EDUCATION STUDIES NETWORK - mmu.ac.uk · Education Studies provides students with an opportunity to study educational issues through an interdisciplinary framework. It develops students

FACULTY OF EDUCATION

EDUCATION STUDIES NETWORK

Programme Specification

This document provides a concise summary of the main features of the course(s) & associated award(s) offered through this Programme Specification, and includes the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities provided. More detailed information on the learning outcomes, curriculum content, teaching/learning, assessment methods for each unit and on the Programme’s relationship to QAA Subject Benchmark Statements may be found in the dedicated student handbook for the Programme. The accuracy of the information in this document is reviewed periodically by the University and may be subject to verification by the Quality Assurance Agency for Higher Education

Document Date: September 2016

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_________________________________________________________________________________________________________________________________ CASQE Page 1 of 59 Education Studies Network Programme Specification

Versioning of Programme Specification This programme specification is valid for the period of approval confirmed at the time of the approval/last review event and relates to provision approved at that point. Programme specifications are updated on an annual basis to include modifications approved through the University’s quality assurance processes. This version provides a description of the programme as approved for the academic session indicated in section 3 of the following table.

1 Date of initial Approval or last review: 17 January 2012

2 Effective date of Approved/Reviewed Programme Specification: 01 September 2012 – 31 August 2018

3 This Version effective from: 01 September 2016

4 Version number: 2012 Version 5

Students who commenced their study on awards within this programme specification prior to September 2012 should refer to the previous version of the programme specification published on the CASQE website.

Modifications to Programme Specification

Modifications to the programme specification since approval/ last review, and the cohort of students affected by the change, are listed in Section H (Log of Modifications) at the back of the document.

Cross Referencing of Programme Specifications

The following elements of provision included in this document is/ are also included in the following programme specifications

Award Programme Specification

Amendments made to provision listed in this table, must also be reflected in the relevant programme specifications listed above

http://www.mmu.ac.uk/academic/casqe/specs/index.php

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CENTRE FOR ACADEMIC STANDARDS & QUALITY ENHANCEMENT

Programme Specification

The information in this document is organised into the following sections: Section A – Administrative and Regulatory Information Section B – Outcomes Section C – Structure Section D – Teaching, Learning and Assessment Section E – Programme Management Section F – Mapping Section G – Points of Reference Section H – Log of Modifications

SECTION A – ADMINISTRATIVE AND REGULATORY INFORMATION

1 Overarching Programme Specification Title

Education Studies Network

2 Brief Summary

Education Studies provides students with an opportunity to study educational issues through an interdisciplinary framework. It develops students as independent and reflective learners and enables them to engage with areas of the subject that they find intellectually interesting or inspiring. Dependent on a student’s interests and aspirations, a student can take courses in Education Studies as part of the University’s Foundation Year, as a Single Honours Degree or as a Combined Honours in combination with another subject. There are also a number of specialist routeways at undergraduate level for students who wish to specialise in Education and Early Childhood Studies and Inclusive Education and Disability Studies. At Masters level there is an MA Education Studies.

3 Awarding institution

Manchester Metropolitan University

4 Home Faculty

Education

5 Home Department/ School/ Institute

Department of Childhood, Youth and Education Studies

6 UCAS/GTTR code(s) MMU Manchester : X302 X300 XQ3H, XG31 MMU Cheshire : X324 X320

7 Framework for HE Qualifications position of final award(s) Framework for HE Qualifications

Certificate (Level 4) Intermediate (Level 5) Honours (Level 6) Masters (Level 7)

8 Alignment with University Curriculum Framework Curriculum Frameworks

Undergraduate Postgraduate

9 Engagement with the University-wide provision (eg Uniwide Language, EdLab)

Uniwide is available for students following the BA (Hons) Education Studies and the BA (Hons) Inclusive Education and Disability Studies. However:

http://www.qaa.ac.uk/publications/information-and-guidance#page-1

http://www.mmu.ac.uk/academic/casqe/regulations/curriculum-frameworks.php

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Uniwide is not available to Foundation Year students

Uniwide is not available to BA (Hons) Education and Early Childhood Studies. Access to the Uniwide Language programme is not available for students at MMU Cheshire because Uniwide languages are currently not available at that Campus

Uniwide is not available to Combined Honours students.

Uniwide is not available for Postgraduate programmes

10 Compliance with University Assessment Regulations

University Assessment Regulations

Undergraduate Taught Postgraduate

11 Approved Variations/Exemptions from University Assessment Regulations University Assessment Regulations

None (previously approved exemption to permit 30 credit units at Level 7 is no longer needed)

12

Relationship with Faculty Foundation Year

Successful completion of the Faculty Foundation Year entitles student to enter level 4 of: BA (Hons) Education Studies

BA (Hons) Education & Early Childhood Studies

BA (Hons) Inclusive Education and Disability Studies

Awards

13 Final award title(s)

BA (Hons) Education Studies

BA (Hons) Education & Early Childhood Studies

BA (Hons) Inclusive Education and Disability Studies

MA Education Studies

14 Combined Honours Combined Honours on the Manchester campus The University has a defined list of approved combinations available to students through the Combined Honours scheme. Each approved combination is assigned to a programme specification and to a Department that is responsible for all programme management arrangements for students enrolled on that combination. Section 14a(iii) indicates all combinations available for subjects within this programme specification and also identifies those combinations which for which this programme specification is specifically responsible. Combined Honours on the Cheshire campus

http://www.mmu.ac.uk/academic/casqe/regulations/assessment.php


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Combined Honours at MMU Cheshire is administered through a separate Faculty Combined Honours programme specification. Subject combinations which are available to students are listed within that document.

14a (i)Combined Honours Awards available eg:

BSc/BA (Hons) AB

BSc/BA (Hons) AB and XY

BSc/BA (Hons) AB with XY (ii) Single Honours Awards available

through Combined Honours (ie Named Awards)

(iii) Approved Subject Combinations

administered by this Programme Specification

(ie “home” combinations)

(i)Combined Honours Awards available:

BA (Hons) Education Studies with XY

BA (Hons) Education Studies and XY

BA (Hons) XY with Education Studies

(ii) Single Honours Awards available through Combined Honours:

BA (Hons) Education Studies

(iii) Approved Subject Combinations administered by this Programme Specification

English and Mathematics

14b Approved Subject Combination administered by other Programme Specifications

Approved Combination Home Programme Specification & Home Dept

Psychology Sociology TESOL

Psychology : Department of Psychology Sociology : Department of Sociology TESOL : Department of LIC

15 Interim exit awards and Subject title(s)

Manchester Based Courses Cert HE Education Studies Cert HE Inclusive Education and Disability Studies Cert HE Education Studies and Mathematics Cert HE Education Studies and English Cert HE Psychology and Education Studies Cert HE Sociology and Education Studies Cert HE TESOL and Education Studies Dip HE Education Studies Dip HE Inclusive Education and Disability Studies Dip HE Education Studies and Mathematics Dip HE Education Studies and English Dip HE Psychology and Education Studies Dip HE Sociology and Education Studies Dip HE TESOL and Education Studies Postgraduate Certificate in Education Studies Postgraduate Diploma in Education Studies Crewe Based Courses Cert HE Education & Early Childhood Studies Dip HE Education & Early Childhood Studies Cert HE Education Studies and XY Dip HE Education Studies and XY (Subjects Alphabetically)

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NB: No exit award is available at the end of the Foundation Year

Arrangements with Partners

16 Approved Collaborative partner(s)

Partner Name Type of Collaborative Partnership

NA NA

17 Articulation and Progression Arrangements with Partners

Partner Name Details of Arrangements

NA NA

Professional, Statutory and Regulatory Bodies

18 PSRB(s) associated with final award of any route within the programme specification

None

19 Date, outcome & period of approval of last PSRB approval/accreditation

NA

Approval Status

20 Date and period of approval of most recent MMU review/ approval

(i) Latest review/approval Education Studies Network: 17th January 2012 Foundation Year: 2nd May 2012

(ii) Length & Dates of Period of approval given in (i) above:

Years: 6 From: 01 September 2012 To: 31 August 2019

(iii) Major Modifications to Programme Specification since last review/approval Changes to University-wide Foundation Year and Combined Honours Programme: 2nd May 2012 Addition of BA (Hons) Arts and Humanities Education: 22nd January 2013

21 Next Scheduled Review Date:

Education Studies Network 2017/18 Foundation Year & Combined Honours Curriculum specifically attached to this programme specification will be reviewed at the same time.

22 Programme Specification effective date:

September 2015

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SECTION B - OUTCOMES

23 MMU Graduate Outcomes

On successful completion of their course of study MMU graduates will be able to: GO1. apply skills of critical analysis to real world situations within a defined range of

contexts; GO2. demonstrate a high degree of professionalism characterised by initiative, creativity,

motivation and self-management; GO3. express ideas effectively and communicate information appropriately and accurately

using a range of media including ICT; GO4. develop working relationships using teamwork and leadership skills, recognising and

respecting different perspectives; GO5. manage their professional development reflecting on progress and taking appropriate

action; GO6. find, evaluate, synthesise and use information from a variety of sources; GO7. articulate an awareness of the social and community contexts within their disciplinary

field.

Foundation Year Outcomes It is recognised that the University’s General Educational Outcomes will be met in full on completion of the total student experience over the period of study towards a degree. On successful completion of the University Foundation Year a student will be able to:

FY1. Demonstrate knowledge in the subject matter of their units appropriate to Level 3 and apply what has been learned;

FY2. Engage in discussion on topics/issues related to contemporary debate in the subject matter of their units;

FY3. Demonstrate safe and effective use of specific media/equipment/material where appropriate;

FY4. Extract, summarise and synthesise relevant information; FY5. Produce a coherent and structured piece of written work; FY6. Demonstrate a readiness for lifelong learning and personal development; FY7. Participate effectively in group working and team activities; FY8. Demonstrate communication and presentation skills by clear and effective use of

speech, writing and other appropriate methods; FY9. Demonstrate a basic level of critical thought; FY10. Apply a range of study skills methods to enhance their academic development; FY11. Demonstrate numeracy skills in both everyday situations and in their specific subject

areas where appropriate; FY12. Demonstrate basic IT skills relating to word processing, spread sheets, simple

databases and the Internet; FY13. Demonstrate an awareness of the programme of study in a wider context.

24 Programme Rationale

MMU has engaged in initial and inservice teacher-training for many years and the development of degree programmes in Education Studies was a natural progression. In an age of uncertainty, formulating an area of subject knowledge is difficult and the world of educational theory is particularly diverse. Our Education Studies courses, therefore, have taken a particular form which

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has rejected professional practice as a main focus and have elected to focus on areas concerned wider educational theory. All routeways also have a strong focus on issues of social justice and inclusion in education. Both factors make our programmes distinctive. In addition, more recently validated routeways enable students to focus on specialist areas - early childhood studies and inclusive education and disability studies . The programmes also provide the foundations for future study, employment in a range of careers that require graduate status and can also facilitate entry to, or advancement on to a variety of professional pathways including training as a teacher, early years professional or social worker. In particular, a degree in Education Studies can lead to career opportunities in educational administration or management, educational research, educational publishing, training, caring organisations, charities, learning support organisations, as a route to application for PGCE (Primary) or combined with a National Curriculum subject a PGCE Secondary.

25 QAA Benchmark Statement(s)

Education Studies

26 Programme Specific Outcomes

Final Award Learning Outcomes On successful completion of BA (Honours) Education Studies students will be able to:

PLO1. Identify the underlying values and principles relevant to the study of education and will have developed personal stance which draws upon that knowledge and understanding

PLO2. Discuss the complexity of the learning process and identify a range of factors both social, environmental and psychological that can influence the learning process

PLO3. Describe the societal and organisational structures and purposes of the educational systems, and the possible implications for learners and the learning process

PLO4. Identify ethical and moral issues with respect to educational practice PLO5. Discuss the political, economic and social importance of education both nationally

and internationally PLO6. Evaluate the role of education in the promotion of social justice, diversity, individual

identity and cultural capital PLO7. Demonstrate an understanding of the principles of primary education PLO8. Analyse educational concepts, theories, issues and practices in a systematic way PLO9. Identify and reflect on potential connections and discontinuities between each of

the aspects of subject knowledge and their application in educational policies and contexts

PLO10. Research educational issues, processing and synthesising empirical and theoretical data, to create new syntheses in order to present and justify a chosen position having drawn on relevant theoretical perspectives

PLO11. Reflect on their own learning, practice and value systems PLO12. Work with others, to collaborate and plan as part of a team, to carry out roles

allocated by the team, take the lead where appropriate, and to fulfil agreed responsibilities

PLO13. Improve their own learning and performance, articulate their own approaches to learning and organise an effective work pattern including working to deadlines

PLO14. Demonstrate the skills appropriate for more advanced study and research in education

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PLO15. Demonstrate the skills appropriate to a career in education, related disciplines and elsewhere

On successful completion of the BA (Honours) Education and Early Childhood Studies, students will be able to:

PLO1. Identify the underlying values and principles relevant to the study of education, child development and learning and will have developed personal stance which draws upon that knowledge and understanding



PLO4. Identify ethical and moral issues with respect to educational practice PLO5. Analyse educational concepts, theories, issues and practices in a systematic way PLO6. Identify and reflect on potential connections and discontinuities between each of



PLO8. Identify and assess the importance of the historical, political and socioeconomic influences in children's lives

PLO9. Demonstrate a critical awareness of how participation and citizenship may give voice to children


allocated by the team, take the lead where appropriate, and fulfil agreed responsibilities




On successful completion of the BA (Honours) Inclusive Education and Disability Studies, students will be able to:

PLO1. Identify the underlying values and principles relevant to the study of inclusive education & disability studies and develop a personal stance which draws upon that knowledge and understanding

PLO2. Discuss the complexity of learning processes and identify a range of factors both social, environmental and psychological that can influence these process

PLO3. Describe the societal and organisational structures and purposes of educational systems, and the possible implications for learners and the learning process

PLO4. Identify ethical and moral issues with respect to educational practice PLO5. Analyse educational concepts, theories, issues and practices in a systematic way

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PLO6. Identify and reflect on potential connections and discontinuities between each of the aspects of subject knowledge and their application in educational policies and contexts


PLO8. Understand major theories and principles of inclusive education in relation to issues of social justice for diverse learners

PLO9. Demonstrate knowledge of broad areas of special educational need. PLO10. Critically analyse educational policies, practices and provision for learners identified

with special educational needs and/or disabilities. PLO11. Demonstrate an understanding of key perspectives in critical disability studies. PLO12. Reflect on how they can integrate their knowledge of inclusive education &

disability studies to influence their professional development PLO13. Demonstrate a capacity to pursue further training/study and research in inclusive

education or disability studies On successful completion of the MA Education Studies, students will be able to:

PLO1. Demonstrate an ability, in the main independently, to plan, carry out and disseminate the findings of academic work

PLO2. Plan and complete a piece of research that makes an original contribution to the body of academic knowledge in the area of the research

PLO3. Engage critically with their own theories PLO4. Reflect on their own practice as scholars and researchers PLO5. Develop their academic knowledge and understanding in the specialist areas of their

choosing PLO6. Understand and deal appropriately and effectively with ethical issues in research. PLO7. Communicate the outcomes of their research, both orally and in writing, in ways

that are critically engaged and academically appropriate. PLO8. Identify and critically appraise the main theories, issues and global trends in

educational practice PLO9. Identify and evaluate the importance of both the social, cultural, and political

dimensions of educational practice

(b) Combined Honours Learning Outcomes

On successful completion of Level 6 Education Studies studied as a major Combined Honours subject, students will be able to:





and internationally PLO6. Evaluate the role of education in the promotion of social justice, diversity, individual

identity and cultural capital

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PLO7. Analyse educational concepts, theories, issues and practices in a systematic way PLO8. Identify and reflect on potential connections and discontinuities between each of








On successful completion of Level 6 Education Studies studied as an equal Combined Honours subject, students will be able to:





and internationally PLO6. Describe the role of education in the promotion of social justice, diversity, individual

identity and cultural capital PLO7. Analyse educational concepts, theories, issues and practices in a systematic way PLO8. Identify and reflect on potential connections and discontinuities between each of



PLO10. Work with others, to collaborate and plan as part of a team, to carry out roles allocated by the team, take the lead where appropriate, and to fulfil agreed responsibilities




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On successful completion of Level 6 Education Studies studied as a minor Combined Honours subject, students will be able to:





and internationally PLO6. Analyse educational concepts, theories, issues and practices in a systematic way PLO7. Identify and reflect on potential connections and discontinuities between each of






PLO12. Demonstrate some of the skills appropriate for more advanced study and research in education

PLO13. Demonstrate some of the skills appropriate to a career in education, related disciplines and elsewhere

NB: For the Final Learning Outcomes of the approved “other” subject – see the relevant subject Programme Specifications – English, Mathematics, Psychology, Sociology, TESOL and MMU Cheshire Combined Honours Programme

(c) Pass Degree Learning Outcomes Students who do not qualify for the award of a Bachelor’s degree with honours may be eligible for the award of a Pass degree. Criteria for the award of a Pass degree are detailed within the University’s Assessment Regulations for Undergraduate Programmes of Study

27 Interim Award Learning Outcomes

On successful completion of a Certificate of Higher Education in Education Studies, Certificate of Higher Education in Education and Early Childhood Studies and a Certificate of Education in Inclusive Education and Disability Studies, students will be able to:

PLO1. demonstrate a knowledge and understanding of a range of key issues and theoretical perspectives relevant to the subject areas studied

PLO2. appropriately apply perspectives, skills and knowledge gained through tasks and assignments

http://www.mmu.ac.uk/academic/casqe/regulations/assessment-regulations.php

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PLO3. identify areas of personal interests and motivation PLO4. reflect on their own values and learning PLO5. present, evaluate and interpret different forms of information, evidence and data PLO6. communicate effectively using a range of basic skills appropriate for the audience and

purpose PLO7. demonstrate a range of basic key transferable skills (including those for lifelong

learning) appropriate for further study and future employment On successful completion of a Diploma of Higher Education in Education Studies, Diploma of Higher Education in Education and Early Childhood Studies and a Diploma of Education in Inclusive Education and Disability Studies, students will be able to:

PLO1. apply theoretical perspectives and concepts to a range of situations and issues relevant to the subject areas studied, including those associated with work-based settings

PLO2. demonstrate critical awareness of research strategies and be able to plan appropriate modes of inquiry

PLO3. critically analyse data and information relevant to study in the subject areas PLO4. communicate relevant information, ideas and arguments effectively to specialist

and non-specialist audiences PLO5. demonstrate an ability to apply knowledge and skills effectively in decision-making

in the context of growing maturity as an independent learner PLO6. reflect on their own learning and the actions of others

Combined Honours On successful completion of a Certificate of Higher Education with Education Studies as part of a Combined Honours award, students will be able to:

PLO1. demonstrate a knowledge and understanding of a range of key issues and theoretical perspectives

PLO2. appropriately apply perspectives, skills and knowledge gained through tasks and assignments

PLO3. identify areas of personal interests and motivation PLO4. reflect on their own values and learning PLO5. present, evaluate and interpret different forms of information, evidence and data PLO6. communicate effectively using a range of basic skills appropriate for the audience

and purpose PLO7. demonstrate a range of basic key transferable skills (including those for lifelong

learning) appropriate for further study and future employment

On successful completion of a Diploma of Higher Education with Education Studies as part of a Combined Honours award, students will be able to:

PLO1. apply theoretical perspectives and concepts to a range of situations and issues relevant to the subject areas studied, including those associated with work-based settings

PLO2. demonstrate critical awareness of research strategies and be able to plan appropriate modes of inquiry

PLO3. critically analyse data and information relevant to study in the subject areas PLO4. communicate relevant information, ideas and arguments effectively to specialist

and non-specialist audiences

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PLO5. demonstrate an ability to apply knowledge and skills effectively in decision-making in the context of growing maturity as an independent learner

PLO6. reflect on their own learning and the actions of others For the Interim Learning Outcomes of the approved “other” subject – see the relevant subject Programme Specification English, Mathematics, Psychology, TESOL and MMU Cheshire Combined Honours Programme

On successful completion of a Postgraduate Certificate in Education Studies students will be able to:

PLO1. have some ability to engage critically with their own theories PLO2. have some ability to reflect on their own practice as scholars and researchers PLO3. have the ability to identify the kinds of ethical issues that occur in research PLO4. have developed their academic knowledge and understanding in one specialist area

of their choosing On successful completion of a Postgraduate Diploma in Education Studies in Education Studies students will be able to:

PLO1. be able to engage critically with their own theories PLO2. be able to reflect on their own practice as scholars and researchers PLO3. have the ability to identify kinds of ethical issues that occur in research PLO4. have developed their academic knowledge and understanding in the specialist areas

of their choosing

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SECTION C – STRUCTURE

28 Structures, modes of delivery (eg FT/PT/DL etc), levels, credits, awards, curriculum map of all units (identifying core/option status, credits, pre or co-requisites) potential entry/exit points and progression/award requirements

OPTION UNITS Option units listed in the following curriculum structures are all approved for delivery but may not all run in any one academic session.

FACULTY FOUNDATION YEAR: BA (Hons) EDUCATION STUDIES BA (Hons) EDUCATION AND EARLY CHILDHOOD STUDIES BA (Hons) INCLUSIVE EDUCATION AND DISABILITY STUDIES MA EDUCATION STUDIES

Level 3 – Faculty Foundation Year

Core Units

Code Status

Unit Title No of credits

223Z9001 Core Learning Through the Life Course** 30

223Z9002 Core Working in a Learning Context** 30

223Z9003 Core Education, Community and Diversity** 30

223Z9004 Core Academic Skills for Students in the Education Sector**

30

** denotes units for which this programme specification is responsible for review and modification purposes European Union and International Students European and international students will replace Working in a Learning Context with:

Code Status


443Z0005 English for Academic Study 30

Successful completion of the Faculty Foundation Year entitles access to: BA (Hons) Education Studies BA (Hons) Education and Early Childhood Studies BA (Hons) Inclusive Education and Disability Studies

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BA (HONS) EDUCATION STUDIES Level 4

Core Units

Code Status


224Z2401 Understanding Education 30

224Z2101 Principles of Primary Education 30

224Z2102 Learning and Teaching 30

224Z2404 Children Schools and Families* 30

224Z2405 Co – requisite Uniwide Language Unit

Children Schools and Families 15

Various Uniwide Language Unit 15

*30 credit core unit Children Schools and Families may be replaced with Children Schools and Families 15 credits and Uniwide Language Unit 15 credits On successful completion of Level 4 – interim exit award: CertHE Education Studies Level 5

Core Units

Code Status


225Z2101 Policy Practice and the Professional 30

225Z2102 Pre-requisite for 226Z2100

Researching Educational Issues 30

Option Units Choose 2 from options listed

225Z2103 Curriculum Studies I 30

225Z2104 Inclusion, Diversity & Special Education Needs 30

225Z2105 Working with Children & Young People* 30

225Z2106 Co- requisite Uniwide Language Unit

Working with Children & Young People 15

Various Uniwide Language 15

*30 credit core unit Working with Children & Young People may be replaced with Working with Children & Young People 15 credits and Uniwide Language Unit 15 credits On successful completion of Levels 4 & 5 – interim exit award: DipHE Education Studies.

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Level 6

Core Units

Code Status


226Z2100 Pre – requisite 225Z2102

Education Studies Dissertation 30


226Z2101 Global Issues in Education 30

226Z2102 Leadership and Management in Education 30

226Z2103 Curriculum Studies II 30

226Z2104 Identity, Inclusion and Social Justice 30

226Z2105 Curriculum Project* 30

226Z2106 Co-requisite Uniwide Language Unit

Curriculum Project 15


*30 credit core unit Curriculum Project may be replaced with Curriculum Project 15 credits and Uniwide Language Unit 15 credits On successful completion of Level 6 – Final exit award: BA (Hons) Education Studies.

BA (HONS) EDUCATION and EARLY CHILDHOOD STUDIES Level 4

Core Units

Code Status




834Z0013 Children’s Learning & Development 30

834Z0014 Children Families and Diversity 30

Please note: the units Children’s Learning and Development and Children, Families and Diversity belong to the Early Years Programme.

On successful completion of Level 4 – interim exit award: CertHE Education and Early Childhood Studies

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Level 5

Core Units

Code Status





835Z0013 Children’s Learning & Development 30


835Z0001 Citizenship and Participation 30

835Z0004 Creative Childhoods 30

Please note: the units Children’s Learning and Development, Citizenship and Participation and Business and Enterprise belong to the Early Years Programme. On successful completion of Levels 4 & 5 – interim exit award: DipHE Education and Early Childhood Studies. Level 6

Core Units

Code Status





836Z0013 Children’s Learning and Development 30


836Z0001 Early Years and Education 30

836Z0006 Creative Leadership 30

Please note: the units Children’s Learning and Development, Early Years and Education and Creative Leadership belong to the Early Years Programme. On successful completion of Level 6 – Final exit award: BA (Hons) Education and Early Childhood Studies.

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BA (HONS) INCLUSIVE EDUCATION AND DISABILITY STUDIES Level 4

Core Units

Code Status


224Z2010 New code from September 2015: 224Z2012

Introduction to Inclusive Education (new title from September 2015)

30

224Z2011 Language, Communication & Behaviour 30

224Z2013 Disability Studies 30

224Z2404 Children Schools and Families* 30

224Z2405 Co – requisite Uniwide Language Unit

Children Schools and Families 15


*30 credit core unit Children Schools and Families may be replaced with Children Schools and Families 15 credits and Uniwide Language Unit 15 credits On successful completion of Level 4 – interim exit award: CertHE Inclusive Education and Disability Studies Level 5

Core Units

Code Status


225Z2011

Developing Inclusive Learning 30

225Z2010 Understanding Autism Spectrum Conditions & Dyslexia

30



Option Units

225Z2105 Working with Children & Young People* 30

225Z2106 Co- requisite Uniwide Language Unit

Working with Children & Young People 15

Various Uniwide Language 15

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*30 credit unit Working with Children & Young People may be replaced with Working with Children & Young People 15 credits and Uniwide Language Unit 15 credits On successful completion of Levels 4 & 5 – interim exit award: DipHE Inclusive Education and Disability Studies. Level 6

Core Units

Code Status



Dissertation: Inclusive Ed, SEN and Disability Studies

30

226Z2010 Critical Perspectives on Disability Studies in Education

30






226Z2106 Co-requisite Uniwide Language Unit

Curriculum Project 15


*30 credit option unit Curriculum Project may be replaced with Curriculum Project 15 credits and Uniwide Language Unit 15 credits On successful completion of Level 6 – Final exit award: BA (Hons) Inclusive Education and Disability Studies.

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COMBINED HONOURS Education Studies The following provides the structure for the Education Studies curriculum associated with approved combinations in Manchester. For curriculum details of the “other” approved subject, refer to the relevant subject Programme Specification (see Section 3b for details) Options – the following structures provide a list of all option units approved for delivery as part of this Combined Honours subject. Whilst approved, these are not all necessarily available to students in a given year. Level 4

Core Units

Code Status Unit Title No of credits



Level 5 Major

Core Units







225Z2105 Working with Children & Young People 30

Level 5 EQUAL

Core Units







225Z2105 Working with Children & Young People 30

Level 5 Minor

Core Units



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Level 6 Major

Core Units




Option Units Choose up to 2 from options listed





Level 6 Equal








Level 6 Minor








COMBINED HONOURS (MMU CHESHIRE) Education Studies The following provides the structure for the Education Studies curriculum associated with approved combinations at MMU Cheshire. For curriculum details of the “other” approved subject, refer to the relevant Programme Specification (see Section 3b for details) Options – the following structures provide a list of all option units approved for delivery as part of this Combined Honours subject. Whilst approved, these are not all necessarily available to students in a given year.

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Level 4

Core Units




Level 5 EQUAL

Core Units






Level 5 Minor

Core Units



Level 6 Equal





836Z2105 Curriculum Project 30

Level 6 Minor





836Z2105 Curriculum Project 30

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POSTGRADUATE Level 7

MA Education Studies The MA Education Studies (Full Time) is designed to be completed in 1 year (12 months - 48 weeks) and consists of: Taught modules Terms 1 and 2 (120 Credits)

Students take four 30 credit taught units in Terms 1 and 2 (normally January – April (Term 1) and August – December (Term 2). Normally students will take:

Term 1 - 2 x 30 credit Core Unit

Term 2 - 2 x 30 credit Option Units Students must also gain a pass in Research Methods in Education before taking the Masters Level Dissertation. The Masters Level Dissertation (60 Credits).

The Masters Level Dissertation (60 Credit Mandatory Core Unit) is undertaken after the successful completion of Research Methods in Education, which includes the completion of the Dissertation Proposal and an ethical checklist. Students will be provided with the opportunity to carry out an in-depth inquiry in a specialist area of their own choosing. Each student is allocated a Dissertation Supervisor dependent upon their chosen area of study. International Students

All the Masters Level programmes are available for International Students and can be studied either full time and/or Intensive taught blocks plus distance learning support over 2-3 years Intensive Taught Course for Home and International Students (Summer School)

To facilitate the uptake by both Home and International students the courses will also be offered as an intensive taught Summer School supported by online distance learning thus: Stage 1 in UK (or delivery in home country for International Students dependent on cohort size): Intensive taught Summer School – Students take up to 4 x 30 credits units (as per the full time route) delivered in 4 week blocks, generally in July/August of each year over a period of up to 2 years dependent on the stage of exit. Stage 2 in UK or Home Country plus online support: The Assessment of up to 4 x 30 credit taught units will take place in the home country and all assessments be submitted in the Spring of the year following the taught Summer School. Students taking the PG Certificate will submit 60 credits of units for assessment after 1 year of study, for the PG Diploma -120 credits of units for assessment after 2 years of study. Students, with the support of a supervisor will complete a 60 credit Dissertation for the award of Masters (180 credits) in year 3.

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Core Units All Routeways


22MV0001 Research Methods in Education 30

22MV0002 Global Perspectives in Education 30

22MV0011 Masters Level Dissertation 60


MA EDUCATION STUDIES

22G00001 Understanding Inclusive Education 30

22MV0005 Negotiated Course 30

22MV0009 Principles of Leadership & Management 30

22MV0010 Diversity & Social Justice 30

On successful completion of the following Level 7 credits: 60 credits: interim/final exit award - PGCertificate Education Studies 120 credits: interim/final exit awards - PGDiploma Education Studies 180 credits: Final exit awards - MA Education Studies STUDENT MOBILITY STUDENTS The following 15 credit units are available across the Programme Specification for Student Mobility students attending MMU for less than a full academic year:

Level 5 Student Mobility Units

Code Status (if applicable) - Pre/Co-requisites - Excluded units


225Z2107 Student Mobility Policy, Practice and the Professional (Student Mobility students only)

15

225Z2108 Student Mobility Inclusion, Diversity and Special Educational Needs

15

Level 6 Student Mobility units

226Z2107 Student Mobility Global Issues in Education (Student Mobility students only)

15

226Z2108 Student Mobility Identity, Inclusion and Social Justice (Student Mobility students only)

15

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SECTION D - TEACHING, LEARNING AND ASSESSMENT

29 Articulation of Graduate Prospects

The programme team uses information gained from alumni, graduate destinations and also from the British Education Studies network re graduate prospects for Education Studies students. This information is used to inform curriculum design eg in the development of new routeways and in the development of a curriculum for employability. The latter in terms of embedding the development of specific employability skills within units e.g the curriculum project, providing opportunities for volunteering and using current employment within the programme eg through Working with Children and Young People and in other programme related activities such as guest lectures by alumni and specialist workshops during an Activity week held in the summer term. The programmes provide the foundations for future study, employment in a range of careers that require graduate status and can also facilitate entry to, or advancement on to a variety of professional pathways including training as a teacher, early years professional or social worker. In particular, a degree in Education Studies can lead to career opportunities in educational administration or management, educational research, educational publishing, training, caring organisations, charities, learning support organisations, as a route to application for PGCE (Primary) or combined with a National Curriculum subject a PGCE Secondary. 30 Curriculum Design

Option Units Option units listed in the curriculum structures (section C28 above) are all approved for delivery, but may not all run in any one academic session. The undergraduate curriculum is designed to provide students with an holistic experience in which knowledge and skills are developed and opportunities are provided for students to explore areas of specialist interest. A key theme running through the programmes is that of social justice and inclusion which draws upon specialist research within the team. At Undergraduate level Core units introduce students to key principles and practices in Education relevant to the programme of study. At Level 4 the focus is on the student’s individual experience of education, at Level 5 the focus shifts to consider the National context and the relationships between policy, practice, research and professionalism in education. At Level 6 more global perspectives are explored and students are able to engage in individual research. The different programme routeways – Education Studies, Education and Early Childhood Studies and Inclusive Education and Disability Studies share units but route specific units enable students to pursue study in specialist fields in education to further their career ambitions. The development of key skills is embedded within all units. In all routeways, employability is embedded within units and students can elect to take units eg Working with Children and Young People (Level 5) and Curriculum Project (Level 6) in which students can gain credit for volunteering or voluntary work experience within a setting of their own choosing. Students are also able to combine the study of education with that of another subject in order to enhance their prospects of becoming a teacher in that area. Again the Combined Honours programme is built upon the same units as the other routeways. Both students and, where possible, employers are involved in the design and review of the curriculum. There is some variation in the delivery of the curriculum with some units being delivered in a short fat model whilst the majority are long thin.

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The Foundation Year curriculum is designed as a shared pathway onto a number of Education related degrees. The Academic Skills for HE unit helps to acclimatise students to HE Study. The Masters Level programmes build on study at Level 6 and themes that were explored at that Level are considered in more depth in the core and option units of the MA Education Studies degree. Student Mobility students Students on the Student Mobility scheme will study the same curriculum as MMU home students. Where appropriate, 15 credit unit specifications (based on the same curriculum content) have been developed to accommodate students studying at MMU for less than a full academic year).

31 Learning and Teaching

Education Studies provision at all levels complies with all aspects of the MMU Strategy for Learning, Teaching and Assessment. Within that context the teaching and learning methods deployed within the Programme aim:

within the Foundation Year provision to acclimatise students to HE study through the engagement in a unit on Academic Skills for HE

to ensure a high quality of educational experience for all students through the provision of high quality learning opportunities.

to offer a structure that is progressive in terms of increasing academic depth and rigour, enhancing students‘ independent learning and personal research, and widening student choice in what is studied.

to offer students a range of learning experiences: traditional lectures which are supplemented by hand outs and audio-visual aids; a variety of forms of smaller classes that can include group work, student presentations, student-directed discussion, and case studies; individual tutorials and project/dissertation supervision; and the use of external expertise through visiting lecturers and public service experts.

to provide in the later stages of the programme units that draw directly upon staff research expertise.

to capture and disseminate innovatory learning.

to obtain (through student questionnaires) feedback from students on the quality of the teaching offered.

to ensure that graduates of the programme are well prepared for their personal futures and are in a position to add value to the organisations for which they work.

to reflect the learning needs of an increasingly diverse student body. At undergraduate level, students are encouraged to develop skills that will enable them to become autonomous, independent learners by Level 6. Every unit comprises a mix of learning, teaching and assessment methods. The aim is to provide a challenging academic environment in which students have the opportunity to fulfil their academic potential. The learning and teaching strategy, therefore, reflects an increasingly individualised and self-directed approach to learning and achieving the learning outcomes. However, throughout the programme there is also an emphasis on collaborative engagement in the learning process. The teaching and learning experience is focused initially on group activities and individual assignments supported by tutor involvement. Individual or small group tutorial guidance is provided when appropriate to the unit. Tutor, expert professional, researcher or student-led discussion groups, seminars and presentation, experiential teaching/learning, simulation exercises using role-play activities and workshops are used in preference to more formal lectures. Independent study

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using reflection, analysis, enquiry, synthesis and evaluation are also essential elements in the learning process. Further support for the programme is provided through the use of Moodle. As students progress through the programme, there is a shift in emphasis from directed to self-managed study in preparation for life-long learning. Students are also encouraged to work in learning sets and to provide peer support for learning. At Masters Level, a variety of teaching, learning and assessment strategies are adopted that are commensurate with Masters level provision. Teaching strategies include traditional taught sessions/ units, intensive weekend or weekday workshops, intensive summer schools for international students, individual tutorials, group study, online learning and independent study and research.

Student Mobility students Students on the Student Mobility scheme will study the same curriculum as MMU home students. Where appropriate, 15 credit unit specifications have been developed to accommodate students studying at MMU for less than a full academic year. The content of the 15 credit units will be a truncated version of the existing unit.

32 Assessment

The assessment methods are designed to:

meet the aims and objectives of the Programme.

promote students‘ learning.

be capable of being used for diagnostic, formative and summative purposes.

be valid, reliable and fairly administered.

allow students to demonstrate their learning according to explicit and transparent assessment criteria in addition to prescribed threshold standards for each assignment

provide appropriate opportunities for both constructive feedback and feed forward At Undergraduate level, there is variety in the assessment which includes coursework assignments such as essay-writing, policy critiques, literature reviews, annotated bibliography, collaborative research projects, individual projects and research reports, interviews, oral presentations and poster preparation, portfolios and the patchwork text. In all units, students have access to tutorial support for assignment preparation and formative feedback on work in progress. All units follow a specific format with an induction programme, opportunities for formative assessment, sessions dedicated to introducing the individual elements of assessment with explicit attention paid to the attached learning outcomes and their relationship to Level and Graduate learning outcomes, formal class and individual feedback sessions provided two weeks after the submission dates and a feedback/feed forward and evaluation session. In addition, units have no more than two elements of assessment, and the due dates are staggered to provide students with a regular pattern of assessment and feedback across the programme. All students are provided with detailed written instructions relating to each assignment task together with further supporting information via moodle. Support for assignment preparation is also provided by the Student Experience Tutor and the Student Support Tutor. All assignments are submitted electronically and where it is possible the facility within moodle is used to facilitate anonymous marking. When marking assignments - generic, programme specific marking criteria for each level have been developed that are linked to the University Standards Descriptors. In addition, unit specific threshold criteria as detailed in the unit specification are used.

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Students are instructed in assignment workshops about academic integrity and plagiarism. The use of turnitin (where appropriate) is also used to reduce the opportunity for plagiarism to occur. At Masters Level, assessment strategies include extended essays, presentations, research. proposals and research projects. Formative feedback and support is mainly provided through the tutorial system, however there are also opportunities provided for formative feedback from peers. Student Mobility students Students following the 15 credit units must be assessed via types of assessment other than formal written examinations. Where students complete their assessment outside the standard timescale for consideration by Board of Examiners, Chair’s Action will be taken to confirm the outcome of their assessment.

33 Inclusive Practice

All the Education Studies programmes comply with the University’s Equality and Diversity policy and relevant legislation regarding the accessibility of learning opportunities

34 Technology Enhanced Learning

The Virtual Learning Environment used to support learning is Moodle. Moodle is used in a variety of ways. At Faculty Level Moodle is used to provide students with information on and links to information about university and Faculty services that aim to support and enhance the student experience. At Programmes Level a Moodle is used as a Virtual ‘Programme Handbook’ for all the programmes within the network. Again this provides students with information and links to information and support that is more specific to the programme areas. At unit level Moodle is again used as a repository for information about curriculum content and assessment, but it is also used in a more interactive way to engage students and to facilitate student learning. At all levels the Education Studies programme team strives to enhance the learning experience through the use of technology in the classroom and to use technology to support learning both within taught sessions and at a distance. Faculty Level initiatives such as the use of ipads in teaching also support such developments within the programme.

35 Placement and/or Work-based Learning Activities

Students engaged on all the undergraduate programmes are actively encouraged to take up voluntary work experience and/or to engage in volunteering activities in order to enhance their employability. The Programme also has a long and established tradition of embedding employability enhancing activities within the curriculum e.g applied research projects in schools, case studies, group work, role play – such activities are particularly relevant to the development of work related learning at Masters level. In addition, at undergraduate level there are opportunities within the curriculum for students to volunteer in schools or other appropriate settings and to gain academic credit for such activities that are relevant to their area of specialism. The units: Working in a Learning Context (30 credits at Level 3), Working with Children and Young People (30 and 15 credits at Level 5) and the Curriculum Project (30 credits at Level 6) are examples of such units. In each case, the minimum requirements for volunteering are set out in the unit specification and the assessments are designed to enable students to both explore and reflect on their experiences and learning about the workplace from their engagement in volunteering. Students are required to identify their own volunteering opportunities – although many do this through initiatives available through MMU – in fact we have established our own Homework Club with Collaborative Partnerships for this purpose. Established links with Faculty of Education partner schools are also used. Pastoral/academic support

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and training is provided by the unit tutor and where possible a designated coordinator within the setting. The Programmes comply with the University’s Institutional Code of Practice with respect to Placement and Work Based Learning

36 Engagement with Employers

At present, the Education Studies Programme Network does not have any significant employer involvement in the programme through placement, sandwich, work-based or work related components and thus no formalised mechanisms for consultation with and/or the involvement of employers. However, the Programme does have extensive links to local schools, children centres, FE institutions etc through the Faculty of Education’s Partnership network. Teachers/ Head teachers and practitioners from partner institutions are actively involved in the delivery and in the provision of volunteering opportunities and work experience for students. The programme works/has worked in collaboration with a number of extended schools initiatives including Playing for Success at Crewe Alexander Football Club, Sale Harriers Athletic Club, charities and volunteering groups such as Volunteer Reading Help. This is done through student engagement in volunteering activities and through the University’s Collaborative Partnership office. Alumni links are also being developed as part of a Faculty initiative. The & BA (Hons) Inclusive Education & Disability Studies draws on the rich and well established partnerships built by the Centre for Inclusive Education & SEN over many years. For example, within the last three years we have collaborated with local authorities in training Special Educational Needs Coordinators in approximately 600 Greater Manchester schools; and worked with approximately 200 specialist teachers on Masters programmes in Inclusive Education & SEN; Autism Spectrum Conditions; and Specific Learning Difficulties (Dyslexia). We have appointed a consultant to work with academic staff in developing a Partnership Group specifically focusing on the BA (Hons) Inclusive Education & Disability Studies to develop opportunities for volunteering, commissioned dissertation projects, outside speakers and educational visits.

37 Personal Development Planning

The provision of Personal Development Planning is a key element of the Education Studies Programme’s provision. Throughout the student lifecycle, of all students both single Honours and Combined Honours, the Programme strives to provide opportunities for students to develop skills and personal attributes that will enhance their learning and also their employability upon graduation. The approach taken to Personal Development Planning is specific to this programme.

Personal Development and Planning (PDP) and associated Skills development for the programme network are organised as follows:

During the Foundation Year students are supported in their Personal Development Planning via the Academic Skills for Students in the Education Sector unit.

At Level 4, in particular, student skills e.g.in lecture note taking, discussing ideas in classes, using the internet, referencing are developed through engagement in activities embedded within the curriculum design and delivery of individual units. Together, the units at each level constitute a programme-wide framework with particular emphasis on building of skills through engagement with appropriate skills development activities embedded in the curriculum.

In addition, at each Level and particularly at Level 4, a programme of workshops/guest lectures on study skills and the use of MMU Support Services (the Library, Faculty Student Support, Careers) runs throughout the programme.

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Students are also encouraged to be proactive in their engagement in PDP activities that enhance their employability and to seek out, and make the most of their time at University by engaging with all elements of their programme of study, in work experience, volunteering opportunities and the student ambassador scheme.

Specific employability, career development and personal development skills relative to a career in Education and its related fields are also embedded within the curriculum design of units, in particular those relating to Learning and Teaching and Working with Children and Young People. For further details please refer to the learning outcomes for specific units.

Students are encouraged to engage in self reflection (sometimes this is part of the assessment process), the creation of personal records of achievement (through for example Maharah) and the planning and monitoring of progress toward the achievement of personal goals and objectives.

Students are also encouraged to work towards the MMU Professional Passport and to engage in the course, the MMU Careers and Employability website and, when available with Employability Skills Online. Such resources enable them to work independently, e.g. volunteering in an educational setting, in order to develop employability skills.

MA Education Studies At Masters level, Personal Development Planning is an integral part of the programme. Personal Development Planning is designed to build on and enhance the skills which students have developed during their undergraduate level studies or work experience. The PDP process enables students to critically review their learning experiences, set personal and academic goals and evaluate their progress towards these goals. During the Masters year, students are expected to maintain a Personal Development portfolio. This process, in concert with the Tutor system is designed a) to provide a framework to help students to reflect on their progress and b) as a tool for helping to identify student needs. During this process students therefore, participate in the following activities:

Identification of needs via a skills assessment exercise

Establishing expectations for the year

Reflecting on and recording progress

Integrating extra-curricular activities and work experience In addition, all students in their second or final year of undergraduate study or on the Masters programme and who satisfy the requirements of having undertaken a minimum of 150 hours of extra- curricular activities in at least two areas outside their academic course are encouraged to obtain the Manchester Metropolitan University Professional Passport.

http://www.mmu.ac.uk/careers/

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SECTION E - PROGRAMME MANAGEMENT

38 Programme Specific Admission Requirements

Undergraduate Programmes Foundation Year

Each of the linked Foundation Years will have standard University admission requirements of 200 Tariff points from A2 or acceptable alternative, [with the exception of Youth & Community Work FY where the Tariff requirement will be 160].

All linked Foundation Years will require minimum Maths/English GCSE grade D or Level 2 Key Skills/Functional Skills as per the general Foundation Year scheme.

As the entrance requirement to the BA Youth and Community Work Studies is evidence of significant and relevant periods of work experience, Youth and Community Work Studies candidates for the Foundation Year must demonstrate a commitment to this and be prepared to undertake relevant paid or voluntary youth and community work practice experience during the Foundation Year A built in ‘Counselling/Progression’ interview takes place in January. BA (Hons) Education Studies, BA (Hons) Education and Early Childhood Studies, BA (Honours) Inclusive Education and Disability Studies An applicant will normally be considered for entry to the programme provided that the requirements noted below are met:

260- 280 UCAS points( or equivalent) from full A Levels (General Studies Accepted); DMM in BTEC National Diploma; Grade B in CACHE Diploma

5 GCSEs at Grade C or above - including Maths and English Language

A satisfactory DBS certificate is required for all students who undertake volunteering/voluntary work experience as part of a unit. This will be completed through the University prior to enrolment on that unit.

The following qualifications and subjects are not accepted: Adult literacy, Adult Numeracy, Key Skills Application of Number and Communication.

Access qualifications: A relevant Access to HE Diploma with 45 level 3 credits at Merit or Distinction.

International Baccalaureate: 28 Additional Requirements

All candidates must have evidence of study at level 3 or equivalent within the 3 years prior to application and must provide an academic reference.

Additional Requirements

All candidates must have evidence of study at level 3 or equivalent within the 3 years prior to application and must provide an academic reference.

Entry to Combined Honours Student recruitment on to the Combined Honours Programme is in line with the University policies and procedures for Undergraduate Admissions. Specific subject passes at AS or A2 level are deemed necessary for entry to certain Subjects and acceptance on to a specific subject combination with Education Studies is referenced by those requirements. The requirements for entry on to Education Studies Combined Honours combinations are the same as that for the Single Honours programme

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Please Note: Some option units require students to have undergone a satisfactory DBS certificate: Working with Children and Young People, Curriculum Project and in some cases the Education Studies Dissertation. Further Remarks: Students who wish to go on to a Primary PGCE or GTP programme of study once they graduate should be cognisant of the needs of those programmes and should possess GCSE at grade C or above in English Language, Mathematics and Science (please refer to entry requirements before applying). Masters Level Programmes: Standard University Admission Requirements International Students: Language Requirements: Standard University Admission Requirements The programme complies with the requirements of the University’s Recruitment and Admissions Policy. In addition the programme also complies with the University’s Scheme For The Admission Of Students With Advanced Standing Following Accreditation Of Prior Learning when assessing suitable candidates. NB Minimum admission points for entry to the University are reviewed on an annual basis. For entry requirements refer to the current University on-line prospectus

39 Programme Specific Management Arrangements

General No additional responsibilities over the University’s standard requirements

Foundation Year The Foundation Year will be managed by the Education Studies Programme and will have an oversight group drawn from each of the participating Programmes.

Combined Honours With effect from September 2012, the University’s Combined Honours Scheme will be disaggregated and from that date responsibility for the administration of Combined Honours subjects will be devolved to Faculties. The Combined Honours programme combinations in the Faculty will be overseen by the Programme Leader of Education Studies. The Faculty Combined Honours Programme Co-ordinators responsible for the operational issues and the maintenance of the threshold standards for the student experience for all Faculty of Education combined honours combinations will be the Subject Coordinators for Education Studies in both Manchester and Cheshire. The Faculty will be responsible for managing the combinations and allocating personal tutors, organising induction, coordinating with the ‘away’ subjects, providing advice and guidance to students and ensuring that the student voice is represented in the appropriate venues. Student Handbooks/guides will be provided by the Faculty. Exceptional Factors submissions will be through the Faculty Panel.

http://www2.mmu.ac.uk/study/

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Students on all the Combined Honours combinations owned by the Faculty will be allocated Personal Academic Tutors in the same way in which single honours programme students are allocated. In addition there will be a year tutor for each Level.

BA (Hons) Education Studies; Education & Early Childhood Studies and Inclusive Education &

Disability Studies

To ensure that students on each programme have a sense of distinctiveness and to ensure that their voice is heard:

Each route will have a designated Course Coordinator responsible for the management of

that route

Students will be allocated Personal tutors who are specialists in their area

Students where possible will be allocated to route specific teaching groups

Each route will have student represents from each year group who will represent their

cohorts on the Education Studies Network Programmes committee

NB: see guidance on University’s Management of Programme Delivery

40 Staff Responsibilities

General No additional responsibilities over the University’s standard requirements

Foundation Year The Head of Programmes (Primary, Education Studies and EYCS) will oversee the Foundation Year degrees within the Faculty of Education’s portfolio There will be a single Faculty Lead who will oversee the management of the Faculty’s linked Foundation Year degrees There will be a Programme tutor responsible for Foundation Year and they will work closely with the Faculty Team, specifically the Faculty Lead, to support students on this Programme.

Combined Honours The Head of Faculty of Education Programmes (Primary, Education Studies and EYCS) will oversee the Combined Honours programme combinations in the Faculty of Education. The Combined Honours Faculty Co-ordinator will have an overarching role involving liaising with the Faculty Academic Lead, the Single Honours Programme Leader for Education Student, the Subject leader for Combined Hons in Education Studies and other appropriate inter and intra faculty staff and services to ensure consistency and equity of student support for Combined Honours students. The Subject Coordinator (s) for Combined Honours in Education Studies will provide advice and support to the Personal Tutors and Year Tutors with regard to the Combined Honours route through the Education Studies Programme in addition to advising Combined Honours students at all levels on issues pertinent to Combined Honours students (e.g. the implications of option choices and exceptional factors). They will liaise with the other Subject Leaders for all combinations involving Education Studies, and with other university services such as the Student Hubs to assist in overcoming student issues.

http://www.mmu.ac.uk/academic/casqe/regulations/docs/programme-management.pdf

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BA (Hons) Education Studies; Arts & Humanities Education; Education & Early Childhood

Studies and Inclusive Education & Disability Studies

The Course Coordinators for each route will provide advice and support to the Personal Tutors and Year Tutors with regard to the route within the Education Studies Programme Network in addition to advising students on their route at all levels on issues pertinent to their particular route (e.g. the implications of option choices and exceptional factors). They will liaise with the other Course Leaders for all combinations involving Education Studies units, and with other university services such as the Student Hubs to assist in responding to the student voice and overcoming student issues.

NB: the University’s Management of programme Delivery is available from the CASQE website

41 Programme Specific Academic Student Support

Generic academic student support is provided to all students in line with the guidance outlined in the University’s Student Handbook. This includes students on the Foundation Year and also students following Combined Honours degrees. Programme Specific Support Support for Distance Learning at Masters Level A comprehensive support strategy has been developed to support students engaging with the Masters Level Programmes via the Intensive Study Mode. Thus:

The first formal teaching sessions for students on the alternative mode of delivery (intensive block plus distance learning) will be the intensive course, which involves whole-day face-to-face sessions at MMU over a period of 2-4 weeks.

Before the intensive course, students will receive a welcome e-mail from the programme leader and unit leaders, with preliminary reading lists for the units they will be taking on the intensive course.

During the intensive course, library training and Moodle training sessions will be scheduled for students, and they will be required to practise accessing materials and engaging in online discussions and collaborative activities, with support, in preparation for the distance learning phase. They will also have opportunities to meet academic and administrative staff they will be engaging with throughout the course, including (for international students) the International Student Link Co-ordinator. All students will receive an induction pack tailored to their specific needs.

During the distance learning phase, maximum use will be made of e-learning technologies to support student learning, and discussions are already underway with the e-learning co-ordinator about ways to maximise support and student engagement during this phase. During this phase, tutors will be available to students through e-mail, Skype and online office hours. Where viable, additional face-to-face sessions will also be held at MMU or in-country.

42 Programme Specific Student Evaluation

The Programme complies with current institutional evaluation guidance. These policies apply to students on the Foundation Year and those following Combined Honours programmes. NB University guidance on Evaluation of Student Opinion is available from the CASQE website


http://www.mmu.ac.uk/students/

http://www.mmu.ac.uk/academic/casqe/experience/voice/docs/evaluation_of_opinion.pdf

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____________________________________________________________________________________________________________________________________________________________________________ CASQE Page 36 of 59 Programme Specification

SECTION F – MAPPING MAP I

BA (HONS) EDUCATION STUDIES & COMBINED EDUCATION STUDIES: RELATIONSHIP TO SUBJECT BENCHMARK STATEMENT(S) Map guide: Insert K to indicate Knowledge and Understanding Insert S to indicate Skills *unit part of Combined Honours provision

Level 4 Level 5 Level 6

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KS KS KS KS KS KS KS KS KS KS KS KS KS KS KS Analyse educational concepts, theories and issues of policy in a systematic way

The diversity of learners and the complexities of the education process

KS KS KS KS KS KS KS KS KS KS KS KS KS KS KS Identify and reflect on potential connections and discontinuities between aspects of subject knowledge and their application in educational policies and contexts

The complexity of the interactions between learning and contexts, and the range of different ways in which participants (including learners and teachers) can influence the learning process

KS KS KS KS KS KS KS KS KS KS KS KS KS KS KS Accommodate new principles and understandings

The societal and organisational structures and purposes of educational systems and the possible implications for learners and the learning process

KS KS KS KS KS KS KS KS KS KS KS KS KS KS KS Select a range of relevant primary and secondary sources, including theoretical and research based evidence, to extend their knowledge and understanding

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An understanding of the significance and limitations of theory and research

S S S S KS KS KS KS KS KS KS KS KS KS KS Use a range of evidence to formulate appropriate and justified ways forward and the potential changes in practice

S S S S S S S S S S S S S S S The ability to reflect on their own and others value system

S S S S S S S S S S S S S S S The ability to use their knowledge and understanding critically to locate and justify a personal position in relation to the subject

S S S S S S S S S S S S S S S The ability to organise and articulate opinions and arguments in speech and writing using relevant specialist vocabulary

S S S S S S S S S S S S S S S The ability to use ICT in their study and other appropriate situations

S S Collect and apply numerical data as appropriate

S S S S Present data in a variety of formats including graphical and tabular

S S S S S S S S S S S S Analyse and interpret both qualitative and quantitative data

S S S S S S S S The ability to collaborate and plan as part of a team, to carry out roles allocated by the team and take the lead where appropriate, and to fulfil agreed responsibilities

S S S S S S S S S S S S S S The ability to articulate their own approaches to learning and organise an effective work pattern including working to deadlines

S S S S S S The ability to process and synthesise empirical and theoretical data, to create new syntheses and present and justify a chosen position , having drawn on relevant theoretical perspectives

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BA (HONS) EDUCATION & EARLY CHILDHOOD STUDIES: UNITS UNIQUE TO THIS PROGRAMMES - RELATIONSHIP TO SUBJECT BENCHMARK STATEMENTS MAP 1b Map guide: Insert K to indicate Knowledge and Understanding Insert S to indicate Skills

** units part of another Programme Specification



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KS KS KS KS KS KS KS Accommodate new principles and understandings


KS KS KS KS KS KS KS Select a range of relevant primary and secondary sources, including theoretical and research based evidence, to extend their knowledge and understanding


S S KS KS KS KS KS Use a range of evidence to formulate appropriate and justified ways forward and the potential changes in practice

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S S S S S S S The ability to reflect on their own and others value system

S S S S S S S The ability to use their knowledge and understanding critically to locate and justify a personal position in relation to the subject

S S S S S S S The ability to organise and articulate opinions and arguments in speech and writing using relevant specialist vocabulary

S S S S S S S The ability to use ICT in their study and other appropriate situations

S Collect and apply numerical data as appropriate

S S Present data in a variety of formats including graphical and tabular

S S S S S Analyse and interpret both qualitative and quantitative data

S S S S S S The ability to collaborate and plan as part of a team, to carry out roles allocated by the team and take the lead where appropriate, and to fulfil agreed responsibilities

S S S S S S S The ability to articulate their own approaches to learning and organise an effective work pattern including working to deadlines

S S S The ability to process and synthesise empirical and theoretical data, to create new syntheses and present and justify a chosen position , having drawn on relevant theoretical perspectives

PARM1.1


Map 1d BA (HONS) INCLUSIVE EDUCATION & DISABILITY STUDIES: RELATIONSHIP TO SUBJECT BENCHMARK STATEMENT(S) Map guide: Insert K to indicate Knowledge and Understanding Insert S to indicate Skills



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Skills

Mapping (S)


KS KS KS KS KS KS KS KS KS KS KS KS KS KS Analyse educational concepts, theories and issues of policy in a systematic way


KS KS KS KS KS KS KS KS KS KS KS KS KS KS Identify and reflect on potential connections and discontinuities between aspects of subject knowledge and their application in educational policies and contexts


KS KS KS KS KS KS KS KS KS KS KS KS KS KS Accommodate new principles and understandings


KS KS KS KS KS KS KS KS KS KS KS KS KS KS Select a range of relevant primary and secondary sources, including theoretical and research based evidence, to extend their knowledge and understanding


S S KS KS KS KS KS KS KS KS KS KS KS KS Use a range of evidence to formulate appropriate and justified ways forward and the potential changes in practice


PARM1.1




S S S S S S S S S S S The ability to use ICT in their study and other appropriate situations



S S S S S S S S Analyse and interpret both qualitative and quantitative data

S S S S S S S S S The ability to collaborate and plan as part of a team, to carry out roles allocated by the team and take the lead where appropriate, and to fulfil agreed responsibilities


S S S S S S S S S The ability to process and synthesise empirical and theoretical data, to create new syntheses and present and justify a chosen position , having drawn on relevant theoretical perspectives

PARM1.1


MAP 1e MA EDUCATION STUDIES ALL ROUTEWAYS: RELATIONSHIP TO SUBJECT BENCHMARK STATEMENT(S) Map guide: Insert K to indicate Knowledge and Understanding Insert S to indicate Skills

Level 4 Core Units Education Studies


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Skills

Mapping (S)


KS KS KS KS KS KS KS Analyse educational concepts, theories and issues of policy in a systematic way


KS KS KS KS KS KS KS Identify and reflect on potential connections and discontinuities between aspects of subject knowledge and their application in educational policies and contexts


KS KS KS KS KS KS KS Accommodate new principles and understandings


KS KS KS KS KS KS KS Select a range of relevant primary and secondary sources, including theoretical and research based evidence, to extend their knowledge and understanding


KS KS KS KS KS KS KS Use a range of evidence to formulate appropriate and justified ways forward and the potential changes in practice

PARM1.1


s s s s s s s The ability to reflect on their own and others value system

s s s s s s s The ability to use their knowledge and understanding critically to locate and justify a personal position in relation to the subject

s s s s s s s The ability to organise and articulate opinions and arguments in speech and writing using relevant specialist vocabulary

s s s s s s s The ability to use ICT in their study and other appropriate situations

s s Collect and apply numerical data as appropriate

s s Present data in a variety of formats including graphical and tabular

s s Analyse and interpret both qualitative and quantitative data

s s The ability to collaborate and plan as part of a team, to carry out roles allocated by the team and take the lead where appropriate, and to fulfil agreed responsibilities

s s s s s s s The ability to articulate their own approaches to learning and organise an effective work pattern including working to deadlines

s s s s s s s The ability to process and synthesise empirical and theoretical data, to create new syntheses and present and justify a chosen position , having drawn on relevant theoretical perspectives

PARM1.1


MAP II : BA (HONS) EDUCATION STUDIES, BA EDUCATION & EARLY CHILDHOOD STUDIES & COMBINED HONOURS EDUCATION STUDIES ASSESSMENT /OUTCOMES MAP Map guide: Only includes units that are part of this programme specification GO = MMU Graduate Learning Outcomes (Section 23) PLO – Programme Learning Outcomes (Section 26) – add more lines as appropriate

insert as appropriate *unit assessment part of Combined Honours programme

Level 4 Understanding Education

Learning and Teaching Children Schools and Families Principles of Primary Education

Assignment task 1 Essay 50%

Assignment task 2 Autobiography 50%

Assignment task 1 Poster & Presentation 50%


Assignment task 1 Essay 50 %

Assignment task 2 Data Exercise 50%


Assignment task 2 Annotated Bibliography 50%

GO 1

GO 2

GO 3

GO 4

GO 5

GO 6

GO 7

PLO 1

PLO 2

PLO 3

PLO 4

PLO 5

PLO 6

PLO 7

PLO 8

PLO 9

PLO 10

PLO 11

PLO 12

PLO 13

PLO 14

PLO 15

PARM1.1


BA (HONS) EDUCATION STUDIES, EDUCATION & EARLY CHILDHOOD STUDIES & COMBINED HONOURS EDUCATION STUDIES ASSESSMENT /OUTCOMES MAP Map guide: Only includes units that are part of this programme specification GO = MMU Graduate Learning Outcomes (Section 23) PLO – Programme Learning Outcomes (Section 26) – add more lines as appropriate insert as appropriate *unit assessment part of Combined Honours programme

Level 5

Policy Practice & the Professional

Researching Educational Issues

Working with Children & Young People

Inclusion Diversity & Special Education Needs

Curriculum Studies I

Assignment task 1 Presentation & Commentary 50%

Assignment task 2 Policy Critique 50%

Assignment task 1 Literature Review 50%

Assignment task 2 Collaborative Inquiry Report 50%

Assignment task 1 30 Credit Patchwork Text 100%

Assignment task 1 15 Credit Reflective Account 100%

Assignment task 1 Presentation & Commentary 50%

Assignment task 2 Journal Article Critique 50%

Assignment task 1 Subject Knowledge Audit 50%


GO 1

GO 2

GO 3

GO 4

GO 5

GO 6

GO 7

PLO 1

PLO 2

PLO 3

PLO 4

PLO 5

PLO 6

PLO 7

PLO 8

PLO 9

PLO 10

PLO 11

PLO 12

PLO 13

PLO 14

PLO 15

PARM1.1


BA (HONS) EDUCATION STUDIES, EDUCATION & EARLY CHILDHOOD STUDIES & COMBINED HONOURS EDUCATION STUDIES ASSESSMENT /OUTCOMES MAP Map guide: Only includes units that are part of this programme specification GO = MMU Graduate Learning Outcomes (Section 23) PLO – Programme Learning Outcomes (Section 26) – add more lines as appropriate insert as appropriate *unit assessment part of Combined Honours programme

Level 6 Education Studies Dissertation

Global Issues in Education

Curriculum Project Identity Inclusion & Social Justice

Leadership and Management in Education

Curriculum Studies II

Assignment task 1

Proposal & Plan 25%

Assignment task 2

Dissertation Report 75%

Assignment task 1

Extended Essay Plan

20%

Assignment task 2

Extended Essay 80%

Assignment task 1

Evaluative Report 50%

Assignment task 2

Journal & Reflective

Account 50%

Assignment task 1

Poster 50%

Assignment task 2

Essay 50%

Assignment task 1

Reflective Account 50%

Assignment task 2

Case Study 50%

Assignment task 1

Essay 50%

Assignment task 2

Lesson 50%

GO 1

GO 2

GO 3

GO 4

GO 5

GO 6

GO 7

PLO 1

PLO 2

PLO 3

PLO 4

PLO 5

PLO 6

PLO 7

PLO 8

PLO 9

PLO 10

PLO 11

PLO 12

PLO 13

PLO 14

PLO 15

PARM1.1


BA (HONS) INCLUSIVE EDUCATION & DISABILITY STUDIES: RELATIONSHIP TO SUBJECT BENCHMARK STATEMENT(S) Map guide: Insert K to indicate Knowledge and Understanding Insert S to indicate Skills



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KS KS KS KS KS KS KS KS KS KS KS KS KS KS Analyse educational concepts, theories and issues of policy in a systematic way


KS KS KS KS KS KS KS KS KS KS KS KS KS KS Identify and reflect on potential connections and discontinuities between aspects of subject knowledge and their application in educational policies and contexts


KS KS KS KS KS KS KS KS KS KS KS KS KS KS Accommodate new principles and understandings


KS KS KS KS KS KS KS KS KS KS KS KS KS KS Select a range of relevant primary and secondary sources, including theoretical and research based evidence, to extend their knowledge and understanding


S S KS KS KS KS KS KS KS KS KS KS KS KS Use a range of evidence to formulate appropriate and justified ways forward and the potential changes in practice


PARM1.1




S S S S S S S S S S S The ability to use ICT in their study and other appropriate situations



S S S S S S S S Analyse and interpret both qualitative and quantitative data

S S S S S S S S S The ability to collaborate and plan as part of a team, to carry out roles allocated by the team and take the lead where appropriate, and to fulfil agreed responsibilities


S S S S S S S S S The ability to process and synthesise empirical and theoretical data, to create new syntheses and present and justify a chosen position , having drawn on relevant theoretical perspectives

PARM1.1


BA (HONS) INCLUSIVE EDUCATION & DISABILITY STUDIES ASSESSMENT /OUTCOMES MAP Map guide: GO = MMU Graduate Learning Outcomes (Section 23) PLO – Programme Learning Outcomes (Section 26) – add more lines as appropriate

insert as appropriate

*unit assessment part of Combined Honours programme

Level 4 Disability Studies Children Schools and Families Introduction to Inclusive education

Language, communication & behaviour

Assignment task 1 Critical Commentary 40%

Assignment task 2 Review 60%

Assignment task 1 Poster & Presentation 50%


Assignment task 1 Reflective Account 30%

Assignment task 2 Critical Commentary 70%

Assignment task 1 Exam 50%

Assignment task 2 Report 50%

GO 1

GO 2

GO 3

GO 4

GO 5

GO 6

GO 7

PLO 1

PLO 2

PLO 3

PLO 4

PLO 5

PLO 6

PLO 7

PLO 8

PLO 9

PLO 10

PLO 11

PLO 12

PLO 13

PARM1.1





Level 5 Researching Educational Issues Working with Children & Young People

Understanding autism spectrum conditions & dyslexia

Developing inclusive learning





Assignment task 1 Poster presentation 50%



Assignment task 2 Report 50%

GO 1

GO 2

GO 3

GO 4

GO 5

GO 6

GO 7

PLO 1

PLO 2

PLO 3

PLO 4

PLO 5

PLO 6

PLO 7

PLO 8

PLO 9

PLO 10

PLO 11

PLO 12

PLO 13

PARM1.1





Level 6 Dissertation: Inclusive Ed, SEN & DS

Critical Perspectives on Disability Studies in Education

Global Issues in Education Curriculum Project Identity Inclusion & Social Justice

Assignment task 1

Proposal & Plan 25%

Assignment task 2


Assignment task 1: Social media debate 50%

Assignment task 2: Essay

Assignment task 1

Extended Essay Plan 20%

Assignment task 2

Extended Essay 80%

Assignment task 1

Evaluative Report 50%

Assignment task 1

Proposal & Plan 25%

Assignment task 2


Assignment task 1

Extended Essay Plan 20%

GO 1

GO 2

GO 3

GO 4

GO 5

GO 6

GO 7

PLO 1

PLO 2

PLO 3

PLO 4

PLO 5

PLO 6

PLO 7

PLO 8

PLO 9

PLO 10

PLO 11

PLO 12

PLO 13

PARM1.1


MA EDUCATION STUDIES ASSESSMENT /OUTCOMES MAP Map guide: CORE GO = MMU Graduate Learning Outcomes (Section 23) PLO – Programme Learning Outcomes (Section 26) – add more lines as appropriate


Level 7 Unit Title; Research Methods in Education Unit Title: Global Perspectives

Unit Title : Masters Level Dissertation


Assignment task 2 Proposal 50%

Assignment task 1Essay and Seminar 100%

Assignment task 1 Research Record 25%

Assignment task 2 Dissertation Report 75%

GO 1

GO 2

GO 3

GO 4

GO 5

GO 6

GO 7

PLO 1

PLO 2

PLO 3

PLO 4

PLO 5

PLO 6

PLO 7

PLO 8

PLO 9

PARM1.1

_______________________________________________________________________________________________________________________ CASQE Page 53 of 59 Programme Specification

MA EDUCATION STUDIES ASSESSMENT /OUTCOMES MAP Map guide: OPTIONS Education Studies - Only includes units that are part of this programme specification

GO = MMU Graduate Learning Outcomes (Section 23) PLO – Programme Learning Outcomes (Section 26) – add more lines as appropriate


Level 7 Unit title : Negotiated Course

Unit title : Principles of Leadership & Management Unit title : Diversity and Social Justice

Assignment task 1 Negotiated


Assignment task 2 Presentation 50%

Assignment task 1 Project 50%


GO 1

GO 2

GO 3

GO 4

GO 5

GO 6

GO 7

PLO 1

PLO 2

PLO 3

PLO 4

PLO 5

PLO 6

PLO 7

PLO 8

PLO 9

PARM1.1


SECTION G – POINTS OF REFERENCE

Internal

University Policy documents:

University Mission and Strategic Aims Programme Approval, Review and Modification Procedures outlined on the Centre for

Academic Standards & Quality Enhancement website

Relevant University Assessment Regulations for Programmes of Study - Taught Postgraduate and Undergraduate

University Curriculum Framework (Taught Postgraduate and Undergraduate)

MMU Strategy for Learning, Teaching and Assessment

Institutional Code of Practice for the Assessment of Students

University Standards Descriptors

University’s Equality and Diversity policy

University guidance on collaborative provision

University Academic Ethics Framework

Student Engagement Policy

Programme Handbooks

Management of Programme Delivery

Policy for Accreditation of Prior Learning

ICP for Placement and Work-based Learning

ICP for Collaborative Provision

Recruitment and Admissions Policy

Programme Specific Information:

Previous Programme Review Report (17 January 2012)

Staff Research

Departmental Professional/Industrial Advisory Committees

Staff/Student Liaison Committees

External

QAA Subject Benchmark statement

QAA Framework for HE Qualifications

QAA Quality Code , particularly: - A3: The Programme Level - B1: Programme Design and Approval - B8: Programme Monitoring and Review

External Examiner reports

http://www.mmu.ac.uk/about/corporate-strategy/

http://www.mmu.ac.uk/academic/casqe/event/

http://www.mmu.ac.uk/academic/casqe/event/


http://www.mmu.ac.uk/academic/casqe/regulations/curriculum-frameworks.php

http://www.celt.mmu.ac.uk/ltastrategy/index.php

http://www.mmu.ac.uk/academic/casqe/regulations/docs/assessment_icp.pdf

http://www.mmu.ac.uk/academic/casqe/regulations/docs/assessment_procedures.pdf

http://www.mmu.ac.uk/academic/casqe/collaborative/index.php

http://www2.mmu.ac.uk/rke/ethics-forms/

http://www.mmu.ac.uk/academic/casqe/regulations/docs/student_engagement_policy.pdf

http://www.mmu.ac.uk/academic/casqe/regulations/docs/prog_handbooks.pdf


http://www.mmu.ac.uk/academic/casqe/regulations/docs/APL_policy.pdf

http://www.mmu.ac.uk/academic/casqe/regulations/docs/placement_icp.pdf

http://www.mmu.ac.uk/academic/casqe/collaborative/docs/collab_icp.pdf

http://www.mmu.ac.uk/academic/casqe/regulations/docs/admissions_policy.pdf

PARM1.1


Section H – Log of Modifications

Approved Modifications to Programme Specification since Approval/Last Review The following log provides a cumulative of minor and major modifications made to the Programme Specification since its approval/last review.

FAQSC Reference (or PARM ref for Major Modifications requiring strategic approval)

Programme Specification Title (specify award titles/routes affected by change)

Brief Outline of Minor Modification/ Major Modification (Minor - include level & title of units & a brief description of modification) (Major - include details of change such as new routes, pathways etc)

Date of FAQSC Approval (or PARM event)

Approval effective from:

Details of cohort of students who will be affected by the modification (eg students entering Level 5 wef September 2014 onward)

PARM/12/016 (Major Modification)

Education Studies Network (all Combined Honours awards): BA (Hons) Education Studies with XY BA (Hons) Education Studies and XY BA (Hons) XY with Education Studies Faculty Foundation Year

Changes to University- wide Foundation Year and Combined Honours Programme: Combined Honours: - Disaggregation of Manchester-based

Provision

University-wide Foundation Year: - Final Review and Disaggregation of the

centrally managed University Foundation

Year

Standing Panel on 02 May 2012

September 2012 All Level 4 students on Combined Honours Programme wef September 2012 All Level 3 students on Foundation Year wef September 2012

Minor Modification (approved FADC so no FAQSC reference)

Education Studies Network (all Combined Honours awards): BA (Hons) Education Studies with XY BA (Hons) Education Studies and XY BA (Hons) XY with Education Studies

Change in the form of the assessment for Unit 225Z2104 Inclusion, Diversity and Special Educational Needs From: Assignment 2: Policy Critique 50% To: Assignment 2: Journal Article Critique 50%

12 June 2012 (approved FADC)

September 2012 Students entering Level 5 wef September 2012 onwards

PARM12/082 (Major Modification)

Education Studies Network: Inclusion of BA (Hons) Arts and Humanities Education

Inclusion of BA (Hons) Arts and Humanities Education

Approved Standing Panel 22 January 2013

September 2013 All students entering new award wef September 2013 onwards

11 Education Studies Network: All UG awards

Change of status of the following units from Core to Option for students following the BA

Approved FAQSC 11 March 2013

September 2013 Students entering Level 5 wef September 2013 onwards.

PARM1.1








(Hons) Education Studies and Combined Hons Education Studies Crewe and Manchester as appropriate: Level 5 225Z2103 Curriculum Studies 225Z2102/835Z2102 Researching Educational Issues Level 6 226Z2101/836Z2101 Global Issues In addition, clarification of prerequisite for the Education Studies Dissertation 226Z2100 / 836Z2100

Students entering Level 6 from September 2013 onwards

n/a Education Studies Network: Faculty Foundation Year

A single unit ‘English for Academic Study’ to replace the two existing Foundation Year units: ‘English and Academic Practice’ (International Students) and ‘English for Academic Studies’ (European Students).

Approved 02 May 2013 AQSC

September 2013 All students entering Level 3 Foundation Year wef September 2013

PARM/13/060 (Major Modification)

Education Studies Network Inclusion of new route: BA(Hons) Inclusive Education, SEN and Disability Studies (NB: title changed for Sept 15 implementation)

Approved Standing Panel 03 December 2013

September 2014 All students entering new award wef September 2014 onwards

39 Education Studies Network: BA(HONS) EDUCATION AND EARLY CHILDHOOD STUDIES (832L and 831L ) route

Modifications are proposed to the BA(HONS) EDUCATION AND EARLY CHILDHOOD STUDIES route, details as follows: To replace the Business Enterprise (835Z0008) option with Creative Childhoods (835Z0004) at level 5 of the programme.

17 July 2014 (FAQSC)

September 2014 Students entering Level 5 from September 2014 onwards

38 Education Studies Network: Student Mobility students only

Provision of 15 credit units for Student Mobility students only, details as follows: 225Z2107 POLICY PRACTICE AND THE PROFESSIONAL (Student Mobility students only)

17 July 2014 (FAQSC)

September 2014 Student Mobility students from September 2014 onwards

PARM1.1








225Z2108 INCLUSION DIVERSITY AND SPECIAL EDUCATIONAL NEEDS (Student Mobility students only) 226Z2107 GLOBAL ISSUES IN EDUCATION (Student Mobility students only) 226Z2108 IDENTITY INCLUSION AND SOCIAL JUSTICE (Student Mobility students only)

PARM/14/092 Education Studies Network: BA (Hons) Inclusive Education, SEN & Disability Studies

Major Modification Change of title of award: from ‘BA (Hons) Inclusive Education, SEN & Disability Studies’ to ‘BA (Hons) Inclusive Education and Disability Studies’ Change of title of one Level 4 unit: From ‘Inclusive Education & Disability Studies’ to ‘Introduction to Inclusive Education’

Approved FAQSC 18 November 2014

September 2015 All students entering Level 4 wef September 2015 onwards

50 Education Studies Network: BA (Hons) Inclusive Education, SEN & Disability Studies

Updated content: ‘Introduction to Inclusive Education’ 224Z2012 New Unit: ‘Disability Studies’ 224Z2013 to replace existing unit 'Learning & Teaching' at Level 4

Approved FAQSC 29-01-15 (Chair’s Action)

September 2015 All students entering Level 4 wef September 2015 onwards

PARM/15/006 Education Studies Network: At the Manchester Campus: The proposal will retain the following existing awards: BA (Hons) Education Studies BA (Hons) Inclusive Education, Special Education Needs & Disability Studies MA Education Studies Together with the existing Combined Honours awards: BA (Hons) Education Studies with/and English

PARM 21 approved FAQSC 05-05-15 (Strategic approval on 10-10-14)

September 2015 n/a – discontinuations only

PARM1.1








BA (Hons) Education Studies with/and Mathematics BA (Hons) Education Studies with/and Psychology BA (Hons) Education Studies with/and Sociology BA(Hons) Education Studies with/and TESOL The following award titles will be discontinued: Graduate Diploma in Education Studies (International Students Only) MA Education Studies (English Language Teaching) MA Education Studies (Lifelong Learning) BA (Hons) Arts and Humanities Education BA (Hons) Arts and Humanities Education (Foundation) At the Cheshire Campus: The proposal will retain the existing Combined Honours Education Studies provision. The BA (Hons) Education and Early Childhood Studies award will be discontinued at the Cheshire Campus but the award will then be made available at the Manchester Campus.

Documents

EDUCATION STUDIES NETWORK - mmu.ac.uk · Education Studies provides students with an opportunity to study educational issues through an interdisciplinary framework. It develops students