importance that is placed upon them both in educational establishments and the individual learners studying them as well as how they are reported to the government for inclusion in the national performance tables.

What do I learn?

  • To evaluate the importance of the STEM subjects, plus English, in society in Great Britain today.
  • To evaluate the emphasis and the importance placed on these subjects by education institutions as opposed to non-STEM or English subjects.
  • To critically assess the current reporting systems of the educational system within the United Kingdom.

What’s the assignment?

Task 1 – 3,000 word case study on a school/LEA of your choice centred on the STEM/English subjects, the importance of them within that establishment and their performance nationally.

To see the module description, please click here.

Year 3

Module title: Education Studies 3 (Assessment Methods/Visible Learning). (Level 6, 15 credits)

What’s it about?

The module covers the theories and principles of assessment, requiring you to design and demonstrate assessment methods. You will obtain an in depth understanding of the purpose and types of assessment that are available for use with the benefits and pitfalls of all in relation to a typical teaching and learning context. You will also obtain knowledge of the concept of assessment for learning and assessment of learning, all embedded with minimum core skills and how best to provide feedback.

What do I learn?

To critically evaluate the need for a safe and inclusive learning environment in relation to assessment. To critically review theories, principles and applications of formal and informal assessment. To critically evaluate the importance of delivering and receiving feedback.

What’s the assignment?

Task 1 – A 15-minute presentation on types of assessment methods and feedback available. Task 2 – Sample portfolio of marked work showing examples of feedback and a critique as to their effectiveness. (1,500 words.)

To see the module description, please click here.

Module title: Employment Studies (Assessment Methods/Visible Learning). (Level 6, 15 credits)

What’s it about?

During this module, you will conduct research into your intended areas of employment. You will also obtain work experience within this environment and conduct a skills audit to identify areas of concern and weaknesses which would prevent you from progressing into your chosen areas within the educational sector. You will investigate elements of Human Resources legislation, policies and procedures resulting in a better, all round interview performance.

What do I learn?

  • To critically evaluate an educational based job description including hard and soft skills, pay and benefits, desirable and essential criteria.
  • To conduct and critically assess a personal skills audit on a specific job description.
  • To design, critically appraise and commence a personal action plan for improvement.

What’s the assignment?

3,000 word critical review of a job description, placement, and personal skills audit

To see the module description, please click here.

Module title: Final Major Project – Research in Education (Level 6, 30 credits)

What’s it about?

This module builds on all of the previous research modules, allowing you to study a piece of research in great depth having developed it over the previous two years, or to embark on a fresh area of study. It develops knowledge and understanding regarding an academically rigorous research process, primarily concerned with action research. Areas to consider are how to formulate effective inquiry problems and devise research questions, how to identify the significance of asking the right questions, how to assess the significance of how questions are theorised, and to understand how research is related to policy and practice within an identified area of pedagogical praxis

What do I learn?

  • To critically analyse and compare the purpose and the key features of action research processes as distinct from other approaches to research.
  • To identify and justify a planning proposal for research of your own choice of an area of practice for action research with related ethical considerations.
  • To critically evaluate a range of methods for gathering primary and secondary data related to the area of choice.
  • To create a comprehensive research project reflecting subject specific content, key issues, and locally and internationally contemporary concerns.

What’s the assignment?

7-8,000 word research project (not including methodology/literature review chapters from previous module)

To see the module description, please click here.

Module Title: Government Influences in Education – Level 6. 15 Credits.

What’s it about?                      

This module will allow you to investigate government policies in relation to the United Kingdom Educational Sector. It will focus on a range of political parties and governmental departments to allow a broader understanding of the issues and influences on Education. You will also consider some key recent changes to the educational sector and the impact of them. This module will build on the knowledge learnt in Education Provision and allow you to examine, in depth, the educational themes within the manifestos of the main, current political parties within Great Britain to allow you to have a greater knowledge of the effects of politics on the educational sector.

What do I learn?                      

You will learn to critically evaluate the potential impact of a change of government on the education sector, and to critically assess the changes in the education sector over the last ten years. You will also learn to critically assess the current range of educational establishments (both delivery and managerial) that exist in the United Kingdom.

What’s the assignment?

You will write a 3,000 word education manifesto for a political party of your choice.

To see the module description, please click here.

Module title: Reflective Practice (Assessment Methods/Visible Learning). (Level 6, 15 credits)

What’s it about

This module will help you to understand the purpose and the importance of reflective practice. You will discover theories and models associated with reflective practice and how to apply them to all areas of your work including children, families, colleagues, and other professionals. By engaging with reflection you will be able to continuously improve your own skills and practice by learning from others and keeping up to date with new information.

What do I learn?

  • To critically examine the purpose of reflective practice in relation to working in an educational context.
  • To critically analyse a range of approaches to reflective practice.
  • To critically evaluate your own reflective practice and create a SMART action plan to improve your skills.
  • To critically analyse the link between refection and learning in the educational

What’s the assignment?

Submission of a reflective diary and self-evaluation equivalent to 3,000 words.

To see the module description, please click here.

Module Title: Research Methodology in Education (Level 6. 15 Credits)

What’s it about?                      

This module will deepen your knowledge of research by investigating a wider range of research approaches and methods to pedagogical research. A number of different areas related to research methodology and the approaches to presenting data will be discussed. You will be able to progress in more depth on your research conducted in years 1 and 2 or start a new research project evidencing different methodology and data presentation techniques.

What do I learn?                      

You will learn how to evaluate the applicability of different research methods with particular focus on action research, and critically analyse the characteristics of different methodological approaches and methods of research. You also will learn how to critically appraise available literature in order to justify a research question, and justify the selection

What’s the assignment?

Task 1 – A 1,500 word research methodology chapter (for your final major project)

Task 2 – A 1,500 word literature review chapter (for your major project)

To see the module description, please click here.

Module Title: The role of an educator in society. (Level 6. 15 Credits)

What’s it about?                      

The role of an educator in modern society has become a multifaceted one. Developing an understanding of wider professional practice is essential for anyone involved in this profession. Consequently, this module considers the broader political and social economic contexts, including relationships and responsibilities as well as the complexities of the role in the community and governmental pressures. You will be encouraged to reflect on prior learning as you develop your own educational philosophy.

What do I learn?                      

You will learn to critically examine the impact and effect of the educator in modern society, and critically analyse the external pressures on an educational establishment. You will also learn to critically reflect on your own educational philosophy and current expectations and standards for a role in a particular educational sector.

What’s the assignment?

You will submit a critical review of a role in a particular educational sector – 3,000 words

To see the module description, please click here.


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All Fees and prices shown on the website are for courses starting in the 2018-19 or 2019-20 academic year and are correct at the time of entering/printing information, however these may be subject to change. The College cannot accept legal or financial liability as a result of any such changes.

The course information describes programmes offered by University Centre Colchester at Colchester Institute. The College takes all reasonable steps to provide courses as described, but cannot guarantee provision. The information is for guidance and does not form any part of a contract.

The College reserves the right to update and amend information as and when necessary. University Centre Colchester at Colchester Institute will do its best to provide the courses shown, but may have to modify or withdraw a course depending on customer demand and other factors.