BA Education


Attendance
Full Time
Award
Degree of Bachelor of Arts



UCAS Course Code
X300
A-Level typical
BBB (2018/9 entry) See All Requirements
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Third year student, Neil Bullett, would like to become a primary school teacher. Neil has enjoyed the time he has spent on placements and is making the most of his university experience.

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“The course kept me challenged … challenging my ideas about education and learning, challenging me to move out of my comfort zone and ultimately, challenging me to achieve things that I never dreamt I would be capable of.”

In their words

Claire Williams, BA Education Graduate

Our ability to learn and teach is part of what makes us human. It allows us to change not only ourselves, but also our organisations and societies. Quite simply, education can change the course of history.

On this course, you’ll gain the knowledge, understanding and expertise you need to understand education within schooling and other educational contexts. You’ll study the different approaches and contexts to learning and how we develop as lifelong learners. Outside of the classroom you’ll study the role of education within societies and cultures, and the interplay between education, childhood, adolescence and lifelong learning.

Overview

On this course you’ll study the role of education within societies and cultures, as well as how schools and other educational settings shape our lives. You’ll address different approaches to education. You’ll also examine the ways people learn across a wide range of educational institutions, both in the UK and beyond, including in primary schools, secondary schools, museums and charities. And you’ll examine how education, childhood, adolescence and lifelong-learning interrelate.

Throughout your degree you will examine cutting-edge issues in educational theory, practice and policy, with reference to a range of national and international settings. You’ll discover topics such as education as an academic discipline, international education and learning, and teaching in the digital world. You’ll explore developmental, moral and social issues in education. All this will be underpinned by the history, philosophy, psychology and sociology of education.

You’ll also have the chance to gain first-hand experience of educational settings such as schools, museums, prisons, charities, and management throughout your degree. This will help you draw links between theoretical approaches and real-life examples.

In your final year you’ll complete a research project on a topic pf your choice under the supervision of a lecturer who’s actively engaged in research in that area.

Throughout your studies, key skills learning is integrated to ensure that you have the opportunity to develop the attributes that are valued by employers. These skills, which include teamwork, communication, presentation and problem solving, will enhance your self-confidence and employability.

You’ll benefit from research-led teaching as well as a favourable student to staff ratio. In the National Student Survey UEA is placed 1st for overall satisfaction out of all UK universities for Academic Studies in Education (NSS 2017).

Course Structure

Year 1

You’ll begin your degree by establishing a solid foundation in the main theories, concepts and issues in Education. You’ll explore education in the context of psychology, sociology, history and philosophy, and discover how such contexts help us to understand education in today’s society. You’ll also link the key concepts and issues to real-life examples.

Year 2

At this stage you’ll take two compulsory modules focusing on how we learn, and discovering methods in educational research. In the Educational Psychology module you’ll study how we learn as well and the factors that can support and hinder learning in educational settings. In your Researching and Learning From Experience module you’ll acquire the skills required to undertake desk-based and empirical research. You’ll also have the opportunity to complete a placement in an educational setting. This could be a primary or secondary school, museum, prison or within a human resources department or company.

You can also choose optional modules to tailor your learning to your interests. You’ll have access to a range of modules available within the School of Education and Lifelong Learning. These focus on topics such as childhood and youth studies, teaching and language and education.

You can also choose to study abroad in your second year, learn a new language, and/or broaden your studies by taking selected cross-disciplinary modules.

Year 3

During your final year, you’ll continue to specialise and work with educational theories, concepts and issues. You’ll also complete a dissertation research project under the supervision of a lecturer. This will enable you to develop an in-depth appreciation of the breadth and scope of education as a subject.

Teaching and Learning

You’ll learn in a combination of large lecture groups of around 60 students and small seminar groups of 20-25. In all sessions you’ll be engaged with group and individual tasks. These support learning and understanding of the key issues. In many sessions you’ll be asked to draw on your own educational experiences and reflections. In the first year you’ll be taught skills such as academic reading, note-taking and academic writing.

Alongside your taught sessions you’ll be required to work independently, and with your peers in groups. Lecturers will ask you to complete preparatory reading and tasks and bring these with you to sessions. You’ll also be required to submit formative work, where lecturers will give you feedback to help you improve, and summative work, which contributes to your overall mark. Your independent study tasks are designed by the course team to help you to develop as an independent and self-regulated learner.

Throughout your studies you’ll have an adviser who will be able to support and advise you on your studies and developing career ambitions.

Assessment

You’ll be assessed across a range of coursework based assignments. These may include essays, reflective portfolio, group projects, presentations, designing creative resources, arts-based projects and research reports, as well as your dissertation. You’ll receive feedback during and after you submit work, in classes, group and individual tutorials.

Optional Study abroad or Placement Year

You can choose to study abroad during your second year. You’ll spend a semester at one of our partner universities in North America, Australia or New Zealand. This will be a unique and fulfilling experience that is the highlight of many students’ time at university.

We also offer BA Education with a Year Abroad.

After the course

You’ll graduate as a skilled and confident advocate for education. You could go on to work in a range of sectors, including educational management and administration, youth, community or charity work, social work, occupational therapy, museum and gallery education. Or you could work in various roles supporting learning in educational institutions.

You’ll also graduate with the skills and knowledge necessary to progress to postgraduate courses such as a PGCE primary school teaching. Or you could continue your studies and undertake other postgraduate courses, including Master’s degrees such as MA in Education, MRes in Social Sciences or MSc in Occupational Therapy.

Career destinations

Career destinations related to your degree include:

  • Community education officer
  • Further education teacher
  • Learning mentor
  • Primary school teacher
  • Secondary school teacher
  • Special educational needs teacher

Course related costs

Please see Additional Course Fees for details of additional course-related costs.

Course Modules 2018/9

Students must study the following modules for 120 credits:

Name Code Credits

ACADEMIC DEVELOPMENT IN EDUCATION

This module will provide you with both an introduction to studying at higher education (HE) level and a foundation for lifelong learning. It will support you with the development of successful basic and academic study and research skills in the context of Education. The focus will be on developing study skills and techniques to help you meet both your immediate and long-term study needs. Aims: - Engage with a range of key theoretical perspectives and contemporary issues and adopt a critical enquiry based approach to the exploration of key aspects of Education; - Develop as educators within a community of learners, building on the assets you bring to the learning process and developing the academic competencies and practices appropriate for higher education; - Develop specific academic study and research skills: locating, interpreting, analysing and critically evaluating an extensive range of relevant information sources; - Communicate your ideas in an accurate, focused and structured manner; - Develop a range of 'translatable skills' required by employers, including problem-solving and reasoning, teamwork, communication and presentation of information. Assessment: Coursework 100%

EDUB4006Y

40

EDUCATIONAL THEORY AND PRACTICE

Why does theory matter in educational practice? How can theory help you to make sense of your own experience of being a learner? This module provides you with an introduction to key theoretical and philosophical ideas that have influenced educational practice, past and present. In the autumn semester, you will be studying theorists working in the fields of sociology and psychology who help us to understand how children and young people learn and how the socio-economic context impacts on education and schooling. You will be able to connect theory to practice by discussing the implications of theoretical insights for everyday educational practice. You will participate in activities evaluating education systems from different theoretical perspectives. The syllabus for the spring semester focuses on a series of ideas since the 18th century that have influenced thinking about education. The aim here is to give you an intellectual background for understanding terms such as 'the Enlightenment', 'Romanticism', or 'Marxism'. The study of this module will enable you to gain experience in communicating your ideas clearly and effectively in seminars, written work and presentations. In the autumn semester, your assessment tasks include a group presentation (20%) and a report based on the presentation (30%). Assessment in the spring semester consists of an essay (50%).

EDUB4007Y

40

GLOBAL AND DIGITAL PERSPECTIVES IN EDUCATION

You will focus on how educational systems, their pedagogies and approaches differ around the world and look in detail at how education is experienced all over the world but also at how technological developments have changed the way education is experienced in the UK and abroad. On successful completion of the module, you will be able to articulate the differences between pedagogical approaches situated in specific socio-cultural concerns and identify the barriers and benefits of different approaches to education from around the worlds and with global perspective. You will be able to relate ideas and opinions on different approaches to education to wider social, cultural and political understandings and critically consider the impact of technology and the internet upon education and our access to knowledge. You will be assessed by coursework.

EDUB4008Y

40

Students must study the following modules for 60 credits:

Name Code Credits

EDUCATIONAL PSYCHOLOGY

This module will provide you with an introduction to key areas of psychology with a focus on learning and teaching in education. By the end of the module you should be able to: - Discuss the role of perception, attention and memory in learning; - Compare and contrast key theories related to learning, intelligence, language, thinking and reasoning; - Critically reflect on key theories related to learning,intelligence, language, thinking and reasoning in the practical context; - Discuss the influence of key intrapersonal, interpersonal and situational factors on pupils learning and engagement in educational settings. Assessment: Coursework 100%

EDUB5012A

20

RESEARCH AND LEARNING FROM EXPERIENCE( PLACEMENT)

In this module, you will have the opportunity to study an educational topic of your choice either through a desk based research project or by doing research as part of a placement in an educational setting. The module compliments the 3rd year dissertation module and helps prepare you with the skills you need to carry out the dissertation. With the dissertation it gives students an opportunity to experience a placement in an educational setting of your choice. You will learn about a variety of research methods including observation, literature reviewing and questionnaires as well as the ethical dimensions of research. Assessment is by coursework, with a research plan submitted at the end of the first half of the course and a research report as the final piece.

EDUB5002Y

40

Students will select 20 credits from the following modules:

Name Code Credits

CHILDHOOD, YOUTH AND TRANSITIONS

This module will explore key ideas, contemporary issues and notions of 'risk' within the context of childhood, youth and transitions. It will draw on psychological and sociological theories to consider the role of education within these areas. This module aims to provide you with: - Knowledge and understanding of the sociology and psychology relating to transitions within childhood and youth sectors; - A theoretical understanding of notions of 'risk' and transition; - An analytical understanding of educational and social policy, provision and practice relating to childhood and youth sectors; - A critical understanding of contemporary issues for children and young people. Assessment: Coursework 100%

EDUB5013A

20

WHAT IS TEACHING? THE TEACHER'S ROLE AND PRACTICE IN DIFFERENT SETTINGS

You'll explore and gain insight into the nature of' 'teaching' and 'learning' in a range of educational institutions and settings in the UK. By the end of this module you'll be expected to understand: what it means to be a teacher in different educational contexts; a range of teaching strategies and practices used to support effective learning in various settings and the need for a critical appreciation of the function of different educational institutions, the opportunities they offer and their cultural contexts. There will be opportunities to investigate specific aspects of teaching which are of particular interest to individuals.

EDUB5001A

20

Students will select 20 credits from the following modules:

Name Code Credits

CHILDREN AND SPECIAL EDUCATIONAL NEEDS AND DISABILITY

This module aims to provide you with an understanding to the background and legislation influencing special educational needs education. The module will enable you to identify historical, social, cultural and political considerations and to understand key issues related to the education of children with special educational needs. Drawing primarily on social, psychological and educational perspectives you will develop a critical approach to analysing special educational needs policy and reflect on how contemporary issues and the current Special Educational Needs Code of Practice is being put into practice in Early Years and Primary Settings. The module is underpinned by a reflection on our attitudes towards children and challenges of inclusion. It is expected that by completing this module, you will be able to: 1.Identify, outline and critically examine key legislation, regulations and codes of practice in relation to supporting children/young people with special needs and disabilities; 2.Demonstrate a critical understanding of the strategies for intervention and the impact of the assessment process on children, their parents and their settings; 3.Demonstrate a critical understanding of current inclusive educational policies and practices within settings; 4.Identify and develop strategies that overcome barriers to learning in a range of educational contexts; 5.Reflect on your own values in relation to children and special educational needs; 6.Demonstrate individually and/or cooperatively a range of problem- solving and reasoning skills, ethics, synthesis, communication and presentation of information. It is expected that by completing this module, you will be able to: #consider the historical and cultural background to current government policy regarding Special Educational Needs; #have an understanding of the SEN Code of Practice and assessment process; #have an understanding of the range of provision and professional support available; #consider the implications of the assessment process on children, their parents and their settings. Assessment: Coursework 100%

EDUB5015B

20

ENVIRONMENTAL EDUCATION AND OUTDOOR LEARNING

This module is about gaining insights into the benefits of learning outside the classroom and developing an understanding about the possible activities which can be undertaken to enhance the learning and wellbeing of varying groups at various stages of development. You will undertake a range of fieldwork activities, led by those with experience in organising and leading educational visits and whilst doing this, develop skills which will enable you to make effective and informed decisions in organising your own educational visits. You will also organise and spend a day with a provider who runs educational visits to gain insights in to this industry. The learning objectives of this module are to: #Understand the terminology associated with outdoor learning, environmental education, educational visits and fieldwork; #Become familiar with aspects of the perceived curricular, social, affective and behavioural benefits of outdoor learning and educational visits; #Reflect upon the significance of prior experiences as starting points for fieldwork participation and reflection; #Understand how different fieldwork approaches can relate to learning outcomes; #Gain insights into the logistical and organisational arrangements associated with arranging educational visits; #Appreciate different methods of data collection associated with fieldwork tasks; #Gain a knowledge of issues and places through first-hand participation in fieldwork. By the end of this module you will be able to: #Identify and critically reflect upon evidence from informed, effective educational visits and fieldwork investigations; #Engage with professional educational visit providers to arrange appropriate fieldwork for your target audience; #Provide evidence based rationale for educational visits; #Identify and critique suitable locations based on a knowledge of risk assessment and logistics of fieldwork; #Effectively evaluate fieldwork approaches to the learning outcomes you identify. Assessment: Coursework 100%

EDUB5004B

20

TEACHING OF ENGLISH AS A SECOND LANGUAGE: ISSUES AND CHALLENGES

The spread in the teaching and learning of English as a Second Language is huge across the world and we refer to English as an 'international language'. What exactly does this mean and what are the implications for teaching and learning this language? In this module you'll focus on the complexity of approaches to teaching and learning English as a second language. You'll learn about Language Awareness skills (i.e. how language works), explore some second language learning and teaching theories, and identify and critically appraise trends and issues that have resulted in specific learning, teaching and assessment practices. During the module, you'll be encouraged to reflect and draw upon your own second language experiences and attitudes to second language learning and the challenges faced in becoming proficient. You'll also learn some teaching techniques so that if you wish to go on to be an English as a second language teacher, you will have gained some basic practical skills. Your knowledge and understanding will develop through a mixture of lecture input, seminars, group work, pair work, microteaching and self-directed study. Through following and studying this module you'll develop understanding about the principles and practice of teaching and learning English as a second language, and be able to communicate your ideas about the place of English as an 'international language'. You'll be assessed entirely through coursework.

EDUB5018B

20

THE STUDY OF LANGUAGE IN THE CONTEXT OF LEARNING, TEACHING AND EDUCATIONAL POLICY

The aim of this module is: To help students consider the complex relationship between language and learning, the implications this relationship has for teaching, and how education-policy has addressed some issues to do with language and 'literacy'. By the end of the course it is hoped you will better understand: a) key issues surrounding the learning and/or teaching of reading, writing, talking and listening in English; b) the importance for learning of different kinds of talk in classrooms; c) contrasting approaches to understanding and teaching 'literacy'; d) how the language of formal education can construct particular views of the child. Content: Through seminars, mini-lectures, student presentations and creative work you will meet and investigate some ideas and theories to do with language and learning in English, and some educational policy related to this. Why isn't teaching just a matter of telling, and learning just a matter of listening? How do children learn, or teach themselves, to read, write and talk? Whose English (spoken and written) counts in formal education, who says, and why? If new technologies are changing English, what are the implications for formal education? And how might your language create your identity as well as express it?

EDUB5017B

20

Students will select 20 credits from the following modules:

Students may select a further 20 credits from Option range C. Option range B modules will be available if the module has not reached the target. Please note that if you would like to study a module not listed below, please speak to the Course Director. The modules listed below are available subject to confirmation from the school.

Name Code Credits

APPLIED PSYCHOLOGICAL SCIENCES

This module explores a range of contemporary applications of psychological science. Theoretical approaches and research will be covered alongside examples from popular media, films, current events, and case studies.

PSY-5014B

20

CHILDREN AND SPECIAL EDUCATIONAL NEEDS AND DISABILITY

This module aims to provide you with an understanding to the background and legislation influencing special educational needs education. The module will enable you to identify historical, social, cultural and political considerations and to understand key issues related to the education of children with special educational needs. Drawing primarily on social, psychological and educational perspectives you will develop a critical approach to analysing special educational needs policy and reflect on how contemporary issues and the current Special Educational Needs Code of Practice is being put into practice in Early Years and Primary Settings. The module is underpinned by a reflection on our attitudes towards children and challenges of inclusion. It is expected that by completing this module, you will be able to: 1.Identify, outline and critically examine key legislation, regulations and codes of practice in relation to supporting children/young people with special needs and disabilities; 2.Demonstrate a critical understanding of the strategies for intervention and the impact of the assessment process on children, their parents and their settings; 3.Demonstrate a critical understanding of current inclusive educational policies and practices within settings; 4.Identify and develop strategies that overcome barriers to learning in a range of educational contexts; 5.Reflect on your own values in relation to children and special educational needs; 6.Demonstrate individually and/or cooperatively a range of problem- solving and reasoning skills, ethics, synthesis, communication and presentation of information. It is expected that by completing this module, you will be able to: #consider the historical and cultural background to current government policy regarding Special Educational Needs; #have an understanding of the SEN Code of Practice and assessment process; #have an understanding of the range of provision and professional support available; #consider the implications of the assessment process on children, their parents and their settings. Assessment: Coursework 100%

EDUB5015B

20

ENVIRONMENTAL EDUCATION AND OUTDOOR LEARNING

This module is about gaining insights into the benefits of learning outside the classroom and developing an understanding about the possible activities which can be undertaken to enhance the learning and wellbeing of varying groups at various stages of development. You will undertake a range of fieldwork activities, led by those with experience in organising and leading educational visits and whilst doing this, develop skills which will enable you to make effective and informed decisions in organising your own educational visits. You will also organise and spend a day with a provider who runs educational visits to gain insights in to this industry. The learning objectives of this module are to: #Understand the terminology associated with outdoor learning, environmental education, educational visits and fieldwork; #Become familiar with aspects of the perceived curricular, social, affective and behavioural benefits of outdoor learning and educational visits; #Reflect upon the significance of prior experiences as starting points for fieldwork participation and reflection; #Understand how different fieldwork approaches can relate to learning outcomes; #Gain insights into the logistical and organisational arrangements associated with arranging educational visits; #Appreciate different methods of data collection associated with fieldwork tasks; #Gain a knowledge of issues and places through first-hand participation in fieldwork. By the end of this module you will be able to: #Identify and critically reflect upon evidence from informed, effective educational visits and fieldwork investigations; #Engage with professional educational visit providers to arrange appropriate fieldwork for your target audience; #Provide evidence based rationale for educational visits; #Identify and critique suitable locations based on a knowledge of risk assessment and logistics of fieldwork; #Effectively evaluate fieldwork approaches to the learning outcomes you identify. Assessment: Coursework 100%

EDUB5004B

20

INTRODUCTION TO BRITISH SIGN LANGUAGE I

How would you converse with someone who is deaf? At work? In school? In an emergency? How can you avoid typical faux pas due to ignorance of a different culture? Can a 'signed'/'visual' language 'convey as adequately' as a 'spoken' language? These questions highlight the central learning achieved in this module. This is a course in British Sign Language assuming no prior, or minimal knowledge of the language. Throughout the course you will discover aspects central to the Deaf World and its Culture, and how to communicate through a unique 'visual' language, a language that uses your hands and body to communicate! Teaching and learning strategies involve signed conversation (from early on), role-play, and lots of games and exercises that make a truly 'fun and enjoyable' module to take. You will learn a little about the history of the Deaf and Sign Language itself, and its long battle to be recognised. You will discover how using your body and hands can be an exciting and meaningful way of communicating. You will acquire a wide range of easily usable vocabulary, a deeper look into various features that make the language unique, and very different to spoken languages. On successful completion of this module you will have developed knowledge and skills that will enable you to communicate with a Deaf person. You will be able to take your British Sign Language studies onto the next level, broadening your knowledge and developing further, the skill within this amazing 'Visual' language. Please note that very occasionally subsidiary language modules may be cancelled due to low enrolment. Students who are found to have a level of knowledge that exceeds the level for which they have enrolled may be asked to withdraw from the module, at the Teacher's discretion.

PPLB4031A

20

INTRODUCTION TO BRITISH SIGN LANGUAGE I (SPRING START)

How would you converse with someone who is deaf? At work? In school? In an emergency? How can you avoid typical faux pas due to ignorance of a different culture? Can a 'signed'/'visual' language 'convey as adequately' as a 'spoken' language? These questions highlight the central learning achieved in this module. This is a course in British Sign Language assuming no prior, or minimal knowledge of the language. Throughout the course you will discover aspects central to the Deaf World and its Culture, and how to communicate through a unique 'visual' language, a language that uses your hands and body to communicate! Teaching and learning strategies involve signed conversation (from early on), role-play, and lots of games and exercises that make a truly 'fun and enjoyable' module to take. You will learn a little about the history of the Deaf and Sign Language itself, and its long battle to be recognised. You will discover how using your body and hands can be an exciting and meaningful way of communicating. You will acquire a wide range of easily usable vocabulary, a deeper look into various features that make the language unique and very different to spoken languages. On successful completion of this module you will have developed knowledge and skills that will enable you to communicate with a Deaf person. You will be able to take your British Sign Language studies onto the next level, broadening your knowledge and developing further, the skill within this amazing 'Visual' language. Please note that very occasionally subsidiary language modules may be cancelled due to low enrolment. Students who are found to have a level of knowledge that exceeds the level for which they have enrolled may be asked to withdraw from the module, at the Teacher's discretion.

PPLB4033B

20

TEACHING OF ENGLISH AS A SECOND LANGUAGE: ISSUES AND CHALLENGES

The spread in the teaching and learning of English as a Second Language is huge across the world and we refer to English as an 'international language'. What exactly does this mean and what are the implications for teaching and learning this language? In this module you'll focus on the complexity of approaches to teaching and learning English as a second language. You'll learn about Language Awareness skills (i.e. how language works), explore some second language learning and teaching theories, and identify and critically appraise trends and issues that have resulted in specific learning, teaching and assessment practices. During the module, you'll be encouraged to reflect and draw upon your own second language experiences and attitudes to second language learning and the challenges faced in becoming proficient. You'll also learn some teaching techniques so that if you wish to go on to be an English as a second language teacher, you will have gained some basic practical skills. Your knowledge and understanding will develop through a mixture of lecture input, seminars, group work, pair work, microteaching and self-directed study. Through following and studying this module you'll develop understanding about the principles and practice of teaching and learning English as a second language, and be able to communicate your ideas about the place of English as an 'international language'. You'll be assessed entirely through coursework.

EDUB5018B

20

Students must study the following modules for 40 credits:

Name Code Credits

DISSERTATION

THIS MODULE IS NOT AVAILABLE AS A FREE CHOICE OPTION Aim: To introduce students to a range of methods for conducting educational enquiry, and plan, conduct and complete a piece of original educational research. Learning Outcomes: a) To critically appraise underlying principles or approaches to the study of education; b) To develop the ability to plan, conduct and complete independent educational enquiry. Content: You will be introduced to a range of educational research methodologies in order to enable you to plan, conduct and complete a small scale educational enquiry. Assessment: Dissertation 100% Please note that this module is restricted to students on the BA Education programme and is NOT available to visiting or exchange students.

EDUB6001Y

40

Students will select 20 credits from the following modules:

Name Code Credits

CHILDREN, TEACHERS AND MATHEMATICS

This module will introduce you to key issues in mathematics education, particularly those that relate to the years of compulsory schooling. Specifically in this module we: Introduce the mathematics curriculum and pupils' perception of, and difficulties with, key mathematical concepts; Discuss public and popular culture perceptions of mathematics, mathematical ability and mathematicians as well as address ways in which these perceptions can be modified; Outline and discuss specific pedagogical actions (focused on challenge and motivation) that can be taken as early as possible during children's schooling and can provide a solid basis for pupils' understanding and appreciation of mathematics. By the end of the module you will be able to: Gain understanding of key curricular, pedagogical and social issues that relate to the teaching and learning of mathematics, a crucial subject area in the curriculum; Reflect on pedagogical action that aims to address those issues, particularly in the years of compulsory schooling; Be informed and able to consider the potential of pursuing a career in education, either as a teacher, educational professional or researcher in education with particular specialisation in the teaching and learning of mathematics. Assessment: Written Assignment 40% 3000 words Mini Project 60% 4500 words

EDUB6006A

20

MOTIVATION IN EDUCATION

Aim: This module is designed to introduce students to the psychological process underpinning motivated behaviour in education settings. You will examine the role of the teacher in creating motivational climates for learning and assessing some of the key motivational challenges that may occur in educational settings. Learning Outcomes: a) Critically examine a range of intrapersonal, interpersonal and situational influences on motivation in education; b) Apply a range of motivational theories to understand motivated behaviour in education settings; c) Critically examine the role of the teacher in motivating students in educational settings; d) Understand how to overcome key motivational challenges, such as learned helplessness, self-handicapping, procrastination and disengagement in educational settings. Content: What is motivated behaviour?; outcomes of motivated behaviour (e.g. effort, persistence, task choice); motivation through feelings of competence, confidence and control; motivational theories(e.g. attribution theory, expectancy-value theory, achievement goal theory, self-determination theory); interest and value; motivational climates (e.g. TARGET and autonomy-supportive); effects of rewards on motivation; motivational challenges (self-handicapping, procrastination, disengagement, learned helplessness, perfectionism); social influences; teacher-pupil relationship.

EDUB6016A

20

SOCIAL CONSTRUCTION OF CHILDHOOD

The module will explore different understandings of 'childhood' and the implications of these. It will challenge taken-for-granted understandings, through using different lenses to look at childhood - for example, social, historical or legal/political lenses will show us different ways of thinking about 'what is a child', some of these contradictory. There will be lectures to attend, group activities to participate in, movies/documentaries to watch and biographies to analyse and present. By exploring the constructed nature of childhood, we hope you will develop a deeper understanding of how childhood is a diverse and multi-layered concept, and thus how working with a child/children becomes a complex activity, and how it comes to be shaped by a number of social, cultural and historical factors. Assessment: Coursework essay (60%) and oral presentation of a childhood memoir (40%).

EDUB6003A

20

Students will select 20 credits from the following modules:

Name Code Credits

CREATIVITY AND LEARNING

You'll examine the theory and practice, philosophy and policy of creativity in relation to education. Ideas and issues explored in the lectures and seminar discussions underpin the practical, reflective, art-based learning activities carried out in the Sainsbury Centre for Visual Arts (SCVA). The module aims to help you: #Understand some of the different perspectives on creativity in education #Consider creative teaching strategies and practices used to support effective learning in educational environments #Develop an awareness of creative initiatives introduced at national and local levels #Explore your own creative processes through the planning, creation and presentation of an art piece #Further your knowledge of creative approaches to pedagogy and practice.

EDUB6004B

20

DEBATES,CONTROVERSIES AND POLITICS IN MODERN EDUCATION

The potential of education to transform the individual and society is beyond debate. How modern education can deliver this transformation is, however, controversial and fraught with difficulty. This module will give you a detailed grounding in key issues in contemporary educational debates. To this end, you will focus on asking questions, challenging taken-for-granted assumptions and engaging critically with claims to knowledge made by politicians, educational researchers, policy-makers, practitioners and other people involved in education. The module examines five major themes in relation to the development of education policy in the period 1988 to date: knowledge; power; language (games); ethics and 'learners'/'learning'. We will locate these themes within the broader context of 'supranational' education policy space and the emergence of 'GERM', or the Global Educational Reform Movement (Sahlberg 2011). The key characteristics of GERM include: centrally prescribed curricula and attainment standards; high-stakes tests in literacy and numeracy; international comparisons; competition and consumer choice. In evaluating the impact of GERM on school curriculum and pedagogy, you will draw on insights from contemporary thinkers who offer us new ways of understanding ourselves and others. In the process of considering how global political actors and organisations seek to construct and enact a particular version of 'modern' education, you will also explore (and imagine) alternative understandings of '21st century education'. This module will also enable you to hone your presentation skills. It will enhance your critical thinking, as well as the ability to develop a compelling argument and defend your own position on a current debate in education.

EDUB6012B

20

MEDIA, CULTURE AND LEARNING

You will critically consider the relationship between media and education, considering what effect the media has in shaping knowledge, what role education plays in supporting media narratives, and how media and education influence cultural and social issues. You will draw upon current social and cultural issues and explore how these issues are shaped and discussed through the intersecting narratives of media and education. You will consider and reflect on current topics that may include issues around gender, sexuality, religion, youth, class, and sport.

EDUB6002B

20

Students will select 20 - 40 credits from the following modules:

Please note that if students wish to study a module that is not listed below, please speak with the course director. The modules listed below are available subject to confirmation by the school.

Name Code Credits

CHILDREN, TEACHERS AND MATHEMATICS

This module will introduce you to key issues in mathematics education, particularly those that relate to the years of compulsory schooling. Specifically in this module we: Introduce the mathematics curriculum and pupils' perception of, and difficulties with, key mathematical concepts; Discuss public and popular culture perceptions of mathematics, mathematical ability and mathematicians as well as address ways in which these perceptions can be modified; Outline and discuss specific pedagogical actions (focused on challenge and motivation) that can be taken as early as possible during children's schooling and can provide a solid basis for pupils' understanding and appreciation of mathematics. By the end of the module you will be able to: Gain understanding of key curricular, pedagogical and social issues that relate to the teaching and learning of mathematics, a crucial subject area in the curriculum; Reflect on pedagogical action that aims to address those issues, particularly in the years of compulsory schooling; Be informed and able to consider the potential of pursuing a career in education, either as a teacher, educational professional or researcher in education with particular specialisation in the teaching and learning of mathematics. Assessment: Written Assignment 40% 3000 words Mini Project 60% 4500 words

EDUB6006A

20

CREATIVITY AND LEARNING

You'll examine the theory and practice, philosophy and policy of creativity in relation to education. Ideas and issues explored in the lectures and seminar discussions underpin the practical, reflective, art-based learning activities carried out in the Sainsbury Centre for Visual Arts (SCVA). The module aims to help you: #Understand some of the different perspectives on creativity in education #Consider creative teaching strategies and practices used to support effective learning in educational environments #Develop an awareness of creative initiatives introduced at national and local levels #Explore your own creative processes through the planning, creation and presentation of an art piece #Further your knowledge of creative approaches to pedagogy and practice.

EDUB6004B

20

DEBATES,CONTROVERSIES AND POLITICS IN MODERN EDUCATION

The potential of education to transform the individual and society is beyond debate. How modern education can deliver this transformation is, however, controversial and fraught with difficulty. This module will give you a detailed grounding in key issues in contemporary educational debates. To this end, you will focus on asking questions, challenging taken-for-granted assumptions and engaging critically with claims to knowledge made by politicians, educational researchers, policy-makers, practitioners and other people involved in education. The module examines five major themes in relation to the development of education policy in the period 1988 to date: knowledge; power; language (games); ethics and 'learners'/'learning'. We will locate these themes within the broader context of 'supranational' education policy space and the emergence of 'GERM', or the Global Educational Reform Movement (Sahlberg 2011). The key characteristics of GERM include: centrally prescribed curricula and attainment standards; high-stakes tests in literacy and numeracy; international comparisons; competition and consumer choice. In evaluating the impact of GERM on school curriculum and pedagogy, you will draw on insights from contemporary thinkers who offer us new ways of understanding ourselves and others. In the process of considering how global political actors and organisations seek to construct and enact a particular version of 'modern' education, you will also explore (and imagine) alternative understandings of '21st century education'. This module will also enable you to hone your presentation skills. It will enhance your critical thinking, as well as the ability to develop a compelling argument and defend your own position on a current debate in education.

EDUB6012B

20

MEDIA, CULTURE AND LEARNING

You will critically consider the relationship between media and education, considering what effect the media has in shaping knowledge, what role education plays in supporting media narratives, and how media and education influence cultural and social issues. You will draw upon current social and cultural issues and explore how these issues are shaped and discussed through the intersecting narratives of media and education. You will consider and reflect on current topics that may include issues around gender, sexuality, religion, youth, class, and sport.

EDUB6002B

20

MOTIVATION IN EDUCATION

Aim: This module is designed to introduce students to the psychological process underpinning motivated behaviour in education settings. You will examine the role of the teacher in creating motivational climates for learning and assessing some of the key motivational challenges that may occur in educational settings. Learning Outcomes: a) Critically examine a range of intrapersonal, interpersonal and situational influences on motivation in education; b) Apply a range of motivational theories to understand motivated behaviour in education settings; c) Critically examine the role of the teacher in motivating students in educational settings; d) Understand how to overcome key motivational challenges, such as learned helplessness, self-handicapping, procrastination and disengagement in educational settings. Content: What is motivated behaviour?; outcomes of motivated behaviour (e.g. effort, persistence, task choice); motivation through feelings of competence, confidence and control; motivational theories(e.g. attribution theory, expectancy-value theory, achievement goal theory, self-determination theory); interest and value; motivational climates (e.g. TARGET and autonomy-supportive); effects of rewards on motivation; motivational challenges (self-handicapping, procrastination, disengagement, learned helplessness, perfectionism); social influences; teacher-pupil relationship.

EDUB6016A

20

SOCIAL CONSTRUCTION OF CHILDHOOD

The module will explore different understandings of 'childhood' and the implications of these. It will challenge taken-for-granted understandings, through using different lenses to look at childhood - for example, social, historical or legal/political lenses will show us different ways of thinking about 'what is a child', some of these contradictory. There will be lectures to attend, group activities to participate in, movies/documentaries to watch and biographies to analyse and present. By exploring the constructed nature of childhood, we hope you will develop a deeper understanding of how childhood is a diverse and multi-layered concept, and thus how working with a child/children becomes a complex activity, and how it comes to be shaped by a number of social, cultural and historical factors. Assessment: Coursework essay (60%) and oral presentation of a childhood memoir (40%).

EDUB6003A

20

Students will select 0 - 20 credits from the following modules:

Students may select one of the following modules if spaces are available.

Name Code Credits

ENVIRONMENTAL EDUCATION AND OUTDOOR LEARNING

This module is about gaining insights into the benefits of learning outside the classroom and developing an understanding about the possible activities which can be undertaken to enhance the learning and wellbeing of varying groups at various stages of development. You will undertake a range of fieldwork activities, led by those with experience in organising and leading educational visits and whilst doing this, develop skills which will enable you to make effective and informed decisions in organising your own educational visits. You will also organise and spend a day with a provider who runs educational visits to gain insights in to this industry. The learning objectives of this module are to: #Understand the terminology associated with outdoor learning, environmental education, educational visits and fieldwork; #Become familiar with aspects of the perceived curricular, social, affective and behavioural benefits of outdoor learning and educational visits; #Reflect upon the significance of prior experiences as starting points for fieldwork participation and reflection; #Understand how different fieldwork approaches can relate to learning outcomes; #Gain insights into the logistical and organisational arrangements associated with arranging educational visits; #Appreciate different methods of data collection associated with fieldwork tasks; #Gain a knowledge of issues and places through first-hand participation in fieldwork. By the end of this module you will be able to: #Identify and critically reflect upon evidence from informed, effective educational visits and fieldwork investigations; #Engage with professional educational visit providers to arrange appropriate fieldwork for your target audience; #Provide evidence based rationale for educational visits; #Identify and critique suitable locations based on a knowledge of risk assessment and logistics of fieldwork; #Effectively evaluate fieldwork approaches to the learning outcomes you identify. Assessment: Coursework 100%

EDUB5004B

20

TEACHING OF ENGLISH AS A SECOND LANGUAGE: ISSUES AND CHALLENGES

The spread in the teaching and learning of English as a Second Language is huge across the world and we refer to English as an 'international language'. What exactly does this mean and what are the implications for teaching and learning this language? In this module you'll focus on the complexity of approaches to teaching and learning English as a second language. You'll learn about Language Awareness skills (i.e. how language works), explore some second language learning and teaching theories, and identify and critically appraise trends and issues that have resulted in specific learning, teaching and assessment practices. During the module, you'll be encouraged to reflect and draw upon your own second language experiences and attitudes to second language learning and the challenges faced in becoming proficient. You'll also learn some teaching techniques so that if you wish to go on to be an English as a second language teacher, you will have gained some basic practical skills. Your knowledge and understanding will develop through a mixture of lecture input, seminars, group work, pair work, microteaching and self-directed study. Through following and studying this module you'll develop understanding about the principles and practice of teaching and learning English as a second language, and be able to communicate your ideas about the place of English as an 'international language'. You'll be assessed entirely through coursework.

EDUB5018B

20

WHAT IS TEACHING? THE TEACHER'S ROLE AND PRACTICE IN DIFFERENT SETTINGS

You'll explore and gain insight into the nature of' 'teaching' and 'learning' in a range of educational institutions and settings in the UK. By the end of this module you'll be expected to understand: what it means to be a teacher in different educational contexts; a range of teaching strategies and practices used to support effective learning in various settings and the need for a critical appreciation of the function of different educational institutions, the opportunities they offer and their cultural contexts. There will be opportunities to investigate specific aspects of teaching which are of particular interest to individuals.

EDUB5001A

20

Disclaimer

Whilst the University will make every effort to offer the modules listed, changes may sometimes be made arising from the annual monitoring, review and update of modules and regular (five-yearly) review of course programmes. Where this activity leads to significant (but not minor) changes to programmes and their constituent modules, there will normally be prior consultation of students and others. It is also possible that the University may not be able to offer a module for reasons outside of its control, such as the illness of a member of staff or sabbatical leave. In some cases optional modules can have limited places available and so you may be asked to make additional module choices in the event you do not gain a place on your first choice. Where this is the case, the University will endeavour to inform students.

Further Reading

  • Great Lengths

    Without access to adequate facilities and lessons Britain is on course to become a nation of non-swimmers.

    Read it Great Lengths
  • Ask a Student

    This is your chance to ask UEA's students about UEA, university life, Norwich and anything else you would like an answer to.

    Read it Ask a Student
  • PGCE

    Read about our PGCE Teacher Training courses…

    Read it PGCE
  • UEA Award

    Develop your skills, build a strong CV and focus your extra-curricular activities while studying with our employer-valued UEA award.

    Read it UEA Award
  • #ASKUEA

    Your University questions, answered.

    Read it #ASKUEA

Entry Requirements

  • A Level BBB excluding General Studies
  • International Baccalaureate 31 If no GCSE equivalent is held, offer will include Mathematics and English requirements.
  • Scottish Advanced Highers CCC
  • Irish Leaving Certificate 2 subjects at H2, 4 subjects at H3
  • Access Course Pass the Access to HE Diploma with Merit in 45 credits at Level 3
  • BTEC DDM BTEC Public Services is not accepted.
  • European Baccalaureate 70%

Entry Requirement

GCSE Requirements:  GCSE English Language grade 4 and GCSE Mathematics grade 4 or GCSE English Language grade C and GCSE Mathematics grade C. Please note, that if you have a long term goal to complete a PGCE  Primary programme you will be required to have GCSE Science C or above for this programme. 

UEA recognises that some students take a mixture of International Baccalaureate IB or International Baccalaureate Career-related Programme IBCP study rather than the full diploma, taking Higher levels in addition to A levels and/or BTEC qualifications. At UEA we do consider a combination of qualifications for entry, provided a minimum of three qualifications are taken at a higher Level. In addition some degree programmes require specific subjects at a higher level.

 

Students for whom English is a Foreign language

We welcome applications from students from all academic backgrounds. We require evidence of proficiency in English (including speaking, listening, reading and writing) at the following level:

  • IELTS: 6.5 overall (minimum 6.0 in any component)

We will also accept a number of other English language qualifications. Please click here for further information.

INTO University of East Anglia 

If you do not meet the academic and/or English language requirements for this course, our partner INTO UEA offers progression on to this undergraduate degree upon successful completion of a foundation programme and an interview. Depending on your interests and your qualifications you can take a variety of routes to this degree:

INTO UEA also offer a variety of English language programmes which are designed to help you develop the English skills necessary for successful undergraduate study:

 

Interviews

The majority of candidates will not be called for an interview and a decision will be made via UCAS Track. However, for some students an interview will be requested. You may be called for an interview to help the School of Study, and you, understand if the course is the right choice for you.  The interview will cover topics such as your current studies, reasons for choosing the course and your personal interests and extra-curricular activities.  Where an interview is required the Admissions Service will contact you directly to arrange a convenient time.

Gap Year

We welcome applications from students who have already taken or intend to take a gap year.  We believe that a year between school and university can be of substantial benefit. You are advised to indicate your reason for wishing to defer entry and to contact admissions@uea.ac.uk directly to discuss this further.

Intakes

The School’s annual intake is in September each year.

Alternative Qualifications

Candidates with equivalent qualifications are encouraged to apply, or contact the Admissions Office for further information.

International candidates are also actively encouraged to access the University's International Students webpage.

Fees and Funding

Undergraduate University Fees and Financial Support

Tuition Fees

Information on tuition fees can be found here:

UK students

EU Students

Overseas Students

Scholarships and Bursaries

We are committed to ensuring that costs do not act as a barrier to those aspiring to come to a world leading university and have developed a funding package to reward those with excellent qualifications and assist those from lower income backgrounds. 

The University of East Anglia offers a range of Scholarships; please click the link for eligibility, details of how to apply and closing dates.

How to Apply

Applications need to be made via the Universities Colleges and Admissions Services (UCAS), using the UCAS Apply option.

UCAS Apply is a secure online application system that allows you to apply for full-time Undergraduate courses at universities and colleges in the United Kingdom. It is made up of different sections that you need to complete. Your application does not have to be completed all at once. The system allows you to leave a section partially completed so you can return to it later and add to or edit any information you have entered. Once your application is complete, it must be sent to UCAS so that they can process it and send it to your chosen universities and colleges.

The UCAS code name and number for the University of East Anglia is EANGL E14.

Further information

If you would like to discuss your individual circumstances with the Admissions Office prior to applying please do contact us:

Admissions Office (Education)
Tel: +44 (0)1603 591515
Email: admissions@uea.ac.uk

Register your details via our Online Enquiry Form.

International candidates are also actively encouraged to access the University's International section of our website.

 

    Next Steps

    We can’t wait to hear from you. Just pop any questions about this course into the form below and our enquiries team will answer as soon as they can.

    Admissions enquiries:
    admissions@uea.ac.uk or
    telephone +44 (0)1603 591515