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Department of Education, Unit Catalogue 2002/03

ED10001: Exploring effective learning

Credits: 6
Level: Certificate
Semester: 1
Assessment: CW100
Requisites:

Aims & Learning Objectives:
The aim is to review the student's own learning in order to identify approaches to learning which are effective and to develop a better understanding of the learning process in the context of study in Higher Education. The objectives are that students should understand better their own learning and be able to identify effective learning strategies; they should be able to debate and discuss critically their own learning
Content:
The nature of learning; what is learnt (skills, knowledge, values etc.); learning styles; learning in groups; autonomy in learning; communication as part of the learning process; study skills; presentation skills; time management; assessment and being assessed.

ED10001: Exploring effective learning

Credits: 6
Level: Certificate
Semester: 2
Assessment: CW100
Requisites:

Aims & Learning Objectives:
The aim is to review the student's own learning in order to identify approaches to learning which are effective and to develop a better understanding of the learning process in the context of study in Higher Education. The objectives are that students should understand better their own learning and be able to identify effective learning strategies; they should be able to debate and discuss critically their own learning
Content:
The nature of learning; what is learnt (skills, knowledge, values etc.); learning styles; learning in groups; autonomy in learning; communication as part of the learning process; study skills; presentation skills; time management; assessment and being assessed.

ED10002: Learning: Theory & context

Credits: 6
Level: Certificate
Semester: 1
Assessment: CW100
Requisites:

Aims & Learning Objectives:
This unit will consider more theoretical aspects of learning. It aims to consider a selection of theoretical perspectives on learning, and to relate these to teaching and learning in different contexts, including schools, colleges, universities and lifelong learning. It will also explore the implications of new technologies for learning. By the end of the unit students should be able to: * begin to understand the nature of learning and teaching * evaluate critically the merits of behavioural, cognitive and other theories of learning * draw together the various elements impinging on learning to better understand their own learning and ways of imparting it to others * establish a critical awareness of new technologies for teaching and have an appreciation of a variety of contexts in which learning occurs and can be facilitated.
Content:
Theories of learning: a review of a range of approaches to learning theory and the cognitive and other processes associated with learning: including memory, problem-solving and motivation. Contexts for learning: including schools, further and higher education, and a variety of lifelong learning opportunities. Session would include, for example: * Learners and individual differences * Theories of learning including behavioural, cognitive, social cognitive and constructivist approaches to learning * Memory, thinking, problem-solving and learning * Motivation and learning; comparing theories * ICT and learning * Lifelong learning and Higher Education.

ED10002: Learning: Theory & context

Credits: 6
Level: Certificate
Semester: 2
Assessment: CW100
Requisites:

Aims & Learning Objectives:
This unit will consider more theoretical aspects of learning. It aims to consider a selection of theoretical perspectives on learning, and to relate these to teaching and learning in different contexts, including schools, colleges, universities and lifelong learning. It will also explore the implications of new technologies for learning. By the end of the unit students should be able to: * begin to understand the nature of learning and teaching * evaluate critically the merits of behavioural, cognitive and other theories of learning * draw together the various elements impinging on learning to better understand their own learning and ways of imparting it to others * establish a critical awareness of new technologies for teaching and have an appreciation of a variety of contexts in which learning occurs and can be facilitated.
Content:
Theories of learning: a review of a range of approaches to learning theory and the cognitive and other processes associated with learning: including memory, problem-solving and motivation. Contexts for learning: including schools, further and higher education, and a variety of lifelong learning opportunities. Session would include, for example: * Learners and individual differences * Theories of learning including behavioural, cognitive, social cognitive and constructivist approaches to learning * Memory, thinking, problem-solving and learning * Motivation and learning; comparing theories * ICT and learning * Lifelong learning and Higher Education.

ED10125: Sports nutrition

Credits: 3
Level: Certificate
Semester: 2
Assessment: EX100
Requisites:

Aims & Learning Objectives:
Students completing this unit will understand the function of major macronutrients and micronutrients in the context of athletic training and performance as well as the principles and practice of rehydration. They will acquire practical skills in applying the principle of energy balance to assess dietary intake of sports performers. Students will also develop a depth of understanding that enables them to evaluate the value of nutrient supplements and the benefits of dietary manipulation pre and post competition.
Content:
Students will study: * Macro- and micro- nutrients considering fluid intakes, balanced diet, time of year, age and stage of maturation of athlete, health of athlete, athletic training and athletic performance. * Dietary intake, including Recommended Nutrient Intake (RNI), caloric balance, nutrient balance, and fluid intake. * Assessment of nutrient intake utilising food diaries recall methods, manual and computer -based analysis, feedback methods (written, oral, computer-based). * Nutrient supplements considering ergogenic aids, fluid based and food-based issues. * Dietary manipulation for pre- and post- competition. * The process of dehydration and its physiological effects on performance, including appropriate strategies for rehydration and recovery.

ED10136: Introduction to pedagogy

Credits: 6
Level: Certificate
Semester: 1
Assessment: EX60ES40
Requisites:

Aims & Learning Objectives:
Students will identify and explore the critical dimensions involved in pedagogy, such as teachers/teaching, learners/learning, and knowledge formation/development of understanding/context. Students will appreciate the interdependency of each dimension, and will recognise the holistic concept of pedagogy in the contexts of physical education and sport.
Content:
From an introduction to the overall concept of pedagogy, each critical dimension of pedagogy will be focussed upon and will be explored with reference to examples and problematic issues. Physical education and sport will provide the source for discussion, debate, examples and problematic issues. Critical dimensions include: (i) Teachers and teaching: teacher roles; teaching styles and approaches; teacher effectiveness; pedagogical content knowledge; formulating and using aims and objectives. (ii) Learners and learning: introduction to learning processes and learning theories, including active learning; learning styles and strategies. (iii) Knowledge formation/understanding/context: knowledge construction theories; issues in the development of understanding; the importance of context in pedagogy.

ED10142: Lifestyle management

Credits: 6
Level: Certificate
Semester: 1
Assessment: CW50ES25PR25
Requisites:

Aims & Learning Objectives:
This unit provides the student with a detailed knowledge & understanding of the lifestyles of sports performers. The student will understand the important factors that impact on the lifestyle of sports performers; have a knowledge of a variety of lifestyle management approaches; compare the approaches taken by sports institutions and organisations internationally; understand the roles and responsibilities of organisational providers in the management of sports performers in the UK.
Content:
Factors: performance issues, selection issues, coach relationships, health, finance, travel, education, accommodation, employment, retirement, media. Lifestyle management approaches: school level, further education, higher education, employment, full-time athlete, special needs approach, professional sport, home based, based at training centres, ACE, scholarships. Institutions and organisations internationally: Australian institute of Sport, USOC at Colorado, INSEP in Paris, Calgary, UKSI sites. Roles & responsibilities: Aims of organisations, athlete performance enhancement, legal responsibilities, duty of care, health & safety, moral responsibilities, financial support, career development.

ED10143: Planning & practice

Credits: 6
Level: Certificate
Semester: 1
Assessment: EX50CW25PR25
Requisites:

Aims & Learning Objectives:
Through this unit students will study the pedagogical skills necessary in the delivery process of sports participation and performance. Students will acquire both theoretical and practical skills in order to apply relevant techniques in the planning and delivery of effective coaching sessions. Students will develop the following: * Ability to plan for coaching * Ability to improve technical performance in a particular sport * Ability to implement effective coaching
Content:
Ability to plan for coaching: * The coaching process, importance of planning and preparation, creating a season plan, creating a session plan, safety, organisational factors, importance of warm up and cool down, knowing your participants, supervision, organisation and control. * Ability to improve technical performance in a particular sport:Learning stages, skill development and acquisition. Differences between ability, technique and skill. Implications for coaching. * Ability to implement effective coaching students:Motivating participants, principles of goal setting, feedback and evaluation. Modifying coaching sessions for beginners, children, individuals and groups.

ED10144: Principles of fitness & training

Credits: 6
Level: Certificate
Semester: 1
Assessment: CW50EX50
Requisites:

Aims & Learning Objectives:
This unit aims to provide the student with a detailed knowledge and understanding of physical fitness: what it is and how to measure it. The body systems which influence physical fitness will be examined and their structure and function analysed. The components of physical fitness and how the body systems respond to training will be analysed, as well as how the systems are developed through training. Students completing this unit will have been introduced to, and developed skills required for assessment and monitoring of physical fitness.
Content:
Components of Physical Fitness: Dimensions of fitness (motor & physical) and their applications to sport. Physical Fitness factors (flexibility, speed, strength, endurance and power. Body Systems response to training: Musculo-skeletal system, cardio-vascular system, respiratory system, energy systems. System development through training: Principles of training programmes, principles of training sessions, warm-ups and cool-downs, long term planning and training cycles Assessment and monitoring of physical fitness: Measurement of components of fitness, fitness testing equipment, monitoring responses to exercise

ED10145: Ethics & good practice

Credits: 3
Level: Certificate
Semester: 2
Assessment: EX100
Requisites:

Aims & Learning Objectives:
Students who complete this unit will have developed an appreciation of ethical issues in coach education and sports development. Through this unit students will study emerging issues and pressures experienced by professional coaches and their athletes. It will provide the students with a sound knowledge of the psychological and physiological effects of drugs, together with the associated moral and legal implications. The process of drug testing, the consequences of drug abuse, and other pressures on the modern athlete will be discussed. Students will investigate the conduct of coach, athlete and governing body. They will develop a depth of understanding that allows them to review and evaluate a range of external and internal pressures on the athlete.
Content:
Drugs in sport, including drug testing, banned substances, physiological and psychological effects, ethical issues surrounding drug taking. Conduct of coach, athlete and governing bodies: The role of the coach, including confidentiality, team decisions, moral issues, desire to achieve, overtraining, child abuse, Children's Act 1989, physical / emotional damage. The role of the governing body, including issues such as the age of competitors, career spans, future progression and re-training programmes.Individual versus team (team success vs. individual, first / last pressures, intra team responsibility, captain's pressure, personality compatibility. Effects of decisions / rules, player conduct, view of officials. Internal and external pressures (including sponsorship). Professional vs. amateur, funding, media and role model status. Pressures of success, under achievement.

ED10146: Mental skill development

Credits: 6
Level: Certificate
Semester: 2
Assessment: EX50CW50
Requisites:

Aims & Learning Objectives:
Students completing this unit will understand and appreciate a range of psychological factors influencing sport participation. Students will understand how movement skills are developed. They will understand the concepts underpinning mental training and be able to apply a range of mental training techniques to practice and competition scenarios. Students will be able to devise a competition day action plan for performers in their sport.
Content:
Students will examine theories and models of personality, motivation, self-efficacy, arousal and concentration. Students will explain and assess the concepts and variables thought to influence the development of movement skills; concepts and variables considered will include skill acquisition, theories of learning, leadership and group size and structure. Students will study the concepts underpinning mental training, such as goal-setting, arousal and attentional control and mental practices, and be able to apply these concepts to practice and competition scenarios. Students will complete on-the-day action plans dealing with issues such as routines, relaxation and imagery.

ED10147: Safety & injury

Credits: 3
Level: Certificate
Semester: 2
Assessment: EX100
Requisites:

Aims & Learning Objectives:
Students completing this unit will be able to identify and understand the main risk factors associated with sports performance. They will have developed responsibility for safe working practice and injury prevention, have gained insight into the nature and causes of sports related conditions, and have developed a depth of understanding that enables them to evaluate the requirements for effective recovery and rehabilitation.
Content: Students will examine risk factors, both extrinsic and intrinsic. They will assess safe working practice, including Health and Safety responsibilities, venue / equipment issues and the performer. Students will study sports-related conditions, performer responses (physiological, immunological, behavioural and psychological responses), causes of injury, and diagnositics.They will examine recovery and rehabilitation, consultative services, and modern rehabilitation and therapeutic techniques.

ED10148: Sport & recreation management

Credits: 6
Level: Certificate
Semester: 2
Assessment: EX50CW50
Requisites:

Aims & Learning Objectives:
Students completing this unit will be able to apply basic principles and functions of recreation management within relevant specialised areas for coaches. Through this unit students will study some of the main principles of recreation management. The unit aims to develop the management functions specific to the needs of the modern day coach. The student will gain insight into the following areas: structure and organisation of sports provision; human resources; finance; marketing and customer services.Students will also develop a depth of understanding that allows them to evaluate the effectiveness of new initiatives.
Content:
Students will study the structure and organisation of sports provision including the concepts of play, sport, recreation and leisure; provision within the public, voluntary and private sectors and national agencies and their impact on the structure of sport. Students will also study human resources, including the management process, management styles and management functions, practices and issues, including leadership, group processes, decision-making, responsibility and authority, legislation and workplace standards, incentives and appraisals. They will examine financial objectives and business plans, financial procedures and processes, including budgeting, cash flow, profit and loss accounts, and breakeven analysis. Students will finally study marketing and customer services, including the marketing mix, SWOT analysis, market research, psychology of the customer, and marketing plans and methods.

ED10149: Working with special populations

Credits: 3
Level: Certificate
Semester: 2
Assessment: CW100
Requisites:

Aims & Learning Objectives:
By considering factors and contexts which impinge on appropriate teaching approaches for special populations, students completing this unit will be able to: identify their responsibilities in teaching both children and adults with a disability; investigate ways of making sport more accessible and positive to all populations; appreciate the individual requirements of children and adults with a disability; describe the services and opportunities for specialist sport populations; and appreciate the physical and mental developmental factors in children.
Content:
Students will examine the responsibilities of a coach working with special populations including those related to legal aspects, health and safety, as well as ethical, moral and physical/ emotional responsibilities. Students will examine making sport more positive and accessible to special populations, analysing the benefits of sport and considering how to accommodate the needs of individuals and the community. Students will acknowledge the need to adapt communication, practices and equipment to satisfy the individual requirements of athletes with a disability. Students will consider the services and opportunities for specialist sport populations, including sports-specific rules and regulations, team selection, team training, funding, sponsorship and publicity.

ED10162: Introduction to research methods I

Credits: 6
Level: Certificate
Semester: 1
Assessment: CW80RT20
Requisites:

Aims & Learning Objectives:
To introduce the student to the methods and practice of research in an educational context. On completion of this unit students should be able to: critically evaluate research reports, describe various research designs employing qualitative and quantitative techniques, and understand rudimentary statistical methods; have some understanding of issues and caveats relating to research ethics, sampling, data collection and analysis, and the interpretation of findings.
Content:
The unit will introduce students to commonly used qualitative and quantitative approaches, including interviews, questionnaires, surveys and observation. They will gain understanding of sampling strategies and procedures, issues of validity and reliability, ethical considerations in research, issues in data collection and analysis, including basic techniques in statistical analysis (descriptive with simple notions of statistical significance testing), and issues concerning the presentation and discussion of research in education.

ED20003: Education in society

Credits: 6
Level: Intermediate
Semester: 1
Assessment: CW100
Requisites:

Aims & Learning Objectives:
This unit will consider the role of education in society. It will be based on an assessment of the purposes of education and of educational organisations such as schools, colleges and universities. It will consider government policies towards education; how these policies are formed and what they mean in practice. Examples will be drawn from the UK and wider.
Content:
Aims and purposes of education in different societies and through time; the politics of education; the role of state in education policy and practice: national curricula, national development plans, centralised and decentralised systems, the relationship between education and culture; the hidden curriculum; vocationalism; educational alternatives; Europeanisation and globalisation.

ED20003: Education in society

Credits: 6
Level: Intermediate
Semester: 2
Assessment: CW100
Requisites:

Aims & Learning Objectives:
This unit will consider the role of education in society. It will be based on an assessment of the purposes of education and of educational organisations such as schools, colleges and universities. It will consider government policies towards education; how these policies are formed and what they mean in practice. Examples will be drawn from the UK and wider.
Content:
Aims and purposes of education in different societies and through time; the politics of education; the role of state in education policy and practice: national curricula, national development plans, centralised and decentralised systems, the relationship between education and culture; the hidden curriculum; vocationalism; educational alternatives; Europeanisation and globalisation.

ED20004: Educational institutions as organisations

Credits: 6
Level: Intermediate
Semester: 1
Assessment: CW100
Requisites:

Aims & Learning Objectives:
This unit considers educational institutions as organisations. It will look at how these institutions are organised around their key purposes. It will consider key organisational issues such as curriculum design and implementation, equal opportunities, staff development, measuring and identifying effectiveness, ways of improving the quality of provision; the learning institution.
Content:
Schools/colleges/universities as organisations; purposes of the organisations and the practical implications; curriculum purposes and design; equalising opportunities: class, gender, race etc; curriculum strategies: setting, banding, streaming, differentiating, learning support/special needs, pastoral care, assessment, cross-curricular elements; measuring/identifying effectiveness and approaches to improvement; the culture of the teacher: staff development/professional development issues; open learning, lifelong learning, access to learning and accreditation of learning.

ED20004: Educational institutions as organisations

Credits: 6
Level: Intermediate
Semester: 2
Assessment: CW100
Requisites:

Aims & Learning Objectives:
This unit considers educational institutions as organisations. It will look at how these institutions are organised around their key purposes. It will consider key organisational issues such as curriculum design and implementation, equal opportunities, staff development, measuring and identifying effectiveness, ways of improving the quality of provision; the learning institution.
Content:
Schools/colleges/universities as organisations; purposes of the organisations and the practical implications; curriculum purposes and design; equalising opportunities: class, gender, race etc; curriculum strategies: setting, banding, streaming, differentiating, learning support/special needs, pastoral care, assessment, cross-curricular elements; measuring/identifying effectiveness and approaches to improvement; the culture of the teacher: staff development/professional development issues; open learning, lifelong learning, access to learning and accreditation of learning.

ED20126: Educational psychology

Credits: 6
Level: Intermediate
Semester: 2
Assessment: EX50ES50
Requisites:

Aims & Learning Objectives:
This unit focuses on key concepts in educational psychology, particularly cognitive, developmental and social dimensions. Students who have completed this unit will appreciate and be able to explore contemporary issues and theories in educational psychology.
Content:
Students will consider the cognitive and affective bases of individual learning, including issues of memory, learning, cognition, metacognition, values and emotion. The major theoretical models utilised to examine developmental psychology, particularly those of Piaget and Vygotsky, will be discussed, as will the significance of social relationships in learning. Contemporary issues in educational psychology will be addressed, including a variety of learning disorders and difficulties.

ED20127: Education and coaching law

Credits: 6
Level: Intermediate
Semester: 2
Assessment: EX100
Requisites:

Aims & Learning Objectives:
Students completing this unit will have developed an understanding of the legal framework surrounding education and coaching. It will, through a case study approach, focus on the implications of criminal and statute law for practising teachers, coaches and coach educators. It will study issues of legal interpretation, as well as identifying good practice for those involved in any aspect of coaching. Examples will be drawn from Europe and the rest of the world.
Content:
Legal framework - the following areas of the law will be studied: Health and Safety at work, risk assessment, recording and reporting of accidents, child protection, loco parentis, duty of care and higher duty of care, laws of confidentiality and public access to information, the rights and responsibilities of the media, agents and sponsors. Case Studies - students will study antecedents and consequences of a number of educational/coaching scenarios: examples of accidents, negligence, fraud, child abuse, slander, misappropriation, cheating and bribery.

ED20128: Principles of event management

Credits: 6
Level: Intermediate
Semester: 1
Assessment: CW100
Requisites:

Aims & Learning Objectives:
Students completing this unit will have acquired knowledge and understanding of the techniques, strategies and skills of event management.
Content:
(i) Principles of event management: The concept of the sports event, including cultural and social assumptions.(ii) Individual group management sessions: Organisation of small scale local events, drawing on resources and facilities available. Planning and management of a medium/large event, liaising with appropriate external organisations and senior event managers.(iii) National and International Governing Bodies: Visits to governing bodies/ associations involved with large scale event management. Group presentation and analysis of management activities undertaken.

ED20129: Historical development of coaching

Credits: 6
Level: Intermediate
Semester: 1
Assessment: CW50EX50
Requisites:

Aims & Learning Objectives:
Through this unit students will develop an understanding of the nature, scope and pace of change in coaching methodology and technology, along with the socio-economic and cultural factors that have facilitated/inhibited change. Students will be able to track the relationship between the development of coaching and performance accomplishments in specific sports and will be able to link this progress to changing assumptions about the nature of sport in society. Students will gain an appreciation of the potential impact upon sport of future/recent innovations in coaching.
Content:
Nature, scope and pace of change: Students will study changes in coaching technology and methodology, and assumptions about sport, from the ancient Greeks, through the Roman era to more recent techniques used in Victorian times and modern day. Socio-economic factors: Social changes will be analysed as catalysts for change: public interest, political desire, lifestyle trends, educational and research developments, trends in public expenditure, international sports development, the economics of the sports business. Potential impact of recent/future innovation: Students will make a seminar presentation on a recent innovation within a chosen sport, focusing upon the impact this is having on the coaching process within that sport and the consequent performances of athletes.

ED20130: Innovation in coaching

Credits: 6
Level: Intermediate
Semester: 2
Assessment: CW25EX50PR25
Requisites:

Aims & Learning Objectives:
Students completing this unit will have developed a breadth and depth of understanding that enables them to evaluate innovations in coaching, and to be challenged to be innovative themselves with methodology and technology. They will have studied emerging methodology and technology used by the professional coach; have become aware of the latest trends in Coach Education and Science research; have acquired practical skills in order to apply relevant techniques to the coaching situation effectively; have developed a level of understanding which allows them to evaluate the effectiveness of new ideas.
Content:
Methodology and technology - students will study innovation in a number of areas: Competition and training equipment, measuring and testing equipment, simulators, clothing facilities, information technology, communications, coaching and learning styles and psychological analysis Coach Education and Science: Applications of behavioural & cognitive psychology, physiology and training methods, applied biomechanics Practical Skills: Notational analysis, measurement & testing, equipment evaluation, use of Information Technology, the ability to handle and present data (plus relevant skills specific to various methodologies and technologies) Evaluation & Innovation: Students will be expected to select a particular area of innovation and evaluate the usefulness and effectiveness of its application to the coaching situation as part of the workshop practical assessment. They will also be expected to develop and make an oral presentation on an innovative idea of their own in relation to the coaching of a specific sport.

ED20131: Introduction to research methods I

Credits: 6
Level: Intermediate
Semester: 1
Assessment: EX50CW50
Requisites:

Aims & Learning Objectives:
To introduce the student to the methods and practice of research in an educational context. On completion of this unit students should be able to: critically evaluate research reports, describe various research designs employing qualitative and quantitative techniques, and understand rudimentary statistical methods; have some understanding of issues and caveats relating to research ethics, sampling, data collection and analysis, and the interpretation of findings.
Content:
The unit will introduce students to commonly used qualitative and quantitative approaches, including interviews, questionnaires, surveys and observation. They will gain understanding of sampling strategies and procedures, issues of validity and reliability, ethical considerations in research, issues in data collection and analysis, including basic techniques in statistical analysis (descriptive with simple notions of statistical significance testing), and issues concerning the presentation and discussion of research in education.

ED20134: Sports development and business

Credits: 6
Level: Intermediate
Semester: 2
Assessment: CW50EX50
Requisites:

Aims & Learning Objectives:
Students will be introduced to the Sports Development process in Britain, within its socio-economic and educational context, as framed by government policies. They will specifically analyse the relationship between schools, governing bodies of sport and sports development. Through this unit students will also investigate the ways in which sport functions as a business. Students will gain an understanding of the business functions of sports organisations as well as the role business plays through the 'environmental' impact on non-commercial sports organisations.
Content:
The Sports Development Continuum, including:the principles of sports development (foundation, participation, performance and excellence); the role of the Sports Development Officer (SDO);development plans; the organisation of Sports Development in Britain; Sports Development skills; sport as a business; business opportunities in sport; the emergence and growth of commercial sports; characteristics of commercial sports; the nature of sports organisations.

ED20137: Applied principles of athletic training

Credits: 6
Level: Intermediate
Semester: 1
Assessment: CW50PR50
Requisites:

Aims & Learning Objectives:
This unit will focus upon the development of applied theoretical knowledge and safe practical skills in the area of Athletic Training, building on their understandings of pedagogy and the principles of fitness and training. Students will gain a broad and detailed knowledge of a range of training techniques both specific and generic. They will understand how, when and why techniques should be applied, and will be able to prescribe exercise and training programmes for a variety of clients/performers. Students will be given the opportunity to evaluate the specificity, relevance and safety of the newest exercise techniques.
Content:
Applied knowledge and safe practical skills: Students will take part in practical sessions where they will be instructed in a range of practical techniques. Practice, demonstration of techniques as well as instruction and teaching will be covered. Theory of the principles of training - specificity, overload, progression, intensity, frequency, recovery and regression - will be applied practically to case studies. Range of training techniques, specific and generic: Generic: resistance training (isometric, isotonic, isokinetic) fixed resistance and free weight, flexibility (active, passive, ballistic, static, Proprioceptive Neuro Muscular Facilitation - PNF), Plyometric, Acrobatic, cardio-vascular (mechanically aided, group and independent) continuous, interval, fartlek, circuit training, Speed Agility Quickness - SAQ, Core Stability, Agility Specific: sport, event, position specific training Exercise prescription: Principles of exercise prescription, and programme development and writing. Case studies. Inductions and pre-exercise questionnaires and assessments.

ED20152: Introduction to research methods II

Credits: 6
Level: Intermediate
Semester: 1
Assessment: EX50CW50
Requisites:

Aims & Learning Objectives:
This unit aims to enable students to develop their understanding of how research methods can be best applied in the context of their professional practice. On completion of this unit students will have an understanding of techniques of small-scale enquiry, including case study and action research approaches. They will understand how to generate professionally relevant research questions, to develop an appropriate research design, and to locate and review literature in appropriate fields. They will be introduced to methods of data collection and techniques of analysis in professional context.
Content:
The unit will develop students' understanding of: techniques of small-scale enquiry; the relation of professional interests to academic fields of study, and the location and review of appropriate literature; the ethics and parameters of undertaking research in professional contexts, and appropriate research designs for such contexts.

ED20152: Introduction to research methods II

Credits: 6
Level: Intermediate
Semester: 2
Assessment: EX50CW50
Requisites:

Aims & Learning Objectives:
This unit aims to enable students to develop their understanding of how research methods can be best applied in the context of their professional practice. On completion of this unit students will have an understanding of techniques of small-scale enquiry, including case study and action research approaches. They will understand how to generate professionally relevant research questions, to develop an appropriate research design, and to locate and review literature in appropriate fields. They will be introduced to methods of data collection and techniques of analysis in professional context.
Content:
The unit will develop students' understanding of: techniques of small-scale enquiry; the relation of professional interests to academic fields of study, and the location and review of appropriate literature; the ethics and parameters of undertaking research in professional contexts, and appropriate research designs for such contexts.

ED20160: Professional placement

Credits: 60
Level: Intermediate
Academic Year
Assessment: OT100
Requisites:

Aims & Learning Objectives:
To provide practical experience in the application of knowledge and skills gained at the University, by working in a professional activity in an approved organisation working in one of the following areas: * Coaching and Coach Education * Physical Education Teaching * Sports Management & Development * To develop skills in oral and written communication, time management, problem solving, group work and decision making
Content:
The content will vary depending on the placement. In choosing the placement, the University will try to ensure the project offers adequate opportunities for the student to demonstrate a significant number of the following skills: * Application of academic knowledge * Practical ability * Writing skills and oral communication * Application of Technology * Interpersonal skills * Responsibility and Reliability

ED20161: Study year abroad

Credits: 60
Level: Intermediate
Academic Year
Assessment: OT100
Requisites:

Aims & Learning Objectives:
Students undertaking this unit will develop communication skills and develop the ability to work in an environment with an unfamiliar culture. Students will develop the self-confidence and maturity to operate effectively with people from a different cultural background.
Content:
Students should follow a course equivalent to 60 University of Bath credits. Programmes of work will be decided by negotiation between the Director of Studies at the University of Bath, the host University and the student. Courses should not duplicate courses given in the University of Bath degree but should complement the University of Bath programme.

ED30005: Science education in practice

Credits: 6
Level: Honours
Semester: 1
Assessment: CW100
Requisites:

Aims & Learning Objectives:
This unit considers teaching and theories of teaching within the context of science education. The unit includes practical activities within a teaching context which are designed to illustrate the underlying theories. The unit considers issues such as curriculum, assessment, purposes, elements of instructional design and the role of the teacher.
Content:
The relationship between teaching and learning; issues related to designing a curriculum for science: why teach science, how do we learn science, elements of science teaching, conceptual nature of science learning; designing a science curriculum; implementing an aspect of a science curriculum and evaluating it; assessing learning in science. This unit is intended for science, engineering and mathematics students who may be interested in a career in teaching.

ED30006: Issues in science education

Credits: 6
Level: Honours
Semester: 2
Assessment: CW100
Requisites: Before taking this unit you must take ED30005

Aims & Learning Objectives:
This unit aims to consider some of the current issues in science education and to explore and examine some of the key implications for teachers of science in primary and secondary schools. By the end of the unit students should be able to: a) explain the significance of these developments in school science; b) describe examples of the practical consequences of these developments at the classroom level; c) explain, where appropriate, basic implications for curriculum developers and policy makers in science education.
Content:
The issues will change from time to time, examples include: the nature of science; the role of ICT in science education; developments in children's learning in science (e.g. the Cognitive Acceleration through Science Education); the nature of assessment of science (with a focus on diagnostic assessment); the role of language in science education; recent developments in practical work; personal and professional subject knowledge; scientific literacy and the implications for the Public Understanding of Science.

ED30115: Undergraduate certificate in education

Credits: 60
Level: Honours
Academic Year
Assessment:
Requisites:

Aims & Learning Objectives:
Students will complete the study associated with the Postgraduate Certificate in Education.
Content:
The content is identical to that taught on the Postgraduate Certificate in Education. Students must comply with the requirements for entry onto PGCE including a satisfactory interview before they may opt for the UGCE year. Please see the Director of Studies for further information. There is an expectation that students wishing to take the UGCE year would complete, at least, ED30005 in their second year.

ED30151: Individual coach education project development

Credits: 6
Level: Honours
Semester: 1
Assessment: CW100
Requisites: Before taking this unit you must take ED20131 and while taking this unit you must take ED20152

Aims & Learning Objectives:
Students will develop and produce a research project proposal, planning and devising means of collecting data to support that proposal. Students will develop an appropriate Introduction section comprising a definitive Problem Statement and rationale for the study in addition to a Review of Literature and Method section. In essence, this will comprise the first 3 chapters of their research report.
Content:
Emphasis will be placed upon the development of research ideas. Each student will prepare a research proposal for a project that is relevant to coach education. Students may be allowed to undertake co-operative work with other students in some areas of data collection, although each student will produce an individual project. Students will be required to discuss and agree an overall project design with their respective tutors. Students will pilot their research instruments.

ED30153: Physical education & the national curriculum

Credits: 12
Level: Honours
Semester: 1
Assessment: CW50PR50
Requisites: In taking this unit you must not take ED30154 or take ED30155

Aims & Learning Objectives:
To introduce students to the professional practice of secondary school teaching. This unit will enable students to: develop the practical subject knowledge required to teach core elements of the National Curriculum safely and effectively; understand the requirements of the National Curriculum; become aware of the everyday issues of working within a school Physical Education department; apply teaching and learning theory in the context of Key Stage 3 & 4 Physical Education; critique teaching styles and approaches as well as a Physical Education curriculum and different schemes of work. Students will acquire competence in a variety of routine and complex tasks through practical classes, and they will learn to evaluate their effectiveness in relation to defined outcomes or performance indicators.
Content:
(i) Subject knowledge:Key elements of the 6 National Curriculum Activity Areas will be covered through practical sessions in which students will acquire knowledge and develop demonstration and guidance techniques. (ii) Requirements of the National Curriculum: Programmes of Study, Assessment, Recording & Reporting, Equality of Opportunity & Access, Cross Curricular Themes, Key Skills. (iii) Everyday issues: Role of the 'teacher', pastoral care, personal tutoring and duty of care, involvement of external agencies, special educational needs, governors and senior management roles, extra curricular activities and the extended curriculum. (iv) Application of teaching theory: Support and assistant teaching with qualified teachers, supervised teaching of Key Stage 3 pupils (elements of lessons rather than whole lessons). (v) Critique styles and approaches: Use lesson observations and evaluation to develop reflective practice.

ED30154: The practice of professional coaching

Credits: 12
Level: Honours
Semester: 1
Assessment: CW50PR50
Requisites: In taking this unit you cannot take ED30153 or take ED30155

Aims & Learning Objectives:
Students completing this unit will understand the role of the professional coach in the development of sport at all levels of participation. They will be able to appreciate both the theoretical and practical issues underpinning professional sports coaching. Students will be able to discuss and critically analyse contemporary ideas relevant to the professional coach. They will acquire competence in a variety of routine and complex tasks through practical classes, and they will learn to evaluate their effectiveness in relation to defined outcomes or performance indicators. They will appreciate the demands of professional coaching in a practical context.
Content:
The theoretical basis of professional coaching will be examined, including generic coaching and educational principles, legal, moral and ethical responsibilities, current initiatives, employment issues, provision, techniques, and support systems. Contemporary ideas and problems relevant to the professional coach will be evaluated. Students will undertake a placement shadowing and assisting a professional coach in order to fully appreciate the practical demands within the vocation.

ED30155: Sports management & development

Credits: 12
Level: Honours
Semester: 1
Assessment: CW50PR50
Requisites: In taking this unit you cannot take ED30154 or take ED30153

Aims & Learning Objectives:
Students completing this unit will have gained an understanding of the range of knowledge and skills underpinning sports management and development. Students will appreciate the range of roles within the profession and will explore the individual requirements of a specific role. They will acquire competence in a variety of routine and complex tasks through workshops and practical experience, and they will learn to evaluate their effectiveness in relation to defined outcomes or performance indicators. Students will be able to explain and discuss the relevance of sports management and development to performance and participation sports and to sports business.
Content:
(i) Skills underpinning sports management and development:Interpersonal, time management, personnel management, planning, financial, information technology, presentational, written and communication. (ii) Range of roles within the profession: Facility Managers (public and private), Programme Managers (participation, performance, excellence), Development Officers and Managers (National Governing Body, Local Authority, Sports Council, University, Sports Organisations), Institute Managers, Performance Directors, Directors of Sport. (iii) Routine and complex tasks (operational and functional tasks involving sports equipment, sports facilities and sport procedures). (iv) Relevance to participation, performance and sports business: Case Studies of projects and programmes demonstrating impact.

ED30156: Continuing professional development

Credits: 6
Level: Honours
Semester: 2
Assessment: EX100
Requisites:

Aims & Learning Objectives:
Students who complete this unit will have considered the conceptualisation of professional learning as a lifelong endeavour. They will explore issues in the fields of lifelong learning and continuing professional development. They will consider the range of learning opportunities and forms of learning support. Students will be able to examine the processes and stages involved in professional induction and professional development within coaching and physical education contexts.
Content:
Students will examine the idea that professional development is a key responsibility of a professional coach and educator. The processes and stages of career-long professional development will be analysed from theoretical, historical and contemporary perspectives. Continuing professional development contexts for both coaches and physical educators will be explored, compared and contrasted in the light of current debates about lifelong learning and continuing professional development. The importance of continuing professional development to a coach will also be considered in the contexts of self and of acting as a facilitator for others' development.

ED30157: Distance & open learning

Credits: 6
Level: Honours
Semester: 2
Assessment: CW100
Requisites:

Aims & Learning Objectives:
Students completing this unit will: understand the philosophies and theories of distance and open learning; appreciate system, design and operational considerations of a distance or open learning programme; and recognise the major issues of distance education, both in a generic context and in a physical education and coaching context.
Content:
The theoretical basis of instructional models involved in distance and open learning, such as the symbol-processing and situated cognition models, will be examined. System, design and operational issues will be explored, such as planning, developing self-instructional materials, learner support, interactivity, modes of learning, and methods and strategies of teaching or coaching. Major underlying issues and problems involved in distance or open learning will be assessed, such as learner characteristics and needs, the influence of media upon the instructional processes, equity of access, assessment, and the new roles for teachers, coaches and learners. The special considerations required for a physical education and coaching context will be examined.

ED30158: Individual coach education project analysis

Credits: 12
Level: Honours
Semester: 2
Assessment: CW100
Requisites: Before taking this unit you must take ED30151 and while taking this unit you must take ED30159

Aims & Learning Objectives:
Students completing this unit will undertake the data collection, complete the results, discussion and conclusion sections of their individual research project, and produce a final research project report.
Content:
Emphasis will be placed upon completing a research project report inclusive of abstract, results, discussion, conclusions, references and appendices. Additionally, the introduction, literature review and methods sections from the Individual Coach Education Project Development unit will also be incorporated into the research project report, but will not be further assessed in their own right. Students may be required to defend the research project and its conclusions at a viva-voce examination.

ED30159: Research seminar

Credits: 6
Level: Honours
Semester: 2
Assessment: PR30CW70
Requisites:

Aims & Learning Objectives:
Students completing this unit will have extended their knowledge of a range of contemporary coach education issues. Students will demonstrate an understanding of recent coaching research.
Content:
Discussion of the development of coaching research and of contemporary trends within it.

ED50008: Current issues in history education

Credits: 9
Level: Masters
Modular
Assessment: CW100
Requisites:

Aims & Learning Objectives:
Aims: The course aims to:
* introduce participants to current philosophical, curricular and classroom issues in history education;
* critically evaluate current developments in history education.
Objectives: At the end of the course, students will be able to:
* demonstrate their understanding of current developments in history education;
* extend their repertoire of relevant classroom teaching strategies.
Content:
Participants will explore developments in history education including those relating to:
* interpretations about the nature of the discipline, including their own philosophy;
* the variety of purposes of teaching history in schools;
* school history curriculum change;
* research findings in history education;
* teaching and learning approaches in school history including:
* teaching about time and chronology;
* the place of empathy;
* developing students' understanding of interpretations in history;
* learning about controversial issues in history;
* developing students' evidence-based skills in history;
* developing students' language, literacy and extended writing skills.

ED50094: Equal opportunities in educational management

Credits: 9
Level: Masters
Modular
Assessment: CW100
Requisites:

Aims & Learning Objectives:
Aims: The Aims of the Unit are to provide participants with the opportunity to: a) Consider the language of equal opportunities. b) consider issues such as race, ethnicity and religion. c) consider how equal opportunities policies can be introduced into institutions. d) reflect upon how their attitudes have changed during the teaching of the unit.
Objectives: At the end of the Unit, students should be able to: a) understand words such as equality, discrimination, hegemony and stereotyping. b) understand the difference between radical and liberal approaches. c) understand how issues such as race, ethnicity, religion, social class, ageism, gender, sexual orientation and disability need to be considered when related to equal opportunities. d) understand the nature of power in institutions and how best it can be used/overcome to allow equal opportunities policies to be developed. e) analyse different equal opportunities policies. f) understand how equal opportunities policies can influence such activities as appraisal and staff development.
Content:
The Unit will cover the following content:
* a theoretical consideration of equal opportunities
* specific issues such as race, gender and disability
* issues related to implementing change
* the issues involved in producing equal opportunities policies in educational institutions.

ED50097: Assessment of pupil achievement

Credits: 9
Level: Masters
Modular
Assessment: CW100
Requisites:

Aims & Learning Objectives:
Aims: The unit aims to:
* develop understanding of key concepts and terminology in the field of educational assessment;
* broaden participants' awareness of the variety of assessment options available and their applicability to different purposes and contexts;
* encourage critical reflection on assessment practice;
* raise awareness of the roles of assessment in broader educational and social contexts;
* familiarise participants with recent debates and research in this field.
Objectives: At the end of this unit it is expected that students will:
* be able to describe and identify a range of purposes of assessment;
* be aware of the tensions and trade-offs that arise out of these multiple purposes;
* be familiar with a range of concepts and technical issues in assessment;
* have developed critical skills for evaluating current practices in assessment, including their own;
* be able to make an informed selection of techniques of assessment appropriate to different purposes;
* be familiar with and able to evaluate recent research in the field of assessment;
* be familiar with and able to evaluate forms of reporting assessment outcomes to different audiences for different purposes.
Content:
* The nature of educational assessment.
* Dimensions (or modes) of assessment.
* Purposes, roles and effects of assessment.
* The substantive focus of assessment.
* Quality issues in assessment.
* Assessment techniques.
* Norm- and criterion-referencing, and the assessment of competence.
* Formative and summative assessment.
* Internal and external assessment.
* Self- and peer-assessment.
* Marking, moderating and reporting outcomes.
Note: the emphasis in covering this content will be influenced by both contemporary research and concerns in the field and by the needs and experiences of the participants.

ED50097: Assessment of pupil achievement

Credits: 9
Level: Masters
Semester: 1
Assessment: CW100
Requisites:

Aims & Learning Objectives:
Aims: The unit aims to:
* develop understanding of key concepts and terminology in the field of educational assessment;
* broaden participants' awareness of the variety of assessment options available and their applicability to different purposes and contexts;
* encourage critical reflection on assessment practice;
* raise awareness of the roles of assessment in broader educational and social contexts;
* familiarise participants with recent debates and research in this field.
Objectives: At the end of this unit it is expected that students will:
* be able to describe and identify a range of purposes of assessment;
* be aware of the tensions and trade-offs that arise out of these multiple purposes;
* be familiar with a range of concepts and technical issues in assessment;
* have developed critical skills for evaluating current practices in assessment, including their own;
* be able to make an informed selection of techniques of assessment appropriate to different purposes;
* be familiar with and able to evaluate recent research in the field of assessment;
* be familiar with and able to evaluate forms of reporting assessment outcomes to different audiences for different purposes.
Content:
* The nature of educational assessment.
* Dimensions (or modes) of assessment.
* Purposes, roles and effects of assessment.
* The substantive focus of assessment.
* Quality issues in assessment.
* Assessment techniques.
* Norm- and criterion-referencing, and the assessment of competence.
* Formative and summative assessment.
* Internal and external assessment.
* Self- and peer-assessment.
* Marking, moderating and reporting outcomes.
Note: the emphasis in covering this content will be influenced by both contemporary research and concerns in the field and by the needs and experiences of the participants.

ED50098: Evaluation

Credits: 9
Level: Masters
Modular
Assessment: CW100
Requisites:

Aims & Learning Objectives:
Aims: The unit will
* develop a systematic understanding of the fundamental principles of educational evaluation;
* critically explore evaluation practice, concepts and methodologies in a range of educational contexts;
* provide opportunities for structuring and communicating ideas.
Objectives: By the end of the unit participants will be able to:
* demonstrate a systematic and comprehensive understanding of the theoretical foundations, processes and ethics of evaluation;
* present a rationale for an original design of a small scale evaluation study; critically select appropriate criteria to enable the collection of evidence to judge effectiveness; present a critical awareness of the limitations of their work.
Content:
The unit begins by clarifying definitions of evaluation. It then considers the purposes of evaluation and explores ethical issues arising from evaluation for accountability and evaluation for improvement. Models of approaches used by different evaluators are examined and practical exercises in focussing and an evaluation and gathering good quality evidence are carried out. Data analysis and presentation are considered and the unit concludes with participants designing, undertaking and presenting findings from their own evaluation of the unit.

ED50098: Evaluation

Credits: 9
Level: Masters
Semester: 2
Assessment: CW100
Requisites:

Aims & Learning Objectives:
Aims: The unit will
* develop a systematic understanding of the fundamental principles of educational evaluation;
* critically explore evaluation practice, concepts and methodologies in a range of educational contexts;
* provide opportunities for structuring and communicating ideas.
Objectives: By the end of the unit participants will be able to:
* demonstrate a systematic and comprehensive understanding of the theoretical foundations, processes and ethics of evaluation;
* present a rationale for an original design of a small scale evaluation study; critically select appropriate criteria to enable the collection of evidence to judge effectiveness; present a critical awareness of the limitations of their work.
Content:
The unit begins by clarifying definitions of evaluation. It then considers the purposes of evaluation and explores ethical issues arising from evaluation for accountability and evaluation for improvement. Models of approaches used by different evaluators are examined and practical exercises in focussing and an evaluation and gathering good quality evidence are carried out. Data analysis and presentation are considered and the unit concludes with participants designing, undertaking and presenting findings from their own evaluation of the unit.

ED50099: Information technology

Credits: 9
Level: Masters
Modular
Assessment: CW100
Requisites:

Aims & Learning Objectives:
Aims: The Unit will
* Develop a better understanding of the main curriculum purposes of Information Technology and the implications for curriculum design;
* Develop an awareness of the range of possibilities which IT can bring to learning;
* Relate research in IT to our understanding about learning and learning theories;
* Explore and evaluate the social and cultural implications of the use of IT in educational settings;
* Explore the organisational and management issues which are presented when an expensive resource such as IT is used in educational settings.
Objectives: At the end of the unit students will
* Be able to describe the key curriculum purposes for IT and how they translate into current practice;
* Be able to list and exemplify ways in which IT can be used to support learning across the curriculum;
* Become critically aware of current research in IT and learning;
* Appreciate the social and cultural implications of the use of IT in schools and colleges;
* Be aware of the organisational and management issues which IT as a resource can bring and how these issues have been addressed.
Content:
The unit begins with an exploration of the purposes for IT in the Curriculum. There then follow two strands. One strand is to consider the ways in which IT can be used for teaching and learning, including group work and to examine a few examples. The paradigms categorisation is used as a basis for this exploration. The other theme is to review the research into the impact of the use of IT on learning. This is done by discussing ways in which applications are evaluated and reviewing the results. The paradigms classification is also examined in terms of its relationship with learning theories. The module then considers a number of social and cultural issues including gender, socio-economic factors which affect learner's attitudes. It also considers the wider social implications of using IT in schools. Finally, the module considers models for integrating IT into the Curriculum and the pedagogical implications of IT.

ED50099: Information technology

Credits: 9
Level: Masters
Semester: 1
Assessment: CW100
Requisites:

Aims & Learning Objectives:
Aims: The Unit will
* Develop a better understanding of the main curriculum purposes of Information Technology and the implications for curriculum design;
* Develop an awareness of the range of possibilities which IT can bring to learning;
* Relate research in IT to our understanding about learning and learning theories;
* Explore and evaluate the social and cultural implications of the use of IT in educational settings;
* Explore the organisational and management issues which are presented when an expensive resource such as IT is used in educational settings.
Objectives: At the end of the unit students will
* Be able to describe the key curriculum purposes for IT and how they translate into current practice;
* Be able to list and exemplify ways in which IT can be used to support learning across the curriculum;
* Become critically aware of current research in IT and learning;
* Appreciate the social and cultural implications of the use of IT in schools and colleges;
* Be aware of the organisational and management issues which IT as a resource can bring and how these issues have been addressed.
Content:
The unit begins with an exploration of the purposes for IT in the Curriculum. There then follow two strands. One strand is to consider the ways in which IT can be used for teaching and learning, including group work and to examine a few examples. The paradigms categorisation is used as a basis for this exploration. The other theme is to review the research into the impact of the use of IT on learning. This is done by discussing ways in which applications are evaluated and reviewing the results. The paradigms classification is also examined in terms of its relationship with learning theories. The module then considers a number of social and cultural issues including gender, socio-economic factors which affect learner's attitudes. It also considers the wider social implications of using IT in schools. Finally, the module considers models for integrating IT into the Curriculum and the pedagogical implications of IT.

ED50100: Curriculum studies

Credits: 9
Level: Masters
Modular
Assessment: CW100
Requisites:

Aims & Learning Objectives:
Aims of the Unit: The unit encourages you to examine the main factors which have shaped the curriculum as it is normally recognised in schools today. To understand how we came to have such curricular; how they operate; whether they do that which they are intended to do; the forces which shape them and how they may be made to change. The eight sessions consider some fundamental principles and perspectives and adopt a reflective and analytical approach in re-examining the elements which have shaped (and still shape), curriculum content, organisation and management. A Tyler model is taken as a starting point in considering those aspects which impinge on curriculum organisation but such models are examined critically against the contemporary experience and needs of course members. The curriculum is explored against a background of modern international contexts where the role of schools, education and the expectation and needs of societies may vary. The content of a curriculum is considered as both a vehicle which contributes to an educational process and also that which meets cultural and economic needs. Alternative perspectives are taken in constructing a curriculum models, for example those where personal autonomy or vocational skills were the over-riding aims. Factors relevant to the individual requirements of learners and their learning processes are analysed in terms of their cognitive development, cultural background, gender and personality, particularly as they affect access to a curriculum and the developmental opportunities which it offers. Learning theory and cognitive development are developed as a means to understanding how the objectives of a curriculum may be translated into learning experiences. Unit
Objectives: Following this unit you should be able to:
* Understand the role of a curriculum in contributing to training and to education. Also some models of, and roles for, a curriculum.
* Understand the purposes which are ascribed to some curricular and to be able to analyse these curricular in terms of their stated purposes and outcomes.
* Understand changes in curricular in terms of changing political, economic, social and cultural factors.
* Understand how knowledge of the learner needs to be accommodated in planning models.
* Evaluate a curriculum in terms of learner needs and their abilities and to understand some principles of cognitive development and the constructivist view of learning and curriculum planning.
* Understand the basic principles of learning theory, theories of instruction and the relationship between adopted teaching styles and recognised learning styles.
* Understand the idea of the 'Hidden Curriculum' in terms of transmitted values, culture and traditions.
* Understand the wider scope of a curriculum and the development of pastoral care and 'Personal and Social Education' in terms of the learner's social and cultural background and needs.
* Understand functions of a curriculum within a society or a learning community and some of the relationships between ideology, forms of knowledge, ownership of knowledge and curriculum planning.
* Understand the notions of equality of opportunity and equality of access to an education and some of the main factors which influence a learners personal fulfilment. Inclusive education.
* Understand the underlying principles of assessment and evaluation and their role in curriculum planning and development.
* Understand some important issues in curriculum implementation and change.
Content:
Copies of the working papers will be distributed at the start of each session and provide a summary of the content for that session along with recommended reading. The papers form the focus for group discussion and any additional tutor input; they also guide workshop activities and small group work. The working papers are designed to enable course members to develop each area of content from their own perspective and for their own professional circumstances. They are intended to provide 'starting points' for the analysis of a wide range of contemporary curriculum issues from a fundamental, historical, social and philosophical perspective. As such this provides introductions to aspects which are dealt with more specifically in other Units. The taught sessions should encourage you to identify and shape your own individual professional development agenda which you should follow up with individual reading and reflection. Personal tutorials will help you to frame and develop your assignment for the unit.
Session 1:
* Understanding 'Education' and 'Educatedness'.
* Some possible roles for a curriculum; education.v.training.
* Curriculum structures and their rationale.
* Curriculum planning and evaluation models.
Session 2:
* Culture and the curriculum.
* Cultural analysis and curriculum planning.
* The role of the curriculum in meeting personal, cultural and political expectations.
Session 3:
* Curriculum and the learner.
* Cognitive development (Piaget, Bruner, Vygotsky and Ausubel).
* Constructivist view of learning and curriculum planning.
Session 4:
* Learning theory.
* Behaviourist and Gestalt traditions.
* Instructional theory of Gagne, Ausubel and Kyriacou.
* Experiential leaning; Kolb and applications in curriculum planning.
* Relationship between learning and teaching styles.
Session 5:
* The 'Hidden Curriculum', ethos, culture and tradition.
* The tutorial role, pastoral care and the pastoral curriculum.
* Designing and implementing a pastoral curriculum.
* Society, culture and pastoral care.
Session 6:
* Knowledge, education and the curriculum.
* Functions of curriculum and forms of knowledge.
* Role of schools and schools as communities.
* Ideologies and curriculum planning.
Session 7:
* The individual learner and individual needs. Inclusive education.
* The curriculum as a means towards equality of access and opportunity.
* Gender and curriculum planning.
* Social class differences, ethnic differences, personality differences.
Session 8:
* The role of assessment and evaluation in curriculum development.
* The role of the learner in evaluation.
* Curriculum development and implementation.

ED50102: Methods of educational enquiry

Credits: 9
Level: Masters
Modular
Assessment: CW100
Requisites:

Aims & Learning Objectives:
Aims: The aims of this unit are:
* to introduce a range of educational research methods available to those who are beginning an enquiry;
* to examine the strengths and weaknesses of such methods;
* to consider a number of different techniques for data collection (both quantitative and qualitative);
* to consider issues relating to validity and reliability in the context of educational research.
Objectives: Having studied this unit, students will be able to:
* consider a range of different approaches to educational research and make judgements about the strengths and weaknesses of each, as well as the likely validity and reliability of each in a particular context;
* consider a number of different data-gathering techniques and make judgements about the strengths and weaknesses of each, as well as the likely validity and reliability of each for research conducted in a particular context;
* consider critically written accounts of pieces of research conducted by others;
* plan and conduct a piece of small-scale research, and reflect upon its limitations.
Content:
The unit will address a number of issues relating to educational research, including the following:
* Action research within the context of educational research;
* Case study as an approach to educational research;
* The scientific approach to educational research;
* The use of questionnaires as a means of data-gathering in the context of educational research;
* The use of interviews as a means of data-gathering in the context of educational research;
* Observation as a means of data-gathering in the context of educational research;
* The concepts of reliability, validity and triangulation;
* Some basic statistics, and basic data analysis.

ED50102: Methods of educational enquiry

Credits: 9
Level: Masters
Semester: 1
Assessment: CW100
Requisites:

Aims & Learning Objectives:
Aims: The aims of this unit are:
* to introduce a range of educational research methods available to those who are beginning an enquiry;
* to examine the strengths and weaknesses of such methods;
* to consider a number of different techniques for data collection (both quantitative and qualitative);
* to consider issues relating to validity and reliability in the context of educational research.
Objectives: Having studied this unit, students will be able to:
* consider a range of different approaches to educational research and make judgements about the strengths and weaknesses of each, as well as the likely validity and reliability of each in a particular context;
* consider a number of different data-gathering techniques and make judgements about the strengths and weaknesses of each, as well as the likely validity and reliability of each for research conducted in a particular context;
* consider critically written accounts of pieces of research conducted by others;
* plan and conduct a piece of small-scale research, and reflect upon its limitations.
Content:
The unit will address a number of issues relating to educational research, including the following:
* Action research within the context of educational research;
* Case study as an approach to educational research;
* The scientific approach to educational research;
* The use of questionnaires as a means of data-gathering in the context of educational research;
* The use of interviews as a means of data-gathering in the context of educational research;
* Observation as a means of data-gathering in the context of educational research;
* The concepts of reliability, validity and triangulation;
* Some basic statistics, and basic data analysis.

ED50102: Methods of educational enquiry

Credits: 9
Level: Masters
Semester: 2
Assessment: CW100
Requisites:

Aims & Learning Objectives:
Aims: The aims of this unit are:
* to introduce a range of educational research methods available to those who are beginning an enquiry;
* to examine the strengths and weaknesses of such methods;
* to consider a number of different techniques for data collection (both quantitative and qualitative);
* to consider issues relating to validity and reliability in the context of educational research.
Objectives: Having studied this unit, students will be able to:
* consider a range of different approaches to educational research and make judgements about the strengths and weaknesses of each, as well as the likely validity and reliability of each in a particular context;
* consider a number of different data-gathering techniques and make judgements about the strengths and weaknesses of each, as well as the likely validity and reliability of each for research conducted in a particular context;
* consider critically written accounts of pieces of research conducted by others;
* plan and conduct a piece of small-scale research, and reflect upon its limitations.
Content:
The unit will address a number of issues relating to educational research, including the following:
* Action research within the context of educational research;
* Case study as an approach to educational research;
* The scientific approach to educational research;
* The use of questionnaires as a means of data-gathering in the context of educational research;
* The use of interviews as a means of data-gathering in the context of educational research;
* Observation as a means of data-gathering in the context of educational research;
* The concepts of reliability, validity and triangulation;
* Some basic statistics, and basic data analysis.

ED50103: Education in an international context

Credits: 9
Level: Masters
Modular
Assessment: CW100
Requisites:

Aims & Learning Objectives:
Aims: The aims of this unit are:
* to stimulate debate relating to the concepts of international schools and international education, and the relationship between them.
* to promote better understanding of the two concepts as a result of consideration of the characteristics which define them.
* to highlight issues which are of particular relevance to the context of international schools and international education.
* to encourage participants to reflect on, and draw on, their own experience, and to consider how their own professional practice might be improved through greater appreciation of these issues.
Objectives: Having studied this unit, students will be able to:
* demonstrate understanding of issues relating to defining the concept of international schools.
* demonstrate understanding of the concept of international education, and its relationship to the concept of international schools.
* discuss the relationship between values and ideologies, and how the underlying value system of a school relates to the curriculum and management style adopted.
* demonstrate familiarity with issues which are of particular relevance to students and teachers in the context of international schools and international education.
* relate their understanding of issues arising from research in this context to their own experience and to the improvement of their own practice.
Content:
The unit will address a number of issues, including the following:
* Values in education, both nationally and internationally.
* Culture and the curriculum.
* The concept of an international curriculum.
* The concept of international schools.
* The concept of international education.
* Some issues particularly relating to teachers and international education.
* Some issues particularly relating to students and international education.
* Management and organisational issues in the context of international education.

ED50103: Education in an international context

Credits: 9
Level: Masters
Semester: 2
Assessment: CW100
Requisites:

Aims & Learning Objectives:
Aims: The aims of this unit are:
* to stimulate debate relating to the concepts of international schools and international education, and the relationship between them.
* to promote better understanding of the two concepts as a result of consideration of the characteristics which define them.
* to highlight issues which are of particular relevance to the context of international schools and international education.
* to encourage participants to reflect on, and draw on, their own experience, and to consider how their own professional practice might be improved through greater appreciation of these issues.
Objectives: Having studied this unit, students will be able to:
* demonstrate understanding of issues relating to defining the concept of international schools.
* demonstrate understanding of the concept of international education, and its relationship to the concept of international schools.
* discuss the relationship between values and ideologies, and how the underlying value system of a school relates to the curriculum and management style adopted.
* demonstrate familiarity with issues which are of particular relevance to students and teachers in the context of international schools and international education.
* relate their understanding of issues arising from research in this context to their own experience and to the improvement of their own practice.
Content:
The unit will address a number of issues, including the following:
* Values in education, both nationally and internationally.
* Culture and the curriculum.
* The concept of an international curriculum.
* The concept of international schools.
* The concept of international education.
* Some issues particularly relating to teachers and international education.
* Some issues particularly relating to students and international education.
* Management and organisational issues in the context of international education.

ED50104: Issues in international primary education

Credits: 9
Level: Masters
Modular
Assessment: CW100
Requisites:

Aims & Learning Objectives:
Aims: The aims of this unit are:
* to highlight issues which are of especial relevance to international primary education, and to draw participants' attention to current research and findings in these areas;
* to stimulate discussion relating to current research and findings in these areas;
* to encourage participants to reflect on, and draw on, their own experience in relation to these issues;
* to show how each of the issues are inter-related;
* to promote a better understanding of the concept of an inclusive and cohesive policy for an international primary school; and
* to encourage participants to consider how their own professional practice might be improved through raised awareness of these issues.
Objectives: Having studied this unit, students will be able to:
* identify significant features of primary education in international contexts;
* define key issues relevant to primary age pupils from diverse linguistic and cultural backgrounds;
* integrate research and theoretical developments in the areas of language, culture and learning, and apply these to a variety of school settings;
* understand the problems associated with a highly mobile pupil population; and
* identify issues related to the hidden curriculum in an international primary context.
Content:
The unit will address a number of issues, including the following:
* Bilingualism/multi-lingualism and the role of language in learning.
* The understanding of cultural identity in multicultural schools and its role in pupil learning.
* Mobility and its effects upon primary school pupils.
* The hidden curriculum in international primary education.
* Accountability and policy development in international primary education.

ED50105: School effectiveness

Credits: 9
Level: Masters
Modular
Assessment: CW100
Requisites:

Aims & Learning Objectives:
Aims: This Unit contributes to the named degree in Educational Management and offers a theoretical and methodological perspective on the field of school effectiveness. It will do this by helping students to examine School Effectiveness research from a national and international perspective encouraging an analytical and critical approach.
Objectives: At the end of the course the students should be able to:
* Demonstrate their understanding of the concept of school effectiveness.
* Critically analyse research in the field of school effectiveness.
* Relate the theory of school effectiveness to their own educational institution.
* Show their awareness of the limitations of the discourse surrounding school effectiveness.
Content:
Definitions of Effectiveness, Measuring Effectiveness, Characteristics of Effectiveness, Equity Issues, Effective teaching and learning, International perspectives of Effectiveness, Critiques of School Effectiveness, The Future of School Effectiveness.

ED50105: School effectiveness

Credits: 9
Level: Masters
Semester: 2
Assessment: CW100
Requisites:

Aims & Learning Objectives:
Aims: This Unit contributes to the named degree in Educational Management and offers a theoretical and methodological perspective on the field of school effectiveness. It will do this by helping students to examine School Effectiveness research from a national and international perspective encouraging an analytical and critical approach.
Objectives: At the end of the course the students should be able to:
* Demonstrate their understanding of the concept of school effectiveness.
* Critically analyse research in the field of school effectiveness.
* Relate the theory of school effectiveness to their own educational institution.
* Show their awareness of the limitations of the discourse surrounding school effectiveness.
Content:
Definitions of Effectiveness, Measuring Effectiveness, Characteristics of Effectiveness, Equity Issues, Effective teaching and learning, International perspectives of Effectiveness, Critiques of School Effectiveness, The Future of School Effectiveness.

ED50106: School improvement

Credits: 9
Level: Masters
Modular
Assessment: CW100
Requisites:

Aims & Learning Objectives:
AIMS: This unit will critically explore and analyse current research and practice in the field of School Improvement. The purposes of the journey of school improvement; the process with which those wishing to participate in the journey may need to engage; the potential hazards on the route; the supports available and the lessons learnt for future journeys will institute the unit content. Influences from other areas of pedagogy i.e. School Effectiveness; Educational Management; Managing Change and Teaching and Learning Theories will be discussed and critiqued in response to the key challenge:- In what ways do these factors contribute to the systematic, planned and sustained capacity of schools to continue to improve the quality of the learning experience for all those engaged in it.
OBJECTIVES: On completion of the unit participants will have:
* Been introduced to a wide range of international and national research in this field.
* Critically engaged with the variety of interpretations, definitions and trends with the field.
* Explored and understood the complexity of the processes involved in improving schools.
* Identified factors and strategies which may promote school improvement through the research literature and practice.
* Appreciated issues related to the term educational improvement, from the range of perspectives of all those engaged in the educational reform agenda.
* Engaged with questions relating to capacity building; managing and sustaining change within schools.
* Examined the specific and special contributions to school improvement of the layers within the school i.e. the inter dependence of management systems, cultures, departments, classrooms, personnel, etc.
* Explored the concept of the learning school and the possible structures for and approaches to teacher and pupil learning which might promote this.
* Used their own educational experiences to illuminate and critique the approaches explored in the unit.
* Investigated an area of personal interest related to the unit and will have led a short seminar.
Content:
The module focuses on the following issues:
* The historical development of School Improvement:- from School Effectiveness to School Improvement.
* An overview of the contributions each field offers to the other.
* Review and analysis of influential research and School Improvement projects.
* Exploration of issues related to Planning, Managing and Sustaining Change.
* Approaches to Managing and Leading the Improving School.
* Approaches to Teaching and Learning in the context of School Improvement.
* Analysis of the roles and differing contributions of change agents within and outside schools. Specifically LEA/OFSTED/HEI/Parents/Governors/Pupils/Teachers.
* Planning for and assessing the improvement process.
* Issues of Generalisability i.e. Case study: What can be learnt from the experience of others?

ED50106: School improvement

Credits: 9
Level: Masters
Semester: 2
Assessment: CW100
Requisites:

Aims & Learning Objectives:
AIMS: This unit will critically explore and analyse current research and practice in the field of School Improvement. The purposes of the journey of school improvement; the process with which those wishing to participate in the journey may need to engage; the potential hazards on the route; the supports available and the lessons learnt for future journeys will institute the unit content. Influences from other areas of pedagogy i.e. School Effectiveness; Educational Management; Managing Change and Teaching and Learning Theories will be discussed and critiqued in response to the key challenge:- In what ways do these factors contribute to the systematic, planned and sustained capacity of schools to continue to improve the quality of the learning experience for all those engaged in it.
OBJECTIVES: On completion of the unit participants will have:
* Been introduced to a wide range of international and national research in this field.
* Critically engaged with the variety of interpretations, definitions and trends with the field.
* Explored and understood the complexity of the processes involved in improving schools.
* Identified factors and strategies which may promote school improvement through the research literature and practice.
* Appreciated issues related to the term educational improvement, from the range of perspectives of all those engaged in the educational reform agenda.
* Engaged with questions relating to capacity building; managing and sustaining change within schools.
* Examined the specific and special contributions to school improvement of the layers within the school i.e. the inter dependence of management systems, cultures, departments, classrooms, personnel, etc.
* Explored the concept of the learning school and the possible structures for and approaches to teacher and pupil learning which might promote this.
* Used their own educational experiences to illuminate and critique the approaches explored in the unit.
* Investigated an area of personal interest related to the unit and will have led a short seminar.
Content:
The module focuses on the following issues:
* The historical development of School Improvement:- from School Effectiveness to School Improvement.
* An overview of the contributions each field offers to the other.
* Review and analysis of influential research and School Improvement projects.
* Exploration of issues related to Planning, Managing and Sustaining Change.
* Approaches to Managing and Leading the Improving School.
* Approaches to Teaching and Learning in the context of School Improvement.
* Analysis of the roles and differing contributions of change agents within and outside schools. Specifically LEA/OFSTED/HEI/Parents/Governors/Pupils/Teachers.
* Planning for and assessing the improvement process.
* Issues of Generalisability i.e. Case study: What can be learnt from the experience of others?

ED50107: Foreign language learning

Credits: 9
Level: Masters
Modular
Assessment: CW100
Requisites:

Aims & Learning Objectives:
Aims: The aims of the unit are:
* to investigate theories of learning in general;
* to investigate the relationships between first and second languages;
* to critically consider second language learning theories, particularly from a historical perspective;
* to consider cultural and affective contextual influences.
Objectives: At the end of this unit the student will be able to:
* discuss the theories and literature relating to learning and foreign language learning;
* monitor and identify language learning processes;
* identify key issues relating to language learning in their own cultural and pedagogical contexts;
* link theory and practice.
Content:
* Processes of learning another language in the context of learning one's mother tongue and learning in general.
* Differing concepts of language learning and its purpose according to different theories and methodologies.
* Pupils' learning styles.
* Stages in language acquisition.
* Affective factors influencing language acquisition: motivation, anxiety, age of learner and gender.
* Cultural factors affecting language learning.

ED50107: Foreign language learning

Credits: 9
Level: Masters
Semester: 1
Assessment: CW100
Requisites:

Aims & Learning Objectives:
Aims: The aims of the unit are:
* to investigate theories of learning in general;
* to investigate the relationships between first and second languages;
* to critically consider second language learning theories, particularly from a historical perspective;
* to consider cultural and affective contextual influences.
Objectives: At the end of this unit the student will be able to:
* discuss the theories and literature relating to learning and foreign language learning;
* monitor and identify language learning processes;
* identify key issues relating to language learning in their own cultural and pedagogical contexts;
* link theory and practice.
Content:
* Processes of learning another language in the context of learning one's mother tongue and learning in general.
* Differing concepts of language learning and its purpose according to different theories and methodologies.
* Pupils' learning styles.
* Stages in language acquisition.
* Affective factors influencing language acquisition: motivation, anxiety, age of learner and gender.
* Cultural factors affecting language learning.

ED50108: Foreign language teaching

Credits: 9
Level: Masters
Modular
Assessment: CW100
Requisites:

Aims & Learning Objectives:
The aims of the unit are to:
* Investigate theories which underpin different teaching methodologies;
* Investigate key aspects of the teacher's role which can vary according to different perspectives;
* Critically assess the idealogical basis and viability of different syllabuses;
* Consider cultural contextual issues.
At the end of this unit the student will be able to:
* Discuss the theories and literature connected with syllabus types and foreign language teaching;
* Monitor and understand their own teaching;
* Carry out an action enquiry into their own practice;
* Link theory and practice
Content:
* Differing concepts of language learning and its purpose according to different theories and methodologies.
* Different views of the teacher's role according to different theories and methodologies.
* Differing classroom contexts
* Different concepts of language learning exemplified in different syllabuses
* Methods of classroom research

ED50108: Foreign language teaching

Credits: 9
Level: Masters
Semester: 2
Assessment: CW100
Requisites:

Aims & Learning Objectives:
The aims of the unit are to:
* Investigate theories which underpin different teaching methodologies;
* Investigate key aspects of the teacher's role which can vary according to different perspectives;
* Critically assess the idealogical basis and viability of different syllabuses;
* Consider cultural contextual issues.
At the end of this unit the student will be able to:
* Discuss the theories and literature connected with syllabus types and foreign language teaching;
* Monitor and understand their own teaching;
* Carry out an action enquiry into their own practice;
* Link theory and practice
Content:
* Differing concepts of language learning and its purpose according to different theories and methodologies.
* Different views of the teacher's role according to different theories and methodologies.
* Differing classroom contexts
* Different concepts of language learning exemplified in different syllabuses
* Methods of classroom research

ED50109: Educational discourse

Credits: 9
Level: Masters
Modular
Assessment: CW100
Requisites:

Aims & Learning Objectives:
Aims: The aims of this unit are:
* To understand the theoretical underpinning of critical discourse analysis;
* To interpret classroom language in relation to competing theoretical positions;
* To examine critically the language of educational policy;
* To consider issues relating to educational research as discursive practice.
Objectives: By the end of the Unit, participants will be able to:
* Understand how educational discourse is "ideologically loaded";
* Develop a view about how the political and social context has affected the language of education in recent years;
* Have access to a range of theoretical perspectives with which to make sense of the language of the classroom, educational policy and educational research;
* Undertake a piece of critical discourse analysis in a professionally relevant area.
Content:
As with Language and Learning, the course is delivered in four roughly equal sections, allowing for flexibility according to group composition and interests.
Session 1 The following areas are covered (in varying degrees of detail):
* the increasing interest in discourse in social, cultural and policy studies;
* forms of discourse and ways of analysing them;
* the interrelationship between language and power;
* how understanding discourse practices helps us understand education.
Section 2 (Sessions 2-4) The second section deals with classroom teaching and classroom interaction, approaching the issues from a socially critical perspective. Areas discussed include:
* power relations in the classroom, and institutional constraints on changing them;
* the nature of pedagogic discourse;
* the role of critical theory in informing our understanding of classroom processes;
* classrooms as sites of enculturation.
Video extracts of three classroom lessons are analysed to further discussion in these areas.
Section 3 (Sessions 5-6) The third section concerns the language of educational policy and governance, specifically:
* the "technologization" of discourse;
* trends in the language of education policy documentation;
* how the language of educational policy works (or does not work!);
* how critical discourse analysis can help us understand the above.
Section 4 (Sessions 7-8) The final section looks at the language of educational research and enquiry, asking the questions:
* Whose language matters in educational research? (What are the characteristics of the discourse of educational research?)
* How can critical discourse analysis help us understand our own practice and institutions?
* How should we carry out a critical discourse analysis to do the above?
A wide range of literature is referred to throughout the course. A distinctive feature of this unit is that students are required to undertake pieces of critical discourse analysis for their assignments.

ED50109: Educational discourse

Credits: 9
Level: Masters
Semester: 2
Assessment: CW100
Requisites:

Aims & Learning Objectives:
Aims: The aims of this unit are:
* To understand the theoretical underpinning of critical discourse analysis;
* To interpret classroom language in relation to competing theoretical positions;
* To examine critically the language of educational policy;
* To consider issues relating to educational research as discursive practice.
Objectives: By the end of the Unit, participants will be able to:
* Understand how educational discourse is "ideologically loaded";
* Develop a view about how the political and social context has affected the language of education in recent years;
* Have access to a range of theoretical perspectives with which to make sense of the language of the classroom, educational policy and educational research;
* Undertake a piece of critical discourse analysis in a professionally relevant area.
Content:
As with Language and Learning, the course is delivered in four roughly equal sections, allowing for flexibility according to group composition and interests.
Session 1 The following areas are covered (in varying degrees of detail):
* the increasing interest in discourse in social, cultural and policy studies;
* forms of discourse and ways of analysing them;
* the interrelationship between language and power;
* how understanding discourse practices helps us understand education.
Section 2 (Sessions 2-4) The second section deals with classroom teaching and classroom interaction, approaching the issues from a socially critical perspective. Areas discussed include:
* power relations in the classroom, and institutional constraints on changing them;
* the nature of pedagogic discourse;
* the role of critical theory in informing our understanding of classroom processes;
* classrooms as sites of enculturation.
Video extracts of three classroom lessons are analysed to further discussion in these areas.
Section 3 (Sessions 5-6) The third section concerns the language of educational policy and governance, specifically:
* the "technologization" of discourse;
* trends in the language of education policy documentation;
* how the language of educational policy works (or does not work!);
* how critical discourse analysis can help us understand the above.
Section 4 (Sessions 7-8) The final section looks at the language of educational research and enquiry, asking the questions:
* Whose language matters in educational research? (What are the characteristics of the discourse of educational research?)
* How can critical discourse analysis help us understand our own practice and institutions?
* How should we carry out a critical discourse analysis to do the above?
A wide range of literature is referred to throughout the course. A distinctive feature of this unit is that students are required to undertake pieces of critical discourse analysis for their assignments.

ED50110: Language & learning

Credits: 9
Level: Masters
Modular
Assessment: CW100
Requisites:

Aims & Learning Objectives:
Aims:
* To consider children's language acquisition, ages 0-5.
* To examine "the language of the classroom".
* To consider approaches to dealing with language variety in the classroom.
* To consider issues of gender in classroom discourse.
Objectives: By the end of the Unit, participants will be able to:
* understand issues concerning language and learning in classrooms with reference to their professional experience.
* understand the external constraints on classroom discourse.
* consider alternative approaches to teaching and classroom management in light of the above.
* evaluate research into language and learning in classrooms.
Content:
Section 1 (Session 1)In this section, a number of issues are dealt with very briefly; many of them are returned to in later sections. Thus issues covered include the following:
* the degree to which language development is/seems innate/genetically programmed;
* the degree to which language acquisition is socially and culturally conditioned;
* the interrelationship between language, thought and cognition;
* competing learning theories in terms of the role of language in learning;- the commonly agreed essential components of language;
* the role of language in mediating and/or constructing reality;
* types of literacy.
Recommended core readers for this section are Steven Pinker's The Language Instinct, and Helen Haste and Jerome Bruner's Making Sense: the Child's Construction of the World. (For details of books, see "Indicative Reading" below).
Section 2 (Sessions 2-4) Work in these sessions covers the following areas:
* the language of home vs. the language of school;
* the sociolinguistics of the classroom;
* specific issues in classroom language (e.g. questioning, the role of whole class vs. small group teaching);
* the sociology of education with respect to classroom language (e.g. Bernstein);
* social-psychological perspectives on classroom processes (e.g. scaffolding; procedural vs. principled knowledge);
* the specific nature of classroom discourse.
While a good deal of literature is referred to in this section, Edwards and Mercer's Common Knowledge: the development of understanding in the classroom is recommended as a core reader.
Section 3 (Sessions 5-6) This section covers:
* the nature of low-achieving children's discourse problems;
* the role of standard vs. non-standard forms of language in schooling;
* approaches to bilingual and multilingual education;
* the language of text books.
A recommended key reader to accompany this section is Baker's Forms of Bilingualism and Bilingual Education.
Section 4 (Sessions 7-8) These sessions examine gender issues in classroom language, working closely with key research articles in the field. The main focus of this section is the effects of gender on classroom processes: for example:
* boys and girls' levels and types of involvement in classroom discourse;
* the dynamics of mixed and single-sex working groups;
* girls' and boys' attitudes to language-based classroom activities;
* girls' and boys' differential levels of achievement on language-based tasks.
The recommended core text for this section is Elaine Millard's Differently Literate.

ED50110: Language & learning

Credits: 9
Level: Masters
Semester: 1
Assessment: CW100
Requisites:

Aims & Learning Objectives:
Aims:
* To consider children's language acquisition, ages 0-5.
* To examine "the language of the classroom".
* To consider approaches to dealing with language variety in the classroom.
* To consider issues of gender in classroom discourse.
Objectives: By the end of the Unit, participants will be able to:
* understand issues concerning language and learning in classrooms with reference to their professional experience.
* understand the external constraints on classroom discourse.
* consider alternative approaches to teaching and classroom management in light of the above.
* evaluate research into language and learning in classrooms.
Content:
Section 1 (Session 1)In this section, a number of issues are dealt with very briefly; many of them are returned to in later sections. Thus issues covered include the following:
* the degree to which language development is/seems innate/genetically programmed;
* the degree to which language acquisition is socially and culturally conditioned;
* the interrelationship between language, thought and cognition;
* competing learning theories in terms of the role of language in learning;- the commonly agreed essential components of language;
* the role of language in mediating and/or constructing reality;
* types of literacy.
Recommended core readers for this section are Steven Pinker's The Language Instinct, and Helen Haste and Jerome Bruner's Making Sense: the Child's Construction of the World. (For details of books, see "Indicative Reading" below).
Section 2 (Sessions 2-4) Work in these sessions covers the following areas:
* the language of home vs. the language of school;
* the sociolinguistics of the classroom;
* specific issues in classroom language (e.g. questioning, the role of whole class vs. small group teaching);
* the sociology of education with respect to classroom language (e.g. Bernstein);
* social-psychological perspectives on classroom processes (e.g. scaffolding; procedural vs. principled knowledge);
* the specific nature of classroom discourse.
While a good deal of literature is referred to in this section, Edwards and Mercer's Common Knowledge: the development of understanding in the classroom is recommended as a core reader.
Section 3 (Sessions 5-6) This section covers:
* the nature of low-achieving children's discourse problems;
* the role of standard vs. non-standard forms of language in schooling;
* approaches to bilingual and multilingual education;
* the language of text books.
A recommended key reader to accompany this section is Baker's Forms of Bilingualism and Bilingual Education.
Section 4 (Sessions 7-8) These sessions examine gender issues in classroom language, working closely with key research articles in the field. The main focus of this section is the effects of gender on classroom processes: for example:
* boys and girls' levels and types of involvement in classroom discourse;
* the dynamics of mixed and single-sex working groups;
* girls' and boys' attitudes to language-based classroom activities;
* girls' and boys' differential levels of achievement on language-based tasks.
The recommended core text for this section is Elaine Millard's Differently Literate.

ED50111: Current issues in environmental education

Credits: 9
Level: Masters
Modular
Assessment: CW100
Requisites:

Aims & Learning Objectives:
Aims: This unit critically explores and analyses a range of current issues in environmental/sustainable development education.
Objectives: At the end of the course students will be able to:
* demonstrate knowledge about current national and international developments in environmental/ sustainable development education from a broad range of perspectives;
* analyse and comment critically on issues arising from current initiatives and trends;
* identify a range of developmental issues and needs relating to environmental/sustainable development education in their own work.
Content:
The unit focuses on the following issues:
* Setting the Scene: exploring what environmental/sustainable development education is trying to achieve.
* Environmental Education in England & Wales (1990 to 2000): reviewing developments and trends.
* Making sense of the Environment: exploring the implications for environmental/sustainable development education of how people think about the 'environment'.
* Environmental Education in the Environment: an examination of the role of fieldwork in environmental/sustainable development education? The Education for (Environmental) Sustainability Debate: exploring different perspectives.
* Issues in Environmental Teacher Education: critiquing the roles of (pre-and inservice) teacher education.
* International Perspectives on Environmental Education: looking at recent and continuing developments.
* Case Study: dilemmas in the realisation of environmental/sustainable development education in a developing country.

ED50111: Current issues in environmental education

Credits: 9
Level: Masters
Semester: 1
Assessment: CW100
Requisites:

Aims & Learning Objectives:
Aims: This unit critically explores and analyses a range of current issues in environmental/sustainable development education.
Objectives: At the end of the course students will be able to:
* demonstrate knowledge about current national and international developments in environmental/ sustainable development education from a broad range of perspectives;
* analyse and comment critically on issues arising from current initiatives and trends;
* identify a range of developmental issues and needs relating to environmental/sustainable development education in their own work.
Content:
The unit focuses on the following issues:
* Setting the Scene: exploring what environmental/sustainable development education is trying to achieve.
* Environmental Education in England & Wales (1990 to 2000): reviewing developments and trends.
* Making sense of the Environment: exploring the implications for environmental/sustainable development education of how people think about the 'environment'.
* Environmental Education in the Environment: an examination of the role of fieldwork in environmental/sustainable development education? The Education for (Environmental) Sustainability Debate: exploring different perspectives.
* Issues in Environmental Teacher Education: critiquing the roles of (pre-and inservice) teacher education.
* International Perspectives on Environmental Education: looking at recent and continuing developments.
* Case Study: dilemmas in the realisation of environmental/sustainable development education in a developing country.

ED50112: Environmental education: philosophy, policy & practice

Credits: 9
Level: Masters
Modular
Assessment: CW100
Requisites:

Aims & Learning Objectives:
Aims: This unit critically explores and analyses a range of issues relating to the philosophy, policy and practice of environmental/sustainable development education.
Objectives: At the end of the course students will be able to:
* recognise the interdisciplinary nature of environmental problems.
* identify a range of educational responses to environmental issues.
* comment critically on approaches to environmental/sustainable development education.
* develop a personal response to environmental imperatives in their own work as educators.
* explore critically their own practice as environmental/sustainable development educators.
Content:
The unit focuses on the following issues:
* Environmental and Development Education: exploring issues of separateness or synergy.
* Questions of Values and Valuing: examining the purposes of environmental/sustainable development education from values perspectives.
* Education and Conservation: exploring the contributions that education can make to the achievement of conservation goals.
* Environmental Literacy: perspectives and possibilities for education and research.
* Environmental Education: exploring current research in environmental/sustainable development education.
* Geographical and Environmental Education: relationships, developments and opportunities.
* Approaches to Teaching and Learning in Geographical and Environmental Education: enquiring into controversial issues.
* Environmental/sustainable Development Education: exploring the adaptive concept.

ED50112: Environmental education: philosophy, policy & practice

Credits: 9
Level: Masters
Semester: 2
Assessment: CW100
Requisites:

Aims & Learning Objectives:
Aims: This unit critically explores and analyses a range of issues relating to the philosophy, policy and practice of environmental/sustainable development education.
Objectives: At the end of the course students will be able to:
* recognise the interdisciplinary nature of environmental problems.
* identify a range of educational responses to environmental issues.
* comment critically on approaches to environmental/sustainable development education.
* develop a personal response to environmental imperatives in their own work as educators.
* explore critically their own practice as environmental/sustainable development educators.
Content:
The unit focuses on the following issues:
* Environmental and Development Education: exploring issues of separateness or synergy.
* Questions of Values and Valuing: examining the purposes of environmental/sustainable development education from values perspectives.
* Education and Conservation: exploring the contributions that education can make to the achievement of conservation goals.
* Environmental Literacy: perspectives and possibilities for education and research.
* Environmental Education: exploring current research in environmental/sustainable development education.
* Geographical and Environmental Education: relationships, developments and opportunities.
* Approaches to Teaching and Learning in Geographical and Environmental Education: enquiring into controversial issues.
* Environmental/sustainable Development Education: exploring the adaptive concept.

ED50113: Environmental education: the management of change

Credits: 9
Level: Masters
Modular
Assessment: CW100
Requisites:

Aims & Learning Objectives:
Aims: This unit critically explores a range of issues relating to how change can be stimulated and managed to help achieve environmental/sustainable development education goals.
Objectives: At the end of this course students will understand a range of theoretical positions and perspectives in relation to the management of innovation and change, and be able to:
* contribute to the analysis of (environmental) educational and organizational contexts in terms of their readiness for change and development.
* identify and use a range of strategies which can be used to promote and develop environmental/ sustainable development education in particular contexts.
* understand how to carry out an effective (action) enquiry into their own practice - or their institution's practice - in environmental/sustainable development education.
Content:
The unit focuses on the following issues:
* Curriculum Models of Environmental Education; Key Elements and Characteristics of High Quality Environmental Education; Theorizing the Strategic Process.
* Management of Innovation: Roles of Groups in Innovation & Change.
* Critiquing Developmental Models. Critical Questions: visioning and auditing.
* Management of Innovation: The Environmental Element.
* Developing Policy: Indicators for the Environmentally Sustainable School.
* Professional Development through Action Research.
* Management of Innovation: The Individual as a Change Agent.
* Reflecting on Investigations: Reviewing Management of Change Issues.

ED50113: Environmental education: the management of change

Credits: 9
Level: Masters
Semester: 2
Assessment: CW100
Requisites:

Aims & Learning Objectives:
Aims: This unit critically explores a range of issues relating to how change can be stimulated and managed to help achieve environmental/sustainable development education goals.
Objectives: At the end of this course students will understand a range of theoretical positions and perspectives in relation to the management of innovation and change, and be able to:
* contribute to the analysis of (environmental) educational and organizational contexts in terms of their readiness for change and development.
* identify and use a range of strategies which can be used to promote and develop environmental/ sustainable development education in particular contexts.
* understand how to carry out an effective (action) enquiry into their own practice - or their institution's practice - in environmental/sustainable development education.
Content:
The unit focuses on the following issues:
* Curriculum Models of Environmental Education; Key Elements and Characteristics of High Quality Environmental Education; Theorizing the Strategic Process.
* Management of Innovation: Roles of Groups in Innovation & Change.
* Critiquing Developmental Models. Critical Questions: visioning and auditing.
* Management of Innovation: The Environmental Element.
* Developing Policy: Indicators for the Environmentally Sustainable School.
* Professional Development through Action Research.
* Management of Innovation: The Individual as a Change Agent.
* Reflecting on Investigations: Reviewing Management of Change Issues.

ED50116: Primary education: aspects of learning

Credits: 9
Level: Masters
Modular
Assessment: CW100
Requisites:

Aims & Learning Objectives:
Aims: Within the context of the rationale above the module aims to build on the teachers' own training and experiences to analyse:
* how children 's learning strategies change through the primary schooling phase;
* how classroom organisation and practice can reflect and support such change;
* how children are supported in their learning in the classroom and in the home.
Objectives: At the end of the course students will be able to:
a) demonstrate their theoretical understanding:
* of the differing accounts of pupil learning within the primary age range;
* the influence of studies of language development on the development of learning theory;
* the impact of motivation and individual learning styles on pupil learning.
b) use their understanding to present a rationale for
* key aspects of classroom organisation;
* the selection of teaching styles and the curriculum content;
* the involvement of parents in the learning process.
Content:
* Models of learning, in particular those developed by Piaget, Vygotsky, Bruner and Wood.
* Social constructivist accounts of learning including the concepts of ZPD, 'the more capable other' and 'hand-over'.
* The impact of language on the learning process.
* Children's induction into classroom life through a study of the concept of 'coping strategies' developed by Pollard and Woods.
* Independent learning skills and differences in learning strategies of boys and girls.
* Peer groups and their contribution to learning.
* Conflicting classroom roles for teachers including the dual role of manager and teacher.
* Educational responses to learning in terms of teaching styles and classroom organisation.
* Parental contribution to learning.

ED50117: Action research: theory & practice

Credits: 9
Level: Masters
Modular
Assessment: CW100
Requisites:

Aims & Learning Objectives:
Aims: This unit critically explores and analyses a range of issues in action research. The aims of this unit are to enable participants to analyse the process of action research and ultimately, so enable them to conduct a meaningful action enquiry.
Objectives: At the end of the course students will be able to :
* demonstrate a critical understanding of action research theory and the action research cycle;
* critically consider issues related to evidence, its collection, analysis, authenticity and dissemination;
* analyse and comment critically on practical issues relating to action research studies;
* identify a range of developmental opportunities for the use of action research in their own work eg within curriculum development and personal theory generation.
Content:
The unit focuses on the following issues:
* Getting Started and the Action Research Cycle;
* The Collection of Data, its Use, Reliability, Validity, Processing and Generalisation; Ethical Issues;
* The Relationship of Educational Action Research to other forms of Research;
* Methods of Presentation; making it public: issues of representation and legitimisation;
* Uses of Action Research: curriculum development and personal theory generation;
* Issues Arising from the Unit: preparing for a personal action research enquiry.

ED50120: The teaching of literature

Credits: 9
Level: Masters
Modular
Assessment: CW100
Requisites:

Aims & Learning Objectives:
Aims:
* To consider changing approaches to the study of literature;
* To contextualise literary studies socially, culturally and politically, and in relation to other disciplines;
* To understand changes in the teaching and assessment of literary response in the light of the above.
Objectives: By the end of the unit, students will be able to:
* Understand how approaches to literature and its study have changed, particularly over the last century;
* Relate the above to changes in practices of teaching literature in schools;
* Have clearer views about the role and function of literature and literature study;
* Have access to an increased number of approaches to their own teaching (or study) of literature.
Content:
Session 1:
Aim: To consider the question, "What is literature?"
Objectives:
* To explore the development of forms of artistic expression from the ritualistic practices of premodern cultures;
* To understand the development of literature in the context of oral traditions:
* To explore Renaissance and Romantic conceptions of the author as artist;
* To survey contemporary perspectives on the purpose and nature of literature. Session 2:
Aim: To survey trends in literary criticism and the teaching of English in universities in the first half of the Twentieth Century.
Objectives:
* To understand the influence of C19 liberal humanism;
* To consider the role of the Cambridge School under Leavis and Richards;
* To consider techniques of textual analysis connected with Formalism and the New Criticism.
Session 3:
Aim: To survey trends in literary criticism and the teaching of English in higher education in the second half of the Twentieth Century.
Objectives:
* To understand structuralism and post-structuralism in the context of Saussurean linguistics;
* To consider theories of reader response;
* To be introduced to recent movements in literary studies, including New Historicism, Cultural Materialism and feminist approaches.
Session 4:
Aim: To consider the evolution of the school literature curriculum in England over the last Century.
Objectives:
* To consider the role of literature in the elementary and public school traditions;
* To consider the effects of the Personal Growth model of English teaching since the 1960s and of Cultural Heritage and Cultural Analysis models;
* To consider the role of literature within the National Curriculum;
* To look at trends in the examination of English Literature in schools and colleges.
Session 5:
Aim: To consider current debates in the teaching of literature in schools and colleges.
Objectives:
* To consider the political and pedagogic ramifications of the debate about literature in the National Curriculum in England and Wales;
* To consider recent and forthcoming changes in the assessment of response to literature;
* To consider the role of literature in the L2 classroom;
* To consider the implications of the new technologies for literature teaching.
Session 6:
Aim: To consider whether we should teach "English Literature" or "Literatures in English".
Objectives:
* To consider the contrasting perspectives on literature within the Bullock and Cox Reports of 1975 and 1989 respectively;
* To consider what we mean by phrases such as "other cultures" and "post-colonial literature";
* To consider the role of the English literary canon in the school and college curriculum;
* To discus the extent to which "English" should be seen to embody a national cultural tradition.
Session 7:
Aim: To consider notions of "high" and "popular" culture with respect to the teaching of literature.
Objectives:
* To examine research into English teachers' values in relation to teaching their subject;
* To discuss critiques of the "Cultural Studies" approach to literary texts;
* To consider how far the techniques of literary analysis can and should be applied in other contexts, such as to media texts;
* To consider the degree to which the curriculum should be transmitting dominant cultural values through literature.
Session 8:
Aim: To consider innovative approaches to the teaching of literary texts.
Objectives:
* To enable course participants to explore innovative approaches to literature teaching in professional contexts known to them by preparing a presentation to the group;
* To enable sharing of participants' approaches to literature teaching;
* To consider children's language acquisition, ages 0-5;
* To examine "the language of the classroom";
* To consider approaches to dealing with language variety in the classroom;
* To consider issues of gender in classroom discourse.

ED50138: Developing inclusive schools

Credits: 9
Level: Masters
Modular
Assessment: CW100
Requisites:

Aims & Learning Objectives:
Aims:
1. To develop critical understanding of the principal traditions of research and thinking about difficulties in learning and the causes of educational failure.
2. To enhance understanding of how aspects of school culture and organisation can contribute to lessening or exacerbating barriers to successful learning.
Learning objectives: By the end of this unit, students will be able to:
1. Locate national policy on the education of students with disabilities and learning difficulties in the context of research and thinking about inclusion.
2. Draw on a range of strategies for carrying out research and development activities in schools.
3. Make selective use of communications technology as a learning resource.
Content:
The unit comprises the following main foci.
Traditions of thinking about difficulties in learning.
A review of three major traditions of research and thinking about the education of students with learning difficulties and disabilities: the psycho-medical, sociological and organisational approaches. The social model of disability and the distinction between disability and impairment.
Inclusion: an international trend?
International policy developments in the field of inclusive education: UNESCO's Salamanca Statement. Current policy in the UK: the Green Paper (Excellence for all children), the revised Code of Practice and the proposed Disability Rights in Education Bill.
The inclusive school.
The debate in contemporary research and theoretical literature on the relative merits of inclusion and segregated special education. Research evidence on the social and academic outcomes of inclusion initiatives. How aspects of school culture and organisation can contribute to lessening or increasing the barriers to learning experienced by students.
The school development process.
Methods for gathering evidence on barriers to learning and participation within schools. The Index for Inclusion as a resource to support school-based research and development. Strategies for encouraging collaboration and promoting inclusive policy and practice across the school.
Theories of learning and pedagogy.
Alternative views of the learning process and associated explanations of educational failure which research indicates teachers may hold (the student deficit and school reform models); their implications for pedagogical practice.
Enabling student participationAn examination of research into students' experiences of inclusive settings. Approaches to finding out what students think of their school, and enabling students to have a voice in the school development process. The shift from a control-oriented to an educational conception of discipline.
Using communications technologies to enhance learning.
A workshop on locating, accessing and evaluating resources for learning and professional development on the web, with a particular focus on material related to inclusion and exclusion in education.
Social inclusion and exclusion.
The relationship between broader processes of inclusion and exclusion in education and social factors. The findings of research into gender and ethnicity as factors in school exclusion, and into the effects of poverty on educational attainment.

ED50140: Managing human resources in education

Credits: 9
Level: Masters
Modular
Assessment: CW100
Requisites:

Aims & Learning Objectives:
Aims: The Aims of the Unit are:
a) to provide an overview of key concepts and issues related to human resource management in educational organisations within a range of diverse contexts;
b) to explore selected areas of human resource management practice with reference to research, theory and professional experience; and,
c) to foster students' critical reflection on the effectiveness and improvement of human resource management practice in their experience.
Objectives:
At the end of the Unit, students should be able to:
a) demonstrate their understanding of key concepts related to Human Resource Management;
b) examine issues surrounding the practice of Human Resource Management; c) explore the implications of these ideas for their own current or future educational management practice and for the management of their own educational institutions; and,
d) produce a critical account of 'educational management' practice related to Human Resource Management in their own, or another, educational institution.
Content:
The Unit will cover content from within the following range:
* the nature of Human Resource Management;
* Human Resource Management in practice;
* Managing human resources in areas such as
(i) recruitment and selection of staff in educational organisations;
(ii) staff induction in educational organisations;
(iii) mentoring staff in educational organisations;(iv) staff motivation;
(v) professional development.
* Performance management and appraisal in educational organisations;
* Human Resource Management in an international context; and,
* Evaluating Human Resource Management in educational organisations.

ED50140: Managing human resources in education

Credits: 9
Level: Masters
Semester: 2
Assessment: CW100
Requisites:

Aims & Learning Objectives:
Aims: The Aims of the Unit are:
a) to provide an overview of key concepts and issues related to human resource management in educational organisations within a range of diverse contexts;
b) to explore selected areas of human resource management practice with reference to research, theory and professional experience; and,
c) to foster students' critical reflection on the effectiveness and improvement of human resource management practice in their experience.
Objectives:
At the end of the Unit, students should be able to:
a) demonstrate their understanding of key concepts related to Human Resource Management;
b) examine issues surrounding the practice of Human Resource Management; c) explore the implications of these ideas for their own current or future educational management practice and for the management of their own educational institutions; and,
d) produce a critical account of 'educational management' practice related to Human Resource Management in their own, or another, educational institution.
Content:
The Unit will cover content from within the following range:
* the nature of Human Resource Management;
* Human Resource Management in practice;
* Managing human resources in areas such as
(i) recruitment and selection of staff in educational organisations;
(ii) staff induction in educational organisations;
(iii) mentoring staff in educational organisations;(iv) staff motivation;
(v) professional development.
* Performance management and appraisal in educational organisations;
* Human Resource Management in an international context; and,
* Evaluating Human Resource Management in educational organisations.

ED50163: Dissertation for the MA in Education

Credits: 36
Level: Masters
Dissertation period
Modular
Assessment: DS100
Requisites:

Aims & Learning Objectives:
Aims: To provide a structured and supervised opportunity for students to design, conduct and evaluate a small-scale educational research project.
Objectives: By the end of the unit students should be able to demonstrate:
* Ability to select and justify the focus, scope and methodology of an educational research study;
* Ability to review, employ, and engage critically with an appropriate literature through the design, conduct and evaluation of an educational research study;
* Ability to collect, analyse and interpret data appropriately;
* Ability to draw appropriate conclusions from an educational research study, taking account of its strengths and limitations.
Content:
Detailed content is negotiated (and re-negotiated as necessary as the research unfolds) between student and supervisor.

ED50165: Managing & developing training

Credits: 9
Level: Masters
Modular
Assessment: CW100
Requisites:

Aims & Learning Objectives:
Aims:
* To introduce the notion of a learning organisation.
* To consider the importance of placing professional development within an holistic framework such as that of a learning organisation.
* To discuss the key factors required by the organisation's infrastructure to foster teacher learning and development.
* To consider the relationship of teachers' work and the types of school organisation and culture which can best motivate teachers to develop their professional learning and development.
* To provide a set of conceptual perspectives and approaches to problem-solving in order to develop staff learning through problem-solving.
* To engage students in thinking about the nature and content of strategic planning which will contribute to improving their practice in developing their school as a learning organisation.
* To promote students' understanding that there are different theoretical frameworks and research methodologies involved in thinking about the issues related to learning organisations.
Objectives: By the end of the unit students should be able to demonstrate:
* An ability to distinguish between learning and other types of organisation.
* A critical understanding of the relationship between the nature of a school's decision-making structure, power-relations, culture and collective learning.
* An appreciation of the dynamics of change in seeking to develop a learning organisation.
* An understanding of the relationship between teachers' work, the nature of the school as an organisation, and its relationship to motivation to learn.
* A conceptual understanding of the role of problem-solving in collective learning.
* An ability to develop an appropriate strategic plan for the development of a learning organisation and the role of professional development within it.
* A critical appreciation that there are strengths and weaknesses attached to different theoretical frameworks and research methods involved in understanding the issues related to schools as learning organisations.
Content:
There are eight sessions in this unit. The general pedagogical strategy in this unit is to begin with whole group work, then as content is imparted and a sense of group coherence develops, to progressively enable students to take charge of their learning through the tasks set until in the final sessions students, working in groups, focus on one key issue which they discuss and report back on.At this stage the teacher has become a facilitator in contrast to the early sessions where teaching (in the sense of imparting knowledge and understanding) and facilitating are used interchangeably. The tasks set in all these sessions involve students discussing issues in break-away groups followed by a reporting-back period. Since this is a unit based on critical reflection and discussion, resource materials for all sessions include flip-charts, pens, white board markers and OHT facilities for students.

ED50166: Issues in science education

Credits: 9
Level: Masters
Modular
Assessment: CW100
Requisites:

Aims & Learning Objectives:
Aims: The aims of this unit are to;
* provide a background to the development of the science curriculum and current debates about significant issues relating to science teaching;
* introduce teachers to relevant research in science education and to see its application in their teaching;
* encourage participants to reflect on their practice and appreciate ways of developing it.
Objectives: Having studied the unit, students will be able to;
* demonstrate understanding of different perspectives on the nature of science and the relationship between science and science education;
* distinguish between different approaches to and purposes of practical work in science and understand the distinctive features of investigative work;
* identify different learning styles and to understand the implications of research into childrens' learning in science on teaching approaches;
* describe/analyse how science relates and interacts with other curriculum areas, and to understand the importance of a 'whole curriculum' perspective;
* describe a range of assessment techniques and their purposes in the context of science teaching, and demonstrate understanding of the basic principles of assessment.
Content:
The unit will address five main issues which relate to the five objectives above:
* The nature of science.
* Purposes of practical work.
* Learning in science.
* Science in the whole curriculum.
* Assessing science.

ED50167: Teaching in a bilingual context

Credits: 9
Level: Masters
Modular
Assessment: CW100
Requisites:

Aims & Learning Objectives:
Aims:
* to understand the diversity and complexity of different bilingual situations;
* to investigate theories and research related to the bilingual teaching and learning process;
* to investigate the institutional and planning implications of teaching in a bilingual context;
* to examine issues related to language and culture in the bilingual classroom;
* to consider the practical implications for the teacher where there are bilingual learners.
Objectives: At the end of the course students will be able to:
* demonstrate a comprehensive understanding of bilingual situations;
* appreciate the wider implications of implementing bilingual teaching;
* make informed decisions about language and culture teaching;
* relate theory to practice.
Content:
The unit covers the following issues:
* the nature of bilingualism;
* the nature of bilingual education using Baker's 'strong' and 'weak' categorisations;
* theories of bilingual language acquisition particularly simultaneous and sequential acquisition;
* cultural differences in terms of identity and learning styles;
* the integration of bilingual initiatives into a school and community;
* the use of collaborative teaching arrangements, including team teaching;
* the implications for teacher training of this new kind of teaching;
* the political, social and linguistic implications of language choice in classrooms;
* the integration of culture teaching;
* particular kinds of teaching approach suitable for a bilingual environment, including extra support for the learner.

ED50168: Mentoring

Credits: 9
Level: Masters
Modular
Assessment: CW100
Requisites:

Aims & Learning Objectives:
Aims: This unit promotes the development of the skills and understanding relevant to teachers undertaking or contemplating the mentoring of novice teachers by consideration of the links between theory and practice in mentoring. It includes approaches and expectations of the role of mentor in professions other than teaching.
Objectives: As a result of this module it is expected that course members will be able to:
* identify, develop and provide learning opportunities for mentees which will provide the opportunity for the application of knowledge, development of skills and the analysis and articulation of values;
* help mentees to relate theory and practice;
* encourage mentees to observe, describe and analyse good practice in terms of pupils learning;
* help mentees to transfer learning from one situation or setting to another;
* help mentees to learn the importance of national, LEA and school policies and procedures;
* help mentees to evaluate their own learning and assess their development and ability as teachers;
* demonstrate the ability to develop a programme and agreed set of targets for a mentee;
* draw up a work programme with a mentee on the bases of his/her learning needs and the requirements of the course;
* supervise the mentee's practice as an accountable member of the school's staff;
* demonstrate the ability to assess a mentee's progress and development;
* take responsibility for continuing their own professional development through learning and research, making use of opportunities for training, and evaluating their effectiveness as mentors.
Content:
The unit draws on course members' experience and perceptions of mentoring and members will be expected to carry out tasks arising out of and to contribute to the taught sessions. The course content draws on research into the mentoring of novice teachers and will relate this to the following aspects of mentoring:
* Understanding the role of the mentor;
* Recognising and responding to the needs of the mentee;
* Relating theory to practice in a subject context.
* Teacher development: mentor and mentee;
* Assessing mentees' progress;
* Exploring the use of profiles.

ED50169: Introduction to distance education

Credits: 9
Level: Masters
Modular
Assessment: CW100
Requisites:

Aims & Learning Objectives:
Aims: This unit is intended as an introduction to the concept and practice of distance education for students on the advanced course programme who wish to understand more about the educational philosophy and the distinctive nature of this mode of educational delivery.
Objectives: At the end of this unit students should be able to:
* define distance education, relating it to and distinguishing it from closely associated educational and pedagogic concepts;
* identify its distinguishing characteristics in so far as they impact on students and tutors in both technologically developed and developing countries;
* understand the principles of design and development of a distance education programme and the impact that these have on both educational philosophy and the learning process;
* articulate the unresolved problems associated with his form of study and the opportunities and problems associated with it.
Content:
The unit concentrates on the distinctive educational aspects of distance education, its advantages and limitations, and it is with these in mind that each session is designed. The first session sets the environmental context - social, economic and political - within which recent developments in distance education have taken place. The following two sessions consider distance education from the perspective of, first the students and, second, the tutors. The fourth and fifth session concentrate on the nature of the distance education course and the learning system within which it is set. Session six focuses on the aspects of distance education which are particularly relevant in developing countries. Session seven identifies staff development needs for distance education and the final session reviews the major issues that have been raised in the Unit, with particular emphasis on those matters which are currently unresolved.
Session 1:
Distance education: the concept and history.
Session 2:
Distance education students.
Session 3:
The role of the tutor.
Session 4:
The distance education course.
Session 5:
The distance education system.
Session 6:
Distance education in developing countries.
Session 7:
Staff development for distance education.
Session 8:
Issues for distance education.

ED50170: Educational enquiry

Credits: 9
Level: Masters
Modular
Assessment: CW100
Requisites:

Aims & Learning Objectives:
The aims of an Educational Enquiry are to enhance students': contribution to teaching and learning in their own professional contextsability to identify, plan, undertake and evaluate educational developments regarding a good quality educational question related to their own or their school's professional practice. After completing an Educational Enquiry students will be able to:
* develop further small-scale research enquiries relevant to their own and/or their schools' professional development needs;
* incorporate research and inspection evidence into the design of such enquiries in an appropriately critical and balanced way;
* involve students and/or colleagues within such enquiries in an appropriately professional way;
* evaluate the process and outcomes of such enquiries, drawing constructive conclusions for the improvement of educational practices.
Content:
Detailed content is be negotiated (and re-negotiated as necessary as the enquiry unfolds) between student and tutor in the context of needs identified at the personal, department, school and LEA levels.

ED50171: Mini-dissertation

Credits: 24
Level: Masters
Modular
Assessment: DS100
Requisites:

Aims & Learning Objectives:
Aims: To provide a structured and supervised opportunity for students to design, conduct and evaluate a small-scale educational research project.
Objectives: By the end of the unit students should be able to demonstrate:
* Ability to select and justify the focus, scope and methodology of an educational research study;
* Ability to review, employ, and engage critically with an appropriate literature through the design, conduct and evaluation of an educational research study;
* Ability to collect, analyse and interpret data appropriately;
* Ability to draw appropriate conclusions from an educational research study, taking account of its strengths and limitations.
Content:
Detailed content is negotiated (and re-negotiated as necessary as the research unfolds) between student and supervisor.

ED50172: Extended essay

Credits: 12
Level: Masters
Modular
Assessment: ES100
Requisites:

Aims & Learning Objectives:
Aims: To provide a structured and supervised opportunity for students to explore an educational issue of their own choice in depth.
Objectives: By the end of the unit students should be able to demonstrate:
* Ability to justify the focus of an educational study with reference to an appropriate literature, and to their own professional experience;
* Ability to make critical use of the literature and their own professional experience in the development of a study and its conclusions;
* Ability to identify and categorise issues, and to undertake a study in an appropriately critical, original and balanced fashion;
* Ability to analyse, interpret and critique findings and arguments and, where appropriate, to apply these in a reflective manner to the improvement of educational practices.
Content:
Detailed content is negotiated (and re-negotiated as necessary as the work unfolds) between student and supervisor.

ED50173: Understanding learners & learning

Credits: 9
Level: Masters
Modular
Assessment: CW100
Requisites:

Aims & Learning Objectives:
Aims: The aims of this unit are to:
* Consider different perspectives on learning, on ways in which we learn and how learning can be supported;
* Present the major families of learning theories and consider their strengths and weaknesses;
* Recognise how approaches to teaching and instruction can be influenced by tacit and explicit learning theories;
* Debate how knowledge gained about learning and learners can be applied in practical educational and training contexts.
Objectives: Having studied the unit, students will be able to:
* define learning from different theoretical and practical standpoints;
* explain the key ideas contributed by psychologists and others to our understanding of the process of learning;
* critically relate learning theories to their own ideas about learning;
* critically evaluate how research on brain structure and function contributes to our understanding of learning;
* identify individual differences in learning styles and preferences using a variety of approaches;
* promote in their own learners the ability to understand their own thinking and learning using metacognitive and other approaches and strategies;
* critically apply knowledge about learning and learners to their practice.
Content:
The unit will address the following areas:
* major families of learning theories;
* implicit theories of learning;
* learning styles and preferences;
* learning about learning;
* brain-based learning;
* motivation and other factors affecting learning;
* learning in adults.

ED50173: Understanding learners & learning

Credits: 9
Level: Masters
Semester: 1
Assessment: CW100
Requisites:

Aims & Learning Objectives:
Aims: The aims of this unit are to:
* Consider different perspectives on learning, on ways in which we learn and how learning can be supported;
* Present the major families of learning theories and consider their strengths and weaknesses;
* Recognise how approaches to teaching and instruction can be influenced by tacit and explicit learning theories;
* Debate how knowledge gained about learning and learners can be applied in practical educational and training contexts.
Objectives: Having studied the unit, students will be able to:
* define learning from different theoretical and practical standpoints;
* explain the key ideas contributed by psychologists and others to our understanding of the process of learning;
* critically relate learning theories to their own ideas about learning;
* critically evaluate how research on brain structure and function contributes to our understanding of learning;
* identify individual differences in learning styles and preferences using a variety of approaches;
* promote in their own learners the ability to understand their own thinking and learning using metacognitive and other approaches and strategies;
* critically apply knowledge about learning and learners to their practice.
Content:
The unit will address the following areas:
* major families of learning theories;
* implicit theories of learning;
* learning styles and preferences;
* learning about learning;
* brain-based learning;
* motivation and other factors affecting learning;
* learning in adults.

ED50174: Technologies for learning

Credits: 9
Level: Masters
Modular
Assessment: CW100
Requisites:

Aims & Learning Objectives:
Aims: The aims of this unit are to:
* Examine the concept of a technology for learning.
* Consider the effectiveness of these technologies for achieving particular learning outcomes.
* Understand the use of these technologies to support more flexible approaches to learning.
* Provide a framework for evaluating the use of technologies for learning in education and training.
* Explore models for communication.
* Understand the concept of visual literacy and its importance in the development of technologies for learning.
Objectives: Having studied the unit, students will be able to:
* define the concept of a technology for learning and give a range of examples;
* analyse the advantages and disadvantages of a range of technologies for learning;
* enhance and support learning using information and communication technology;
* define the terms open, distance and flexible learning and describe their inter-relationships;
* critically evaluate the role of visual literacy in the design and use of ICT;
* critically evaluate applications involving technologies for learning such as integrated learning systems, pedagogical websites and e-moderation.
Content:
The unit will address the following areas:
* the origins and development of technologies for learning models for understanding communication;
* approaches to open and flexible learning;
* models of learning and technologies for learning;
* learning using information and communication technologies;
* visual literacy and multimedia learning;
* web-based learning and the evaluation of pedagogical websites;
* e-learning and e-moderation.

ED50174: Technologies for learning

Credits: 9
Level: Masters
Semester: 2
Assessment: CW100
Requisites:

Aims & Learning Objectives:
Aims: The aims of this unit are to:
* Examine the concept of a technology for learning.
* Consider the effectiveness of these technologies for achieving particular learning outcomes.
* Understand the use of these technologies to support more flexible approaches to learning.
* Provide a framework for evaluating the use of technologies for learning in education and training.
* Explore models for communication.
* Understand the concept of visual literacy and its importance in the development of technologies for learning.
Objectives: Having studied the unit, students will be able to:
* define the concept of a technology for learning and give a range of examples;
* analyse the advantages and disadvantages of a range of technologies for learning;
* enhance and support learning using information and communication technology;
* define the terms open, distance and flexible learning and describe their inter-relationships;
* critically evaluate the role of visual literacy in the design and use of ICT;
* critically evaluate applications involving technologies for learning such as integrated learning systems, pedagogical websites and e-moderation.
Content:
The unit will address the following areas:
* the origins and development of technologies for learning models for understanding communication;
* approaches to open and flexible learning;
* models of learning and technologies for learning;
* learning using information and communication technologies;
* visual literacy and multimedia learning;
* web-based learning and the evaluation of pedagogical websites;
* e-learning and e-moderation.

ED50175: Managing educational organisations

Credits: 9
Level: Masters
Modular
Assessment: CW100
Requisites:

Aims & Learning Objectives:

* To provide an overview of key concepts and issues connected with managing educational organisations in diverse contexts;
* To explore selected areas of management practice with reference to research, theory and professional experience;
* To foster students' critical reflection on the effectiveness and improvement of management practice in their experience.
By the end of this unit students will be able to:
* demonstrate understanding informed by research, theory and professional experience of the nature, scope and limits of educational management practice and its development within the wider policy context;
* analyse critically prescriptions for educational management practice and its development within the wider policy context;
* apply this understanding and critical analysis in reviewing management practice in their professional context and considering how it may be improved.
Content:
To achieve the aims stated above, students will be supported in learning how critically to engage with relevant literature and to use it to inform the evaluatory analysis of their own experience of management. It is anticipated that topics will include:
* mapping the field of educational management practice and enquiry;
* theoretical perspectives on management;
* the impact of context on management practice;
* individual approaches to leadership;
* management teams and teamwork;
* managing the core educational activity;
* creating conditions for the core educational activity;
* evaluating educational management practice and research.

ED50175: Managing educational organisations

Credits: 9
Level: Masters
Semester: 1
Assessment: CW100
Requisites:

Aims & Learning Objectives:

* To provide an overview of key concepts and issues connected with managing educational organisations in diverse contexts;
* To explore selected areas of management practice with reference to research, theory and professional experience;
* To foster students' critical reflection on the effectiveness and improvement of management practice in their experience.
By the end of this unit students will be able to:
* demonstrate understanding informed by research, theory and professional experience of the nature, scope and limits of educational management practice and its development within the wider policy context;
* analyse critically prescriptions for educational management practice and its development within the wider policy context;
* apply this understanding and critical analysis in reviewing management practice in their professional context and considering how it may be improved.
Content:
To achieve the aims stated above, students will be supported in learning how critically to engage with relevant literature and to use it to inform the evaluatory analysis of their own experience of management. It is anticipated that topics will include:
* mapping the field of educational management practice and enquiry;
* theoretical perspectives on management;
* the impact of context on management practice;
* individual approaches to leadership;
* management teams and teamwork;
* managing the core educational activity;
* creating conditions for the core educational activity;
* evaluating educational management practice and research.

ED50176: Managing educational innovation

Credits: 9
Level: Masters
Modular
Assessment: CW100
Requisites:

Aims & Learning Objectives:
Aims:
* to provide an overview of key concepts and issues connected with managing educational innovation in diverse contexts;
* to explore selected areas of practice in managing educational innovation with reference to research, theory and professional experience;
* to foster students' critical reflection on the effectiveness and improvement of practice in managing educational innovation within their experience.
Learning Objectives: By the end of this unit, students will be able to:
* demonstrate understanding informed by research and theory and professional experience of the nature, scope and limits of practice in managing educational innovation within the wider policy context;
* analyse critically prescriptions for practice in managing educational innovation and assess their applicability to individuals' professional context;
* apply this understanding and critical analysis in reviewing the practice of managing innovation in their professional context and considering how it may be improved.

ED50176: Managing educational innovation

Credits: 9
Level: Masters
Semester: 1
Assessment: CW100
Requisites:

Aims & Learning Objectives:
Aims:
* to provide an overview of key concepts and issues connected with managing educational innovation in diverse contexts;
* to explore selected areas of practice in managing educational innovation with reference to research, theory and professional experience;
* to foster students' critical reflection on the effectiveness and improvement of practice in managing educational innovation within their experience.
Learning Objectives: By the end of this unit, students will be able to:
* demonstrate understanding informed by research and theory and professional experience of the nature, scope and limits of practice in managing educational innovation within the wider policy context;
* analyse critically prescriptions for practice in managing educational innovation and assess their applicability to individuals' professional context;
* apply this understanding and critical analysis in reviewing the practice of managing innovation in their professional context and considering how it may be improved.

ED50177: Education, globalisation & change

Credits: 9
Level: Masters
Modular
Assessment: ES100
Requisites:

Aims & Learning Objectives:
The aims of the unit are to provide students with an understanding of:
* Theories and concepts which seek to explain the origins of globalisation and its impact on national contexts;
* The social, cultural and economic changes associated with globalisation;
* Policy development as a response to global and domestic pressures;
* The complex relationship between globalisation and the convergence and divergence of education policy across states;
* The impact of education policy on economic competitiveness and on equity within and between states.
At the end of this unit the student will be able to:
* Identify, clarify and contribute to the main debates associated with the phenomenon of globalisation;
* Apply and critique major theories on the relationship between globalisation and its differential impact on states;
* Identify the factors leading to the convergence or divergence of education policy in different national contexts and its impact on economic competitiveness and equity;
* Articulate the effects of globalisation in key educational areas such as citizenship education, educational quality and assessment;
* Design a local or national policy strategy which exploits a benefit associated with globalisation or acts to mediate an adverse effect of globalisation.
Content:
The unit will address the following areas; some of these will be individual sessions while others are likely to be themes combined in one session or appearing across more than one session:
* Theories on the origins of globalisation and its influence on national contexts;
* Convergences and divergences in state policy responses to globalisation;
* The relationship between education policy and economic competitiveness in different national contexts;
* Local and global markets in education;
* The influence of international agencies and organisations such as the World Bank, UN and EU;
* The knowledge economy and the emergence of mass higher education;
* Global trends in assessment and examinations;
* Citizenship education in an international context;
* Changing definitions of, and influences on, educational quality in the context of globalisation;
* The expansion of, and impact of, international systems of education;
* Mediation of global policy through national and local implementation.

ED50177: Education, globalisation & change

Credits: 9
Level: Masters
Semester: 2
Assessment: ES100
Requisites:

Aims & Learning Objectives:
The aims of the unit are to provide students with an understanding of:
* Theories and concepts which seek to explain the origins of globalisation and its impact on national contexts;
* The social, cultural and economic changes associated with globalisation;
* Policy development as a response to global and domestic pressures;
* The complex relationship between globalisation and the convergence and divergence of education policy across states;
* The impact of education policy on economic competitiveness and on equity within and between states.
At the end of this unit the student will be able to:
* Identify, clarify and contribute to the main debates associated with the phenomenon of globalisation;
* Apply and critique major theories on the relationship between globalisation and its differential impact on states;
* Identify the factors leading to the convergence or divergence of education policy in different national contexts and its impact on economic competitiveness and equity;
* Articulate the effects of globalisation in key educational areas such as citizenship education, educational quality and assessment;
* Design a local or national policy strategy which exploits a benefit associated with globalisation or acts to mediate an adverse effect of globalisation.
Content:
The unit will address the following areas; some of these will be individual sessions while others are likely to be themes combined in one session or appearing across more than one session:
* Theories on the origins of globalisation and its influence on national contexts;
* Convergences and divergences in state policy responses to globalisation;
* The relationship between education policy and economic competitiveness in different national contexts;
* Local and global markets in education;
* The influence of international agencies and organisations such as the World Bank, UN and EU;
* The knowledge economy and the emergence of mass higher education;
* Global trends in assessment and examinations;
* Citizenship education in an international context;
* Changing definitions of, and influences on, educational quality in the context of globalisation;
* The expansion of, and impact of, international systems of education;
* Mediation of global policy through national and local implementation.

ED50178: Managing International schools

Credits: 9
Level: Masters
Modular
Assessment: CW100
Requisites:

Aims & Learning Objectives:
AIMS: The aims of the Unit are to provide participants with the opportunity to:
* improve their skills of critical thinking and analysis; and,
* consider ways of enhancing their professional practice through greater theoretical understanding of current educational issues.
OBJECTIVES: At the end of the Unit, students should be able to:
* demonstrate their understanding of the nature of International Schools and the contexts in which they are found;
* examine issues surrounding the management of International Schools;
* explore the implications of these issues for their own educational management practice and for the management of their own educational institutions; and,
* produce a critical account of 'educational management' practice related to International Schools in their own, or another, educational institution.
Content:
The Unit will cover the following content:
* the nature of International Schools;
* organisational culture within International Schools;
* the governance of International Schools;
* human resource management within International Schools;
* managing non-human resources;
* the role of the community within International Schools;
* the relationship between curriculum and school organisation; and,
* issues surrounding accreditation, improvement and educational quality in International Schools.

ED50179: Managing the educational environment

Credits: 9
Level: Masters
Modular
Assessment: CW100
Requisites:

Aims & Learning Objectives:
Aims: The aims of this unit are:
* to provide students with an understanding of theories and methods of management in relation to the external environments of educational organisations;
* to explore selected areas of practice in managing the educational environment with reference to research, theory and professional experience;
* to equip students better to manage the educational environment of their own professional context through critical reflection on the effectiveness and improvement of practice. Learning
Objectives: Having studied the unit, students will be able to:
* Identify, clarify and contribute to major debates associated with managing the educational environment informed by research, theory and professional experience;
* Analyse the external environment of their own or other educational organisations;
* Analyse critically prescriptions for practice in managing the educational environment and assess their applicability to individuals' professional context;
* Develop, justify and implement proposals for constructive engagement with stakeholders in educational management contexts, management plans and processes appropriate to particular social, legal, and financial contexts, and a marketing strategy with due regard to the external environment of the organisation;
* Promote organisational learning and social learning through their practice of educational management.
Content:
The unit will address the following areas; some of these will be individual sessions while others are likely to be themes combined in one session or appearing across more than one session:
* Autonomy and accountability: the organisation in its environment;
* Managing in educational quasi-markets;
* Stakeholder analysis;
* Quality management;
* Social aspects of the external environment of educational organisations;
* Legal aspects of the external environment of educational organisations;
*Financial aspects of the external environment of educational organisations;
* Budgets and budgeting;
* Markets and marketing;
* Public relations;
* Educational organisations in the learning society.

ED50179: Managing the educational environment

Credits: 9
Level: Masters
Semester: 2
Assessment: CW100
Requisites:

Aims & Learning Objectives:
Aims: The aims of this unit are:
* to provide students with an understanding of theories and methods of management in relation to the external environments of educational organisations;
* to explore selected areas of practice in managing the educational environment with reference to research, theory and professional experience;
* to equip students better to manage the educational environment of their own professional context through critical reflection on the effectiveness and improvement of practice. Learning
Objectives: Having studied the unit, students will be able to:
* Identify, clarify and contribute to major debates associated with managing the educational environment informed by research, theory and professional experience;
* Analyse the external environment of their own or other educational organisations;
* Analyse critically prescriptions for practice in managing the educational environment and assess their applicability to individuals' professional context;
* Develop, justify and implement proposals for constructive engagement with stakeholders in educational management contexts, management plans and processes appropriate to particular social, legal, and financial contexts, and a marketing strategy with due regard to the external environment of the organisation;
* Promote organisational learning and social learning through their practice of educational management.
Content:
The unit will address the following areas; some of these will be individual sessions while others are likely to be themes combined in one session or appearing across more than one session:
* Autonomy and accountability: the organisation in its environment;
* Managing in educational quasi-markets;
* Stakeholder analysis;
* Quality management;
* Social aspects of the external environment of educational organisations;
* Legal aspects of the external environment of educational organisations;
*Financial aspects of the external environment of educational organisations;
* Budgets and budgeting;
* Markets and marketing;
* Public relations;
* Educational organisations in the learning society.

ED50184: Independence for life

Credits: 15
Level: Masters
Modular
Assessment: CW100
Requisites:

Aims & Learning Objectives:
Aims: To enable candidates to define independence in terms which represent the diversity of people's needs and the individual's right to be actively involved in the processes and services which enable them to achieve personal life choices. Candidates will be required to:
* Compare and contrast individual perceptions of the consequences of disease and impairment;
* Critically explore existing definitions of 'rehabilitation' as a means to developing a definition that would inform the development of timely, appropriate services that would, in turn, enable people to achieve personal life choices with respect to independence;
* Critically analyse different approaches to 'rehabilitation' and the relationship between independence and 'rehabilitation', identifying and challenging the underlying principles and driving forces;
* Critically analyse the knowledge, values and expectations of the stakeholders involved in the 'rehabilitation' process and the tensions that can and do arise between them.
Content:
Issues of normality/ordinariness. Issues of health, well-being and quality of life. Personal, cultural and societal views of disability and independence. Definitions of 'rehabilitation'. Approaches to independence. Emotional, social, psychological aspects of 'rehabilitation'. Ethical and legal issues. Individuals rights and public services. Professions, organisations and institutions - the impact of their policies, roles and responsibilities on 'rehabilitation'. Knowledge, language and empowerment. The politics of 'health' in relation to disability, 'rehabilitation' and independence. Statutory policies, resources and services. Disability and employment. The nature of teams and collaborative working.

ED50185: Experience of disability

Credits: 15
Level: Masters
Modular
Assessment: CW100
Requisites:

Aims & Learning Objectives:
Aims:
* To promote greater understanding and insight into the complexity of the concept of disability;
* To develop positive attitudes towards disability and disabled people;
* To enhance the quality of services which affect disabled people's abilities to achieve personal life choices.
Candidates will be required to:
* Critically reflect on their personal knowledge, attitudes, values and beliefs about:
i) Normality and disability;
ii) The uniqueness of the individual;
* Compare and analyse individual views and experiences of disability;
* Explore and challenge societal and cultural perceptions and attitudes towards normality and disability and how these have evolved;
* Critically appraise and challenge the different definitions and models of disability and challenge the notion of a 'model of disability' which would influence the opportunities for people of different abilities to achieve personal life choices in society;
* Critically explore the relationship between language, labelling, stigma and the role of the media in relation to disability and exclusion;
* Develop a well-argued case for empowering/enabling people to achieve personal life choices.
Content:
This unit will encourage students to address a wide range of issues relating to disability including: quality of life, normality and normalisation, human rights; experiences of disability; attitudes to disability; disability in the past, present and future including legislation, policies and practice; the labelling of disability; issues relating to inclusion and exclusion, dependence and independence; personhood including issues relating to identify, sexuality, gender, culture, religion, empowerment and advocacy.

ED50186: Independent study

Credits: 15
Level: Masters
Modular
Assessment: CW100
Requisites:

Aims & Learning Objectives:
To enable candidates to explore a particular aspect of disability and/or rehabilitation in a specialist way. This may be in relation to an aspect of clinical practice, it may relate to a specific disability or it may focus upon particular developments in service or rehabilitation concepts. The student must draw up a Learning Contract outlining the rationale and philosophy for their intended study, method of learning and learning plan, the anticipated learning outcomes, level of study, credit weighting, assessment specification (if different from the standardised model), any resource or other implications, and duration of study. This Contract will then be subject to approval by the DARE Foundation and the University. Candidates will be required to:
* Research, through enquiry, the specific disability/rehabilitation approach/service provision identified;
* Present evidence for intervention and change based upon existing knowledge, theories and evidence of good practice and user perspectives;
* Implement and critically evaluate project work development within the identified field of study;
* Critically consider the implications of change for overall service provision with respect to their particular area of interest/focus.
Content:
This unit is likely to be taken by one of the following routes:
* A student will identify a particular 'issue' from their enquiries which they wish to address. This would form an enquiry-based investigation, identifying and defining the problem, researching the literature and evidence, proposing, implementing and (where feasible) evaluating change. Students will be guided in their independent study by their tutor and supported with structured open learning materials.
* The student would be a participant in a Workshop Programme run by the DARE Foundation and commissioned by various agencies across the UK. The Workshop Programme runs over 6 months and provides a structured, supported team based action research environment. The team would identify a particular problem and then devise, develop and implement a project to address the problem. Students entering the Independent Studies unit through this mode will be required to demonstrate evidence of independent learning as well as team working and will be guided in their independent study by their tutor and supported structured open learning materials.
* The student may identify a particular area of specialism which is not offered within the Programme but is considered a valid and appropriate area of study. This unit permits the student to gain that knowledge and expertise from another source, e.g. by taking (or attending) a unit offered within another programme of the University or by another recognised university. The study proposal within the Learning Contract would need to meet the general philosophy of the programme and lead to an equivalent of 30 credits study.

ED50187: Managing expectations

Credits: 15
Level: Masters
Modular
Assessment: CW100
Requisites:

Aims & Learning Objectives:
Aims: To enable candidates to understand the complexities of managing personal, organisational and societal expectations within an inclusive, user-centred service for disabled people and personal carers. Candidates will be required to:
* Demonstrate their understanding of the diversity and complexity of personal and societal/occupational expectations, how they arise and the factors that influence them;
* Critically explore the way personal/professional/societal expectations about individuals and groups, particularly disabled people affect the ability and rights of those people to exercise personal choice;
* Critically analyse the ethical, moral and legal dilemmas that could and do arise when the expectations of different stakeholders conflict;
* Using critical incidents, identify and appraise the knowledge and skills involved in consultation, negotiation and conciliation.
Content:
Expectations and disability. People's expectations of themselves and others. Expectations and choice in a democratic society. The notion of user-centred services. Professions - their expectations for and of their members and society's expectations of them. Expectations in relation to 'normality' and 'ability' at individual and societal levels. Ethical, legal issues relating to the notions of personal choice and services. Issues of power and control in relation to expectations. The conflict between expectations and availability of resources to meet them.

ED50188: Dissertation (DARE)

Credits: 30
Level: Masters
Modular
Assessment: DS100
Requisites:

Aims & Learning Objectives:

Aims: To provide a structured and supervised opportunity for students to design, conduct and evaluate a small-scale educational research project.
Objectives: By the end of the unit students should be able to demonstrate:
* Ability to select and justify the focus, scope and methodology of an educational research study;
* Ability to review, employ, and engage critically with an appropriate literature through the design, conduct and evaluation of an educational research study;
* Ability to collect, analyse and interpret data appropriately;
* Ability to draw appropriate conclusions from an educational research study, taking account of its strengths and limitations.
Content:
Detailed content is negotiated (and re-negotiated as necessary as the research unfolds) between student and supervisor.

 

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