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 modules at Honours level 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.

Personal Development Planning (PDP) Mapping

PDP is embedded in the BA Education (all routes) through both taught modules and through Personal Academic Tutorials (PATs) and transition events. These are summarised for each route in Appendix 3.