Education BA (Hons)

Starting your first year at university is a new experience and it requires dedication, commitment and hard work. By making the choice to attend university you are responsible for your own learning which can be quite a change from previous study.

This module is designed specifically to introduce you to the academic and professional skills necessary to engage in Higher Education. It will walk you step by step through some of the major skills you will need to develop in order to be a successful student. 

Topics covered include how to get the most out of lectures, working as part of a team, how to find appropriate academic sources, how to use APA referencing, interpreting an assignment brief, structuring a written assignment, advancing a written argument, beginning critical analysis and wellbeing and resilience.

This module aims to:

• introduce students to the academic and professional skills necessary to engage in Higher Education;
• support students to make a successful transition to study and life at University;
• build learning power to enable students to become effective and independent learners.

This module will introduce you to the key skills and attributes required for successful practice in the workplace.  It will introduce you to legislative and statutory guidance for safeguarding, recognising when a person might be in danger or at risk and the procedures which must be followed.  You will be able to explore professional, generic, work-specific and transferrable skills in the workplace and set action plans and targets for professional performance.  This module will also enable you to begin the process of developing reflective practice skills and how to link theory with practice, and practice to theory.

This module aims to :

• introduce students to placement learning in professional contexts which are relevant for their chosen programme of study.
• guide students through the professional knowledge, skills and dispositions which will enable them to have an enriching placement experience and prepare them for further placement experiences at Level 5 of their programme.
• introduce students to key elements of the University of Chester Citizen Student Strategy: it will support students in contributing to the community as engaged learners, foster a sense of the benefits of active learning and engagement with employers.

For students on the Early Childhood (0-8) pathway, the module will give the opportunity to complete elements of the Early Years Educator criteria and the Graduate Practitioner Competencies.

This module provides a historical overview to the emergence of social justice, inclusive education, and special educational needs. Terms, perceptions, and concepts are considered, as well as the importance of reflecting on any personal bias that might impact professional practice. You will be introduced to key theories, legislation and policy and consider how this might translate into practice. Emphasis will be placed on how children and young people with special educational needs and other diverse needs can be supported and enabled in settings, in relation to both a learning and social context.

This module aims to:

• examine concepts and theories relating to social justice, inclusive education, and special educational needs; 
• explore how children and young people with diverse needs can be supported in settings and, the importance of early identification of need.

This module aims to:

Explore how childhood is socially constructed and the ways in which children, as social agents, shape their childhoods, as well as considering the historical and social conditions that led to the introduction of a state system of schooling.

Discuss and consider the significant acts and events that marked the consolidation of state involvement and how changes in the structure of society led to advances in educational provision.

Students will be encouraged to explore historical and contemporary representations of children, and the concept of childhood. This module will then introduce the origins of a state-controlled education system where students will explore the social conditions which lead to this. Key moments in history will allow students to develop an understanding of how the past has shaped the present and will encourage comparison and contrast of current issues in education and society.

In this module you will explore pedagogy, learning theories, key concepts and theories of play and the relationship between play and holistic development. 

You will engage with policy, practice, research and debates in relation to playful learning and thinking in the EYFS and National Curriculum.   This will include the importance of successful transitions between stages of learning.

You will explore how play and exploratory learning are used to scaffold, facilitate and extend children and young people’s learning and thinking.  

This module aims to:

• examine key concepts and theories of learning and development;  
• engage with policy, practice, research and debates in relation to playful learning and thinking:
• explore the vital role of play in young children's learning, including how play and exploratory learning is used to scaffold, facilitate and extend learning and development.  

Children and young people live in a social world and grow up with all kinds of different experiences which can impact on their personal, social and emotional development. In this module, you will explore the variety of factors which affect the behaviour of children and young people.  This includes topics such as attachment, self-esteem, parenting, family dynamics, temperament and personality and Special Educational Needs & Disability. 

You will also examine ways of supporting the social and emotional development of children and young people, including through multi agency working and whole setting approaches.

This module aims to:

• support students in understanding the myriad factors which impact on the social and emotional development of children and young people;
• develop insights into ways of supporting children and young people's social and emotional development.

This module introduces you to the concept and value of research for shaping effective policy, systems and practice in the child, family, young people, and education workforce. Focus will be given to the importance of ethical principles when undertaking research involving people, and you will be presented with various opportunities to design, pilot, evaluate data collection tools and examine your findings against published literature. Although quantitative and mixed methods research will be considered, emphasis will be placed on qualitative approaches, particularly those which encourage participatory research. You will develop transferrable research skills and gain confidence in formulating research questions and proposals to prepare you for your level 6 research study.

This module aims to:

• promote understanding of the value of research for shaping effective policy, systems and practice in the child, family, young people, and education workforce;
• provide an opportunity to design, pilot and evaluate data collection tools;
• develop the knowledge, skills and confidence required for the level 6 research study. 

This module enables students to develop the skills and attributes required for successful practice in the workplace.  Students will engage with safeguarding updates in line with current statutory and legislative guidance.  Also, there will be discussion and analysis of professional, generic, work-specific and transferrable skills in the workplace, alongside the application of team-work in practice.  Students will also be able to evaluate action plans and targets for professional performance, and review models of reflective practice.  The relationship between theory and practice, and practice with theory will also be further developed.

This module aims to

• develop students’ placement learning in professional contexts which is relevant for their chosen programme of study.
• support students through further analysis of the professional skills and values which will enable them to have an enriching placement experience.
• reinforce students' understanding of the key elements of the University of Chester Citizen Student Strategy: it will further support students in contributing to the community as engaged learners, fostering a sense of the benefits of analysing their active learning and engagement with employers.

For students on the Early Childhood (0-8) pathway, the module will provide an opportunity to complete elements of the Early Years Educator criteria and the Graduate Practitioner Competencies.

In this module you will consider definitions and interpretations of the concept of creativity. You will focus on recognising a range of alternative, creative and thematic approaches to delivering educational opportunities.

As part of your learning you will use problem solving methods to plan, design and prepare for creative learning opportunities.

This module will also encourage you to explore the place of creativity within the curriculum and associated barriers to creativity. Throughout the module you will scrutinise and evaluate the use of curriculum design methods and resources for all learners.

This module aims to support students to:

• engage with a range of alternative, creative and thematic approaches to delivering educational opportunities;
• analyse the place of creativity and associate barriers within curricula;
• evaluate creative curricular approaches and resources and consider their impact on all learners.

The traditional academic programme structure is not applicable in relation to this experiential learning opportunity. The experiential content is freely structured and determined by negotiation between the student, placement supervisor and host organisation. It is generally informed by the aims and learning outcomes and by the objective of optimising added value for both the host organisation and the student experience. 

A mid-placement review will enable peer to peer sharing of experiential learning, permit feedback and allow an analysis of the range of skills and benefits derived from the placement. It will also further develop the construction of the portfolio.  

All students will engage in the drawing up of a learning agreement on acceptance of the placement that will cover a contact plan and agreed learning outcomes with their designated academic tutor and placement coordinator.

This module aims to:

• provide an opportunity for students to apply and enrich their previous theoretical knowledge and understanding of course content through observation in and insights derived from working in an organisation and professional environment 
• enable students to develop their practical and transferable skills in a work-based environment and to experience a broad range of tasks and responsibilities relevant to their chosen setting 
• enable students to pursue professional and personal development in a workplace environment
• enable students to analyse practice skills required in the workplace environment as they relate to theoretical perspectives from their studies and research and vice versa.

This module will challenge your understanding of what different groups in society consider to be 'useful' learning.

Through an examination of key educational ideologies you will begin to explore how beliefs and values underpin political ideology. As well as comparing and contrasting different educational and political ideologies, you will be given opportunity to appreciate the problematic nature of education policy and practice in the curriculum.

During the module you will engage in fundamental questions concerning the aims, values and outcomes of education and its relationship to society. 

This module aims to:

• explore and examine the beliefs and values that underpin educational and political ideology;
• provide opportunities for students to appreciate the problematic nature of education policy and practice in the curriculum;
• engage with fundamental questions concerning the aims, values and outcomes of education and its relationship to society.

In this module you will examine how education has been portrayed through various mediums such as film, television and music and media communications. You will explore media representations from years gone by up until the present day whilst discussing different ideological perspectives being exposed.

Within this module you will be encouraged to reflect on the purpose of education and the experience of the learner through a theoretical lens, as well considering your own learning journey and experience. 

This module aims to:

• encourage students to reflect on the purpose of education and the experience of the learner as shown in media representations;
• understand and apply theoretical and ideological perspectives to education and learning in order to enable students to consider their own learning experiences.

Within this module you will develop an awareness of the impact of global movements and pressures upon contemporary education policy and practice. You will begin to interrogate learning and educational processes in a wide variety of contexts within society.  You will gain an awareness of the differences between educational systems and understand the rationale behind comparing and contrasting the educational provision in different countries. 

This module aims to:

• provide opportunities for students to appreciate the problematic nature of education and how historical, political, cultural and economic factors influence the development of educational policy and practice;
• encourage students to develop an awareness of the impact of global movements and pressures upon contemporary education policy and practice whilst discussing fundamental questions concerning the aims values and outcomes of education and its relationship to society.
• enable students to gain an awareness of the differences between educational systems and understand the rationale behind comparing and contrasting the educational provision in different countries. 

• The multiple facets of global citizenship
• Ethical engagement and practice
• The United Nations Sustainable Development Goals
• Cross-cultural issues and sensitivity
• Intercultural communication
• Culture shock
• Cultural adjustment
• Self- assessment of needs: identification of the range of transferable skills, competencies and attitudes employees need and employers expect graduates to possess-with a strong focus on understanding the intercultural competencies (ICC) needed to live and work abroad.
• Critical analysis/evaluation of individual requirements in relation to culture/cultural adjustment/culture shock/visas/medical.
• Critical analysis/evaluation of skills already acquired in relation to key skills related to ICC.
• Devising strategies to improve one’s own prospects of working abroad in the future.
• Devising an action plan to address gaps in transferable skills based on organisational analysis and sector opportunities.

This module promotes a reflective and critical approach to interculturality and aims to enhance students’ prospects of gaining overseas graduate employment, which will enable them to:

1. Examine and evaluate a chosen aspect of the society of a target country
2. Enhance cultural and intercultural awareness and further develop related skills.
3. Articulate clearly their career plans and take steps to prepare for their first paid overseas graduate role,
4. Take responsibility for their own learning and acquisition of identified employability skills,
5. Articulate, orally and in writing, their findings and their employability skills.

The principal purpose of this module is to encourage the student to reflect upon their personal experiences as a study abroad student and how these experiences impact the student’s perceptions of identity, culture and history.

Focusing on diversity and inclusion this module will nurture a critical evaluation of the influence of relationships on the world stage and how diversity shapes society and the individual. This requires them to assess their own thoughts, actions and activities throughout their time at the University of Chester. In order to achieve this, the module will encompass: journaling for reflection; models of reflection and writing for reflection.  The module will also examine: experiential learning models; skills required for self-directed experiential learning; the psychology of culture shock; self-identity and intercultural awareness; sustainability, cross-cultural issues and sensitivity.  

The aims of the module are: 

• To develop and enhance skills of reflection and evidence this with models of reflection.  
• To gain an understanding of the history of diversity and inclusion and its impact on cultural values, beliefs and perceptions.
• To build upon an understanding of similarities (and differences), of customs, social mechanisms and habits apparent in English speaking and other countries and how this impacts culture shock.
• To introduce and develop the concept of global citizenship within shifting historical, social-economic and communication trends.
• To foster critical evaluation.

This module is designed for Level 5 Modern Language or English Language students intending to spend a year abroad and/or considering teaching English as Foreign Language. It is also suitable for students of all disciplines interested in a career in TEFL. Students will develop their knowledge of English grammar and structure and acquire a basic understanding of the communicative approach to teaching English as a Foreign Language.  Students will also be introduced to a range of methods of teaching, learning and assessment. This knowledge will be applied practically in the planning of motivating learning activities and lesson structures, utilising the loop input approach. Students will also be acquainted with a variety of language learning resources. To complement their theoretical knowledge students will also be provided with practical teaching experience, ideally with authentic foreign learners of English, where they will have to opportunity to experiment with various learning and assessment techniques. Some teaching practice will also be in the form of micro-teaching sessions with peers on the module.

1. To develop students' awareness of English language grammar and structure.
2. To raise students’ awareness of phonology and the appropriate methods and materials to teach English pronunciation successfully.
3. To introduce students to some basic contemporary pedagogical theory related to the teaching of English as a Foreign Language.
4. To introduce students to a range of teaching and learning materials
5. To provide students with practical skills for the English language classroom.
6. To establish sound approaches to critical reflection with regard to observation, practice and professional development.
7. To enable students to enhance their transferable and interpersonal skills such as self-presentation, time management, communication and problem solving.

This independent extended research project provides you with the opportunity to study an area of significance related to children, young people and/or families and communities in professional contexts. Building on concepts, theories and skills encountered within the programme, the module enables you to develop a high level of specialist knowledge which will help to prepare you for the workforce. Within an empirical context, the position of research in terms of quantitative and qualitative perspectives is justified, as is the adoption of methods of data collection.  Ethical issues within research are analysed, as are techniques of data analysis and presentation.  The application of theory is a key feature of the module which incorporates a literature review.

The module aims to:

• integrate concepts, theories, knowledge, and skills encountered within the programme;
• provide the opportunity to plan, undertake and evaluate an extended research study that helps to develop specialist knowledge and skills in preparation for the workforce. 

• Safeguarding updates in line with current statutory and legislative guidance
• Discussing and analysing professional, generic, work-specific and transferrable skills in the workplace
• Evaluating action plans and targets for professional performance
• Models of reflective practice
• The relationship between theory and practice and modules studied in Level 6
• CV writing and applying for jobs/further study
• Considering placements to date; making career plans

This module aims to:

• enable students to critically reflect upon their placement learning in a professional context, relevant to their chosen programme of study;
• support students to demonstrate the professional skills and values that will enable them to have an enriching placement experience and support their employability and future career choices;
• extend students’ demonstration of the University of Chester Citizen Student Strategy.

This module supports you in building on the content covered earlier in the programme, to analyse social inequalities relating to issues of gender, sexuality, socio-economic status, and the intersection with special educational needs and disabilities. Using an intersectional lens, you will consider the impact of the consequences of inequalities on the holistic outcomes of children and young people. You will critically analyse and compare these aspects of diversity against national and global policies and practice.

You will be expected to reflect on the knowledge gained throughout the programme to develop a critical awareness of social justice and how you can challenge barriers, reduce inequalities, and empower individuals at risk of disadvantage due to gender, and sexuality, socio-economic status.  

This module aims to: 

• explore key theories to examine inequalities both nationally and globally in relation to gender, sexuality, socio-economic status, and disability; 
• examine how practitioners can challenge barriers and empower individuals facing disadvantage and inequality on the grounds of gender, sexuality, socio-economic status, and disability. 

This module will enable students to understand the concept and purpose of lifelong learning. Through a theoretical lens, students will explore the philosophy of lifelong learning in educational provision, communities and individuals as well as the potential implications. In doing this, students will be enabled to assess their own needs and abilities to anticipate developmental pathways for their future.

This module aims to:

• Define the paradigms of lifelong learning and implications for education and training systems including schools; formal and informal systems of education, industry and business; 
• Critically examine the impact of globalisation and technological change and government responses to educational development, including policy on lifelong learning.

This module will enable you to engage with a community, and work in developing a relevant piece of work within it. 

The community group with which you work will be negotiated between you, your tutor and the group itself. The specific project may be available at the point of induction to the module, but may also be developed by you individually or as part of a small group in agreement with the community group. 

You will be continually encouraged to critique aspects related to social justice, social inequality and structural/cultural access to shared resources.

This module aims to:

• develop an understanding of the development and sustainability of ‘community’ within a specific environment. This will be engendered through the exploration of community learning processes in the contexts of social justice and citizenship;
• support critical engagement with ideologies relating to concepts of learning and education in community settings.

This module provides a further opportunity for students to engage in independent learning, building on knowledge and skills acquired in the lower level modules and to examine in some depth an area of study of their choice, subject to approval by the department. The study will lead to the production of a research project, written in English, and an oral discussion, also in English. It will normally focus on a significant political, historical, sociological, linguistic or cultural aspect of the EU, including issues of identity and nationalism that the student wishes to examine, and may relate to an area covered in other modules or studied during the student’s residence abroad. In all cases the subject needs to be approved by the tutor.

• To further develop knowledge of an area of study of interest in contemporary EU.
• To foster advanced level writing skills in English.
• To synthesise and analyse source materials and to critically reflect upon the subject of their study.
• To further develop cultural and intercultural awareness.
• To further develop independent learning techniques.

This module will offer students the opportunity to examine thematically some of the challenges of representing identity and giving voice to diversity in contemporary global societies. Students will be exposed to a range of literary, visual, audio and cinematic texts (all available in translation) from across the language cultures. These texts will be structured around four dominant themes drawn from, among others: decolonising the intellectual; oral traditions in the 21^st century; visual representations of difference; young voices in protest; identity politics in action. Students will, thereby, analyse and compare cultural representations of contemporary identities. 

1. To examine, through a range of diverse texts, cultural representations of identity
2. To analyse a number of significant written, visual, audio or cinematic texts and to interpret and comment on their style, content and context.
3. To further develop transferable skills such as critical analysis and oral presentation.
4. To enhance research and written skills.