The course content is designed to stimulate and to challenge students as critically reflective practitioners. The modules offer breadth of content whilst still enabling the student to focus specifically on areas of policy and practice relevant to their current and intended professional roles. Core skills development is very important as a transferrable outcome and is built into all modules, and all module feedback makes reference to academic development and areas for improvement.

The foundation level (Years 1 and 2) provides an initial understanding of learning requirements at degree level whilst at the same time introducing the particular concerns of professional practice for those employed in supporting the individual earning needs of children and young people. The Perspectives on Learning and Development module explores key issues in the way we understand the development of children and young people, and it supports students in making critical links between theory and practice. The Professional Practice module encourages the emergence of the student as a critically reflective practitioner and this is a theme which is central to the degree and which recurs in later modules, underpinning the employability of graduates from the BA Hons Education suite. The skills analysis undertaken for this module allows for action planning and informs PDP throughout the course. Students will end their foundation level with a module that further supports their understanding of educational and/or social policy, and how this can impact on children and young people's lives and their educational outcomes.

Within the Intermediate level (Years 2 and 3), students further reflect on their professional development, considering the impact of leadership and management on their practice as well as policy and legislation. The subject specific modules at this level on supporting core skills and assessment for learning offer opportunities to explore and evaluate the educational role of the practitioner in early years practice, learning and SEND support and inclusive education, and they enable students to focus on specific areas of interest which may well form the basis of research topics for the major study. By requiring all students to complete the module Safeguarding Children and Young People, we ensure they have a clear and critical understanding of their current professional responsibilities to promoting the well-being of all learners. While it is possible for students with a particularly specialised role to make their module assessments applicable to that specialism, we encourage students to appreciate the breadth of practice perspectives and employment opportunities available across the education sector generally.

At Intermediate and Honours levels, the students are required to make a significant move to independent learning and to investigation of the wider and more philosophical, sociological and psychological aspects of their roles. All modules allow learners to critically evaluate past and current policy and practice, and it is envisaged that in Year 3 particularly, students will now begin to plan for their major study. The higher-level modules further contribute to PDP for students, by requiring additional critical reflection on their professional responsibilities, evaluating the impact of changing policy and legislation on their roles and developing their practice skills and pedagogic leadership.

The modules at Honours level (Years 3 and 4), both core and optional, allow students to further develop their critical thinking skills, and follow up a specialist interest that reflects their professional role or intended career progression. The Researching the Major Study and Major Study in Education modules allow students to approach a topic of interest and to investigate it in the space of a 40-credit module which allows for a substantial piece of work to be agreed between the student and module tutor. Having studied research methodologies in preparation it is envisaged that students will meet the challenge of this independent study which should allow development of a theme or topic of interest which comes either from previous modules of from experience in practice. The remaining Honours level modules reflect current concerns across the education sector (the impact of well-being on learning, current SEND practice and policy, effective pedagogies in supporting young children) and offer students an opportunity to further develop practice skills, and to better understand the context of their work. All offer students a valuable addition to their PDP and employability, reflecting skills and knowledge much valued in a range of education settings today.

Assessment

To support the development of professional and transferrable skills, assessment on the BA Hons Education (all routes) reflects the skills required in the workplace where possible as well as those that demonstrate critical and analytical thinking and academic writing. Assessment strategies include report writing, portfolio building, critical self-evaluation, the development of displays, the planning and critical review of learning activities and resources, and independent, empirical research. Students are also required to demonstrate their developing communication skills through oral presentations, debates and professional discussion, as well as in writing increasingly critical reports and essays. Finally, assessment on all routes focuses both on the critical evaluation of research and theory, and the critical application of theory to practice. This assessment is supported by both formative and summative feedback, where the emphasis is on how student have met learning outcomes, and what they need to do to further develop their academic skills.

Ethics

All assignments/ research projects undertaken by students of the SEPD which involve primary research with people are subject to rigorous checks regarding the possible ethical dimensions of the work. All students are made fully aware of the ethical implications of observing children and must ask for and receive written informed consent from parents and be alert to the child’s rights to refuse to be observed, if they are unable to give written consent. All information is treated as confidential unless there are child protection implications. As part of the Major Study in Education module, students are required to follow SEPD ethical approval processes, including identifying ethical issues that may arise on their research and the strategies they have included to address these. Data gathering for this piece of work may not be undertaken until written ethical approval from their supervisor or module leader has been obtained. All printed information given to respondents will display appropriate tutor contact details.