CYP4063 - Change and Continuity: A History of Education

Objectives:

Assessment tasks are designed to enable students to demonstrate the Learning and Employability outcomes for the relevant level of study. Level Learning Outcomes are embedded in the assessment task(s) at that level. This enables a more integrated view of overall student performance at each level.

Content:

Students will trace key educational developments in legislation, organisation, curriculum, pedagogy and culture. The module will encompass state-funded education, private education and alternative education. Illustrative themes include:

• Continuity and change within key legislation and its impact upon access and outcomes
• Institutions, organisations and structure, e.g. elementary school, primary school, the tripartite system, comprehensives, academies, single sex education, co-education, public schools
• Cultural change, e.g. discipline, marketisation, student support, student voice, pedagog
• Alternative histories, e.g. race and gender

Learning and Teaching Information:

Formal scheduled teaching and learning including interactive classes online/ face to face
Hours: 50
Intended Group Size: 40

Guided independent study:
Hours: 250

Further details relating to assessment
Further information to be included in Module Handbook.

Poster & reflection: poster to utilize TV/film in a poster which highlights key messages of a chosen film / reflection is 1 x 500 word written piece which compares the portrayal of teachers’ role/s in the chosen film with a tutor selected extract from academic literature.

Briefing Paper: requires students to advise teacher a time travelling from 1870s or 1970s on current policy and practice.

Formative assessment will involve drafting plans within small groups and sharing ideas / receiving critique within class.

The Integrated Assessment will involve watching and analysing a documentary on Educational inequalities of achievement.

Formative Assessments at all Levels involve students tackling parts of an assessment task or related task and benefiting from peer and tutor review or participants. In this way, the early assessment provides students with the opportunity to identify areas of strength and weakness and develop their understanding of how to complete successfully the summative assessment. E.G. In seminars/workshops, student groups provide structured input/ feedback on each other’s work, set in the context of tutor and peer input. Students can then use this feedback and the critiques to inform their submission of final assessment.

Assessment:

Fact File

Module Coordinator - Paul Coman
Level - 4
Credit Value - 30
Pre-Requisites - NONE
Semester(s) Offered - 4YL

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