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Department of Education, Unit Catalogue 2005/06

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.

ED10002: Learning: Theory & context

Credits: 6
Level: Certificate
Semester: 2
Assessment: CW100
Requisites:
Aims: 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. The unit will also explore the implications of new technologies for learning.
Learning Outcomes:
By the end of this 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 learnnig occurs and can be facilitated.
Skills:
* Comprehensive and scholarly written communication (e.g. essays).
* Effective oral communication (e.g. seminar presentations).
* Ability to select, summarise and synthesis written information from multiple sources.
* Ability to apply theory into practise.
* Ability to produce work to agreed specifications and deadlines.
* Ability to work independently, without close supervision or guidance.
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: 6
Level: Certificate
Semester: 2
Assessment: EX100
Requisites:
Aims: This unit aims to introduce students to both the theory underpinning commonly used nutritional techniques and also gain the ability to apply the concept of dietary analysis.
Learning Outcomes:
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. Students will gain knowledge of the eating disorders that sports performers are vulnerable to. Students will acquire an appreciation of how different food preparation techniques can influence a foods nutrient quality.
Skills:
The following key skills are either taught and / or facilitated (T/F) or assessed (A) in this unit:
* Written Communication - T/F, A
* Numeracy - T/F
* Problem Solving - T/F, A
* Working Independently - T/F, A.
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 RDA, RNI, LRNI and EAR, caloric balance, nutrient balance, and fluid intake.
* Assessments of nutrient intake utilising food diaries, recall methods, manual and computer -based analysis.
* Feedback methods (written, oral, computer-based) of reporting a nutrient analysis.
* 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.
* Eating disorders - anorexia nervosa, anorexia athletica, bulimia and food faddism.
* Food preparation considering boiling, steaming, microwaving, frying, grilling and their effect on nutrient content.

ED10142: Lifestyle management

Credits: 6
Level: Certificate
Semester: 1
Assessment: CW50OR50
Requisites:
Aims: This unit provides the student with a detailed knowledge and understanding of the lifestyles of sports performers from a coaching and performance perspective. 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; and understand the roles and responsibilities of organisational providers in the management of sports performers in the UK. Students will assess the specific lifestyle needs of elite performers using profiles, interview and SWOT analysis techniques, and identify specific strategies to enhance a performer's lifestyle management.
Learning Outcomes:
The student will understand the important factors that impact on the lifestyle of sports performers; have a knowledge of a variety of lifestyle management approachesl compare the approaches taken by sports institutions and organisations internationally; and understand the roles and responsibilities of organisational providers in the management of sports performers in the UK. Students will assess the specific lifestyle needs of elite performers using profiles, interview and SWOT analysis techniques, and identify specific strategies to enhance a performer's lifestyle management.
Skills:
This unit will include the assessment of written communication and oral communication skills.
Content:
Factors: performance issues, selection issues, coach relationships, health, finance, travel, education, accommodation, employment, retirement, media. Lifestyle management approaches: Career and education - school level, further education, higher education, employment, full-time athlete, special needs approach, professional sport, home based, based at training centres, ACE, scholarships. Transitions in sport: Dealing with injury, retirement, changing location, changing coach, Life after sport. Dealing with pressures: Contracts, agents, finance, media, coach, family and peer pressure. Institutions and organisations internationally: Australian institute of Sport, USOC at Colorado, INSEP in Paris, Calgary, UKSI sites. Roles and responsibilities: Aims of organisations, athlete performance enhancement, legal responsibilities, duty of care, health and safety, moral responsibilities, financial support, career development. Lifestyle management strategies: Holistic approach to lifestyle, Quality training and wellness, Rest and recovery, injury prevention, stress management and relaxation techniques, time management.

ED10143: Planning & practice

Credits: 6
Level: Certificate
Semester: 1
Assessment: EX50CW25PR25
Requisites:
Aims:To study the pedagogical skills necessary to develop a learning framework that provides opportunities for assessment of performance and evaluation of coaching effectiveness. To acquire both theoretical and practical skills in order:
(a) to promote effective social interaction drawing on different types of subject knowledge
(b) to employ appropriate teaching styles in the delivery of effective coaching sessions
Learning Outcomes:
To develop the following:
* Ability to plan for coaching
* Ability to evaluate coaching effectiveness
* Ability to improve technical performance in a particular sport
* Ability to utilise different types of subject knowledge.
Skills:
* Comprehensive and scholarly written communication (e.g. essays) T/F/A
* Concise, time-bound and effective written communication (e.g. briefings / exams) A
* Effective oral communication (e.g. practical demonstration) T/F/A
* Ability to select, summarise and synthesis written information from multiple sources. T/F/A
* Ability to apply theory into practice. T/F/A
* Ability to select and use appropriate ideas to produce a coherent response to a pre-set question. T/F/A
* Ability to produce work to agreed specifications and deadlines. A
* Ability to work independently, without close supervision of guidance. A
Content:

Planning for coaching:
* Creation of a learning framework through specification of aims/objective, assessment, evaluation
* The coaching process, importance, creating a session plan, safety, organisational factors, knowing your participants, supervision, organisation and control.
Improving 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:
* Teaching styles, social constructionism (social interaction between individuals), motivating participants, principles of goal setting, feedback. Modifying coaching sessions for beginners, children, individuals and groups.
Subject knowledge development
* Recognition of role of generic and specific types of coaching knowledge; distinction between subject matter knowledge and subject pedagogic knowledge (i.e. subject knowledge for teaching).

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.

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: 6
Level: Certificate
Semester: 2
Assessment: CW100
Requisites:
Aims: By considering factors and contexts which impinge on appropriate teaching approaches for special populations, students completing this unit will be able to: identify their responsibilites 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 sports populations; and appreciate the physical and mental developmental factors in children. Students will also consider the specific needs of a range of populations including the ageing population, teenagers, women, the unemployed, ethnic/religious groups, and the corporate market. Students will examine opportunity and accessibility factors for specific populations, to include Reasons for participation, Motivation and Exercise Adherence, Reasons for drop-out.
Learning Outcomes:
Students will have the knowledge and understanding to identify a specific population, and design an exercise/sports skills session for a specific population.
Skills:
This unit will include the assessment of written communication skills and problem solving skills.
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 specialit sport populations, including sport-specific rules and regulations, team selection, team training, funding, sponsorship and publicity. Students will have the opportunity to examine different types of exercise prescription and design exercise programmes for specific populations. Students will take into account the specific and individual needs of individual needs of individual clients. Students will consider varied types of screening, including the use of PARQ questionnaires, to assess the current health status and fitness needs of clients. The unit will include practical sessions specifically designed for specific populations, such as water aerobics and/or armchair exercise for the ageing population, and stress management, mediation and relaxation techniques for the corporate market.

ED10162: Introduction to research methods I

Credits: 6
Level: Certificate
Semester: 1
Assessment: CW100
Requisites:
Aims: To introduce the student to the methods and practice of research in an educational context.
Learning Outcomes:
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.
Skills:
* Production of concise, scholarly, written communication to agreed specifications and deadlines. F/A
* Analysis and synthesis of written information from multiple sources. T/A
* Oral presentation skills. F
* Interpretation and analysis of numerical data. T
* Working independently. F/A
* Team work in the production of an assignment. F/A
* Formulation of research questions and research design to answer them. T/F/A
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.

ED10180: Independence for life

Credits: 15
Level: Certificate
Modular: no specific semester
Assessment: CW100
Requisites:

Aims & Learning Objectives: 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 individual perceptions of the consequences of disease and impairment;
* Explore existing definitions of 'rehabilitation' and their impact upon the development and delivery of timely and appropriate services which enable people to achieve personal life choices with respect to independence;
* Analyse different approaches to 'rehabilitation' and the relationship between independence and 'rehabilitation';
* Demonstrate an awareness of 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.

ED10181: Experience of disability

Credits: 15
Level: Certificate
Modular: no specific semester
Assessment: CW100
Requisites:

Aims & Learning Objectives:
* 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:
* Reflect on their personal knowledge, attitudes, values and beliefs about: i) Normality and disability; ii) The uniqueness of the individual;
* Compare individual views and experiences of disability;
* Explore and challenge societal and cultural perceptions and attitudes towards normality and disability and how these have evolved;
* Appraise and challenge the different definitions and models of disability and how they may influence the opportunities for people of different abilities to achieve personal life choices in society;
* Explore the relationship between language, labelling, stigma and the role of the media in relation to disability and exclusion;
* Demonstrate an understanding of the rationale 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.

ED10182: Independent studies

Credits: 15
Level: Certificate
Modular: no specific semester
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:
* Explore, through enquiry, the specific disability/rehabilitation approach/service provision identified;
* Present evidence for intervention and change;
* Implement project work development within the identified field of study and evaluate the change effects;
* 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.

ED10183: Managing expectations

Credits: 15
Level: Certificate
Modular: no specific semester
Assessment: CW100
Requisites:

Aims & Learning Objectives:
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 an understanding of the diversity and complexity of personal and societal/occupational expectations;
* 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;
* Demonstrate awareness of the ethical, moral and legal dilemmas that could and do arise when the expectations of different stakeholders conflict;
* Using critical incidents, identify 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.

ED10190: Ethics & safety

Credits: 6
Level: Certificate
Semester: 1
Assessment: CW25EX50OR25
Requisites:
Aims: To develop an understanding of ethical and safety issues in Coach Education and Sports Development.
Learning Outcomes:
Develop an understanding of emerging issues and pressures experienced by the professional coach and their athletes. Appreciate the risk factors associated with sports performance. Be able to develop responsibility for safe working practice and injury prevention. Understand the moral and ethical issues that the coach and athlete are faced with.
Skills:
Written communication (A), oral communication (T), presentation (A), working as part of a group(A), Written Exam (F).
Content:
(i) The role of the coach in child welfare, to include child abuse, trainability of children, growth and development.
(ii)Drugs in sport, including drug testing, physiological and psychological side effects.
(iii) Safe working practice to include health and safety responsibilities, intrinsic and extrinsic risk factors for injury.
(iv) Professionalism vs. amateur, funding, media and role model status.
(v) Multidisciplinary approach to Sport Science, to include coach/athlete awareness of Jet Lag, Acclimatisation, Heat and Cold, Altitude.
(vi) Safe practice within sport and training, to include effective weight training, effective recovery strategies and therapeutic techniques.
(vii) Pressures of success, under achievement and the impact it has on injury occurrence and return to performance.

ED20003: Education in society

Credits: 6
Level: Intermediate
Semester: 1
Assessment: CW100
Requisites:
Aims:
1. To introduce key sociological concepts and theories which can be applied to the study of the relationship between education and society
2. To enable a critical assessment of the construction of problems and proposed solutions in education
3. To develop analytical skills which can be applied to evaluate evidence, arguments and assumptions in texts related to education.
Learning Outcomes:
1. To draw on sociological concepts to engage with key questions concerning the relationship of education to society
2. To appreciate the contested nature of the functions and values of education
3. To undertake a wider questioning of the effects of education on individuals and social groups.
4. To critically evaluate information from a wide variety of sources to make and communicate sound judgements.
Skills:
Intellectual
1. To apply, compare and evaluate theoretical concepts (taught and assessed)
2. To engage in a critical analysis of a wide range of texts and electronic information (taught and assessed)
3. To retrieve and synthesise information from a number of sources to develop propositions and arguments (taught and assessed)
4. To write in an academic style and format (taught and assessed)
Professional/practical
1. Communicate ideas effectively using a range of communication techniques (facilitated and assessed)
2. Apply planning and organisational skills in undertaking group based professional activities (taught)
3. draw on interpersonal skills to discuss and negotiate differences of opinion (facilitated)
Key Skills
1. demonstrate confidence and skills in presenting their own ideas (facilitated)
2. exercise initiative and personal responsibility (facilitated)
3. use texts and information technology to access information (taught)
4. evaluate their own performance and undertake strategies for improvement (facilitated)
Content:
This unit provides an overview of the aims and functions of education and its relationship to society. It introduces students to key sociological concepts and theories relating to education. It focuses on key areas of education such as the relationship between education policy and politics, the concept of equality of opportunity, ethnicity, gender and achievement and the curriculum and socialisation.

ED20126: Educational psychology

Credits: 6
Level: Intermediate
Semester: 2
Assessment: EX50CW50
Requisites:
Aims: This unit focuses on key concepts in educational psychology, particularly cognitive, developmental and social dimensions.
Learning Outcomes:
Students who have completed this unit will appreciate and be able to explore contemporary issues and theories in educational psychology and will have a greater understanding of their own and others' approaches to learning.
Skills:
Reflecting on approaches to and factors influencing learning (T, F, A). Reflecting on own learning (T, F, A). Reviewing articles, papers (T, F). Critical engagement with literature (T, F, A). Written communications (T, F, A). Working independently (F). Working in groups (F). Discussion/ oral communication (T, F).
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:
In taking this unit you cannot take MN10071 and take MN20072
Aims: The aims of this unit are to develop both the knowledge and understanding of the techniques of event management in combination with relevant communication and management skills.
Learning Outcomes:
Students completing this unit will understand the theory and application of the theory involved in running a medium / large scale event. They will acquire the knowledge of cultural and social assumptions, expectations and legal frameworks. Relevant communication and management skills will be developed through liaison with appropriate external organisations and also through the process of formal management meetings. Presentation skills will be developed through formally presenting a business plan to relevant stakeholders.
Skills:
The following key skills are either taught and / or facilitated (T/F) or assessed (A) in this unit: Written Communication - T/F, A. Numeracy - T/F. Problem Solving - T/F, A. Working Independently - T/F, A. Working as Part of a Group - T/F, A.
Content:
Students will study:
* Principles of event management.
* The concept of the sports event, including cultural and social assumptions, expectations and legal frameworks.
* Individual group management sessions.
* Organisation of small-scale local events, drawing on resources and facilities available.
* What makes a successful event?
* Planning and management of a medium / large event, liaising with appropriate external organisations and senior event managers.
* Formulation of a business plan.
* Visits to and visits from lecturers from those governing bodies / associations involved with large-scale event management.
* Group Presentation and analysis of management activities undertaken.

ED20129: Historical development of sport

Credits: 6
Level: Intermediate
Semester: 1
Assessment: CW50EX50
Requisites:
Aims:
* To demonstrate the relationship between the growth of the Olympic movement and the nature, scope and pace of change in coaching methodology and technology.
* To explore the socio-economic and cultural factors that have shaped sport in the modern era.
Learning Outcomes:
After completing this Unit students will be able to:
* track the relationship between the development of the Olympic movement with coaching and performance accomplishments;
* link this progress to changing assumptions about the nature of sport in society in the modern era;
* express a critical appreciation of contemporary issues regarding the Olympics and sport.
Skills:
The following key skills are either taught and/or facilitated (T/F) or assessed (A) in this unit:
* Written Communication - T/F, A.
Content:
Nature, scope and pace of change:
* Students will study changes in coaching methodology from the ancient Olympic games, through the Victorian period to the present.
Socio-economic factors:
* Students will study the rise of the modern Olympic movement in relation to social changes. These changes will be analysed with respect to public interest, political desire, trends in public expenditure, international sports development, the economics of the sports business.
Potential impact of recent/future innovation:
* Students will analyse critically a recent innovation within a chosen sport, focusing upon the impact this is having on the coaching prowess within that sport and the consequent performances of athletes.
* Students will study recent innovations within the Olympic Games and how they have been influenced by global politics, international sports development, the economics of the sports business and media.

ED20130: Innovation in coaching

Credits: 6
Level: Intermediate
Semester: 2
Assessment: CW25EX50PR25
Requisites:
Aims: 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.
Learning Outcomes:
To assess emerging methodology and technology used by the professional coach. To acquire practical skills in order to apply relevant techniques to the coaching situation effectively. Develop a level of understanding which allows them to evaluate the effectiveness of coaching innovation. To demonstrate the practicality of innovation in the area of coaching. Be able to reflect and critically analyse current literature.
Skills:
Written communication (A), oral communication (A), presentation (A), working as part of a group(A), Information Technology (T).
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 and 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 give an oral presentation on an innovative idea of their own in relation to the coaching of a specific sport.

ED20134: Sports development and business

Credits: 6
Level: Intermediate
Semester: 2
Assessment: CW50EX50
Requisites:
Aims: To introduce students to the Sports Development Process in Britain and the ways in which sport functions as a business.
Learning Outcomes:
After completing this unit the students will: Be able to define and recognise sports development principles through a range of local and national case studies. Understand the contemporary sport and social policy framework within Britian. Be able to analyse the socio-economic, cultural and educational context of Sports Development locally and nationally. Be able to apply knowledge and understanding of the various partnerships within sports development in Britain to planning and implementing initiatives. Be able to describe and recognise a range of business functions within the world of sport. Understand the role of business in supporting, promoting and undermining sports development and the sport experience. Be able to apply knowledge and understanding of the role of the media plays in both sports development and business.
Skills:
Sports Development Planning Skills - taught and assessed. Business Planning Skills - taught and assessed. Problem Solving Skills - facilitated. Analytical skills - facilitated and assessed. Reflective skills - facilitated. Communication skills - facilitated. Numerical Skills - facilitated and assessed. Research Skills - facilitated and assessed. Collating Skills - facilitated and assessed. ICT skills - facilitated.
Content:
The principles of sports development (foundation, participation, performance and excellence). Case Studies of local and national sports development programmes and initiatives. Specific Sports Strategy Documents and major sports policies. Cross-Cutting Agendas and the role of sport in social policy delivery. The context of sports development to include: social, economic, political, cultural geographic and educational factors. The nature and role of partnerships and alliances within sports development and delivery. Business opportunities in sport. The emergence and growth of commercial sports. Characteristics of commercial sports. Spectatorism and the role of the media in sports business and sports development. Case Studies of commercial and non-commercial sports in terms of business exploitation and sports development.

ED20137: Applied principles of athletic training

Credits: 6
Level: Intermediate
Semester: 1
Assessment: CW50PR50
Requisites:
Aims: This unit will focus on the development of applied theoretical knowledge and safe practical skills in the area of athletic training. The unit will develop students understanding of the principles of training and fitness and implement training methods and strategies to analyse how these respond and are developed.
Learning Outcomes:
To develop a broad and detailed knowledge of a range of training techniques both specific and generic. To develop an understanding of how the respiratory, musculoskeltal and cardiovascular systems respond to exercise. To understand how, when and why such training techniques should be applied. Be able to prescribe exercise and training programmes for a variety of clients / performers. Be able to critically assess a number of training strategies currently used.
Skills:
Written communication (A), oral communication (T), presentation (A), practical skills (A), working as part of a group(A).
Content:
(i) Principles of training programmes, principles of training sessions, long term planning and periodisation.
(ii) Body system response to training: musculoskeletal, cardiovascular, respiratory and energy systems.
(iii) 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. The theory of the principles of training - specificity, overload, progression, intensity, frequency, recovery and regression - will be applied practically to case studies.
(iv) Range of training techniques, specific and generic:
(v) 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.
(vi) Specific: sport, event, position specific training.
(vii) Exercise prescription: Principles of exercise prescription, and programme development and writing.

ED20152: Introduction to research methods II

Credits: 6
Level: Intermediate
Semester: 1
Semester: 2
Assessment: EX50CW50
Requisites:
Before taking this unit you must take ED10162

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 contexts.
Skills:
* Problem solving (F/A)
* Independent learning (F)
* Written communication (T/F/A)
* Group work (F)
* Formulation of a research question (T/F/A)
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

ED20189: National curriculum physical education activity areas

Credits: 6
Level: Intermediate
Semester: 1
Assessment: PR100
Requisites:

Aims & Learning Objectives:
Students completing this unit will gain experience and subject knowledge in the acquisition of practical skills and subject knowledge related to the national curriculum activity areas. They will develop evaluative and diagnostic skills relevant to self and other observations.
Content:
Students will study:
* Principles of skill acquisition
* Principles of preparation
* National Curriculum Practical subject knowledge
* Athletics, Swimming, Games (Invasion, striking/fielding, net/wall), Dance, Gymnastics, Outdoor and Adventurous Activities
* Generic skills of Activity areas
* Principles of attack/defence.

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:

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.

ED30151: Individual coach education project development

Credits: 6
Level: Honours
Semester: 1
Assessment: CW100
Requisites:
Before taking this unit you must take ED10162 and take ED20152 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: CW50EX50
Requisites:
In taking this unit you cannot take ED30154 or take ED30155 and before taking this unit you must take ED10136 and take ED20189

Aims & Learning Objectives:
To introduce students to the professional practice of secondary school teaching. This unit will enable students to:
* Develop an understanding of national curriculum requirements;
* Understand the history, development and recent developments of physical education policy;
* Become aware of the everyday issues of working within a school Physical Education department;
* During a school placement analyse and reflect on teaching and learning processes and learn to evaluate their effectiveness in relation to defined outcomes or performance indicators;
* Develop applied understanding of teaching styles, skills and applications.
Content:
i. Trace the development of Physical Education from Public School Athleticism, State provision, significant education acts 1944, Education Reform Act and inception of National Curriculum; ii. Requirements of National Curriculum. Programmes of Study, Assessment, Recording & Reporting, Equality of Opportunity and Access, Cross Curricular themes and Key skills; iii. Everyday issues for teachers, role of the teacher, pastoral care, personal tutoring and duty of care, involvement of outside agencies, special educational needs, governors and senior management roles; iv. Extra curricular activities; v. Reflect on good practice through observation.

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: The unit aims to examine the theoretical basis of professional coaching, 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.
Learning Outcomes:
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.
Skills:
The following key skills are either taught and / or facilitated (T/F) or assessed (A) in this unit: Written Communication - T/F, A. Spoken Communication - T/F, A. Problem Solving - T/F, A. Working Independently - T/F, A. Working as part of a group - T/F.
Content:
Students will study:
* The theoretical basis of professional coaching - generic coaching, educational principles, legal, moral and ethical responsibilities.
* Current coaching initiatives, employment issues, provision techniques and support systems.
* Evaluation of contemporary ideas and problems relevant to the professional coach.
* Placement shadowing and assisting a professional coach.
* Develop appropriate coaching / evaluation proformas.

ED30155: Sports management & development

Credits: 12
Level: Honours
Semester: 1
Assessment: CW60EX40
Requisites:
In taking this unit you cannot take ED30154 or take ED30153
Aims: To gain an understanding of the range of knowledge and skills underpinning sports management and development. To appreciate the range of roles within the profession.
Learning Outcomes:
Students completing this unit will:
* Have gained an understanding of the range of knowledge and skills underpinning sports management and development.
* Will appreciate the range of roles within the profession and will explore the individual requirements of a specific role.
* 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.
* Will be able to explain and discuss the relevance of sports management and development to performance and participation sports and to sports business.
Skills:
* Comprehensive and scholarly written communication (e.g. essays) F/A
* Effective oral communication (e.g. seminar presentations) F/A
* Ability to develop rigorous arguments through precise use of concepts and models. T/F/A
* Ability to apply theory into practice. F/A
* Ability to produce work to agreed specifications and deadlines. F/A
* Ability to work effectively as part of a group or team. F
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: 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.
Learning Outcomes:
On completion of this unit, students will be able to examine the processes and stages involved in professional induction and professional development within coaching and physical education contexts.
Skills:
This unit will include the assessment of written communication and problem solving skills. Oral presentation skills will be facilitated in the unit, by means of a student-led seminar presentation.
Content:
Students who complete this unit 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 other's development.

ED30157: Distance & open learning

Credits: 6
Level: Honours
Semester: 2
Assessment: CW80OT20
Requisites:
Aims: The aims of this unit are to develop an awareness of the issues relating to creating and delivering open and distance learning programme for coaches.
Learning Outcomes:
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. Skills:
* Self-directed learning (F/A)
* Problem analysis, research and reflection (F/A)
* Independent and team working (F)
* Oral presentation (A)
* Written communication (A)
Content:
The practical and theoretical bases of distance and open learning will be examined. Operational systems in distance and open learning systems 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 relating to a physical education coaching context will be examined through the development and discussion of individual projects.

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: 1
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.

ED30164: Analysing coaches' philosophies and practices

Credits: 6
Level: Honours
Semester: 1
Assessment: CW100
Requisites:
Aims: The unit aims to engage students in reflection and critique of the practices of other coaches, of their own practices and assumptions, and that of current coaching knowledge. It thus aims to provide an opportunity for students to apply theoretical coaching knowledge to the practical environment, thus developing and improving their personal critical praxis.
Learning Outcomes:
Having studied this unit, students will be able to:
* consider and recognise the constraints and opportunities that influence coaching practice.
* appreciate the value of critically reflecting upon the practice of others in terms of enhancing their continuing professional development.
* increasingly recognise appropriate linkages between coaching theory and practice.
Skills:
* Observation (F/A)
* Interviewing (data gathering) (F/A)
* Reflection (F/A)
* Written communication (A)
* Oral communication (F)
* Linking theory to practice (F/A)
* Data (interview) analysis and synthesis (F/A)
* Critical engagement with empirical data in the light of existing coaching theory (F/A).
Content:
Students will observe and interview a coach of their choice with regard to their philosophies and practice. They will subsequently reflect upon, analyze and interpret the gathered data in the light of current coaching literature, and how it can inform their personal practice.

ED30191: Exploring effective management practice in early years settings

Credits: 6
Level: Honours
Semester: 2
Assessment: ES50CW25OT25
Requisites:
Aims: To develop students' capacity in the study of the theory and practice of management techniques used in early childhood settings.
Learning Outcomes:
After completing this unit the students will be able to: explore key concepts in management theory; understand strategies for engaging in multi-agency partnerships; critically evaluate effective management techniques and review business practice in early years settings; review appropriate financial and accounting procedures, including IT for early years settings.
Skills:
By the end of the Unit students will be able to:
* Critically evaluate key concepts in management theory;
* Critically review effective management and business practice in early years settings;
* Apply and discuss key management techniques used in early years settings, including the professional development of staff and mentoring;
* Reflect critically on the effective strategies for multi-agency partnerships in early years settings;
* Engage in critical analysis of a wide range of texts and electronic information;
* Lead complex arguments logically and clearly and in a professional manner;
* Demonstrate confidence in using IT for the access, creation and manipulation of information;
* Develop the skills for planning, providing and managing adult education/parent education workshops.
Content:
A detailed analysis of how different management styles effect early year's provision. Key concepts in management theory will be studied and reflected on in early years settings. Students will consider the difference between leadership and management; how gender may affect management practice. Shadow a manager of early years setting during placement to support their understanding of effective practice in the early years; Interview the manager. Business skills and IT skills will be discerned. Self-evaluation and action planning techniques. Develop the skills for planning, providing and managing adult education/parent education workshops. The unit builds on any existing knowledge and skills for engaging in multi-agency partnerships.

ED30192: International perspectives of early childhood provision

Credits: 3
Level: Honours
Semester: 1
Assessment: CW100
Requisites:
Aims: To provide students with an overview of the ways in which different countries make provision for the education and care of children under eight.
Learning Outcomes:
After completing the Unit, students will be able to:
* Critically review the types of provision for under eight's in different countries.
* Explore issues concerned with how provision is influenced by underlying cultural values about the goals of education and care for young children.
* Explore theory, practice and outcomes in the provision of services across a range of contexts.
* Evaluate the use of instruments designed as measures of quality in international studies of early childhood services.
Skills:
Students will be able to :
* Compare the types of provision for under eight's in different countries;
* Critically review the effects of this provision and explore how it is influenced by underlying cultural values about the goals of education and care for young children;
* Reflect on the appropriateness of theory, practice and outcomes in the provision of services across a range of contexts;
* Evaluate critically the reliability, validity and significance of some instruments designed as measures of quality in international studies of early childhood services (Jorde-Bloom, P. Early Childhood Work Environment Rating Scale. Urbana - Champaign, 111, university of Illinois Press);
* Choose one country outside the UK and present a detailed account of the provision of services for under eights reflecting on the underlying cultural values that inform the type of service and making an informed argument for a 'best fit' of provision.
* Apply library-based skills in carrying out the activities.
Content:
An overview of the ways in which different countries make provision for the education and care of children under eight. The content will include information about the history, philosophy and politics of models of early childhood services outside the UK; research evidence about the effectiveness of provision in different contexts; critique of instruments/systems designed as measures of quality; opportunities to synthesise theory and professional/vocational practice. Students will be introduced to strategies, which will enable them to analyse complex situations and problems in one country outside the UK; and offer an argument for 'best fit' services to address them.

ED30193: Research seminar

Credits: 3
Level: Honours
Semester: 1
Assessment: CW70PR30
Requisites:
Aims: Students completing this unit will have extended their knowledge of a range of substantive issues concerned with the study of early childhood in different settings. Students will demonstrate an understanding of recent research in this area.
Learning Outcomes:
After completing this unit the students will be able to:
* Demonstrate knowledge of a range of substantive issues concerned with the study of early childhood in different settings.
* Demonstrate understanding of recent research in the study of early childhood in different settings.
Skills:
1. To engage in critical analysis of a wide range of texts and electronic information;
2. To synthesise information from a number of sources in order to gain a coherent understanding of research, policy and practice.
3. To communicate this information in assessment requirements.
Content:
This unit is intended to prepare students for undertaking a dissertation in the area of early childhood studies. There will be discussions of the development of research relating to early childhood in different settings. The starting point is an examination of policy, practice and research in the area of provision for children, which will be contextualised by using published research studies.

ED30194: Language, communication & learning

Credits: 6
Level: Honours
Semester: 2
Assessment: CW100
Requisites:
Aims: The unit aims to introduce students to issues concerning:
* The role of social interaction in language development;
* Children's language acquisition and development;
* The development of literacy and its social and cognitive consequences;
* Language and literacy in the context of home and school;
* Gender issues in language and literacy.
Learning Outcomes:
By the end of the unit students will be able to:
* Understand issues concerning the role of social interaction in language development;
* Understand issues concerning language, communication and learning in classrooms with reference to their professional experience in early educational settings and in key stage 1 and 2 classrooms;
* Understand the external constraints on classroom communication;
* Evaluate research into language, communication and learning in early educational settings and in key stage 1 and 2 classrooms.
Skills:
By the end of the Unit students will be able to:
* Communicate an argument.
* Evaluate others' arguments and research.
* Select appropriate and relevant information from a range of sources.
* Synthesise information from a number of sources in order to gain a coherent understanding.
Content:
The degree to which language development is/seems innate/genetically programmed; the degree to which language acquisition is socially and culturally conditioned; - the development of literacy and its social and cognitive consequences; the role of language in theories of learning. The language of home vs. the language of school; the sociology of education with respect to classroom language (e.g. Bernstein); socio-cultural perspectives on classroom processes (e.g. scaffolding). Language and communication problems in children. Gender issues in classroom language.

ED30195: Managing human resource in early educational settings

Credits: 6
Level: Honours
Semester: 2
Assessment: CW100
Requisites:
Aims: To provide students with a broad understanding of aspects of Human Resource Management and their implications for the management of Early Educational Settings.
Learning Outcomes:
By the end of the Unit students will be able to demonstrate an understanding of: key concepts related to Human Resource Management; issues surrounding the practice of Human Resource Management; the implications of these ideas for Early Educational Settings.
Skills:
* Examine students' own knowledge and experience of Human Resource Management within educational settings;
* Explore selected areas of human resource management practice with reference to research, theory and work experience;
* Critically reflect on the effectiveness of human resource management practice in their experience within early educational settings.
Content:
What is 'managing human resources'?; recruitment and selection of staff; staff induction; staff motivation; performance management/appraisal; professional development; evaluating human resource management in early educational settings.

ED30196: Dissertation for early childhood studies (part 1)

Credits: 6
Level: Honours
Semester: 1
Assessment: CW100
Requisites:
While taking this unit you must take ED30193
Aims: For students to design and begin to undertake a piece of empirical research in the field of early childhood studies.
Learning Outcomes:
On completion of this unit students will have demonstrated the ability to: Develop theoretical knowledge and understanding of a topic within the area of early childhood studies by making critical analysis of literature; Prepared a structured presentation of an investigation in an early childhood setting which relates theory to professional and practical outcomes; Begin to use research methods to carry out the investigation.
Skills:
The students will demonstrate skills in:
* communication: written and oral;
* ICT: word processing/databases/ internet inline searches;
* Designing small scale investigations;
* Interpersonal skills : for initial planning and subsequent relationships with organisation;
* Management of own learning;
* Criticality, evidential analysis.
Content:
Students will build upon substantive knowledge arising from the research seminar and use the skills developed in research methods units to design a piece of small scale research including, selecting and justifying appropriate research methods. Students will be expected to have negotiated access and begun the collection of data.

ED30197: Dissertation for early childhood studies (part 2)

Credits: 6
Level: Honours
Semester: 2
Assessment: CW100
Requisites:
Before taking this unit you must take ED30193
Aims: For students to complete the piece of empirical research in the field of early childhood studies that was designed in dissertation unit part 1.
Learning Outcomes:
On completion of this unit students will have demonstrated the ability to: Apply theoretical framework to practice in the field of early childhood studies through independent research and enquiry. Provide a critical analysis of the methods of investigation in relation to the appropriateness of the investigation. Synthesise their theoretical framework and findings in both a short oral report and written dissertation form.
Skills:
The students will demonstrate skills in:
* communication: written and oral;
* ICT: word processing/databases/ internet inline searches;
* Data analysis : qualitative and/or quantitative where appropriate;
* Interpersonal skills : for initial planning and subsequent relationships with organisation;
* Management of own learning;
* Criticality, evidential analysis, reflection and evaluation.
Content:
Continue data collection from dissertation (part 1). Conduct data analysis, qualitative and/or quantitative. The experience of research and enquiry will allow students to apply insights about the relationship between policy, practice and research. In evaluating and applying theoretical models and frameworks to practice in the field, students will be expected to make reference to academic texts which reflect current thinking on policy and provision and to critically published research.

ED30219: Subject didactics: English (SD1H - Sec)

Credits: 9
Level: Honours
Academic Year
Assessment: CW100
Requisites:
Aims: Students will:
* Have an understanding of how their subject can be transformed so that it can be effectively learned by secondary age-pupils
* Understand the role of the subject teacher, and the place of their subject in the school curriculum
* Be aware of what is required to be an effective teacher of their subject and have an understanding of the theories and principles of pedagogy which underpin it.
Learning Outcomes:
Students will be able to demonstrate:
* That they are aware of their strengths and challenges in their own subject knowledge and are actively developing it to ensure that they can teach it effectively to secondary age pupils
* That they have an understanding of the curriculum for their subject and how it fits into the broader school curriculum
* That they have an understanding of what makes good teaching in their subject based on observation, discussion with practising teachers and their own experiences of teaching
* An ability to be critical and reflective in their approach to teaching and understand how they will learn as teachers.
Skills:
Students will develop their skills in the following areas:
* They will improve their language and communication skills, particularly in relation to communicating their subject to young learners with interest and enthusiasm
* They will develop the necessary number and ICT skills required to teach their subject effectively
* They will develop their personal skills and qualities which enable them to work with others, relate to colleagues and to pupils.
* They will develop their understanding of they themselves learn and improve their own professional practice
* They will develop as autonomous learners, being able to identify and resolve personal and professional challenges themselves and through the support of other professional.
All the above skills are facilitated. In addition, ICT Skills sessions are offered to all students, based on an initial audit.
Content:
The unit will act as an introduction to the teaching of the subject in secondary schools. Through work in the University and in schools, students will:
* Observe and reflect upon the practice of teachers
* Make their own early attempts at teaching (planning, managing learners and learning activities, inclusion, assessment and evaluation) and reflect upon these
* Understand about how pupils learn their subject, and how they can transform their own knowledge into ways appropriate for young learners
* Understand how to develop their own subject knowledge so that they have confidence in all that they need to be able to teach and to have begun this process.

ED30220: Subject didactics: English (SD2H - Sec)

Credits: 9
Level: Honours
Academic Year
Assessment: CW100
Requisites:
Before taking this unit you must take ED30219 and in taking this unit you cannot take ED50221
Aims: Students will acquire:
* An in-depth understanding of requirements of the various curricula relevant to teaching 11-18 pupils and the various initiatives from government and elsewhere which are intended to improve the teaching and learning of their subject in this age range; this includes an appreciation of the KS2 curriculum for their subject and the implications for secondary teachers of transfer from primary to secondary schools
* A practical and relevant understanding of how pupils learn the subject and how this understanding can improve the quality of teaching
* An in-depth understanding of the role of assessment particularly in improving teaching and in identifying achievement together with an understanding of how it is enacted
* An in-depth understanding of the need to accommodate the learning of all pupils in an inclusive fashion and the implications of that understanding for teaching and learning
* An understanding of the broader role of their subject in relation to cross curricular aspects and wider school themes.
Learning Outcomes:
Students will be able to:
* Demonstrate that they are familiar with relevant syllabuses, curricular and initiatives in the teaching of their subject to 11-18 year old learners
* Show that they are aware of the learning of their subject which takes place in KS2 and the issues for transfer from KS2 to KS3
* demonstrate that they are able to ground their teaching on a clear understanding of current relevant theories of learning
* show that they understand how and why pupils are assessed
* appreciate the need to be sensitive to needs of all learners and be aware of a range of strategies to meet these needs
* be aware of the need to enhance pupils key skills (QCA) and the implications of key skills in the learning of their own subject
* be able to reflect upon their own learning as they develop as teachers and to be self critical and critical of the ideas and theories of others including the literature
* be aware of the place their subject in the secondary school curriculum and how this is achieved through the work of a range of professionals in the school.
Skills:
Students will develop their skills in the following areas:
* They will improve their language and communication skills, particularly in relation to communicating their subject to young learners with interest and enthusiasm
* They will develop the necessary number and ICT skills required to teach ICT effectively
* They will develop their personal skills and qualities which enable them to work with others, relate to colleagues and to pupils.
* They will develop their understanding of they themselves learn and improve their own professional practice
* They will develop as autonomous learners, being able to identify and resolve personal and professional challenges themselves and through the support of other professional.
All the above skills are facilitated. In addition, ICT Skills sessions are offered to all students, based on an initial audit.
Content:
The unit will draw upon the learning which has taken place in SD H1and will develop the themes identified in it. Students will have the opportunity to:
* Study in depth relevant syllabuses and curricula and also learn about initiatives in the teaching of the subject, including OFSTED and research evidence
* visit a primary school for typically three days where they will have the opportunity to observe and discuss the teaching of their subject in Key Stage 2, observe the styles of teaching and learning adopted in primary schools and to reflect upon the issues concerning transfer of pupils from KS2 to KS3
* Consider the role of assessment for improving learning and also as a means of identifying achievement. They will relate assessment theory to current practice in the subject including assessment of practical work
* Evaluate the individual needs of pupils and how these can be met. This will include identification and support for learners with particular language an

ED30222: Subject didactics: Maths (SD1H - Sec)

Credits: 9
Level: Honours
Academic Year
Assessment: CW100
Requisites:
Aims: Students will:
* Have an understanding of how their subject can be transformed so that it can be effectively learned by secondary age-pupils
* Understand the role of the subject teacher, and the place of their subject in the school curriculum
* Be aware of what is required to be an effective teacher of their subject and have an understanding of the theories and principles of pedagogy which underpin it.
Learning Outcomes:
Students will be able to demonstrate:
* That they are aware of their strengths and challenges in their own subject knowledge and are actively developing it to ensure that they can teach it effectively to secondary age pupils
* That they have an understanding of the curriculum for their subject and how it fits into the broader school curriculum
* That they have an understanding of what makes good teaching in their subject based on observation, discussion with practising teachers and their own experiences of teaching
* An ability to be critical and reflective in their approach to teaching and understand how they will learn as teachers.
Skills:
Students will develop their skills in the following areas:
* They will improve their language and communication skills, particularly in relation to communicating their subject to young learners with interest and enthusiasm
* They will develop the necessary number and ICT skills required to teach their subject effectively
* They will develop their personal skills and qualities which enable them to work with others, relate to colleagues and to pupils.
* They will develop their understanding of they themselves learn and improve their own professional practice
* They will develop as autonomous learners, being able to identify and resolve personal and professional challenges themselves and through the support of other professional.
All the above skills are facilitated. In addition, ICT Skills sessions are offered to all students, based on an initial audit.
Content:
The unit will act as an introduction to the teaching of the subject in secondary schools. Through work in the University and in schools, students will:
* Observe and reflect upon the practice of teachers
* Make their own early attempts at teaching (planning, managing learners and learning activities, inclusion, assessment and evaluation) and reflect upon these
* Understand about how pupils learn their subject, and how they can transform their own knowledge into ways appropriate for young learners
* Understand how to develop their own subject knowledge so that they have confidence in all that they need to be able to teach and to have begun this process.

ED30223: Subject didactics: Maths (SD2H - Sec)

Credits: 9
Level: Honours
Academic Year
Assessment: CW100
Requisites:
Before taking this unit you must take ED30222 and in taking this unit you cannot take ED50224
Aims: Students will acquire:
* An in-depth understanding of requirements of the various curricula relevant to teaching 11-18 pupils and the various initiatives from government and elsewhere which are intended to improve the teaching and learning of their subject in this age range; this includes an appreciation of the KS2 curriculum for their subject and the implications for secondary teachers of transfer from primary to secondary schools
* A practical and relevant understanding of how pupils learn the subject and how this understanding can improve the quality of teaching
* An in-depth understanding of the role of assessment particularly in improving teaching and in identifying achievement together with an understanding of how it is enacted
* An in-depth understanding of the need to accommodate the learning of all pupils in an inclusive fashion and the implications of that understanding for teaching and learning
* An understanding of the broader role of their subject in relation to cross curricular aspects and wider school themes.
Learning Outcomes:
Students will be able to:
* Demonstrate that they are familiar with relevant syllabuses, curricular and initiatives in the teaching of their subject to 11-18 year old learners
* Show that they are aware of the learning of their subject which takes place in KS2 and the issues for transfer from KS2 to KS3
* demonstrate that they are able to ground their teaching on a clear understanding of current relevant theories of learning
* show that they understand how and why pupils are assessed
* appreciate the need to be sensitive to needs of all learners and be aware of a range of strategies to meet these needs
* be aware of the need to enhance pupils key skills (QCA) and the implications of key skills in the learning of their own subject
* be able to reflect upon their own learning as they develop as teachers and to be self critical and critical of the ideas and theories of others including the literature
* be aware of the place their subject in the secondary school curriculum and how this is achieved through the work of a range of professionals in the school.
Skills:
Students will develop their skills in the following areas:
* They will improve their language and communication skills, particularly in relation to communicating their subject to young learners with interest and enthusiasm
* They will develop the necessary number and ICT skills required to teach ICT effectively
* They will develop their personal skills and qualities which enable them to work with others, relate to colleagues and to pupils.
* They will develop their understanding of they themselves learn and improve their own professional practice
* They will develop as autonomous learners, being able to identify and resolve personal and professional challenges themselves and through the support of other professional.
All the above skills are facilitated. In addition, ICT Skills sessions are offered to all students, based on an initial audit.
Content:
The unit will draw upon the learning which has taken place in SD H1and will develop the themes identified in it. Students will have the opportunity to:
* Study in depth relevant syllabuses and curricula and also learn about initiatives in the teaching of the subject, including OFSTED and research evidence
* visit a primary school for typically three days where they will have the opportunity to observe and discuss the teaching of their subject in Key Stage 2, observe the styles of teaching and learning adopted in primary schools and to reflect upon the issues concerning transfer of pupils from KS2 to KS3
* Consider the role of assessment for improving learning and also as a means of identifying achievement. They will relate assessment theory to current practice in the subject including assessment of practical work
* Evaluate the individual needs of pupils and how these can be met. This will include identification and support for learners with particular language an

ED30225: Subject didactics: Science (SD1H - Sec)

Credits: 9
Level: Honours
Academic Year
Assessment: CW100
Requisites:
Aims: Students will:
* Have an understanding of how their subject can be transformed so that it can be effectively learned by secondary age-pupils
* Understand the role of the subject teacher, and the place of their subject in the school curriculum
* Be aware of what is required to be an effective teacher of their subject and have an understanding of the theories and principles of pedagogy which underpin it.
Learning Outcomes:
Students will be able to demonstrate:
* That they are aware of their strengths and challenges in their own subject knowledge and are actively developing it to ensure that they can teach it effectively to secondary age pupils
* That they have an understanding of the curriculum for their subject and how it fits into the broader school curriculum
* That they have an understanding of what makes good teaching in their subject based on observation, discussion with practising teachers and their own experiences of teaching
* An ability to be critical and reflective in their approach to teaching and understand how they will learn as teachers.
Skills:
Students will develop their skills in the following areas:
* They will improve their language and communication skills, particularly in relation to communicating their subject to young learners with interest and enthusiasm
* They will develop the necessary number and ICT skills required to teach their subject effectively
* They will develop their personal skills and qualities which enable them to work with others, relate to colleagues and to pupils.
* They will develop their understanding of they themselves learn and improve their own professional practice
* They will develop as autonomous learners, being able to identify and resolve personal and professional challenges themselves and through the support of other professional.
All the above skills are facilitated. In addition, ICT Skills sessions are offered to all students, based on an initial audit.
Content:
The unit will act as an introduction to the teaching of the subject in secondary schools. Through work in the University and in schools, students will:
* Observe and reflect upon the practice of teachers
* Make their own early attempts at teaching (planning, managing learners and learning activities, inclusion, assessment and evaluation) and reflect upon these
* Understand about how pupils learn their subject, and how they can transform their own knowledge into ways appropriate for young learners
* Understand how to develop their own subject knowledge so that they have confidence in all that they need to be able to teach and to have begun this process.

ED30226: Subject didactics: Science (SD2H - Sec)

Credits: 9
Level: Honours
Academic Year
Assessment: CW100
Requisites:
Before taking this unit you must take ED30225 and in taking this unit you cannot take ED50227
Aims: Students will acquire:
* An in-depth understanding of requirements of the various curricula relevant to teaching 11-18 pupils and the various initiatives from government and elsewhere which are intended to improve the teaching and learning of their subject in this age range; this includes an appreciation of the KS2 curriculum for their subject and the implications for secondary teachers of transfer from primary to secondary schools
* A practical and relevant understanding of how pupils learn the subject and how this understanding can improve the quality of teaching
* An in-depth understanding of the role of assessment particularly in improving teaching and in identifying achievement together with an understanding of how it is enacted
* An in-depth understanding of the need to accommodate the learning of all pupils in an inclusive fashion and the implications of that understanding for teaching and learning
* An understanding of the broader role of their subject in relation to cross curricular aspects and wider school themes.
Learning Outcomes:
Students will be able to:
* Demonstrate that they are familiar with relevant syllabuses, curricular and initiatives in the teaching of their subject to 11-18 year old learners
* Show that they are aware of the learning of their subject which takes place in KS2 and the issues for transfer from KS2 to KS3
* demonstrate that they are able to ground their teaching on a clear understanding of current relevant theories of learning
* show that they understand how and why pupils are assessed
* appreciate the need to be sensitive to needs of all learners and be aware of a range of strategies to meet these needs
* be aware of the need to enhance pupils key skills (QCA) and the implications of key skills in the learning of their own subject
* be able to reflect upon their own learning as they develop as teachers and to be self critical and critical of the ideas and theories of others including the literature
* be aware of the place their subject in the secondary school curriculum and how this is achieved through the work of a range of professionals in the school.
Skills:
Students will develop their skills in the following areas:
* They will improve their language and communication skills, particularly in relation to communicating their subject to young learners with interest and enthusiasm
* They will develop the necessary number and ICT skills required to teach ICT effectively
* They will develop their personal skills and qualities which enable them to work with others, relate to colleagues and to pupils.
* They will develop their understanding of they themselves learn and improve their own professional practice
* They will develop as autonomous learners, being able to identify and resolve personal and professional challenges themselves and through the support of other professional.
All the above skills are facilitated. In addition, ICT Skills sessions are offered to all students, based on an initial audit.
Content:
The unit will draw upon the learning which has taken place in SD H1and will develop the themes identified in it. Students will have the opportunity to:
* Study in depth relevant syllabuses and curricula and also learn about initiatives in the teaching of the subject, including OFSTED and research evidence
* visit a primary school for typically three days where they will have the opportunity to observe and discuss the teaching of their subject in Key Stage 2, observe the styles of teaching and learning adopted in primary schools and to reflect upon the issues concerning transfer of pupils from KS2 to KS3
* Consider the role of assessment for improving learning and also as a means of identifying achievement. They will relate assessment theory to current practice in the subject including assessment of practical work
* Evaluate the individual needs of pupils and how these can be met. This will include identification and support for learners with particular language an

ED30228: Subject didactics: Geography (SD1H - Sec)

Credits: 9
Level: Honours
Academic Year
Assessment: CW100
Requisites:
Aims: Students will:
* Have an understanding of how their subject can be transformed so that it can be effectively learned by secondary age-pupils
* Understand the role of the subject teacher, and the place of their subject in the school curriculum
* Be aware of what is required to be an effective teacher of their subject and have an understanding of the theories and principles of pedagogy which underpin it.
Learning Outcomes:
Students will be able to demonstrate:
* That they are aware of their strengths and challenges in their own subject knowledge and are actively developing it to ensure that they can teach it effectively to secondary age pupils
* That they have an understanding of the curriculum for their subject and how it fits into the broader school curriculum
* That they have an understanding of what makes good teaching in their subject based on observation, discussion with practising teachers and their own experiences of teaching
* An ability to be critical and reflective in their approach to teaching and understand how they will learn as teachers.
Skills:
Students will develop their skills in the following areas:
* They will improve their language and communication skills, particularly in relation to communicating their subject to young learners with interest and enthusiasm
* They will develop the necessary number and ICT skills required to teach their subject effectively
* They will develop their personal skills and qualities which enable them to work with others, relate to colleagues and to pupils.
* They will develop their understanding of they themselves learn and improve their own professional practice
* They will develop as autonomous learners, being able to identify and resolve personal and professional challenges themselves and through the support of other professional.
All the above skills are facilitated. In addition, ICT Skills sessions are offered to all students, based on an initial audit.
Content:
The unit will act as an introduction to the teaching of the subject in secondary schools. Through work in the University and in schools, students will:
* Observe and reflect upon the practice of teachers
* Make their own early attempts at teaching (planning, managing learners and learning activities, inclusion, assessment and evaluation) and reflect upon these
* Understand about how pupils learn their subject, and how they can transform their own knowledge into ways appropriate for young learners
* Understand how to develop their own subject knowledge so that they have confidence in all that they need to be able to teach and to have begun this process.

ED30229: Subject didactics: Geography (SD2H - Sec)

Credits: 9
Level: Honours
Academic Year
Assessment: CW100
Requisites:
Before taking this unit you must take ED30228 and in taking this unit you cannot take ED50230
Aims: Students will acquire:
* An in-depth understanding of requirements of the various curricula relevant to teaching 11-18 pupils and the various initiatives from government and elsewhere which are intended to improve the teaching and learning of their subject in this age range; this includes an appreciation of the KS2 curriculum for their subject and the implications for secondary teachers of transfer from primary to secondary schools
* A practical and relevant understanding of how pupils learn the subject and how this understanding can improve the quality of teaching
* An in-depth understanding of the role of assessment particularly in improving teaching and in identifying achievement together with an understanding of how it is enacted
* An in-depth understanding of the need to accommodate the learning of all pupils in an inclusive fashion and the implications of that understanding for teaching and learning
* An understanding of the broader role of their subject in relation to cross curricular aspects and wider school themes.
Learning Outcomes:
Students will be able to:
* Demonstrate that they are familiar with relevant syllabuses, curricular and initiatives in the teaching of their subject to 11-18 year old learners
* Show that they are aware of the learning of their subject which takes place in KS2 and the issues for transfer from KS2 to KS3
* demonstrate that they are able to ground their teaching on a clear understanding of current relevant theories of learning
* show that they understand how and why pupils are assessed
* appreciate the need to be sensitive to needs of all learners and be aware of a range of strategies to meet these needs
* be aware of the need to enhance pupils key skills (QCA) and the implications of key skills in the learning of their own subject
* be able to reflect upon their own learning as they develop as teachers and to be self critical and critical of the ideas and theories of others including the literature
* be aware of the place their subject in the secondary school curriculum and how this is achieved through the work of a range of professionals in the school.
Skills:
Students will develop their skills in the following areas:
* They will improve their language and communication skills, particularly in relation to communicating their subject to young learners with interest and enthusiasm
* They will develop the necessary number and ICT skills required to teach ICT effectively
* They will develop their personal skills and qualities which enable them to work with others, relate to colleagues and to pupils.
* They will develop their understanding of they themselves learn and improve their own professional practice
* They will develop as autonomous learners, being able to identify and resolve personal and professional challenges themselves and through the support of other professional.
All the above skills are facilitated. In addition, ICT Skills sessions are offered to all students, based on an initial audit.
Content:
The unit will draw upon the learning which has taken place in SD H1and will develop the themes identified in it. Students will have the opportunity to:
* Study in depth relevant syllabuses and curricula and also learn about initiatives in the teaching of the subject, including OFSTED and research evidence
* visit a primary school for typically three days where they will have the opportunity to observe and discuss the teaching of their subject in Key Stage 2, observe the styles of teaching and learning adopted in primary schools and to reflect upon the issues concerning transfer of pupils from KS2 to KS3
* Consider the role of assessment for improving learning and also as a means of identifying achievement. They will relate assessment theory to current practice in the subject including assessment of practical work
* Evaluate the individual needs of pupils and how these can be met. This will include identification and support for learners with particular language an

ED30231: Subject didactics: History (SD1H - Sec)

Credits: 9
Level: Honours
Academic Year
Assessment: CW100
Requisites:
Aims: Students will:
* Have an understanding of how their subject can be transformed so that it can be effectively learned by secondary age-pupils
* Understand the role of the subject teacher, and the place of their subject in the school curriculum
* Be aware of what is required to be an effective teacher of their subject and have an understanding of the theories and principles of pedagogy which underpin it.
Learning Outcomes:
Students will be able to demonstrate:
* That they are aware of their strengths and challenges in their own subject knowledge and are actively developing it to ensure that they can teach it effectively to secondary age pupils
* That they have an understanding of the curriculum for their subject and how it fits into the broader school curriculum
* That they have an understanding of what makes good teaching in their subject based on observation, discussion with practising teachers and their own experiences of teaching
* An ability to be critical and reflective in their approach to teaching and understand how they will learn as teachers.
Skills:
Students will develop their skills in the following areas:
* They will improve their language and communication skills, particularly in relation to communicating their subject to young learners with interest and enthusiasm
* They will develop the necessary number and ICT skills required to teach their subject effectively
* They will develop their personal skills and qualities which enable them to work with others, relate to colleagues and to pupils.
* They will develop their understanding of they themselves learn and improve their own professional practice
* They will develop as autonomous learners, being able to identify and resolve personal and professional challenges themselves and through the support of other professional.
All the above skills are facilitated. In addition, ICT Skills sessions are offered to all students, based on an initial audit.
Content:
The unit will act as an introduction to the teaching of the subject in secondary schools. Through work in the University and in schools, students will:
* Observe and reflect upon the practice of teachers
* Make their own early attempts at teaching (planning, managing learners and learning activities, inclusion, assessment and evaluation) and reflect upon these
* Understand about how pupils learn their subject, and how they can transform their own knowledge into ways appropriate for young learners
* Understand how to develop their own subject knowledge so that they have confidence in all that they need to be able to teach and to have begun this process.

ED30232: Subject didactics: History (SD2H - Sec)

Credits: 9
Level: Honours
Academic Year
Assessment: CW100
Requisites:
Before taking this unit you must take ED30231 and in taking this unit you cannot take ED50233
Aims: Students will acquire:
* An in-depth understanding of requirements of the various curricula relevant to teaching 11-18 pupils and the various initiatives from government and elsewhere which are intended to improve the teaching and learning of their subject in this age range; this includes an appreciation of the KS2 curriculum for their subject and the implications for secondary teachers of transfer from primary to secondary schools
* A practical and relevant understanding of how pupils learn the subject and how this understanding can improve the quality of teaching
* An in-depth understanding of the role of assessment particularly in improving teaching and in identifying achievement together with an understanding of how it is enacted
* An in-depth understanding of the need to accommodate the learning of all pupils in an inclusive fashion and the implications of that understanding for teaching and learning
* An understanding of the broader role of their subject in relation to cross curricular aspects and wider school themes.
Learning Outcomes:
Students will be able to:
* Demonstrate that they are familiar with relevant syllabuses, curricular and initiatives in the teaching of their subject to 11-18 year old learners
* Show that they are aware of the learning of their subject which takes place in KS2 and the issues for transfer from KS2 to KS3
* demonstrate that they are able to ground their teaching on a clear understanding of current relevant theories of learning
* show that they understand how and why pupils are assessed
* appreciate the need to be sensitive to needs of all learners and be aware of a range of strategies to meet these needs
* be aware of the need to enhance pupils key skills (QCA) and the implications of key skills in the learning of their own subject
* be able to reflect upon their own learning as they develop as teachers and to be self critical and critical of the ideas and theories of others including the literature
* be aware of the place their subject in the secondary school curriculum and how this is achieved through the work of a range of professionals in the school.
Skills:
Students will develop their skills in the following areas:
* They will improve their language and communication skills, particularly in relation to communicating their subject to young learners with interest and enthusiasm
* They will develop the necessary number and ICT skills required to teach ICT effectively
* They will develop their personal skills and qualities which enable them to work with others, relate to colleagues and to pupils.
* They will develop their understanding of they themselves learn and improve their own professional practice
* They will develop as autonomous learners, being able to identify and resolve personal and professional challenges themselves and through the support of other professional.
All the above skills are facilitated. In addition, ICT Skills sessions are offered to all students, based on an initial audit.
Content:
The unit will draw upon the learning which has taken place in SD H1and will develop the themes identified in it. Students will have the opportunity to:
* Study in depth relevant syllabuses and curricula and also learn about initiatives in the teaching of the subject, including OFSTED and research evidence
* visit a primary school for typically three days where they will have the opportunity to observe and discuss the teaching of their subject in Key Stage 2, observe the styles of teaching and learning adopted in primary schools and to reflect upon the issues concerning transfer of pupils from KS2 to KS3
* Consider the role of assessment for improving learning and also as a means of identifying achievement. They will relate assessment theory to current practice in the subject including assessment of practical work
* Evaluate the individual needs of pupils and how these can be met. This will include identification and support for learners with particular language an

ED30234: Subject didactics: Information Technology (SD1H - Sec)

Credits: 9
Level: Honours
Academic Year
Assessment: CW100
Requisites:
Aims: Students will:
* Have an understanding of how their subject can be transformed so that it can be effectively learned by secondary age-pupils
* Understand the role of the subject teacher, and the place of their subject in the school curriculum
* Be aware of what is required to be an effective teacher of their subject and have an understanding of the theories and principles of pedagogy which underpin it.
Learning Outcomes:
Students will be able to demonstrate:
* That they are aware of their strengths and challenges in their own subject knowledge and are actively developing it to ensure that they can teach it effectively to secondary age pupils
* That they have an understanding of the curriculum for their subject and how it fits into the broader school curriculum
* That they have an understanding of what makes good teaching in their subject based on observation, discussion with practising teachers and their own experiences of teaching
* An ability to be critical and reflective in their approach to teaching and understand how they will learn as teachers.
Skills:
Students will develop their skills in the following areas:
* They will improve their language and communication skills, particularly in relation to communicating their subject to young learners with interest and enthusiasm
* They will develop the necessary number and ICT skills required to teach their subject effectively
* They will develop their personal skills and qualities which enable them to work with others, relate to colleagues and to pupils.
* They will develop their understanding of they themselves learn and improve their own professional practice
* They will develop as autonomous learners, being able to identify and resolve personal and professional challenges themselves and through the support of other professional.
All the above skills are facilitated. In addition, ICT Skills sessions are offered to all students, based on an initial audit.
Content:
The unit will act as an introduction to the teaching of the subject in secondary schools. Through work in the University and in schools, students will:
* Observe and reflect upon the practice of teachers
* Make their own early attempts at teaching (planning, managing learners and learning activities, inclusion, assessment and evaluation) and reflect upon these
* Understand about how pupils learn their subject, and how they can transform their own knowledge into ways appropriate for young learners
* Understand how to develop their own subject knowledge so that they have confidence in all that they need to be able to teach and to have begun this process.

ED30235: Subject didactics: Information Technology (SD2H - Sec)

Credits: 9
Level: Honours
Academic Year
Assessment: CW100
Requisites:
Before taking this unit you must take ED30234 and in taking this unit you cannot take ED50236
Aims: Students will acquire:
* An in-depth understanding of requirements of the various curricula relevant to teaching 11-18 pupils and the various initiatives from government and elsewhere which are intended to improve the teaching and learning of their subject in this age range; this includes an appreciation of the KS2 curriculum for their subject and the implications for secondary teachers of transfer from primary to secondary schools
* A practical and relevant understanding of how pupils learn the subject and how this understanding can improve the quality of teaching
* An in-depth understanding of the role of assessment particularly in improving teaching and in identifying achievement together with an understanding of how it is enacted
* An in-depth understanding of the need to accommodate the learning of all pupils in an inclusive fashion and the implications of that understanding for teaching and learning
* An understanding of the broader role of their subject in relation to cross curricular aspects and wider school themes.
Learning Outcomes:
Students will be able to:
* Demonstrate that they are familiar with relevant syllabuses, curricular and initiatives in the teaching of their subject to 11-18 year old learners
* Show that they are aware of the learning of their subject which takes place in KS2 and the issues for transfer from KS2 to KS3
* demonstrate that they are able to ground their teaching on a clear understanding of current relevant theories of learning
* show that they understand how and why pupils are assessed
* appreciate the need to be sensitive to needs of all learners and be aware of a range of strategies to meet these needs
* be aware of the need to enhance pupils key skills (QCA) and the implications of key skills in the learning of their own subject
* be able to reflect upon their own learning as they develop as teachers and to be self critical and critical of the ideas and theories of others including the literature
* be aware of the place their subject in the secondary school curriculum and how this is achieved through the work of a range of professionals in the school.
Skills:
Students will develop their skills in the following areas:
* They will improve their language and communication skills, particularly in relation to communicating their subject to young learners with interest and enthusiasm
* They will develop the necessary number and ICT skills required to teach ICT effectively
* They will develop their personal skills and qualities which enable them to work with others, relate to colleagues and to pupils.
* They will develop their understanding of they themselves learn and improve their own professional practice
* They will develop as autonomous learners, being able to identify and resolve personal and professional challenges themselves and through the support of other professional.
All the above skills are facilitated. In addition, ICT Skills sessions are offered to all students, based on an initial audit.
Content:
The unit will draw upon the learning which has taken place in SD H1and will develop the themes identified in it. Students will have the opportunity to:
* Study in depth relevant syllabuses and curricula and also learn about initiatives in the teaching of the subject, including OFSTED and research evidence
* visit a primary school for typically three days where they will have the opportunity to observe and discuss the teaching of their subject in Key Stage 2, observe the styles of teaching and learning adopted in primary schools and to reflect upon the issues concerning transfer of pupils from KS2 to KS3
* Consider the role of assessment for improving learning and also as a means of identifying achievement. They will relate assessment theory to current practice in the subject including assessment of practical work
* Evaluate the individual needs of pupils and how these can be met. This will include identification and support for learners with particular language an

ED30237: Subject didactics: Modern Foreign Languages (SD1H - Sec)

Credits: 9
Level: Honours
Academic Year
Assessment: CW100
Requisites:
Aims: Students will:
* Have an understanding of how their subject can be transformed so that it can be effectively learned by secondary age-pupils
* Understand the role of the subject teacher, and the place of their subject in the school curriculum
* Be aware of what is required to be an effective teacher of their subject and have an understanding of the theories and principles of pedagogy which underpin it.
Learning Outcomes:
Students will be able to demonstrate:
* That they are aware of their strengths and challenges in their own subject knowledge and are actively developing it to ensure that they can teach it effectively to secondary age pupils
* That they have an understanding of the curriculum for their subject and how it fits into the broader school curriculum
* That they have an understanding of what makes good teaching in their subject based on observation, discussion with practising teachers and their own experiences of teaching
* An ability to be critical and reflective in their approach to teaching and understand how they will learn as teachers.
Skills:
Students will develop their skills in the following areas:
* They will improve their language and communication skills, particularly in relation to communicating their subject to young learners with interest and enthusiasm
* They will develop the necessary number and ICT skills required to teach their subject effectively
* They will develop their personal skills and qualities which enable them to work with others, relate to colleagues and to pupils.
* They will develop their understanding of they themselves learn and improve their own professional practice
* They will develop as autonomous learners, being able to identify and resolve personal and professional challenges themselves and through the support of other professional.
All the above skills are facilitated. In addition, ICT Skills sessions are offered to all students, based on an initial audit.
Content:
The unit will act as an introduction to the teaching of the subject in secondary schools. Through work in the University and in schools, students will:
* Observe and reflect upon the practice of teachers
* Make their own early attempts at teaching (planning, managing learners and learning activities, inclusion, assessment and evaluation) and reflect upon these
* Understand about how pupils learn their subject, and how they can transform their own knowledge into ways appropriate for young learners
* Understand how to develop their own subject knowledge so that they have confidence in all that they need to be able to teach and to have begun this process.

ED30238: Subject didactics: Modern Foreign Languages (SD2H - Sec)

Credits: 9
Level: Honours
Academic Year
Assessment: CW100
Requisites:
Before taking this unit you must take ED30237 and in taking this unit you cannot take ED50239
Aims: Students will acquire:
* An in-depth understanding of requirements of the various curricula relevant to teaching 11-18 pupils and the various initiatives from government and elsewhere which are intended to improve the teaching and learning of their subject in this age range; this includes an appreciation of the KS2 curriculum for their subject and the implications for secondary teachers of transfer from primary to secondary schools
* A practical and relevant understanding of how pupils learn the subject and how this understanding can improve the quality of teaching
* An in-depth understanding of the role of assessment particularly in improving teaching and in identifying achievement together with an understanding of how it is enacted
* An in-depth understanding of the need to accommodate the learning of all pupils in an inclusive fashion and the implications of that understanding for teaching and learning
* An understanding of the broader role of their subject in relation to cross curricular aspects and wider school themes.
Learning Outcomes:
Students will be able to:
* Demonstrate that they are familiar with relevant syllabuses, curricular and initiatives in the teaching of their subject to 11-18 year old learners
* Show that they are aware of the learning of their subject which takes place in KS2 and the issues for transfer from KS2 to KS3
* demonstrate that they are able to ground their teaching on a clear understanding of current relevant theories of learning
* show that they understand how and why pupils are assessed
* appreciate the need to be sensitive to needs of all learners and be aware of a range of strategies to meet these needs
* be aware of the need to enhance pupils key skills (QCA) and the implications of key skills in the learning of their own subject
* be able to reflect upon their own learning as they develop as teachers and to be self critical and critical of the ideas and theories of others including the literature
* be aware of the place their subject in the secondary school curriculum and how this is achieved through the work of a range of professionals in the school.
Skills:
Students will develop their skills in the following areas:
* They will improve their language and communication skills, particularly in relation to communicating their subject to young learners with interest and enthusiasm
* They will develop the necessary number and ICT skills required to teach ICT effectively
* They will develop their personal skills and qualities which enable them to work with others, relate to colleagues and to pupils.
* They will develop their understanding of they themselves learn and improve their own professional practice
* They will develop as autonomous learners, being able to identify and resolve personal and professional challenges themselves and through the support of other professional.
All the above skills are facilitated. In addition, ICT Skills sessions are offered to all students, based on an initial audit.
Content:
The unit will draw upon the learning which has taken place in SD H1and will develop the themes identified in it. Students will have the opportunity to:
* Study in depth relevant syllabuses and curricula and also learn about initiatives in the teaching of the subject, including OFSTED and research evidence
* visit a primary school for typically three days where they will have the opportunity to observe and discuss the teaching of their subject in Key Stage 2, observe the styles of teaching and learning adopted in primary schools and to reflect upon the issues concerning transfer of pupils from KS2 to KS3
* Consider the role of assessment for improving learning and also as a means of identifying achievement. They will relate assessment theory to current practice in the subject including assessment of practical work
* Evaluate the individual needs of pupils and how these can be met. This will include identification and support for learners with particular language an

ED30240: Subject didactics: Physical Education (SD1H - Sec)

Credits: 9
Level: Honours
Academic Year
Assessment: CW100
Requisites:
Aims: Students will:
* Have an understanding of how their subject can be transformed so that it can be effectively learned by secondary age-pupils
* Understand the role of the subject teacher, and the place of their subject in the school curriculum
* Be aware of what is required to be an effective teacher of their subject and have an understanding of the theories and principles of pedagogy which underpin it.
Learning Outcomes:
Students will be able to demonstrate:
* That they are aware of their strengths and challenges in their own subject knowledge and are actively developing it to ensure that they can teach it effectively to secondary age pupils
* That they have an understanding of the curriculum for their subject and how it fits into the broader school curriculum
* That they have an understanding of what makes good teaching in their subject based on observation, discussion with practising teachers and their own experiences of teaching
* An ability to be critical and reflective in their approach to teaching and understand how they will learn as teachers.
Skills:
Students will develop their skills in the following areas:
* They will improve their language and communication skills, particularly in relation to communicating their subject to young learners with interest and enthusiasm
* They will develop the necessary number and ICT skills required to teach their subject effectively
* They will develop their personal skills and qualities which enable them to work with others, relate to colleagues and to pupils.
* They will develop their understanding of they themselves learn and improve their own professional practice
* They will develop as autonomous learners, being able to identify and resolve personal and professional challenges themselves and through the support of other professional.
All the above skills are facilitated. In addition, ICT Skills sessions are offered to all students, based on an initial audit.
Content:
The unit will act as an introduction to the teaching of the subject in secondary schools. Through work in the University and in schools, students will:
* Observe and reflect upon the practice of teachers
* Make their own early attempts at teaching (planning, managing learners and learning activities, inclusion, assessment and evaluation) and reflect upon these
* Understand about how pupils learn their subject, and how they can transform their own knowledge into ways appropriate for young learners
* Understand how to develop their own subject knowledge so that they have confidence in all that they need to be able to teach and to have begun this process.

ED30241: Subject didactics: Physical Education (SD2H - Sec)

Credits: 9
Level: Honours
Academic Year
Assessment: CW100
Requisites:
Before taking this unit you must take ED30240 and in taking this unit you cannot take ED50242
Aims: Students will acquire:
* An in-depth understanding of requirements of the various curricula relevant to teaching 11-18 pupils and the various initiatives from government and elsewhere which are intended to improve the teaching and learning of their subject in this age range; this includes an appreciation of the KS2 curriculum for their subject and the implications for secondary teachers of transfer from primary to secondary schools
* A practical and relevant understanding of how pupils learn the subject and how this understanding can improve the quality of teaching
* An in-depth understanding of the role of assessment particularly in improving teaching and in identifying achievement together with an understanding of how it is enacted
* An in-depth understanding of the need to accommodate the learning of all pupils in an inclusive fashion and the implications of that understanding for teaching and learning
* An understanding of the broader role of their subject in relation to cross curricular aspects and wider school themes.
Learning Outcomes:
Students will be able to:
* Demonstrate that they are familiar with relevant syllabuses, curricular and initiatives in the teaching of their subject to 11-18 year old learners
* Show that they are aware of the learning of their subject which takes place in KS2 and the issues for transfer from KS2 to KS3
* demonstrate that they are able to ground their teaching on a clear understanding of current relevant theories of learning
* show that they understand how and why pupils are assessed
* appreciate the need to be sensitive to needs of all learners and be aware of a range of strategies to meet these needs
* be aware of the need to enhance pupils key skills (QCA) and the implications of key skills in the learning of their own subject
* be able to reflect upon their own learning as they develop as teachers and to be self critical and critical of the ideas and theories of others including the literature
* be aware of the place their subject in the secondary school curriculum and how this is achieved through the work of a range of professionals in the school.
Skills:
Students will develop their skills in the following areas:
* They will improve their language and communication skills, particularly in relation to communicating their subject to young learners with interest and enthusiasm
* They will develop the necessary number and ICT skills required to teach ICT effectively
* They will develop their personal skills and qualities which enable them to work with others, relate to colleagues and to pupils.
* They will develop their understanding of they themselves learn and improve their own professional practice
* They will develop as autonomous learners, being able to identify and resolve personal and professional challenges themselves and through the support of other professional.
All the above skills are facilitated. In addition, ICT Skills sessions are offered to all students, based on an initial audit.
Content:
The unit will draw upon the learning which has taken place in SD H1and will develop the themes identified in it. Students will have the opportunity to:
* Study in depth relevant syllabuses and curricula and also learn about initiatives in the teaching of the subject, including OFSTED and research evidence
* visit a primary school for typically three days where they will have the opportunity to observe and discuss the teaching of their subject in Key Stage 2, observe the styles of teaching and learning adopted in primary schools and to reflect upon the issues concerning transfer of pupils from KS2 to KS3
* Consider the role of assessment for improving learning and also as a means of identifying achievement. They will relate assessment theory to current practice in the subject including assessment of practical work
* Evaluate the individual needs of pupils and how these can be met. This will include identification and support for learners with particular language an

ED30243: Subject didactics: English (SD1H - MY)

Credits: 9
Level: Honours
Academic Year
Assessment: CW100
Requisites:
Aims: Students will:
* Have an understanding of how their main subject can be transformed so that it can be effectively learned by secondary age-pupils
* Understand the role of the subject teacher and coordinator, and the place of their subject in the school curriculum
* Be aware of what is required to be an effective teacher of their subject and have an understanding of the theories and principles of pedagogy which underpin it
* Understand the key principles of and become familiar with the curriculum and caring roles of the class teacher at KS2.
Learning Outcomes:
Students will be able to demonstrate:
* That they are aware of their strengths and challenges in their own subject knowledge and are actively developing it to ensure that they can teach it effectively to secondary age pupils
* That they are aware of the subject content required for the KS2 curriculum
* That they have an understanding of the curriculum for their subject and how it fits into the broader school curriculum
* That they have an understanding of how to teach the broader school curriculum at KS2 particularly focussing on the teaching of core subjects
* That they have an understanding of what makes good teaching in their subject based on observation, discussion with practising teachers and their own experiences of teaching
* An ability to be critical and reflective in their approach to teaching and understand how they will learn as teachers.
Skills:
Students will develop their skills in the following areas:
* They will improve their language and communication skills, particularly in relation to communicating their subject to young learners with interest and enthusiasm
* They will develop the necessary number and ICT skills required to teach their subject effectively
* They will develop their personal skills and qualities which enable them to work with others, relate to colleagues and to pupils.
* They will develop their understanding of they themselves learn and improve their own professional practice
* They will develop as autonomous learners, being able to identify and resolve personal and professional challenges themselves and through the support of other professional.
All the above skills are facilitated. In addition, ICT Skills sessions are offered to all students, based on an initial audit.
Content:
The unit will act as an introduction to the teaching of the subject in secondary schools. Through work in the University and in schools, students will:
* Observe and reflect upon the practice of teachers
* Make their own early attempts at teaching (planning, managing learners and learning activities, inclusion, assessment and evaluation) and reflect upon these
* Understand about how pupils learn their subject, and how they can transform their own knowledge into ways appropriate for young learners
* Understand how to develop their own subject knowledge so that they have confidence in all that they need to be able to teach and to have begun this process
* Develop their knowledge and understanding of how to teach the broader KS2 curriculum with a particular emphasis on core subjects.

ED30244: Subject didactics: English (SD2H - MY)

Credits: 9
Level: Honours
Academic Year
Assessment: CW100
Requisites:
Before taking this unit you must take ED30243 and in taking this unit you cannot take ED50245
Aims: Students will acquire:
* An in-depth understanding of requirements of the various curricula relevant to teaching 7-14 pupils and the various initiatives from government and elsewhere which are intended to improve the teaching and learning of their subject in this age range; this includes an appreciation of the KS1 curriculum for their subject and the implications of transfer between Key Stages and school settings
* A practical and relevant understanding of how pupils learn the subject and how this understanding can improve the quality of teaching
* An in-depth understanding of the role of assessment particularly in improving teaching and in identifying achievement together with an understanding of how it is enacted
* An in-depth understanding of the need to accommodate the learning of all pupils in an inclusive fashion and the implications of that understanding for teaching and learning
* An understanding of the broader role of their subject in relation to cross curricular aspects and wider school themes
* An understanding of the nature of the subjects which make up the KS2 curriculum and what is required to teach them in order to enact effective learning.
Learning Outcomes:
Students will be able to:
* Demonstrate that they are familiar with relevant syllabuses, curricular and initiatives in the teaching of their subject to 7-14 year old learners
* Show that they are aware of the learning of their subject which takes place in KS1 and the issues for transfer between Key Stages and settings
* demonstrate that they are able to ground their teaching on a clear understanding of current relevant theories of learning
* show that they understand how and why pupils are assessed
* appreciate the need to be sensitive to needs of all learners and be aware of a range of strategies to meet these needs
* be aware of the need to enhance pupils' learning in the core subjects, particularly numeracy and literacy skills, and the implications of these skills for learning across the curriculum
* be able to reflect upon their own learning as they develop as teachers and to be self critical and critical of the ideas and theories of others including the literature
* be aware of the place their subject in the school curriculum and how this is achieved through the work of a range of professionals in the school.
Skills:
Students will develop their skills in the following areas:
* They will improve their language and communication skills, particularly in relation to communicating their subject to young learners with interest and enthusiasm
* They will develop the necessary number and ICT skills required to teach ICT effectively
* They will develop their personal skills and qualities which enable them to work with others, relate to colleagues and to pupils.
* They will develop their understanding of they themselves learn and improve their own professional practice
* They will develop as autonomous learners, being able to identify and resolve personal and professional challenges themselves and through the support of other professional.
All the above skills are facilitated. In addition, ICT Skills sessions are offered to all students, based on an initial audit.
Content:
The unit will draw upon the learning which has taken place in SD H1-M and will develop the themes identified in it. Students will have the opportunity to:
* Study in depth relevant syllabuses and curricula and also learn about initiatives in the teaching of the their specialist subject at KS3 and the whole curriculum, including OFSTED and research evidence
* visit early years settings for typically three days where they will have the opportunity to observe teaching and learning at Foundation and KS1, observe the styles of teaching and learning adopted in and to reflect upon the issues concerning transfer of pupils from KS1 to KS2
* Consider the role of assessment for improving learning and also as a means of identifying achievement. They will relate assessment theory

ED30246: Subject didactics: Mathematics (SD1H - MY)

Credits: 9
Level: Honours
Academic Year
Assessment: CW100
Requisites:
Aims: Students will:
* Have an understanding of how their main subject can be transformed so that it can be effectively learned by secondary age-pupils
* Understand the role of the subject teacher and coordinator, and the place of their subject in the school curriculum
* Be aware of what is required to be an effective teacher of their subject and have an understanding of the theories and principles of pedagogy which underpin it
* Understand the key principles of and become familiar with the curriculum and caring roles of the class teacher at KS2.
Learning Outcomes:
Students will be able to demonstrate:
* That they are aware of their strengths and challenges in their own subject knowledge and are actively developing it to ensure that they can teach it effectively to secondary age pupils
* That they are aware of the subject content required for the KS2 curriculum
* That they have an understanding of the curriculum for their subject and how it fits into the broader school curriculum
* That they have an understanding of how to teach the broader school curriculum at KS2 particularly focussing on the teaching of core subjects
* That they have an understanding of what makes good teaching in their subject based on observation, discussion with practising teachers and their own experiences of teaching
* An ability to be critical and reflective in their approach to teaching and understand how they will learn as teachers.
Skills:
Students will develop their skills in the following areas:
* They will improve their language and communication skills, particularly in relation to communicating their subject to young learners with interest and enthusiasm
* They will develop the necessary number and ICT skills required to teach their subject effectively
* They will develop their personal skills and qualities which enable them to work with others, relate to colleagues and to pupils.
* They will develop their understanding of they themselves learn and improve their own professional practice
* They will develop as autonomous learners, being able to identify and resolve personal and professional challenges themselves and through the support of other professional.
All the above skills are facilitated. In addition, ICT Skills sessions are offered to all students, based on an initial audit.
Content:
The unit will act as an introduction to the teaching of the subject in secondary schools. Through work in the University and in schools, students will:
* Observe and reflect upon the practice of teachers
* Make their own early attempts at teaching (planning, managing learners and learning activities, inclusion, assessment and evaluation) and reflect upon these
* Understand about how pupils learn their subject, and how they can transform their own knowledge into ways appropriate for young learners
* Understand how to develop their own subject knowledge so that they have confidence in all that they need to be able to teach and to have begun this process
* Develop their knowledge and understanding of how to teach the broader KS2 curriculum with a particular emphasis on core subjects.

ED30247: Subject didactics: Mathematics (SD2H - MY)

Credits: 9
Level: Honours
Academic Year
Assessment: CW100
Requisites:
Before taking this unit you must take ED30246 and in taking this unit you cannot take ED50248
Aims: Students will acquire:
* An in-depth understanding of requirements of the various curricula relevant to teaching 7-14 pupils and the various initiatives from government and elsewhere which are intended to improve the teaching and learning of their subject in this age range; this includes an appreciation of the KS1 curriculum for their subject and the implications of transfer between Key Stages and school settings
* A practical and relevant understanding of how pupils learn the subject and how this understanding can improve the quality of teaching
* An in-depth understanding of the role of assessment particularly in improving teaching and in identifying achievement together with an understanding of how it is enacted
* An in-depth understanding of the need to accommodate the learning of all pupils in an inclusive fashion and the implications of that understanding for teaching and learning
* An understanding of the broader role of their subject in relation to cross curricular aspects and wider school themes
* An understanding of the nature of the subjects which make up the KS2 curriculum and what is required to teach them in order to enact effective learning.
Learning Outcomes:
Students will be able to:
* Demonstrate that they are familiar with relevant syllabuses, curricular and initiatives in the teaching of their subject to 7-14 year old learners
* Show that they are aware of the learning of their subject which takes place in KS1 and the issues for transfer between Key Stages and settings
* demonstrate that they are able to ground their teaching on a clear understanding of current relevant theories of learning
* show that they understand how and why pupils are assessed
* appreciate the need to be sensitive to needs of all learners and be aware of a range of strategies to meet these needs
* be aware of the need to enhance pupils' learning in the core subjects, particularly numeracy and literacy skills, and the implications of these skills for learning across the curriculum
* be able to reflect upon their own learning as they develop as teachers and to be self critical and critical of the ideas and theories of others including the literature
* be aware of the place their subject in the school curriculum and how this is achieved through the work of a range of professionals in the school.
Skills:
Students will develop their skills in the following areas:
* They will improve their language and communication skills, particularly in relation to communicating their subject to young learners with interest and enthusiasm
* They will develop the necessary number and ICT skills required to teach ICT effectively
* They will develop their personal skills and qualities which enable them to work with others, relate to colleagues and to pupils.
* They will develop their understanding of they themselves learn and improve their own professional practice
* They will develop as autonomous learners, being able to identify and resolve personal and professional challenges themselves and through the support of other professional.
All the above skills are facilitated. In addition, ICT Skills sessions are offered to all students, based on an initial audit.
Content:
The unit will draw upon the learning which has taken place in SD H1-M and will develop the themes identified in it. Students will have the opportunity to:
* Study in depth relevant syllabuses and curricula and also learn about initiatives in the teaching of the their specialist subject at KS3 and the whole curriculum, including OFSTED and research evidence
* visit early years settings for typically three days where they will have the opportunity to observe teaching and learning at Foundation and KS1, observe the styles of teaching and learning adopted in and to reflect upon the issues concerning transfer of pupils from KS1 to KS2
* Consider the role of assessment for improving learning and also as a means of identifying achievement. They will relate assessment theory

ED30249: Subject didactics: Science (SD1H - MY)

Credits: 9
Level: Honours
Academic Year
Assessment: CW100
Requisites:
Aims: Students will:
* Have an understanding of how their main subject can be transformed so that it can be effectively learned by secondary age-pupils
* Understand the role of the subject teacher and coordinator, and the place of their subject in the school curriculum
* Be aware of what is required to be an effective teacher of their subject and have an understanding of the theories and principles of pedagogy which underpin it
* Understand the key principles of and become familiar with the curriculum and caring roles of the class teacher at KS2.
Learning Outcomes:
Students will be able to demonstrate:
* That they are aware of their strengths and challenges in their own subject knowledge and are actively developing it to ensure that they can teach it effectively to secondary age pupils
* That they are aware of the subject content required for the KS2 curriculum
* That they have an understanding of the curriculum for their subject and how it fits into the broader school curriculum
* That they have an understanding of how to teach the broader school curriculum at KS2 particularly focussing on the teaching of core subjects
* That they have an understanding of what makes good teaching in their subject based on observation, discussion with practising teachers and their own experiences of teaching
* An ability to be critical and reflective in their approach to teaching and understand how they will learn as teachers.
Skills:
Students will develop their skills in the following areas:
* They will improve their language and communication skills, particularly in relation to communicating their subject to young learners with interest and enthusiasm
* They will develop the necessary number and ICT skills required to teach their subject effectively
* They will develop their personal skills and qualities which enable them to work with others, relate to colleagues and to pupils.
* They will develop their understanding of they themselves learn and improve their own professional practice
* They will develop as autonomous learners, being able to identify and resolve personal and professional challenges themselves and through the support of other professional.
All the above skills are facilitated. In addition, ICT Skills sessions are offered to all students, based on an initial audit.
Content:
The unit will act as an introduction to the teaching of the subject in secondary schools. Through work in the University and in schools, students will:
* Observe and reflect upon the practice of teachers
* Make their own early attempts at teaching (planning, managing learners and learning activities, inclusion, assessment and evaluation) and reflect upon these
* Understand about how pupils learn their subject, and how they can transform their own knowledge into ways appropriate for young learners
* Understand how to develop their own subject knowledge so that they have confidence in all that they need to be able to teach and to have begun this process
* Develop their knowledge and understanding of how to teach the broader KS2 curriculum with a particular emphasis on core subjects.

ED30250: Subject didactics: Science (SD2H - MY)

Credits: 9
Level: Honours
Academic Year
Assessment: CW100
Requisites:
Before taking this unit you must take ED30249 and in taking this unit you cannot take ED50251
Aims: Students will acquire:
* An in-depth understanding of requirements of the various curricula relevant to teaching 7-14 pupils and the various initiatives from government and elsewhere which are intended to improve the teaching and learning of their subject in this age range; this includes an appreciation of the KS1 curriculum for their subject and the implications of transfer between Key Stages and school settings
* A practical and relevant understanding of how pupils learn the subject and how this understanding can improve the quality of teaching
* An in-depth understanding of the role of assessment particularly in improving teaching and in identifying achievement together with an understanding of how it is enacted
* An in-depth understanding of the need to accommodate the learning of all pupils in an inclusive fashion and the implications of that understanding for teaching and learning
* An understanding of the broader role of their subject in relation to cross curricular aspects and wider school themes
* An understanding of the nature of the subjects which make up the KS2 curriculum and what is required to teach them in order to enact effective learning.
Learning Outcomes:
Students will be able to:
* Demonstrate that they are familiar with relevant syllabuses, curricular and initiatives in the teaching of their subject to 7-14 year old learners
* Show that they are aware of the learning of their subject which takes place in KS1 and the issues for transfer between Key Stages and settings
* demonstrate that they are able to ground their teaching on a clear understanding of current relevant theories of learning
* show that they understand how and why pupils are assessed
* appreciate the need to be sensitive to needs of all learners and be aware of a range of strategies to meet these needs
* be aware of the need to enhance pupils' learning in the core subjects, particularly numeracy and literacy skills, and the implications of these skills for learning across the curriculum
* be able to reflect upon their own learning as they develop as teachers and to be self critical and critical of the ideas and theories of others including the literature
* be aware of the place their subject in the school curriculum and how this is achieved through the work of a range of professionals in the school.
Skills:
Students will develop their skills in the following areas:
* They will improve their language and communication skills, particularly in relation to communicating their subject to young learners with interest and enthusiasm
* They will develop the necessary number and ICT skills required to teach ICT effectively
* They will develop their personal skills and qualities which enable them to work with others, relate to colleagues and to pupils.
* They will develop their understanding of they themselves learn and improve their own professional practice
* They will develop as autonomous learners, being able to identify and resolve personal and professional challenges themselves and through the support of other professional.
All the above skills are facilitated. In addition, ICT Skills sessions are offered to all students, based on an initial audit.
Content:
The unit will draw upon the learning which has taken place in SD H1-M and will develop the themes identified in it. Students will have the opportunity to:
* Study in depth relevant syllabuses and curricula and also learn about initiatives in the teaching of the their specialist subject at KS3 and the whole curriculum, including OFSTED and research evidence
* visit early years settings for typically three days where they will have the opportunity to observe teaching and learning at Foundation and KS1, observe the styles of teaching and learning adopted in and to reflect upon the issues concerning transfer of pupils from KS1 to KS2
* Consider the role of assessment for improving learning and also as a means of identifying achievement. They will relate assessment theory

ED30253: Education and professional studies 1 (EPS2H)

Credits: 9
Level: Honours
Academic Year
Assessment: CW100
Requisites:
Before taking this unit you must take ED30252 and in taking this unit you cannot take ED50254
Aims: The Education and Professional Studies (EPS) Programme unit is an essential component of training to become a teacher. Teachers are part of a large team dedicated not only to developing children's subject knowledge but also in their development as people. Students will acquire:
* understanding and knowledge that provides the foundation for their own professional development throughout their careers;
* understanding and knowledge that broadens their perspectives of education beyond a subject focus and to give some structured insights into the holistic nature of life in schools.
Learning Outcomes:
Students will:
* know about (and have worked within) the statutory frameworks relating to teachers' responsibilities
* have gained an enhanced awareness of key professional issues that face schools in an ever changing climate
* know how schools organise and manage the welfare of their pupils through involvement in pastoral systems
* know about the contribution that support staff and other professionals make to teaching and learning
* be able to demonstrate and promote positive values, attitudes and behaviour that are expected from pupils
* have contributed effectively to the corporate life of schools.
Skills:
The following skills will be facilitated.
* develop ICT skills to participate in on-line discussion and create an EPS e-portfolio
* personal skills in being able to relate to others and manage learners effectively
* communication skills, reading, writing, speaking and listening
* ability to work with others and in teams
* ability to understand how the student his/herself learns and develops as a teacher and ability to facilitate this learning as effective autonomous learners
* ability to identify the learning in others
* ability to regard all learners as having equal access to learning and be mindful that all should have the opportunity to succeed.
Content:
Students will engage in a number of topics which are the relevant to all teachers regardless of their specialisms within the school and are of current concern to all school teachers. Students will, through presentations and discussions:
* Appreciate the need to promote cross curricular skills such as numeracy, literacy and ICT. They will become aware of current strategies being employed in schools and the direction of government policy in this area
* Appreciate the importance of Citizenship education for all pupils in order to create responsible and active citizens of the future
* Become aware of the developments in post-16 curriculum and the emerging 14-19 curriculum [secondary students only]
* Become aware of current developments in inclusion and the need to ensure that all pupils achieve their potential regardless of their physical, intellectual, linguistic, social, cultural and emotional development
* Become aware of the Foundation Stage curriculum [middle years students only]
* Understand the importance of target setting for pupils based upon local and national norms.
During this unit, students will engage in e-learning discussions in forums drawn from the above topics. Their participation in these discussions will lead to evidence required for the portfolio required as part of the assessment of this unit.
The Educational Study is the main vehicle of assessment. During EPS1H students begin the study with a Pilot stage. During this unit, they develop the study, through work in schools, supported by work in the University to produce the final report.

ED30255: Practice of teaching 1 (PT1H)

Credits: 9
Level: Honours
Academic Year
Assessment: CW100
Requisites:
Aims: This unit is entirely school-based. It is intended to provide practical experience and an opportunity to reflect through the support and feedback of others in order that students lay the foundations of effective teaching as a basis to meeting well, the Standards for QTS.
Learning Outcomes:
Students will be able to demonstrate all of the following to at least 'Entry level' using descriptors identified by the Department of Education:
* high expectations of their pupils
* reflective practice informed by their practice through continuous evaluation
* effective professional relationships and responsibilities with pupils and fellow teachers
* transformation of their subject knowledge for learners in the appropriate age range
* effective and appropriate planning
* an appropriate repertoire of teaching strategies
* communication for learning
* monitoring of assessment and target setting for learning
* organisation of management of a safe learning environment
* equality of access to the curriculum
Skills:
The following skills will be facilitated:
* personal skills in being able to relate to others and manage learners effectively
* communication skills, reading, writing, speaking and listeing
* number and ICT skills as appropriate to their teaching subject(s)
* ability to work with others and in teams
* ability to understand how the student his/herself learns and develops as a teacher and ability to facilitate this learning as effective autonomous learners
* ability to identify the learning in others
* ability to regard all learners as having equal access to learning and be mindful that all should have the opportunity to succeed.
Content:
The unit consists of a block of teaching of at least six weeks (30 days). During this block, students will:
* observe other practitioners and work along side them
* take full responsibility for the teaching of pupils across a major component of the age range for which they have been designated (11-18 or 7-14), typically around 40% of the teaching week
* attend meetings and training sessions organised by the school to familiarise them with the work of the school and the role of the teacher
* attend regular meetings with a teacher designated as their mentor and also meet regularly with a senior teacher designated as their professional tutor.
Full responsibility will include planning, teaching and assessing the learning of the pupils. Students will also develop teaching and assessment materials as appropriate. They will keep a portfolio of evidence of the work they have done in school.
Students will be visited by a representative of the department:
* to monitor their progress and provide guidance and feedback to students on their teaching and also their pastoral needs,
* assess the students based on their observations of teaching, discussion with teachers in the school and scrutiny of their portfolio of evidence.
* Ensure that mentors and professional tutors are aware of their roles and provide guidance, support and training as appropriate.

ED30256: Practice of teaching 2 (PT2H)

Credits: 18
Level: Honours
Academic Year
Assessment: OT100
Requisites:
Before taking this unit you must take ED30255
Aims: This unit is entirely school-based. It is intended to provide practical experience and an opportunity to reflect through the support and feedback of others in order that students achieve effectively the Standards for QTS.
Learning Outcomes:
Students will be able to demonstrate all of the following at least 'Satisfactory level' using descriptors identified by the Department of Education:
* high expectations of their pupils
* reflective practice informed by their practice through continuous evaluation
* effective professional relationships and responsibilities with pupils and fellow teachers
* transformation of their subject knowledge for learners in the appropriate age range
* effective and appropriate planning
* an appropriate repertoire of teaching strategies
* communication for learning
* monitoring of assessment and target setting for learning
* organisation of management of a safe learning environment
* equality of access to the curriculum.
Skills:
The following skills will be facilitated:
* personal skills in being able to relate to others and manage learners effectively
* communication skills, reading, writing, speaking and listeing
* number and ICT skills as appropriate to their teaching subject(s)
* ability to work with others and in teams
* ability to understand how the student his/herself learns and develops as a teacher and ability to facilitate this learning as effective autonomous learners
* ability to identify the learning in others
* ability to regard all learners as having equal access to learning and be mindful that all should have the opportunity to succeed.
Content:
The unit consists of a block of teaching of at least thirteen weeks (65 days). During this block, students will:
* observe other practitioners and work along side them
* take full responsibility for the teaching of pupils across a major component of the age range for which they have been designated (11-18 or 7-14), typically above 50% but no greater than 70% of the teaching week
* attend meetings and training sessions organised by the school to familiarise them with the work of the school and the role of the teacher
* attend regular meetings with a teacher designated as their mentor and also meet regularly with a senior teacher designated as their professional tutor.
Full responsibility will include planning, teaching and assessing the learning of the pupils. Students will also develop teaching and assessment materials as appropriate. They will keep a portfolio of evidence of the work they have done in school. They will take responsibility for the planning and teaching of significant runs of lessons with a number of groups in order to develop the skills of long term planning. They will also contribute to formal assessment of learning such as National Curriculum Teacher Assessments and GCSE Coursework. They will also make use of, and with the help of a teacher, provide evidence for the formulation of children's individual learning plans where appropriate including work with pupils whose first language is not English.
Students will be visited by a representative of the department:
* to monitor their progress and provide guidance and feedback to students on their teaching and also their pastoral needs,
* assess the students based on their observations of teaching, discussion with teachers in the school and scrutiny of their portfolio of evidence.
* Ensure that mentors and professional tutors are aware of their roles and provide guidance, support and training as appropriate.

ED30271: Fitness philiosophies and practices

Credits: 6
Level: Honours
Semester: 2
Assessment: CW100
Requisites:
Before taking this unit you must take ED20152 and while taking this unit you must take ED30164
Aims: The aim of this unit is to develop students' competence in applying theoretical knowledge to the practices of fitness instruction within recreational settings. In addition, it aims to increase students' ability to critically evaluate the multiple meanings attached to various fitness practices through the analysis of previous research and through a practical research project within the industry.
Learning Outcomes:
In the completion of the unit, students should be able to:
* Critically evaluate the philosophical premise of commercial fitness practices;
* Demonstrate an ability to critically appraise knowledge on the impact of commercialism on the image of the fit body, fitness promotion and the fitness clientele/instructor/manager relationship;
* Analyse the meaning of current trends in the fitness industry based on research literature;
* Critically assess and evaluate research regarding the fitness industry practices;
* Take responsibility for planning and organising their own learning.
Skills:
* Analysis of research and reflection (F/A)
* Independent work (F)
* Qualitative research skills
* Written communication (A)
* Integrated, cross-disciplinary understanding of fitness (F/A)
Content:
Students will study:
* The premise of commercial fitness industry based on contemporary social theory
* Fitness philosophies and different fitness practices
* Cross-discipline research material pertaining fitness practices
* Conduct of field work and written analysis of the gathered data.

Postgraduate units:


ED50184: Independence for life

Credits: 15
Level: Masters
Modular: no specific semester
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: no specific semester
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: no specific semester
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: no specific semester
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: no specific semester
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.

ED50221: Subject didactics: English (SD2M - Sec)

Credits: 12
Level: Masters
Academic Year
Assessment: CW100
Requisites:
Before taking this unit you must take ED30219 and in taking this unit you cannot take ED30220
Aims: Students will acquire:
* An in-depth understanding of requirements of the various curricula relevant to teaching 11-18 pupils and the various initiatives from government and elsewhere which are intended to improve the teaching and learning of their subject in this age range; this includes an appreciation of the KS2 curriculum for their subject and the implications for secondary teachers of transfer from primary to secondary schools
* A practical and relevant understanding of how pupils learn their subject and how this understanding can improve the quality of teaching
* An in-depth understanding of the role of assessment particularly in improving teaching and in identifying achievement together with an understanding of how it is enacted
* An in-depth understanding of the need to accommodate the learning of all pupils in an inclusive fashion and the implications of that understanding for teaching and learning
* An understanding of the broader role of their subject in relation to cross curricular aspects and wider school themes
* The skills and knowledge necessary to carry out an enquiry which is both critical and evaluative of their own practice and which contributes to their own knowledge and the wider field of educational knowledge.
Learning Outcomes:
Students will be able to:
* Demonstrate that they are familiar with relevant syllabuses, curricular and initiatives in the teaching of their subject to 11-18 year old learners
* Show that they are aware of the learning in their subject which takes place in KS2 and the issues for transfer from KS2 to KS3
* demonstrate that they are able to ground their teaching on a clear understanding of current relevant theories of learning
* show that they understand how and why pupils are assessed
* appreciate the need to be sensitive to needs of all learners and be aware of a range of strategies to meet these needs
* be aware of the need to enhance pupils key skills (QCA) and the implications of key skills in the learning of their own subject
* be able to reflect upon their own learning as they develop as teachers and to be self critical and critical of the ideas and theories of others including the literature
* be aware of the place their subject in the secondary school curriculum and how this is achieved through the work of a range of professionals in the school
* be able to conduct an enquiry which is both valid and reliable and which contributes to both their own professional knowledge and the wider field of educational knowledge and theory.
* Be able to evaluate their own enquiries and reflections in relation to the wider field of educational knowledge and theory.
Skills:
Students will develop their skills in the following areas:
* They will improve their language and communication skills, particularly in relation to communicating their subject to young learners with interest and enthusiasm
* They will develop the necessary number and ICT skills required to teach ICT effectively
* They will develop their personal skills and qualities which enable them to work with others, relate to colleagues and to pupils.
* They will develop their understanding of they themselves learn and improve their own professional practice
* They will develop as autonomous learners, being able to identify and resolve personal and professional challenges themselves and through the support of other professional.
* They will develop the necessary skills to carry out an effective enquiry which will contribute towards their own knowledge and knowledge within the field of enquiry.
All the above skills are facilitated. In addition, ICT Skills sessions are offered to all students, based on an initial audit, and there will be specific seminars on enquiry methods appropriate for level M.
Content:
The unit will draw upon the learning which has taken place in IT H1 and will develop the themes identified in it. Students will have the opportunity to:
* Study in depth relevant syllabuses and curricula and als

ED50224: Subject didactics: Maths (SD2M - Sec)

Credits: 12
Level: Masters
Academic Year
Assessment: CW100
Requisites:
Before taking this unit you must take ED30222 and in taking this unit you cannot take ED30223
Aims: Students will acquire:
* An in-depth understanding of requirements of the various curricula relevant to teaching 11-18 pupils and the various initiatives from government and elsewhere which are intended to improve the teaching and learning of their subject in this age range; this includes an appreciation of the KS2 curriculum for their subject and the implications for secondary teachers of transfer from primary to secondary schools
* A practical and relevant understanding of how pupils learn their subject and how this understanding can improve the quality of teaching
* An in-depth understanding of the role of assessment particularly in improving teaching and in identifying achievement together with an understanding of how it is enacted
* An in-depth understanding of the need to accommodate the learning of all pupils in an inclusive fashion and the implications of that understanding for teaching and learning
* An understanding of the broader role of their subject in relation to cross curricular aspects and wider school themes
* The skills and knowledge necessary to carry out an enquiry which is both critical and evaluative of their own practice and which contributes to their own knowledge and the wider field of educational knowledge.
Learning Outcomes:
Students will be able to:
* Demonstrate that they are familiar with relevant syllabuses, curricular and initiatives in the teaching of their subject to 11-18 year old learners
* Show that they are aware of the learning in their subject which takes place in KS2 and the issues for transfer from KS2 to KS3
* demonstrate that they are able to ground their teaching on a clear understanding of current relevant theories of learning
* show that they understand how and why pupils are assessed
* appreciate the need to be sensitive to needs of all learners and be aware of a range of strategies to meet these needs
* be aware of the need to enhance pupils key skills (QCA) and the implications of key skills in the learning of their own subject
* be able to reflect upon their own learning as they develop as teachers and to be self critical and critical of the ideas and theories of others including the literature
* be aware of the place their subject in the secondary school curriculum and how this is achieved through the work of a range of professionals in the school
* be able to conduct an enquiry which is both valid and reliable and which contributes to both their own professional knowledge and the wider field of educational knowledge and theory.
* Be able to evaluate their own enquiries and reflections in relation to the wider field of educational knowledge and theory.
Skills:
Students will develop their skills in the following areas:
* They will improve their language and communication skills, particularly in relation to communicating their subject to young learners with interest and enthusiasm
* They will develop the necessary number and ICT skills required to teach ICT effectively
* They will develop their personal skills and qualities which enable them to work with others, relate to colleagues and to pupils.
* They will develop their understanding of they themselves learn and improve their own professional practice
* They will develop as autonomous learners, being able to identify and resolve personal and professional challenges themselves and through the support of other professional.
* They will develop the necessary skills to carry out an effective enquiry which will contribute towards their own knowledge and knowledge within the field of enquiry.
All the above skills are facilitated. In addition, ICT Skills sessions are offered to all students, based on an initial audit, and there will be specific seminars on enquiry methods appropriate for level M.
Content:
The unit will draw upon the learning which has taken place in IT H1 and will develop the themes identified in it. Students will have the opportunity to:
* Study in depth relevant syllabuses and curricula and als

ED50227: Subject didactics: Science (SD2M - Sec)

Credits: 12
Level: Masters
Academic Year
Assessment: CW100
Requisites:
Before taking this unit you must take ED30225 and in taking this unit you cannot take ED30226
Aims: Students will acquire:
* An in-depth understanding of requirements of the various curricula relevant to teaching 11-18 pupils and the various initiatives from government and elsewhere which are intended to improve the teaching and learning of their subject in this age range; this includes an appreciation of the KS2 curriculum for their subject and the implications for secondary teachers of transfer from primary to secondary schools
* A practical and relevant understanding of how pupils learn their subject and how this understanding can improve the quality of teaching
* An in-depth understanding of the role of assessment particularly in improving teaching and in identifying achievement together with an understanding of how it is enacted
* An in-depth understanding of the need to accommodate the learning of all pupils in an inclusive fashion and the implications of that understanding for teaching and learning
* An understanding of the broader role of their subject in relation to cross curricular aspects and wider school themes
* The skills and knowledge necessary to carry out an enquiry which is both critical and evaluative of their own practice and which contributes to their own knowledge and the wider field of educational knowledge.
Learning Outcomes:
Students will be able to:
* Demonstrate that they are familiar with relevant syllabuses, curricular and initiatives in the teaching of their subject to 11-18 year old learners
* Show that they are aware of the learning in their subject which takes place in KS2 and the issues for transfer from KS2 to KS3
* demonstrate that they are able to ground their teaching on a clear understanding of current relevant theories of learning
* show that they understand how and why pupils are assessed
* appreciate the need to be sensitive to needs of all learners and be aware of a range of strategies to meet these needs
* be aware of the need to enhance pupils key skills (QCA) and the implications of key skills in the learning of their own subject
* be able to reflect upon their own learning as they develop as teachers and to be self critical and critical of the ideas and theories of others including the literature
* be aware of the place their subject in the secondary school curriculum and how this is achieved through the work of a range of professionals in the school
* be able to conduct an enquiry which is both valid and reliable and which contributes to both their own professional knowledge and the wider field of educational knowledge and theory.
* Be able to evaluate their own enquiries and reflections in relation to the wider field of educational knowledge and theory.
Skills:
Students will develop their skills in the following areas:
* They will improve their language and communication skills, particularly in relation to communicating their subject to young learners with interest and enthusiasm
* They will develop the necessary number and ICT skills required to teach ICT effectively
* They will develop their personal skills and qualities which enable them to work with others, relate to colleagues and to pupils.
* They will develop their understanding of they themselves learn and improve their own professional practice
* They will develop as autonomous learners, being able to identify and resolve personal and professional challenges themselves and through the support of other professional.
* They will develop the necessary skills to carry out an effective enquiry which will contribute towards their own knowledge and knowledge within the field of enquiry.
All the above skills are facilitated. In addition, ICT Skills sessions are offered to all students, based on an initial audit, and there will be specific seminars on enquiry methods appropriate for level M.
Content:
The unit will draw upon the learning which has taken place in IT H1 and will develop the themes identified in it. Students will have the opportunity to:
* Study in depth relevant syllabuses and curricula and als

ED50230: Subject didactics: Geography (SD2M - Sec)

Credits: 12
Level: Masters
Academic Year
Assessment: CW100
Requisites:
Before taking this unit you must take ED30228 and in taking this unit you cannot take ED30229
Aims: Students will acquire:
* An in-depth understanding of requirements of the various curricula relevant to teaching 11-18 pupils and the various initiatives from government and elsewhere which are intended to improve the teaching and learning of their subject in this age range; this includes an appreciation of the KS2 curriculum for their subject and the implications for secondary teachers of transfer from primary to secondary schools
* A practical and relevant understanding of how pupils learn their subject and how this understanding can improve the quality of teaching
* An in-depth understanding of the role of assessment particularly in improving teaching and in identifying achievement together with an understanding of how it is enacted
* An in-depth understanding of the need to accommodate the learning of all pupils in an inclusive fashion and the implications of that understanding for teaching and learning
* An understanding of the broader role of their subject in relation to cross curricular aspects and wider school themes
* The skills and knowledge necessary to carry out an enquiry which is both critical and evaluative of their own practice and which contributes to their own knowledge and the wider field of educational knowledge.
Learning Outcomes:
Students will be able to:
* Demonstrate that they are familiar with relevant syllabuses, curricular and initiatives in the teaching of their subject to 11-18 year old learners
* Show that they are aware of the learning in their subject which takes place in KS2 and the issues for transfer from KS2 to KS3
* demonstrate that they are able to ground their teaching on a clear understanding of current relevant theories of learning
* show that they understand how and why pupils are assessed
* appreciate the need to be sensitive to needs of all learners and be aware of a range of strategies to meet these needs
* be aware of the need to enhance pupils key skills (QCA) and the implications of key skills in the learning of their own subject
* be able to reflect upon their own learning as they develop as teachers and to be self critical and critical of the ideas and theories of others including the literature
* be aware of the place their subject in the secondary school curriculum and how this is achieved through the work of a range of professionals in the school
* be able to conduct an enquiry which is both valid and reliable and which contributes to both their own professional knowledge and the wider field of educational knowledge and theory.
* Be able to evaluate their own enquiries and reflections in relation to the wider field of educational knowledge and theory.
Skills:
Students will develop their skills in the following areas:
* They will improve their language and communication skills, particularly in relation to communicating their subject to young learners with interest and enthusiasm
* They will develop the necessary number and ICT skills required to teach ICT effectively
* They will develop their personal skills and qualities which enable them to work with others, relate to colleagues and to pupils.
* They will develop their understanding of they themselves learn and improve their own professional practice
* They will develop as autonomous learners, being able to identify and resolve personal and professional challenges themselves and through the support of other professional.
* They will develop the necessary skills to carry out an effective enquiry which will contribute towards their own knowledge and knowledge within the field of enquiry.
All the above skills are facilitated. In addition, ICT Skills sessions are offered to all students, based on an initial audit, and there will be specific seminars on enquiry methods appropriate for level M.
Content:
The unit will draw upon the learning which has taken place in IT H1 and will develop the themes identified in it. Students will have the opportunity to:
* Study in depth relevant syllabuses and curricula and als

ED50233: Subject didactics: History (SD2M - Sec)

Credits: 12
Level: Masters
Academic Year
Assessment: CW100
Requisites:
Before taking this unit you must take ED30231 and in taking this unit you cannot take ED30232
Aims: Students will acquire:
* An in-depth understanding of requirements of the various curricula relevant to teaching 11-18 pupils and the various initiatives from government and elsewhere which are intended to improve the teaching and learning of their subject in this age range; this includes an appreciation of the KS2 curriculum for their subject and the implications for secondary teachers of transfer from primary to secondary schools
* A practical and relevant understanding of how pupils learn their subject and how this understanding can improve the quality of teaching
* An in-depth understanding of the role of assessment particularly in improving teaching and in identifying achievement together with an understanding of how it is enacted
* An in-depth understanding of the need to accommodate the learning of all pupils in an inclusive fashion and the implications of that understanding for teaching and learning
* An understanding of the broader role of their subject in relation to cross curricular aspects and wider school themes
* The skills and knowledge necessary to carry out an enquiry which is both critical and evaluative of their own practice and which contributes to their own knowledge and the wider field of educational knowledge.
Learning Outcomes:
Students will be able to:
* Demonstrate that they are familiar with relevant syllabuses, curricular and initiatives in the teaching of their subject to 11-18 year old learners
* Show that they are aware of the learning in their subject which takes place in KS2 and the issues for transfer from KS2 to KS3
* demonstrate that they are able to ground their teaching on a clear understanding of current relevant theories of learning
* show that they understand how and why pupils are assessed
* appreciate the need to be sensitive to needs of all learners and be aware of a range of strategies to meet these needs
* be aware of the need to enhance pupils key skills (QCA) and the implications of key skills in the learning of their own subject
* be able to reflect upon their own learning as they develop as teachers and to be self critical and critical of the ideas and theories of others including the literature
* be aware of the place their subject in the secondary school curriculum and how this is achieved through the work of a range of professionals in the school
* be able to conduct an enquiry which is both valid and reliable and which contributes to both their own professional knowledge and the wider field of educational knowledge and theory.
* Be able to evaluate their own enquiries and reflections in relation to the wider field of educational knowledge and theory.
Skills:
Students will develop their skills in the following areas:
* They will improve their language and communication skills, particularly in relation to communicating their subject to young learners with interest and enthusiasm
* They will develop the necessary number and ICT skills required to teach ICT effectively
* They will develop their personal skills and qualities which enable them to work with others, relate to colleagues and to pupils.
* They will develop their understanding of they themselves learn and improve their own professional practice
* They will develop as autonomous learners, being able to identify and resolve personal and professional challenges themselves and through the support of other professional.
* They will develop the necessary skills to carry out an effective enquiry which will contribute towards their own knowledge and knowledge within the field of enquiry.
All the above skills are facilitated. In addition, ICT Skills sessions are offered to all students, based on an initial audit, and there will be specific seminars on enquiry methods appropriate for level M.
Content:
The unit will draw upon the learning which has taken place in IT H1 and will develop the themes identified in it. Students will have the opportunity to:
* Study in depth relevant syllabuses and curricula and als

ED50236: Subject didactics: Information Technology (SD2M - Sec)

Credits: 12
Level: Masters
Academic Year
Assessment: CW100
Requisites:
Before taking this unit you must take ED30234 and in taking this unit you cannot take ED30235
Aims: Students will acquire:
* An in-depth understanding of requirements of the various curricula relevant to teaching 11-18 pupils and the various initiatives from government and elsewhere which are intended to improve the teaching and learning of their subject in this age range; this includes an appreciation of the KS2 curriculum for their subject and the implications for secondary teachers of transfer from primary to secondary schools
* A practical and relevant understanding of how pupils learn their subject and how this understanding can improve the quality of teaching
* An in-depth understanding of the role of assessment particularly in improving teaching and in identifying achievement together with an understanding of how it is enacted
* An in-depth understanding of the need to accommodate the learning of all pupils in an inclusive fashion and the implications of that understanding for teaching and learning
* An understanding of the broader role of their subject in relation to cross curricular aspects and wider school themes
* The skills and knowledge necessary to carry out an enquiry which is both critical and evaluative of their own practice and which contributes to their own knowledge and the wider field of educational knowledge.
Learning Outcomes:
Students will be able to:
* Demonstrate that they are familiar with relevant syllabuses, curricular and initiatives in the teaching of their subject to 11-18 year old learners
* Show that they are aware of the learning in their subject which takes place in KS2 and the issues for transfer from KS2 to KS3
* demonstrate that they are able to ground their teaching on a clear understanding of current relevant theories of learning
* show that they understand how and why pupils are assessed
* appreciate the need to be sensitive to needs of all learners and be aware of a range of strategies to meet these needs
* be aware of the need to enhance pupils key skills (QCA) and the implications of key skills in the learning of their own subject
* be able to reflect upon their own learning as they develop as teachers and to be self critical and critical of the ideas and theories of others including the literature
* be aware of the place their subject in the secondary school curriculum and how this is achieved through the work of a range of professionals in the school
* be able to conduct an enquiry which is both valid and reliable and which contributes to both their own professional knowledge and the wider field of educational knowledge and theory.
* Be able to evaluate their own enquiries and reflections in relation to the wider field of educational knowledge and theory.
Skills:
Students will develop their skills in the following areas:
* They will improve their language and communication skills, particularly in relation to communicating their subject to young learners with interest and enthusiasm
* They will develop the necessary number and ICT skills required to teach ICT effectively
* They will develop their personal skills and qualities which enable them to work with others, relate to colleagues and to pupils.
* They will develop their understanding of they themselves learn and improve their own professional practice
* They will develop as autonomous learners, being able to identify and resolve personal and professional challenges themselves and through the support of other professional.
* They will develop the necessary skills to carry out an effective enquiry which will contribute towards their own knowledge and knowledge within the field of enquiry.
All the above skills are facilitated. In addition, ICT Skills sessions are offered to all students, based on an initial audit, and there will be specific seminars on enquiry methods appropriate for level M.
Content:
The unit will draw upon the learning which has taken place in IT H1 and will develop the themes identified in it. Students will have the opportunity to:
* Study in depth relevant syllabuses and curricula and als

ED50239: Subject didactics: Modern Foreign Languages (SD2M - Sec)

Credits: 12
Level: Masters
Academic Year
Assessment: CW100
Requisites:
Before taking this unit you must take ED30237 and in taking this unit you cannot take ED30238
Aims: Students will acquire:
* An in-depth understanding of requirements of the various curricula relevant to teaching 11-18 pupils and the various initiatives from government and elsewhere which are intended to improve the teaching and learning of their subject in this age range; this includes an appreciation of the KS2 curriculum for their subject and the implications for secondary teachers of transfer from primary to secondary schools
* A practical and relevant understanding of how pupils learn their subject and how this understanding can improve the quality of teaching
* An in-depth understanding of the role of assessment particularly in improving teaching and in identifying achievement together with an understanding of how it is enacted
* An in-depth understanding of the need to accommodate the learning of all pupils in an inclusive fashion and the implications of that understanding for teaching and learning
* An understanding of the broader role of their subject in relation to cross curricular aspects and wider school themes
* The skills and knowledge necessary to carry out an enquiry which is both critical and evaluative of their own practice and which contributes to their own knowledge and the wider field of educational knowledge.
Learning Outcomes:
Students will be able to:
* Demonstrate that they are familiar with relevant syllabuses, curricular and initiatives in the teaching of their subject to 11-18 year old learners
* Show that they are aware of the learning in their subject which takes place in KS2 and the issues for transfer from KS2 to KS3
* demonstrate that they are able to ground their teaching on a clear understanding of current relevant theories of learning
* show that they understand how and why pupils are assessed
* appreciate the need to be sensitive to needs of all learners and be aware of a range of strategies to meet these needs
* be aware of the need to enhance pupils key skills (QCA) and the implications of key skills in the learning of their own subject
* be able to reflect upon their own learning as they develop as teachers and to be self critical and critical of the ideas and theories of others including the literature
* be aware of the place their subject in the secondary school curriculum and how this is achieved through the work of a range of professionals in the school
* be able to conduct an enquiry which is both valid and reliable and which contributes to both their own professional knowledge and the wider field of educational knowledge and theory.
* Be able to evaluate their own enquiries and reflections in relation to the wider field of educational knowledge and theory.
Skills:
Students will develop their skills in the following areas:
* They will improve their language and communication skills, particularly in relation to communicating their subject to young learners with interest and enthusiasm
* They will develop the necessary number and ICT skills required to teach ICT effectively
* They will develop their personal skills and qualities which enable them to work with others, relate to colleagues and to pupils.
* They will develop their understanding of they themselves learn and improve their own professional practice
* They will develop as autonomous learners, being able to identify and resolve personal and professional challenges themselves and through the support of other professional.
* They will develop the necessary skills to carry out an effective enquiry which will contribute towards their own knowledge and knowledge within the field of enquiry.
All the above skills are facilitated. In addition, ICT Skills sessions are offered to all students, based on an initial audit, and there will be specific seminars on enquiry methods appropriate for level M.
Content:
The unit will draw upon the learning which has taken place in IT H1 and will develop the themes identified in it. Students will have the opportunity to:
* Study in depth relevant syllabuses and curricula and als

ED50242: Subject didactics: Physical Education (SD2M - Sec)

Credits: 12
Level: Masters
Academic Year
Assessment: CW100
Requisites:
Before taking this unit you must take ED30240 and in taking this unit you cannot take ED30241
Aims: Students will acquire:
* An in-depth understanding of requirements of the various curricula relevant to teaching 11-18 pupils and the various initiatives from government and elsewhere which are intended to improve the teaching and learning of their subject in this age range; this includes an appreciation of the KS2 curriculum for their subject and the implications for secondary teachers of transfer from primary to secondary schools
* A practical and relevant understanding of how pupils learn their subject and how this understanding can improve the quality of teaching
* An in-depth understanding of the role of assessment particularly in improving teaching and in identifying achievement together with an understanding of how it is enacted
* An in-depth understanding of the need to accommodate the learning of all pupils in an inclusive fashion and the implications of that understanding for teaching and learning
* An understanding of the broader role of their subject in relation to cross curricular aspects and wider school themes
* The skills and knowledge necessary to carry out an enquiry which is both critical and evaluative of their own practice and which contributes to their own knowledge and the wider field of educational knowledge.
Learning Outcomes:
Students will be able to:
* Demonstrate that they are familiar with relevant syllabuses, curricular and initiatives in the teaching of their subject to 11-18 year old learners
* Show that they are aware of the learning in their subject which takes place in KS2 and the issues for transfer from KS2 to KS3
* demonstrate that they are able to ground their teaching on a clear understanding of current relevant theories of learning
* show that they understand how and why pupils are assessed
* appreciate the need to be sensitive to needs of all learners and be aware of a range of strategies to meet these needs
* be aware of the need to enhance pupils key skills (QCA) and the implications of key skills in the learning of their own subject
* be able to reflect upon their own learning as they develop as teachers and to be self critical and critical of the ideas and theories of others including the literature
* be aware of the place their subject in the secondary school curriculum and how this is achieved through the work of a range of professionals in the school
* be able to conduct an enquiry which is both valid and reliable and which contributes to both their own professional knowledge and the wider field of educational knowledge and theory.
* Be able to evaluate their own enquiries and reflections in relation to the wider field of educational knowledge and theory.
Skills:
Students will develop their skills in the following areas:
* They will improve their language and communication skills, particularly in relation to communicating their subject to young learners with interest and enthusiasm
* They will develop the necessary number and ICT skills required to teach ICT effectively
* They will develop their personal skills and qualities which enable them to work with others, relate to colleagues and to pupils.
* They will develop their understanding of they themselves learn and improve their own professional practice
* They will develop as autonomous learners, being able to identify and resolve personal and professional challenges themselves and through the support of other professional.
* They will develop the necessary skills to carry out an effective enquiry which will contribute towards their own knowledge and knowledge within the field of enquiry.
All the above skills are facilitated. In addition, ICT Skills sessions are offered to all students, based on an initial audit, and there will be specific seminars on enquiry methods appropriate for level M.
Content:
The unit will draw upon the learning which has taken place in IT H1 and will develop the themes identified in it. Students will have the opportunity to:
* Study in depth relevant syllabuses and curricula and als

ED50245: Subject didactics: English (SD2M - MY)

Credits: 12
Level: Masters
Academic Year
Assessment: CW100
Requisites:
Before taking this unit you must take ED30243 and in taking this unit you cannot take ED30244
Aims: Students will acquire:
* An in-depth understanding of requirements of the various curricula relevant to teaching 7-14 pupils and the various initiatives from government and elsewhere which are intended to improve the teaching and learning of their subject in this age range; this includes an appreciation of the KS1 curriculum for their subject and the implications of transfer between Key Stages and school settings
* A practical and relevant understanding of how pupils learn the subject and how this understanding can improve the quality of teaching
* An in-depth understanding of the role of assessment particularly in improving teaching and in identifying achievement together with an understanding of how it is enacted
* An in-depth understanding of the need to accommodate the learning of all pupils in an inclusive fashion and the implications of that understanding for teaching and learning
* An understanding of the broader role of their subject in relation to cross curricular aspects and wider school themes
* An understanding of the nature of the subjects which make up the KS2 curriculum and what is required to teach them in order to enact effective learning. The skills and knowledge necessary to carry out an enquiry which is both critical and evaluative of their own practice and which contributes to their own knowledge and the wider field of educational knowledge.
Learning Outcomes:
Students will be able to:
* Demonstrate that they are familiar with relevant syllabuses, curricular and initiatives in the teaching of their subject to 7-14 year old learners
* Show that they are aware of the learning of their subject which takes place in KS1 and the issues for transfer between Key Stages and settings
* demonstrate that they are able to ground their teaching on a clear understanding of current relevant theories of learning
* show that they understand how and why pupils are assessed
* appreciate the need to be sensitive to needs of all learners and be aware of a range of strategies to meet these needs
* be aware of the need to enhance pupils' learning in the core subjects, particularly numeracy and literacy skills, and the implications of these skills for learning across the curriculum
* be able to reflect upon their own learning as they develop as teachers and to be self critical and critical of the ideas and theories of others including the literature
* be aware of the place their subject in the school curriculum and how this is achieved through the work of a range of professionals in the school
* be able to conduct an enquiry which is both valid and reliable and which contributes to both their own professional knowledge and the wider field of educational knowledge and theory.
* Be able to evaluate their own enquiries and reflections in relation to the wider field of educational knowledge and theory.
Skills:
Students will develop their skills in the following areas:
* They will improve their language and communication skills, particularly in relation to communicating their subject to young learners with interest and enthusiasm
* They will develop the necessary number and ICT skills required to teach ICT effectively
* They will develop their personal skills and qualities which enable them to work with others, relate to colleagues and to pupils.
* They will develop their understanding of they themselves learn and improve their own professional practice
* They will develop as autonomous learners, being able to identify and resolve personal and professional challenges themselves and through the support of other professional.
* They will develop the necessary skills to carry out an effective enquiry which will contribute towards their own knowledge and knowledge within the field of enquiry.
All the above skills are facilitated. In addition, ICT Skills sessions are offered to all students, based on an initial audit, and there will be specific seminars on enquiry methods appropriate for level M.
Content:
The unit will

ED50248: Subject didactics: Mathematics (SD2M - MY)

Credits: 12
Level: Masters
Academic Year
Assessment: CW100
Requisites:
Before taking this unit you must take ED30246 and in taking this unit you cannot take ED30247
Aims: Students will acquire:
* An in-depth understanding of requirements of the various curricula relevant to teaching 7-14 pupils and the various initiatives from government and elsewhere which are intended to improve the teaching and learning of their subject in this age range; this includes an appreciation of the KS1 curriculum for their subject and the implications of transfer between Key Stages and school settings
* A practical and relevant understanding of how pupils learn the subject and how this understanding can improve the quality of teaching
* An in-depth understanding of the role of assessment particularly in improving teaching and in identifying achievement together with an understanding of how it is enacted
* An in-depth understanding of the need to accommodate the learning of all pupils in an inclusive fashion and the implications of that understanding for teaching and learning
* An understanding of the broader role of their subject in relation to cross curricular aspects and wider school themes
* An understanding of the nature of the subjects which make up the KS2 curriculum and what is required to teach them in order to enact effective learning. The skills and knowledge necessary to carry out an enquiry which is both critical and evaluative of their own practice and which contributes to their own knowledge and the wider field of educational knowledge.
Learning Outcomes:
Students will be able to:
* Demonstrate that they are familiar with relevant syllabuses, curricular and initiatives in the teaching of their subject to 7-14 year old learners
* Show that they are aware of the learning of their subject which takes place in KS1 and the issues for transfer between Key Stages and settings
* demonstrate that they are able to ground their teaching on a clear understanding of current relevant theories of learning
* show that they understand how and why pupils are assessed
* appreciate the need to be sensitive to needs of all learners and be aware of a range of strategies to meet these needs
* be aware of the need to enhance pupils' learning in the core subjects, particularly numeracy and literacy skills, and the implications of these skills for learning across the curriculum
* be able to reflect upon their own learning as they develop as teachers and to be self critical and critical of the ideas and theories of others including the literature
* be aware of the place their subject in the school curriculum and how this is achieved through the work of a range of professionals in the school
* be able to conduct an enquiry which is both valid and reliable and which contributes to both their own professional knowledge and the wider field of educational knowledge and theory.
* Be able to evaluate their own enquiries and reflections in relation to the wider field of educational knowledge and theory.
Skills:
Students will develop their skills in the following areas:
* They will improve their language and communication skills, particularly in relation to communicating their subject to young learners with interest and enthusiasm
* They will develop the necessary number and ICT skills required to teach ICT effectively
* They will develop their personal skills and qualities which enable them to work with others, relate to colleagues and to pupils.
* They will develop their understanding of they themselves learn and improve their own professional practice
* They will develop as autonomous learners, being able to identify and resolve personal and professional challenges themselves and through the support of other professional.
* They will develop the necessary skills to carry out an effective enquiry which will contribute towards their own knowledge and knowledge within the field of enquiry.
All the above skills are facilitated. In addition, ICT Skills sessions are offered to all students, based on an initial audit, and there will be specific seminars on enquiry methods appropriate for level M.
Content:
The unit will

ED50251: Subject didactics: Science (SD2M - MY)

Credits: 12
Level: Masters
Academic Year
Assessment: CW100
Requisites:
Before taking this unit you must take ED30249 and in taking this unit you cannot take ED30250
Aims: Students will acquire:
* An in-depth understanding of requirements of the various curricula relevant to teaching 7-14 pupils and the various initiatives from government and elsewhere which are intended to improve the teaching and learning of their subject in this age range; this includes an appreciation of the KS1 curriculum for their subject and the implications of transfer between Key Stages and school settings
* A practical and relevant understanding of how pupils learn the subject and how this understanding can improve the quality of teaching
* An in-depth understanding of the role of assessment particularly in improving teaching and in identifying achievement together with an understanding of how it is enacted
* An in-depth understanding of the need to accommodate the learning of all pupils in an inclusive fashion and the implications of that understanding for teaching and learning
* An understanding of the broader role of their subject in relation to cross curricular aspects and wider school themes
* An understanding of the nature of the subjects which make up the KS2 curriculum and what is required to teach them in order to enact effective learning. The skills and knowledge necessary to carry out an enquiry which is both critical and evaluative of their own practice and which contributes to their own knowledge and the wider field of educational knowledge.
Learning Outcomes:
Students will be able to:
* Demonstrate that they are familiar with relevant syllabuses, curricular and initiatives in the teaching of their subject to 7-14 year old learners
* Show that they are aware of the learning of their subject which takes place in KS1 and the issues for transfer between Key Stages and settings
* demonstrate that they are able to ground their teaching on a clear understanding of current relevant theories of learning
* show that they understand how and why pupils are assessed
* appreciate the need to be sensitive to needs of all learners and be aware of a range of strategies to meet these needs
* be aware of the need to enhance pupils' learning in the core subjects, particularly numeracy and literacy skills, and the implications of these skills for learning across the curriculum
* be able to reflect upon their own learning as they develop as teachers and to be self critical and critical of the ideas and theories of others including the literature
* be aware of the place their subject in the school curriculum and how this is achieved through the work of a range of professionals in the school
* be able to conduct an enquiry which is both valid and reliable and which contributes to both their own professional knowledge and the wider field of educational knowledge and theory.
* Be able to evaluate their own enquiries and reflections in relation to the wider field of educational knowledge and theory.
Skills:
Students will develop their skills in the following areas:
* They will improve their language and communication skills, particularly in relation to communicating their subject to young learners with interest and enthusiasm
* They will develop the necessary number and ICT skills required to teach ICT effectively
* They will develop their personal skills and qualities which enable them to work with others, relate to colleagues and to pupils.
* They will develop their understanding of they themselves learn and improve their own professional practice
* They will develop as autonomous learners, being able to identify and resolve personal and professional challenges themselves and through the support of other professional.
* They will develop the necessary skills to carry out an effective enquiry which will contribute towards their own knowledge and knowledge within the field of enquiry.
All the above skills are facilitated. In addition, ICT Skills sessions are offered to all students, based on an initial audit, and there will be specific seminars on enquiry methods appropriate for level M.
Content:
The unit will

ED50254: Education and professional studies 1 (EPS2M)

Credits: 12
Level: Masters
Academic Year
Assessment: CW100
Requisites:
Before taking this unit you must take ED30252
Aims: The Education and Professional Studies (EPS) Programme unit is an essential component of training to become a teacher. Teachers are part of a large team dedicated not only to developing children's subject knowledge but also in their development as people. Students will acquire:
* understanding and knowledge that provides the foundation for their own professional development throughout their careers;
* understanding and knowledge that broadens their perspectives of education beyond a subject focus and to give some structured insights into the holistic nature of life in schools;
* the knowledge and skills necessary to carry out an enquiry which is both critical and evaluative of their own practice and which contributes to their own knowledge and the wider field of educational knowledge.
Learning Outcomes:
Students will:
* know about (and have worked within) the statutory frameworks relating to teachers' responsibilities
* have gained an enhanced awareness of key professional issues that face schools in an ever changing climate
* know how schools organise and manage the welfare of their pupils through involvement in pastoral systems
* know about the contribution that support staff and other professionals make to teaching and learning
* be able to demonstrate and promote positive values, attitudes and behaviour that are expected from pupils
* have contributed effectively to the corporate life of schools
* be able to conduct an enquiry which is both valid and reliable and which contributes to both their own professional knowledge and the wider field of educational knowledge and theory
* be able to evaluate their own enquiries and reflections in relation to the wider field of educational knowledge and theory.
Skills:
The following skills will be facilitated:
* develop ICT skills to participate in on-line discussion and create an EPS e-portfolio
* personal skills in being able to relate to others and manage learners effectively
* communication skills, reading, writing, speaking and listening
* ability to work with others and in teams
* ability to understand how the student his/herself learns and develops as a teacher and ability to facilitate this learning as effective autonomous learners
* ability to identify the learning in others
* ability to regard all learners as having equal access to learning and be mindful that all should have the opportunity to succeed
* develop the necessary skills to carry out an effective enquiry which will contribute towards their own knowledge and knowledge within the field of enquiry.
Content:
Students will engage in a number of topics which are the relevant to all teachers regardless of their specialisms within the school and are of current concern to all school teachers. Students will, through presentations and discussions:
* Appreciate the need to promote cross curricular skills such as numeracy, literacy and ICT. They will become aware of current strategies being employed in schools and the direction of government policy in this area
* Appreciate the importance of Citizenship education for all pupils in order to create responsible and active citizens of the future
* Become aware of the developments in post-16 curriculum and the emerging 14-19 curriculum [secondary students only]
* Become aware of current developments in inclusion and the need to ensure that all pupils achieve their potential regardless of their physical, intellectual, linguistic, social, cultural and emotional development
* Become aware of the Foundation Stage curriculum [middle years students only]
* Understand the importance of target setting for pupils based upon local and national norms.
During this unit, students will engage in e-learning discussions in forums drawn from the above topics. Their participation in these discussions will lead to evidence required for the portfolio required as part of the assessment of this unit.
The Educational Study is the main vehicle of assessment. During EP

ED50257: School leadership (SL M)

Credits: 9
Level: Masters
Academic Year
Assessment: CW100
Requisites:
Aims: The School Leadership (FT) Programme unit is a key component in the training of students on the DfES Fast Track Training Programme. Students will acquire:
* understanding and knowledge that broadens their perspectives of education beyond a subject focus and gives structured insights into aspects of leadership in schools;
* understanding and knowledge that provides the foundation for their own professional development throughout their careers;
* the knowledge and skills necessary to carry out an enquiry into an aspect of school leadership within their placement school which contributes to their own knowledge and that of other colleagues within the school
* opportunities to demonstrate and develop their skills against the Fast Track Training Programme's Values and Competencies.
Learning Outcomes:
Students will:
* have gained an enhanced awareness of key professional and leadership issues that face schools in an ever changing climate
* have explored issues and strategies which promote and facilitate leadership in the classroom
* have considered the role of subject or aspect leaders (middle managers) within a school
* have studied a range of aspects of whole school leadership and liaised with senior managers in schools
* be aware of the role of the governing body and outside agencies in the leadership of schools
* be able to build and contribute to effective working relationships with individuals, within and across teams
* have demonstrated and promoted positive values and attitudes in all aspects of their professional life
* have demonstrated a commitment to working with children and a passion for learning and education
* have set high standards for themselves and ensured the delivery of quality results
* have contributed effectively to the corporate life of schools
* be able to conduct an enquiry which is both valid and reliable and which contributes to both their own professional knowledge and the wider field of educational knowledge and theory
* be able to evaluate their own enquiries and reflections in relation to the wider field of educational knowledge and theory.
Skills:
The following skills will be facilitated:
* develop ICT skills to participate in on-line discussion and create an e-portfolio relating to Fast Track values and competencies
* personal skills in being able to relate to others and show leadership skills in the classroom and beyond
* integrity and fairness
* analysis and problem-solving and conceptual thinking
* effective communication skills to a variety of audiences
* skills in developing and enabling others
* building and contributing to effective working relationships with individuals, within and across teams, and in challenging circumstances
* identifying appropriate personal development goals
* the necessary skills to carry out an effective enquiry which will contribute towards their own knowledge and knowledge within the field of enquiry.
Content:
The unit comprises a series of lectures, seminars and tutorials addressing the themes described above. There will also be a complementary school-based programme of meetings, activities and tasks run by the Professional Tutor in each placement school in which the above issues will be contextualised. The Assignment is central to the student's learning. They will receive input and support into the development and completion of the final assignment. Through additional sessions students will learn how to carry out enquiries which contribute to their own professional knowledge and also the wider field of educational knowledge and theory. They will also learn to evaluate educational knowledge and theory drawn from a variety of sources including literature and their own professional practice and enquiry; as a means of continuous improvement of their professional practice. Assessment will be based upon criteria made available to students at the start of the unit.

ED50289: Research methods in education (MRes)

Credits: 6
Level: Masters
Semester: 1
Assessment: CW100
Requisites:
In taking this unit you cannot take ED50102
Aims: The aims of this unit are to:
* Examine critically the specific nature of research and enquiry in education, and its relationship to enquiry in other social science disciplines;
* Examine the theories and forms of explanation used in educational research; and the types of knowledge generated in educational research.
* Address the major ways of designing and conducting research studies to address a range of issues and problems in education;
* Consider the relationship between research, policy and practice in education;
Learning Outcomes:
Completion of this unit, and associated course-work, should enable students to:
* understand the relationship between different kinds of knowledge and forms of explanation in educational research; how new knowledge in education is generated and the relationship between research and professional knowledge in education;
* understand key concepts in educational research (e.g, objectivity, subjectivity reflexivity) and how they inform research studies;
* be able to access, evaluate and review critically relevant research literature;
* be familiar with the major paradigms within which educational research is conducted; and understand how they relate to research in other social science disciplines;
* identify appropriate topics for enquiry and formulate research questions;
* be familiar with, and understand how to apply, a range of research strategies and designs appropriate to educational problems (e.g. survey, experiments, case study, ethnographic approaches, biographical/narrative approaches).
* understand ethical considerations, such as the connection between researcher and researched in educational settings;
Skills:
* Application of a critical understanding of issues in educational research by evaluating examples of published research (T/A).
* Evaluating the claims of research and theoretical knowledge (T/F/A)
* Problem analysis, research and critical reflection/evaluation (T/F/A)
* Independent work and self-directed learning (F)
* Group and team work (F)
* Individual and group presentation skills (F)
* Written communication (A)
* Develop skill in communicating research to different audiences (T/F)
Content:
* Purposes for research in education.
* Major forms and traditions of research in education and their methodological implications (e.g. research on educational policy; educational settings; pedagogy; pupil learning and achievement).
* Critical literature review; and interpretation of research findings and claims to knowledge.
* Key concepts in educational research (e.g. objectivity, subjectivity and reflexivity); their application in the conduct of a research study.
* Identification of researchable problems in education and formulation of research questions.
* The logic of research designs and strategies on educational topics.

 

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