Undergraduate Course: Educational Studies 2b: Inclusion and Citizenship in the 21st Century (EDUA08098)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 8 (Year 2 Undergraduate) |
Availability | Available to all students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | This 20-credit course examines the role of the teacher as a professional with responsibility for supporting diverse learners in the classroom as well as preparing these learners to socialise, work and live in a complex and diverse world. The course explores historical and philosophical approaches to individual needs, building on the concepts of child development covered in Education 2a and assists in preparing students for future school placements where relevant. Discussion is explored, contextualised and framed in a social model approach that recognises individual needs and responses to these from personal, cultural and structural levels. This is then applied within an educational context in alignment with the Scottish Curriculum for Excellence. During the course, students will spend time on placement in a range of settings to gain experience of interactions between schools and various agencies aimed at supporting pupils and families and enhancing the educational experiences of learners in different environments including rural areas across Scotland. Students discuss the responsibility of teachers in relation to legislation and policy that promotes inclusion, equality and children's rights and considers multi-agency approaches and partnerships in supporting pupils learning in different environments. Students then build on this knowledge to consider future inclusive schools in the context of globalisation, sustainability and social justice as developed through Educational Studies 1a. A key part of the course is to critically consider the contribution of research to educational policy development as well as the influence of practice on shaping the research and educational policy agenda through, for example, critical discourse analysis. |
| Course description |
The course is divided into three blocks:
Block 1: Additional Support Needs and Inclusion
The course begins with an introduction to historical and societal perceptions of human differences as a means to understanding current practices and the development of additional support needs as a social construction. To deliver effective inclusive education requires teachers to develop productive relationships with other professionals, parents, community organisations, businesses and others and an aspect of this block is to critically consider the principles of collaborative working, as well as to examine the opportunities and barriers for the development of such working.
Block 2: Education policy formulation: opportunities and limitations
This block provides students with an opportunity to explore an education policy document in the area of additional support needs. The course enables students to consider the place of research in shaping such documents, for example how the curriculum is structured and National Priorities are developed and implemented with specific reference to pupils with additional support needs and current legislation. Students will develop their skills in document analysis as a qualitative research method by examining the place and function of documents in qualitative research, the relevance of documents to research topic, possibilities and limitations.
Block 3: Education for the Future
This block looks at the purposes of schooling and asks who is it for? What purposes does it serve? Who makes decisions and why? Students are asked to consider (where relevant) the differences they can make as teachers/educators in shaping education for the future. Some students will have had relatively little direct experience in schools and the purpose of this Block is to enable them to consider a possible future for schools, teachers and learners into the 21st century in order to prepare them as critical and reflexive professionals (in schools and other settings) of the future. There is a particular focus on issues of globalisation and sustainability and aspects of social justice and inclusion introduced within Education 1 and Education 2. Students will engage with a range of relevant key concepts such as education within a digital age, the impact of social technologies on teaching, citizenship, interdependence, conflict resolution, human rights, evolving populations, sustainable development and meeting the needs of an increasingly diverse pupil cohort.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | Prior to beginning this course, students may require to apply to join (and cover the cost of joining) the 'Protecting Vulnerable Groups (PVG) Scheme'. Advice on how to do this can be obtained by contacting the Moray House School of Education Student Support Office. This process can take several weeks and should be completed prior to the start of the course. |
Information for Visiting Students
| Pre-requisites | In addition to membership of the PVG scheme, visiting students may also require to provide a 'Certificate of Good Conduct' and/ or a character reference from the relevant authorities in their own country. Please contact Moray House School of Education Student Support Office for further details. |
| High Demand Course? |
Yes |
Course Delivery Information
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| Academic year 2017/18, Available to all students (SV1)
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Quota: 0 |
| Course Start |
Semester 2 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
196 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
There are two assessed activities.
Assessed Activity 1: 2000 word individual written assignment (60% of course mark)
Students conduct a critical analysis of one document (e.g. historical report, research report, policy document) relating to issues of individual need and educational inclusion. They are asked to consider the document in terms authenticity, credibility, representativeness, meaning and applicability. Students will be offered two educational research reports and two education policies from which they should select one on which to focus their assignment. Students will need to draw from their learning about document analysis as a research method.
Assessed Activity 2: Group Presentation (20% of course mark) Individual reflection on group presentation (20% of course mark)
Students are assigned to a group. Each group is asked to identify the features of a future school with reference to globalisation and sustainability. In the final week of Block 3, group presentations will draw together learning from the course to design a school for the future. The presentation should take into account the types of teaching and learning methods that might best support the diversity of learners who might be present in such a future school. Students are encouraged to use a range of media technology in presenting their designs. Following this, each student also submits an individual 500-word summary of the key issues they have taken from the presentation and a summary of the readings they have personally undertaken to inform their contribution to the presentation.
Students need to achieve a 40% pass on both assessed activities to pass the course. In the case of assessed activity 2 the requirement is for an aggregate mark of 40%: compensation between the two elements within the activity is allowed.
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| Feedback |
Discussion during workshops provides students with an opportunity to receive informal oral feedback from tutors and peers on their understanding of ideas presented in lectures and within their reading.
Prior to the group presentation task, groups are asked to notify tutors of proposed topics, to allow for informal formative comments at an early stage.
Feedback from the tutor and peers is provided on group presentations to assist in the final individual written submissions.
Students receive written summative comments for both assessment tasks. |
| No Exam Information |
Learning Outcomes
By the end of this course, and at a level appropriate to a 2nd year undergraduate, students will be able to:
* Plan appropriate support for pupils with additional needs within a social model context
* Demonstrate an understanding of the purpose of educational research and its contribution as well as limitations to the formulation of education policy
* Demonstrate basic skills in documentary analysis as a qualitative research method
* Demonstrate an awareness of the impact of globalisation, new technologies and increasing population movements/dynamics/diversities on education policy and practice
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Reading List
Arshad, R., Wrigley, T. & Pratt, L. (Eds) (2012) Social Justice Re-Examined: dilemmas and solutions for the classroom teacher. Stoke-on-Trent, Trentham.
Oliver, M. (1990) The Politics of Disablement. Basingstoke, Macmillan.
Scott, D. (2000) Reading Educational Research and Policy. Abingdon, Open University Press.
Thomas, G. (2009) How to Do Your Research Project. London, Sage.
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Additional Information
| Graduate Attributes and Skills |
On completion of the course students will be able to demonstrate:
¿ A discerning understanding of theories of social justice, inclusion and citizenship.
¿ Knowledge of professional skills and practices in relation to inclusion and citizenship within education.
¿ Critical analysis, evaluation and/or synthesis of ideas, concepts, information and issues within educational policy.
¿ Skills associated with conveying complex information, analysis and argument through group presentation and written work.
¿ In workplace settings an ability to co-operate with others and to acquire an understanding of current professional practice. |
| Special Arrangements |
Prior to beginning this course, students must apply to join (and cover the cost of joining) the 'Protecting Vulnerable Groups (PVG) Scheme'. Advice on how to do this can be obtained by contacting the Moray House School of Education Student Support Office. Students on the MA in Primary Education with... and the MA Physical Education programmes should already hold PVG Scheme membership. However, students who are unsure about whether they do hold the relevant PVG Scheme membership should check with the Student Support Office prior to beginning the course. Bear in mind that the PVG Scheme membership can take several weeks to arrange.
For students who have never been resident in the UK; and students who are normally resident outside the UK, but who have been living in the UK during the 12 month period immediately prior to the course start date:
Prior to beginning this course you must apply to join the PVG Scheme (information above).
In addition to joining the PVG Scheme, you are asked to obtain (and cover the cost of obtaining) one of the following:
1. A ¿Certificate of Good Conduct¿ from the relevant authorities or a letter from the police authority in your own country confirming that you have no criminal record. This information is available if you live in any of the following countries:
Argentina, Australia, Austria, Belgium, Bermuda, Brazil, Canada, China, Colombia, Costa Rica, Denmark, Finland, France, Germany, Ghana, Greece, India, Italy, Ivory Coast, Jamaica, Japan, Lebanon, Luxembourg, Malaysia, Malta, Morocco, Netherlands, New Zealand, Norway, Peru, Philippines, Poland, Portugal, Romania, Singapore, South Africa, Spain, Sweden, Switzerland, Syria, Trinidad & Tobago, Tunisia, Turkey, Uganda, USA, Zambia.
2. If you are not resident in any of the above countries and you are unable to obtain this information, you are asked to provide a further written character reference. This reference should be provided on letter-headed paper by a professional person (e.g. employer, doctor, teacher etc) who is not related to you and whom you have known for at least the last two years. The referee should not be the same as your UCAS/UTT referee. The purpose of this additional reference is to confirm the referee has known you for a period of two years and can vouch for your good conduct and character. In addition you must complete and return a Self-Declaration Certificate, which is available from the School of Education Student Support Office.
Student who do not have PVG Scheme membership and (where required) suitable Overseas Certificates/reference (as detailed above), may be unable to take this course. |
| Keywords | Not entered |
Contacts
| Course organiser | Dr Dimitra Tsakalou
Tel: (0)131 651 6410
Email: |
Course secretary | Mrs Lyndsey Black
Tel: (0131 6)51 4191
Email: |
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