MA in Education: Module Descriptor
2016 -17
Introduction to Module Listings
In this handbook, the MA in Education modules for 2016-17 have been categorised into Core (compulsory) and Option modules.
Core Modules
There are three core (compulsory) modules that form part of the MA in Education programme. You will find
an index listing the three module names followed by individual module descriptors.
Option Module Blocks:
To give you a quick overview we have provided a summary table of all the option modules on offer for
2016-17 with timings and modes on page 6. This is followed by three separate option module indexes
which correspond to each of three option blocks: Curriculum Specialisms and Phases, Designing and
Assessing Learning, or Education and Society. You will find a list of module names for each block,
followed by the individual module descriptors. To complete your MA you are required to select two
option modules and each must be from a different option block.
Curriculum Specialisms and Phases
If you need to complete the MA by distance learning, you will need to focus on those that are offered
online. This MA is flexible so that if you are able to travel to London to attend lectures at the Institute, you
may wish to focus on modules which are taught face-to-face, or a combination of both. Every effort is
made to ensure that the information provided in this handbook is accurate at the time of publishing.
However, the Institute of Education reserves the right at all times to withdraw or alter modules in line with
the Programme Specification and Regulations. Please note that the availability of modules is subject to
a minimum recruitment threshold.
Designing and Assessing Learning
If you have any queries about any of the information in this handbook or suggestions on how it can be
improved, please email the Programme Administrator: conchi.vera-valderrama@ucl.ac.uk
Education and Society
1
Core Module Index
What is Education?
Understanding Research
Dissertation
2
Core Module Descriptors
MODULE TITLE
MODULE CODES
MODE(S) of delivery
What is Education?
Summer: LCEDG285C (mixed mode) LCEDG282C (on-line)
Autumn term face-to-face: LCEDG281A or on-line: LCEDG282A
UoLIP Module code: EDM010
Summer: Mixed mode or On-line / Autumn: face-to-face or on-line
TERM(S)
DAY/TIME
Summer term (July- September); Autumn term (4th October – 13th December)
Summer term: July to September: on-line plus two week intensive lecture programme 25th July – 5th
August 2016, 10.00am - 4pm
Autumn term: 4th October – 13th December: Tuesday 5:30 – 8:30 pm
MODULE START/FINISH DATES
Summer term: 4th July – 28th August 2016. The two week intensive lecture programme will take place
from 25th July – 5th Augut 2016
Autumn term: October – December: Tuesday, 5:30 – 8:30 pm
MODULE TUTOR
MODULE ADMINISTRATOR
SPECIAL ENTRY
REQUIREMENTS
MODULE DESCRIPTON
Dr Fiona Rodger / Jo Pearce
Conchi Vera-Valderrama conchi.vera-valderrama@ucl.ac.uk
N/A
ASSESSMENT
CORE or OPTION Module
NUMBER OF CREDITS
MODULE EXCLUSIONS
CORE TEXT
5000 word coursework assignment
CORE
30 credits
N/A
N/A
This module will introduce students to the main ideas, concepts and theories that underpin education
and this programme of study. It will explore the study of education in an international context,
reflecting on readings and theoretical ideas, as well as relating them to personal experience and
contexts. It will also explore what is meant by scholarship in the study of education and the
expectations of working at Masters level. The two-week residential in July in London or the 10 week
sessions in the Autumn term, will comprise daily keynote lectures from experts in their field of
education, supported by group seminars. For the distance learning version, students will be able to
participate via synchronous and asynchronous on-line activities. There will also be special sessions
with a specific focus on support for academic writing.
3
MODULE TITLE
MODULE CODE
MODE(S) of delivery
TERM(S)
DAY/TIME
MODULE START/FINISH DATES
MODULE TUTOR
MODULE ADMINISTRATOR
SPECIAL ENTRY
REQUIREMENTS
MODULE DESCRIPTON
ASSESSMENT
CORE or OPTION Module
NUMBER OF CREDITS
MODULE EXCLUSIONS
CORE TEXT
Understanding Research
Autumn term face-to-face: CPASG601A Autumn term on-line: CPASG602A
Spring term face-to-face: CPASG601B
Spring term on-line: CPASG602B
UoLIP Module Code: EDM020
The module will be offered in the following modes:
- 11 week face-to-face
- 11 week fully online (including induction)
Autumn (3rd October – 12th December) - face-to-face and on-line
Spring (9th January – 20th March) – face-to-face and online
Monday 5:30 – 8:30 pm
Autumn (3rd October – 12th December) - face-to-face and on-line
Spring (9th January – 20th March) – face-to-face and online
Jeff Bezemer
Conchi-Vera-Valderrama conchi.vera-valderrama@ucl.ac.uk
The module aims to provide participants with a grounding in educational and social research. The
module will provide students the opportunity to
• explore the politics and purposes of different types of research;
• investigate the range of theories of knowledge which underpin different approaches to research;
• critically reflect on ethical issues for research and their own identity as a researcher;
• become familiar with a range of research concepts and methods for data collection and analysis;
• read and critique research within their own and other disciplines.
The following series of topics/ areas will be considered: aims and purposes of research; approaches
and paradigms; research designs; research questions and hypotheses; choosing data collection
methods; what constitutes data?; data analysis; judging the quality of research; synthesis and use of
research. Throughout the module ethical issues and the identity and role of the researcher will be
considered.
This module is assessed by 5000‐word coursework assignment.
Core
30
N/A
4
MODULE TITLE
MODULE CODE
MODE(S) of delivery
TERM(S)
DAY/TIME
MODULE START/FINISH DATES
MODULE TUTOR
MODULE ADMINISTRATOR
SPECIAL ENTRY
REQUIREMENTS
MODULE DESCRIPTON
Dissertation
Autumn term: LCEDG292A Spring term: LCEDG292B
UoLIP Module Code: EDM800
Online
Autumn Term (October – December), Spring Term (January – March),
N/A
Will depend on when the student starts. Students will need a minimum of two terms’ study.
Students will be allocated a Personal Tutor
Conchi Vera-Valderrama conchi.vera-valderrama@ucl.ac.uk
N/A
The dissertation is a key part of the MA in Education programme. The dissertation is an independent
enquiry, guided with the support of a personal tutor. The topic/area of research will be agreed
between the student and person tutor. It is likely to include an element of empirical data collection or
fieldwork. The online tuition will comprise five stages: a dissertation proposal; review of relevant
literature; research methodology including design, methods and ethics; execution and analysis of
fieldwork/research; examination and submission.
ASSESSMENT
This module is assessed by a 20,000-word written dissertation. There is only one submission deadline
on 1st October each year.
CORE or OPTION Module
NUMBER OF CREDITS
MODULE EXCLUSIONS
CORE TEXT
Back to Core Module Index
CORE
60 credits
Normally taken as the last module of the programme.
N/A
5
Education and Society
Designing and
Assessing Learning
Curriculum Specialisms and
Phases
Summary Table of Option Modules 2016-17
Autumn (October to December)
Spring (January – March)
Summer (April – June)
Distance Learning Modules
 Leading the Geography Curriculum

Effective Learning in History
Distance Learning Modules

Communicating Geography in Education

Critical Perspectives on Learning and Teaching

Curriculum Policy and Practice

Digital Technologies for Mathematical Learning

Music Technology in Education

Religion and School Life
Distance Learning Modules

Curriculum Policy and Practice

Issues of Concern in Education
Study in London

Contemporary Art and Artists in Education

Contemporary Issues in English Education

Early Childhood Education

Foundations of Science Education

Learning and Teaching in Art and Design

Understanding Mathematics Education
Study in London

Shakespeare in Education
Study in London

Assessment for Learning

Contemporary Issues and Debates in Primary Education

Mathematics for Teachers
Distance Learning Modules

Principles and Practices in Development Education
Distance Learning Modules

Assessment: Issues and Practice
Distance Learning Modules

Technology and Education Beyond the Classroom
Study in London

Assessment: Issues and Practice

Fundamentals of Second and Foreign Language
Teaching

Guiding Effective Learning and Teaching
Study in London

Learning and Teaching with Technologies

Materials Development for Language Teaching
Study in London

Philosophy of Education: Knowledge, Mind and
Understanding
Distance Learning Modules

Debates in the History of Education

Education and International Development: concepts
theories and issues (Oct – March)
Distance Learning Modules

Gender, Education and Development (Jan-April)

Planning for Education and Development (Jan – June)

Sociology of Education
Distance Learning Modules

Education and Development in Asia
Study in London

Education and Technology: Key Issues and Debates

Education and Development in Asia

Economic Perspectives of Education Policy

Gender, Education and Development

Leading and Managing Change and Improvement

Philosophy of Education: Values, Aims and Society

Planning for Education and Development

Sociology of Education

Social Policy: Theory, Practice and Research
Study in London

Education and International Development: concepts
theories and issues

Educational Traditions and Systems in Europe

English in Diverse World Contexts

Gender, sexuality and Education

Language Teacher Identity and Development

Learners, Learning and Teaching in the Context of
Education for All

Perspectives on Adult Literacy, Language and
Numeracy

Planning for Education and Development (Jan-March)

Rights and Education

Second Language Acquisition
Distance Learning or Study in London

Professionalism and expertise: Theories and
Perspectives
6
Study in London

Education in Muslim Communities

Education and International Development: concepts
theories and issues (intensive)

Gender, Education and Development (intensive, AprilMay)

Leadership in Early Childhood Education

Education, Ethics and Imagination in a Globalising World
Option Block Index: Curriculum Specialisms and Phases
A
Assessment for Learning
C
Communicating Geography in Education
Contemporary Art and Artists in Education
Contemporary Issues and Debates in Primary Education
Contemporary Issues in English Education
Critical Perspectives on Learning and Teaching
Curriculum Policy and Practice
D
Digital Techonologies for Mathematical Learning
E
Early Childhood Education
Effective Learning in History
F
Foundations of Science Education
I
Issues of Concern in Education
L
Leading the Geography Curriculum
Learning and Teaching in Art and Design
M
Mathematics for Teachers
Music Technology in Education
R
Religion and School Life
S
Shakespeare in Education
U
Understanding Mathematics Education
7
MODULE TITLE
Assessment for Learning
MODULE CODE
OPTION BLOCK
UCL IoE Module Code: CPASG321C
UoLIP Module Code: EDM470
Curriculum Specialisms and Phases
MODE(S) of delivery
Face to Face
TERM(S)
Summer (26th April – 28th June)
DAY/TIME
Tuesdays 5.30 – 8.00pm and two Saturdays, 12 noon to 5pm
Assessment for learning (sometimes known as formative assessment) has become an education
‘buzzword’ around the world, sometimes even being incorporated into education policy making. But
meanings associated with the term have varied widely, as have claims concerning its effectiveness. This
module aims to explore the concept of assessment for learning; posing questions like ‘what is
assessment?’ and ‘what is learning?’ and ‘how can assessment support learning?’ in order to expose a
range of possible answers. Although we will explore different approaches to implementing, practicing,
and facilitating assessment for learning, the goal is not to equip you with the ‘tricks of the trade’ but to
help you to be able to think deeply and critically about the fundamental principles involved.
MODULE DESCRIPTION
ASSESSMENT
Assessment will be by article review (1,000 words) and by coursework (4,000 words).
SPECIAL ENTRY
REQUIREMENTS
CORE TEXT
N/A
CREDITS
30
MODULE LEADER
Robert Gratton
Cari Caldwell c.caldwell@ucl.ac.uk
MODULE ADMINISTRATOR
MODULE EXCLUSIONS
N/A
Cannot be taken with any other modules from the same Option Block. Should be studied after the Core
Module: What is Education?
Back to the Summary Table of Option Modules 2016/17
8
MODULE TITLE
MODULE CODE
OPTION BLOCK
MODE(S) of delivery
TERM(S)
DAY/TIME
MODULE DESCRIPTION
Communicating Geography in Education
UCL IoE Module Code: CPASG532B (on-line)
UoLIP Module Code: EDM120
Curriculum Specialisms and Phases
Online
Spring
N/A
This module takes the view that Geography is a resource with educational potential. We look at
current (and past) debates in Geography and ask what value this has for the school student. In this
module, you will have engaged with current debates in academic Geography and will have
considered what importance this has for the Geography taught in the classroom.
ASSESSMENT
This module is assessed by a 5000-word article on an aspect of geography and how it relates to
education.
SPECIAL ENTRY REQUIREMENTS
N/A
Cresswell, T. (2013) Geographic Thought: A Critical Introduction. Oxford: Wiley-Blackwell. (From £15)
CORE TEXT
This is a contemporary text that describes geography’s origins and more recent trends in the
academic discipline.
CREDITS
30
MODULE LEADER
Mary Fargher
MODULE ADMINISTRATOR
Donald Newholm d.newholm@ucl.ac.uk
MODULE EXCLUSIONS
Cannot be taken with any other modules from the same Option Block. Should be studied after the
Core Module: What is Education?
Back to the Summary Table of Option Modules 2016/17
9
MODULE TITLE
MODULE CODE
OPTION BLOCK
MODE(S) of delivery
TERM(S)
DAY/TIME
Contemporary Art and Artists in Education
UCL IoE Module Code: CCMEG061A
UoLIP Module Code: EDM040
Curriculum Specialisms and Phases
Face to Face
Autumn (October - December)
4 x Thursday evenings, 5.30-8.30, and 3 x whole day sessions during the October half term
MODULE DESCRIPTION
This module offers you the opportunity to examine the significance of contemporary art and artists for
education. Through a series of visual presentations, tutorials, seminars, workshops and gallery visits,
you will investigate artists' engagement with contested spaces. This will entail a discussion of:
definitions, education in contemporary art galleries, the role of residencies, contemporary art and its
audiences and current exhibitions. Methodologically you are introduced to discourse analysis and
invited to consider its potential for research in the field.
ASSESSMENT
SPECIAL ENTRY
REQUIREMENTS
CORE TEXT
CREDITS
MODULE LEADER
MODULE ADMINISTRATOR
MODULE EXCLUSIONS
Assessment takes the form of a 5,000 word assignment.
N/A
N/A
30
Dr Claire Robins and Lesley Burgess
Josephine Borradaile: j.borradaile@ucl.ac.uk
Cannot be taken with any other modules from the same Option Block. Should be studied after the
Core Module: What is Education?
Back to the Summary Table of Option Modules 2016/17
10
MODULE TITLE
MODULE CODE
OPTION BLOCK
MODE(S) of delivery
TERM(S)
DAY/TIME
MODULE DESCRIPTION
ASSESSMENT
SPECIAL ENTRY
REQUIREMENTS
CORE TEXT
CREDITS
MODULE LEADER
MODULE ADMINISTRATOR
MODULE EXCLUSIONS
Contemporary Issues and Debates in Primary Education
UCL IoE Module Code: EYPEG251C
UoLIP Module Code: EDM180
Curriculum Specialisms and Phases
Face to Face only
Summer (April - June)
Face to Face: 5 Wednesday evenings, 5.30 - 8.30pm and 1 Saturday 10.00am – 4.30pm (dates to be
confirmed)
This module aims to challenge and enhance participants' knowledge and understanding of national
and international issues central to primary education. The curriculum and its management as well as
the impact of the learning environment on children’s progress will be considered. Participants will
develop an understanding of the socio-political and situational factors that have influenced current
debates and trends in primary education and will be encouraged to reflect upon the implications for
their further professional practice. Sessions will examine policy development and initiatives in primary
education in the UK and internationally related for example to: professional identity and the role of the
teacher, inclusion, equity and achievement, assessment and standards, cross-cultural perspectives
on pedagogy, extended schools. Implications for teaching and learning in the primary sector will be
considered. Participants will be encouraged to reflect upon and share their experiences of primary
settings both in and outside the UK and to develop an awareness of recent research and
developments within schools and communities.
This module is assessed by 4500-word essay.
Experience or interest in Primary Education
N/A
30
Dr Phil Jones
Alison Finlay alison.finlay@ucl.ac.uk
Cannot be taken with any other modules from the same Option Block. Should be studied after the
Core Module: What is Education?
Back to the Summary Table of Option Modules 2016/17
11
MODULE TITLE
MODULE CODE
OPTION BLOCK
MODE(S) of delivery
TERM(S)
DAY/TIME
MODULE DESCRIPTION
ASSESSMENT
SPECIAL ENTRY
REQUIREMENTS
CORE TEXT
CREDITS
MODULE LEADER
MODULE ADMINISTRATOR
MODULE EXCLUSIONS
Contemporary Issues in English Education
UCL IoE Module Code: CCMEG141A
UoLIP Module Code: EDM100
Curriculum Specialisms and Phases
Face-to-Face
Autumn (October - December)
Wednesdays, 5.30 – 8.00pm
This module takes a theoretical and critical approach to five issues in contemporary English
education, including; issues of gender, identity and diversity; the literary canon and the teaching of
literature; multimodality and new literacies; the teaching of writing (including the teaching or not of
‘grammar’); culture outside the classroom (culture, texts, social practices) and how it relates to
English learning and teaching in the classroom.
This module is assessed by 5000-word essay.
A minimum of one year’s full-time (or equivalent) English language teaching experience.
N/A
30
Anne Turvey
Akua Afriyie: a.afriyie@ucl.ac.uk
Cannot be taken with any other modules from the same Option Block. Should be studied after the
Core Module: What is Education?
Back to the Summary Table of Option Modules 2016/17
12
MODULE TITLE
MODULE CODE
OPTION BLOCK
MODE(S) of delivery
TERM(S)
DAY/TIME
MODULE DESCRIPTION
Critical Perspectives on Learning and Teaching
UCL IoE Module Code: CPASG472B
UoLIP Module Code: EDM590
Curriculum Specialisms and Phases
Online
Spring (January - March)
N/A
With some core questions: What happens in learning environments? Why? and, What are the
implications for teaching and learning? This module investigates learning environments as sites of
(not) teaching and (not) learning. Participants in the module will focus on the ways in which theories
of teaching and learning, social interaction, identity and education shape how practitioners and
researchers understand what takes place in educational settings.
Students will:
• critically examine contemporary teaching and learning practices: their historical and cultural roots,
their underlying assumptions, and their educational advantages and problems;
• engage with multiple methods and theoretical perspectives for investigating classroom practice;
and
• conduct inquiry, engaging with reflection, into their own or another’s teaching or
learning context.
ASSESSMENT
Assessment is by two, 1000-word critical reviews of research and a 5000-word essay.
SPECIAL ENTRY
REQUIREMENTS
CORE TEXT
CREDITS
MODULE LEADER
MODULE ADMINISTRATOR
MODULE EXCLUSIONS
Some experience in a teaching and learning environment would be useful but is not mandatory
N/A
30
Fiona Rodger
Conchi Vera-Valderrama: conchi.vera-valderrama@ucl.ac.uk
Cannot be taken with any other modules from the same Option Block. Should be studied after the
Core Module: What is Education?
Back to the Summary Table of Option Modules 2016/17
13
MODULE TITLE
MODULE CODE
OPTION BLOCK
MODE(S) of delivery
TERM(S)
DAY/TIME
MODULE DESCRIPTION
ASSESSMENT
SPECIAL ENTRY
REQUIREMENTS
CORE TEXT
CREDITS
MODULE LEADER
MODULE ADMINISTRATOR
MODULE EXCLUSIONS
Curriculum Policy and Practice
UCL IoE Module Code: CPASG442B (Spring) and CPASG442C (Summer)
UoLIP Module Code: EDM580
Curriculum Specialisms and Phases
Online
Spring (January - March) and Summer (April – June)
N/A
Through online synchronous seminars, and asynchronous presentations the module aims to provide
participants with new analytical and critical skills with regard to their curricular interests and
responsibilities, in particular: an improved ability to 'read' curriculum materials, practices and policies
in the light of the theoretical principles and ideological perspectives that inform them; an enhanced
appreciation of the philosophical roots of issues in curriculum design and development; a better
understanding of design and development strategies; and a capacity for deeper reflection on their
own experience of curriculum. Since curriculum design is concerned with decisions about the
knowledge to be taught, we spend time exploring different conceptions of knowledge. The course
aims to deepen participants’ understanding of the different approaches to Curriculum, linking these to
relevant policy and always relating back to students’ own professional practice where possible. It also
explores the underlying theoretical concepts in the field. Its basis is to reject the idea that the
curriculum is something to be delivered, but instead to promote the development of teachers as
curriculum thinkers. Themes include: Background to study of curriculum, The role of knowledge, The
hidden and extended curricula, Socio-historical perspectives on the curriculum, The relationship
between childhood, schooling and curriculum, The role of ethnicity, class and gender in curriculum,
Progressive schooling and curriculum reform, Conceptions of rural and urban curricula.
This module is assessed by 3000-word essay and a 5-minute podcast equivalent to 1000 words.
N/A
N/A
30
Dr Sandra Leaton Gray
Conchi Vera-Valderrama: conchi.vera-valderrama@ucl.ac.uk
Cannot be taken with any other modules from the same Option Block. Should be studied after the
Core Module: What is Education?
Back to the Summary Table of Option Modules 2016/17
14
MODULE TITLE
MODULE CODE
OPTION BLOCK
MODE(S) of delivery
TERM(S)
DAY/TIME
MODULE DESCRIPTION
ASSESSMENT
SPECIAL ENTRY
REQUIREMENTS
CORE TEXT
CREDITS
MODULE LEADER
MODULE ADMINISTRATOR
Digital Technologies for Mathematical Learning
UCL IoE Module Code: CPASG671B
UoLIP Module Code: EDM135
Curriculum, Specialism and Phases
On-line with two optional face-to-face sessions
Spring
Two optional face-to-face sessions on Saturdays
This is an online module, with two optional face-to-face contact based sessions. Throughout the
course, you will be given opportunities to familiarise yourself with a wide range of digital tools and
resources (graph plotters, dynamic geometry environments, statistical software, fully interactive online
packages).
You will be encouraged and supported to critically appraise research to reflect on the implications of
using digital technologies for learning and teaching of mathematics in the areas of generalising,
expressing, visualising and modelling.
You will study in a flexible way that works for you, guided by a set weekly timetable. Over the ten
week module you will follow three cycles of reading relevant research, task design and trials, followed
by critical evaluation of the technology-enhanced learning experiences of maths and science.
A single essay (5,000 words), which will comprise the design and evaluation of a
sequence of mathematical activities that exploits the possibilities of digital
technologies. For this piece of work, students can extend one of the three themed
activity tasks, or focus on a new area of learning.
This piece of work will document either or both:
a) your personal development of a mathematical idea or topic based on your
exploration of digital technology; and
b) Your experiences designing and trialling the teaching and learning of a
mathematical idea or topic that exploits digital technology.
None – we do expect some experience related to teaching mathematics or using mathematics in
teaching another subject
N/A
30
Dr Cosette Crisan and Dr Eirini Geraniou
Donald Newholm d.newholm@ucl.ac.uk
15
MODULE EXCLUSIONS
Cannot be taken with any other modules from the same Option Block. Should be studied after the
Core Module: What is Education?
16
MODULE TITLE
MODULE CODE
OPTION BLOCK
MODE(S) of delivery
TERM(S)
DAY/TIME
MODULE DESCRIPTION
ASSESSMENT
SPECIAL ENTRY
REQUIREMENTS
CORE TEXT
CREDITS
MODULE LEADER
MODULE ADMINISTRATOR
MODULE EXCLUSIONS
Early Childhood Education
UCL IoE Module Code: EYPEG081A
UoLIP Module Code: EDM080
Curriculum Specialisms and Phases
Face to Face
Autumn (October - December)
Mondays, 5.30 - 7.30pm
This module covers key issues in the education and care of children under eight and focuses
particularly on the provision made in early childhood settings for children from birth to five (the current
English Early Years Foundation Stage). It is of interest both to those concerned with early childhood
provision in the UK and to those with experience of other, international, contexts. Key themes include:
the role of play in creative problem solving in early learning, and the types of curriculum and
pedagogy that support successful outcomes for children; personal, social and emotional development
including the development of a gendered and racialised identity; the development of communication
skills; and inclusive practice, including the role of assessment in children's early learning. All sessions
draw on recent research and emphasise the ways that this may inform policy and practice.
This module is assessed by 5000-word essay.
N/A
N/A
30
Dr Guy Roberts-Holmes
Please e-mail: fatiha.miah@ucl.ac.uk
Cannot be taken with any other modules from the same Option Block. Should be studied after the
Core Module: What is Education?
Back to the Summary Table of Option Modules 2016/17
17
MODULE TITLE
MODULE CODE
OPTION BLOCK
MODE(S) of delivery
TERM(S)
DAY/TIME
MODULE DESCRIPTION
Effective Learning in History
UCL IoE Module Code: Online: CPASG282A ; Mixed mode: CPASG285A
UoLIP Module Code: EDM145
Curriculum, Specialism and Phases
Online or mixed mode (most of the teaching is online but there are three Saturday seminars which
can be face to face or virtual).
Autumn
Online for most of the course
Three Saturday seminars (dates to be confirmed).
Usually there is one in October/November, one in December and one in January.
The seminars last from 10.30-3.30 but can be attended asynchronously and online as well as face to
face and synchronously.
This module focuses on how we can build effective learning in history through scholarship and
pedagogic design. There are three key foci: 1. The conceptual challenges of learning history; 2. How
we can make history accessible and challenging for all age groups; and 3. How history teachers can
enhance their practice by engaging with the professional community of history teachers and also with
academic history and historians.
The assignment focuses on addressing a practical pedagogic challenge (e.g. designing teaching
around a particular historical context). It is typically an action research project (although this is not a
requirement).
The module is suitable for both primary and secondary history teachers.
The module can be taken by students who are teachers or by students who are looking at a context
outside the classroom (e.g. pedagogy at an historical site).
ASSESSMENT
SPECIAL ENTRY
REQUIREMENTS
CORE TEXT
CREDITS
MODULE LEADER
MODULE ADMINISTRATOR
This module is assessed by 5000-word essay.
2.2 in History or related discipline (e.g. Archaeology). Relevant pedagogic experience.
N/A
30
Dr Arthur Chapman
Akua Afriyie a.afriyie@ucl.ac.uk
18
MODULE EXCLUSIONS
Cannot be taken with any other modules from the same Option Block. Should be studied after the
Core Module: What is Education?
19
MODULE TITLE
Foundations of Science Education
MODULE CODE
UCL IoE Module Code: CPASG975A
UoLIP Module Code: EDM200
Curriculum Specialisms and Phases
OPTION BLOCK
MODE(S) of delivery
TERM(S)
DAY/TIME
MODULE DESCRIPTION
Mixed mode (on-line and face-to-face)
Autumn (October - December)
Thursdays, 5.30 – 8.30pm (7 sessions face-to-face and 3 sessions on-line)
This module covers foundational topics essential for understanding and developing research in science
education, with the aim of providing a perspective on practice. It draws on a range of relevant research
and professional literature. Particular attention is given to the fluent use of concepts and theories
related to the teaching and learning of science illuminating the thinking underpinning the aims,
perspectives and construction of science curricula, learning theories, pedagogy and language in
science education, philosophical aspects of science education, within national and international
contexts. Through a mixed mode approach of online and face-to-face teaching and learning,
participants learn to write critical reviews of academic and professional articles in science education as
well as developing theoretical frameworks from which to analyse their own practice. The module is
suitable for participants involved in science teaching in primary, secondary or tertiary education and for
science educators in other fields such as museum education. The module will be taught with some face
to face and online sessions.
ASSESSMENT
Assessment is through the equivalent of a 5000 word essay
SPECIAL ENTRY
REQUIREMENTS
CORE TEXT
N/A
CREDITS
30
MODULE LEADER
Dr. Paul Davies
Please e-mail: Donald Newholm d.newholm@ucl.ac.uk
MODULE ADMINISTRATOR
N/A
MODULE EXCLUSIONS
Cannot be taken with any other modules from the same Option Block. Should be studied after the Core
Module: What is Education?
Back to the Summary Table of Option Modules 2016/17
20
MODULE TITLE
Issues of Concern in Education
MODULE CODE
OPTION BLOCK
UCL IoE Module Code: CPASG542C
UoLIP Module Code: EDM130
Curriculum, Specialism and Phases
MODE(S) of delivery
Online
TERM(S)
Summer (April– June)
N/A
DAY/TIME (face-to-face only)
MODULE DESCRIPTION
ASSESSMENT
This module explores what becomes an issue of concern in education. Focussing primarily (but
not exclusively on secondary geography, maths, science and business education) the module
considers how topics become issues of concern, the range of viewpoints held about them and
what educators can do about them. Topics covered reflect the “issues” of the day but also
include curriculum pressures and reform, changing trends in pedagogy and other key
influences on education including those at the global scale.
This module is assessed by 5000-word essay.
SPECIAL ENTRY
REQUIREMENTS
N/A
CORE TEXT
N/A
CREDITS
30 credits
MODULE LEADER
Mary Fargher
Donald Newholm d.newholm@ucl.ac.uk
MODULE ADMINISTRATOR
MODULE EXCLUSIONS
Cannot be taken with any other modules from the same Option Block. Should be studied after the
Core Module: What is Education?
Back to the Summary Table of Option Modules 2016/17
21
MODULE TITLE
Leading the Geography Curriculum
MODULE CODE
OPTION BLOCK
UCL IoE Module Code: CPASG572A
UoLIP Module Code: EDM770
Curriculum Specialisms and Phases
MODE(S) of delivery
On-line
TERM(S)
Autumn (Oct-Dec)
DAY/TIME (face-to-face only)
MODULE DESCRIPTION
ASSESSMENT
This module takes a specific emphasis on curriculum leadership. It aims to engage students in deep,
critical thought about curriculum development practice therefore, with a view to improving the quality
of the geography curriculum experience for young people. Thus, it is a practitioner-focused and
research-focused module which requires participants to share their experiences and understanding
with each other, as well as reflecting on theoretical ideas.
Reflecting a move within schools to see teachers as curriculum leaders, the module asks students to
critically engage with the idea of subject leadership, and to question what this means in relation to
how curriculum is written, read and enacted.
This module aims to engage students in:
•
Deep critical thought about curriculum development practice with a view to improving the
quality of the geography curriculum experience for young people.
•
Richer theoretical understanding of curriculum development in geographical education
•
Integration of theoretical knowledge and understanding with their own experiences and
practices in schools and education.
Through their active participation in this module students will:
•
Understand that teaching geography is more than just a technical problem but requires
teachers to engage with moral and political complexities.
•
Develop knowledge and understanding of geography curriculum theory and practice
•
Explain and defend the choices they make in their local curriculum making
•
Understand the role that young people play in the construction of the curriculum and reflect this
in their planning
•
Understand that the context (both local and national) impacts on curriculum design
•
Contribute to broader debates and consultations about national curriculum frameworks.
•
Take a critical perspective on what is meant by subject leadership, and how this relates to a
teacher’s responsibility towards the curriculum and how it is experienced by students.
The module is assessed via a 5000 word essay related to leading the geography curriculum through
their local research-informed curriculum-making
22
SPECIAL ENTRY
REQUIREMENTS
CORE TEXT
N/A
CREDITS
30
MODULE LEADER
David Mitchell david.mitchell.14@ucl.ac.uk
Donald Newholm d.newholm@ucl.ac.uk
MODULE ADMINISTRATOR
MODULE EXCLUSIONS
Cannot be taken with any other modules from the same Option Block. Should be studied after the
Core Module: What is Education?
Back to the Summary Table of Option Modules 2016/17
23
MODULE TITLE
Learning and Teaching in Art and Design
MODULE CODE
OPTION BLOCK
UCL IoE Module Code: CCMEG051A
UoLIP Module Code: EDM030
Curriculum Specialisms and Phases
MODE(S) of delivery
Face to Face
TERM(S)
Autumn (Oct-Dec)
DAY/TIME (face-to-face only)
3 x Tuesday evenings, 5.30-8.30pm, and 4 x whole day sessions during the February half-term
MODULE DESCRIPTION
This module offers you the opportunity to explore how learning and teaching in art, craft and design
can be investigated through personal engagement in practical, studio-based work. Through a series
of tutorials, visual presentations, seminars and workshops the dynamic relationship between art and
design activity, pedagogy and curriculum development is made explicit.
ASSESSMENT
Assessment is based on a visual presentation and a written rationale (2500 words).
SPECIAL ENTRY
REQUIREMENTS
Previous experience of practical work in an area of art and design is normally required. Applicants
who do not have a first degree in an art subject will need to submit an e-portfolio of their art practice
with their application.
CORE TEXT
N/A
CREDITS
30
MODULE LEADER
Dr Claire Robins
Josephine Borradaile: j.borradaile@ucl.ac.uk
MODULE ADMINISTRATOR
MODULE EXCLUSIONS
Cannot be taken with any other modules from the same Option Block. Should be studied after the
Core Module: What is Education?
Back to the Summary Table of Option Modules 2016/17
24
MODULE TITLE
Mathematics for Teachers
MODULE CODE
OPTION BLOCK
UCL IoE Module Code: CPASG661C
UoLIP Module Code: EDM750
Curriculum, Specialism and Phases
MODE(S) of delivery
face-to-face
TERM(S)
1. Summer (April-June)
2. (to be confirmed & if demand) two weeks intensive (probably Easter holidays and early
Summer holidays)
Six Thursdays (or possibly, Mondays instead) 5.30 – 7.30pm and three Saturdays, 10am to 4:30pm
DAY/TIME
MODULE DESCRIPTION
The distinctive feature of this module is that participating students shall develop their mathematics
subject knowledge through pedagogical experiences that are informed by theories of learning and
teaching, innovative use of technology, professional teacher craft knowledge, national and
international mathematics curricula and reasoned, critical engagement with Mathematics Education in
a wide sense.
This option module provides an important role in bridging Professional Development and higher
education in Mathematics Education as it addresses the National Council for Excellence in Teaching
Mathematics criteria for Effective CPD: broadening and deepening mathematics content knowledge;
developing mathematics-specific pedagogy and embedding it in practice; appreciating how learners
engage with mathematics. (Adapted from ncetm.org.uk/resources/21049).
ASSESSMENT
This module is assessed by 5000‐word report consisting of three interconnected parts:
a)mathematical work (1000 word equivalent) b)personal reflections on doing the mathematical work
and resulting questions to investigate (1500 words) c) a literature-informed essay answering the
questions from (b) (2500 words).
SPECIAL ENTRY
REQUIREMENTS
Either: a practicing teacher of mathematics, including a primary teacher of any Key Stage or an FE
numeracy teacher, or holding a post 16 mathematics qualification.
CORE TEXT
CREDITS
N/A
30
25
MODULE LEADER
MODULE ADMINISTRATOR
Melissa Rodd and Cathy Smith
GEMS cluster admin at: d.newholm@ucl.ac.uk
MODULE EXCLUSIONS
Cannot be taken with any other modules from the same Option Block. Should be studied after the
Core Module: What is Education?
Back to the Summary Table of Option Modules 2016/17
26
MODULE TITLE
Music Technology in Education
MODULE CODE
OPTION BLOCK
UCL IoE Module Code: CCMEG882B
UoLIP Module Code: EDM170
Curriculum Specialisms and Phases
MODE(S) of delivery
Online
TERM(S)
Spring (January - March)
DAY/TIME
N/A
MODULE DESCRIPTION
The module provides a critical introduction to and development of specialist expertise in using music
technology in six core areas: sound and its properties; basic audio processing; introduction to MIDI;
digital audio basics; basic recording; and introduction to music sequencing. It will also address the
symbiotic relationship of research and practice in the field. As music technology is now integral to the
preparation of teachers in Music, participants will critically review music technology through: focusing
on the issues and challenges of creative applications of music technology to music education;
engaging with key literatures and commentaries in relation to specialist use of music technology,
teaching and learning with technology in music, electro-acoustic and electronic music; and engaging
in reflective self analysis in relation to their own practice in teaching and learning with creative music
technology. Discussion for further study will also be conducted, rehearsing applications and pathways
for creative music technology; the future of music technology;
ASSESSMENT
issues, challenges and implications for music technology and music education; and creative and
aesthetic issues in music technology.
The module is assessed by a portfolio comprising practical, written and discussion tasks undertaken
and submitted online throughout the module and a written assignment (2000 words) undertaken after
the online teaching so as to critically explore key issues introduced through the course of study.
27
SPECIAL ENTRY
REQUIREMENTS
We do not require students to have prior knowledge of music technology (that is, experience of
working with digital or analogue technology that is used for the creation, storage or further processing
of sound). Students are, however, expected to have a reasonable non-specialist user’s knowledge of
general computer use, including using email and attachments, typical computer peripherals (e.g.
CDROM, printer, soundcard, USB and backup devices) using the Internet, and word processing.
Students will need to log in to the Moodle virtual learning environment and check their email account
at least daily for the duration of the module. They will need regular and open access to a computer
with a soundcard, speakers and Internet connection (broadband is recommended) upon which they
can install software. This should be either the student’s own workstation or a computer over which
they have administrative privileges. The computer will need to be running under a recent version of
Microsoft Windows or Mac OS operating systems. Software is selected for use on the basis that it is
freely available as freeware, GNU Public Licence, or shareware (in this case, we will be making use
of only the freely usable functionality). As part of the course, students may be expected to download
the required software from suggested websites and install it on their own computers.
CORE TEXT
N/A
CREDITS
30
MODULE LEADER
Dr Evangelos Himonides
Alison Slade: a.slade@ucl.ac.uk
MODULE ADMINISTRATOR
MODULE EXCLUSIONS
Cannot be taken with any other modules from the same Option Block. Should be studied after the
Core Module: What is Education?
Back to the Summary Table of Option Modules 2016/17
28
MODULE TITLE
Religion and School Life
MODULE CODE
UCL IoE Module Code: CPASG235B
OPTION BLOCK
UoLIP Module Code: EDM610
Curriculum, Specialism and Phases
MODE(S) of delivery
TERM(S)
Mixed mode; online with three “live” Saturday seminars that can be attended at the IOE in person or
by completing alternative activities online.
Spring
DAY/TIME
Saturday seminars scheduled for 14th Jan, 4th Feb, 4th Mar 2017. All scheduled for 11am to 3pm.
MODULE DESCRIPTION
Recent public debates have highlighted the controversial nature of religion in public life. Of particular
concern to educators are the religious and moral issues affecting children and young people in
school. How are schools to handle the responsibility to prevent extremism and radicalisation? Should
creationism, for example, be taught in schools? Why are all schools required to have a daily act of
worship by law and should this practice continue? Are faith schools desirable in a modern liberal
democratic country like Britain, or are they socially divisive?
ASSESSMENT
5000-word essay
SPECIAL ENTRY
REQUIREMENTS
CORE TEXT
N/A
CREDITS
30 credits
MODULE LEADER
Dr. Jo Pearce
MODULE ADMINISTRATOR
Akua Afriyie: a.afriyie@ucl.ac.uk
MODULE EXCLUSIONS
Cannot be taken with any other modules from the same Option Block. Should be studied after the
Core Module: What is Education?
Readings will be made available
Back to the Summary Table of Option Modules 2016/17
29
MODULE TITLE
Shakespeare in Education
MODULE CODE
OPTION BLOCK
UCL IoE Module Code: CCMEG161B
UoLIP Module Code: EDM780
Curriculum, Specialism and Phases
MODE(S) of delivery
Face-to-face
TERM(S)
Spring (January-March)
DAY/TIME
Wednesdays 5.30 – 8.00pm
MODULE DESCRIPTION
This Master’s level module offers a broad-based exploration of Shakespeare’s place in education
(both nationally and internationally) and asks specifically what historical, cultural and ideological
factors have helped shape Shakespeare’s centrality in the English National Curriculum. Students will
be invited to consider the production of ‘Shakespeare’ in different contexts (eg classrooms, youth
groups and theatres) and in different modes (eg printed playtext, film and computer games). In
addition to conventional seminar discussions, sessions will include practical workshops, a live theatre
visit and introduction to games-authoring software. The Module aims to help students develop a
critical awareness of theories about cultural practice and their application to Shakespeare and gain
new insights into young people’s interactions with Shakespeare.
ASSESSMENT
This module is assessed either by:
a) a 5000‐word essay or
or
b) a 15 minute oral presentation plus a 2500-word critical reflection
SPECIAL ENTRY
REQUIREMENTS
CORE TEXT
None
N/A
CREDITS
30
MODULE LEADER
Jane Coles
Akua Afriyie: a.afriyie@ucl.ac.uk
MODULE ADMINISTRATOR
MODULE EXCLUSIONS
Cannot be taken with any other modules from the same Option Block. Should be studied after the
Core Module: What is Education?
Back to the Summary Table of Option Modules 2016/17
30
MODULE TITLE
Understanding Mathematics Education
MODULE CODE
OPTION BLOCK
UCL IoE Module Code: CPASG641A
UoLIP Module Code: EDM160
Curriculum Specialisms and Phases
MODE(S) of delivery
Face-to-Face
TERM(S)
Autumn (October - December)
DAY/TIME
Thursdays, 5.30 – 8.30pm
This module addresses significant issues in mathematics education at all levels of education. The
role of mathematical knowledge in the curriculum and in teaching and learning is a major theme, as is
the role of the social context in which mathematics and mathematics education are done. This
includes consideration of mathematics in the workplace and in different cultural settings as well as
issues of gender, social class, language and assessment. Participants are introduced to the research
literature and consider how different orientations to mathematics, learning and teaching affect
research, policy and practice.
MODULE DESCRIPTION
ASSESSMENT
SPECIAL ENTRY
REQUIREMENTS
This module is assessed by a 5000-word essay.
CORE TEXT
A degree in a mathematics-rich subject or education, or equivalent experience teaching mathematics
N/A
CREDITS
30
MODULE LEADER
Dr Candia Morgan
Donald Newholm d.newholm@ucl.ac.uk
MODULE ADMINISTRATOR
MODULE EXCLUSIONS
Cannot be taken with any other modules from the same Option Block. Should be studied after the
Core Module: What is Education?
Back to the Summary Table of Option Modules 2016/17
31
Option Block Index: Designing and Assessing Learning
A
Assessment: Issues and Practice
F
Fundamentals of Second and Foreign Language Teaching
G
Guiding Effective Learning and Teaching
L
Learning and Teaching with Technologies
M
Materials Development for Language Teaching
p
Philosophy of Education: Knowledge, Mind and Understanding
Principles and Practices of Development Education
T
Technology and Education Beyond the Classroom
32
ODULE TITLE
Assessment: Issues and Practice
MODULE CODE
OPTION BLOCK
UCL IoE Module Code: Autumn CPASG331A (face-to-face) or Spring CPASG332B (on-line)
UoLIP Module Code: EDM480
Designing and Assessing Learning
MODE(S) of delivery
Face-to-Face and Online
TERM(S)
Face to Face: Autumn (October - December); Online: Spring (January - March) term may change
DAY/TIME
Wednesdays, 5.30 – 8.00pm (Face to Face version) day will change but tutors don’t know when yet.
MODULE DESCRIPTION
This module aims to deepen participants' understanding of the different purposes of assessment and the
underlying theoretical concepts in the field. It addresses both summative ('assessment of learning') and
formative ('assessment for learning') uses. Some of the key features of summative assessment that will
be explored include: validity, reliability, bias and fairness. Formative issues include validity, learning
intentions, feedback and peer/self assessment. Issues explored include accountability, assessment
policy, international assessment and vocational assessment.
ASSESSMENT
This module is assessed by a 1000-word critical review of a module reading plus a 4000-word critical
essay relating to one of the key issues explored during the course or about an assessment practice,
programme or policy with which you have been involved.
SPECIAL ENTRY
REQUIREMENTS
CORE TEXT
N/A
CREDITS
30
MODULE LEADER
Dr. Mary Richardson; Dr Mary Richardson (Online)
Cari Caldwell c.caldwell@ucl.ac.uk
MODULE ADMINISTRATOR
MODULE EXCLUSIONS
Isaacs, Tina, Catherine Zara and Graham Herbert. (2013) Key Concepts in Educational Assessment.
London: Sage.
Cannot be taken with any other modules from the same Option Block. Should be studied after the Core
Module: What is Education?
Back to the Summary Table of Option Modules 2016/17
33
MODULE TITLE
Fundamentals of Second and Foreign Language Teaching
MODULE CODE
OPTION BLOCK
UCL IoE Module Code: CCMEG441A (face-to-face)
UoLIP Module Code: EDM720
Designing and Assessing Learning
MODE(S) of delivery
face-to-face
TERM(S)
Autumn term (October – December)
DAY/TIME
Not yet known
This module examines critically the theoretical orientations which underpin print and non-print language
teaching materials designed for a range of contexts. It explores the processes of production and
adaptation of materials. The circumstances in which materials design takes place and the criteria for the
selection, creation and sequencing of texts and tasks are considered. There will be group and individual
opportunities for evaluating, adapting and creating materials, and for discussing the process and
products of these tasks. The aim is that participants should demonstrate a critical understanding of the
key principles addressed during the module, and that these assessments should provide the foundations
for materials evaluation, design and development in the participants' future professional lives.
MODULE DESCRIPTION
ASSESSMENT
This module is assessed by 5000-word written assignment.
SPECIAL ENTRY
REQUIREMENTS
CORE TEXT
Two years full-time foreign/second language teaching experience
CREDITS
MODULE LEADER
MODULE ADMINISTRATOR
MODULE EXCLUSIONS
McGrath, I. (2002). Materials evaluation and design for language teaching. Edinburgh: Edinburgh
University Press.
30
Amos Paran, John Gray
Amanda Williams: a-williams@ucl.ac.uk
Cannot be taken with any other modules from the same Option Block. Should be studied after the Core
Module: What is Education?
Back to the Summary Table of Option Modules 2016/17
34
MODULE TITLE
Guiding Effective Learning and Teaching
MODULE CODE
OPTION BLOCK
UCL IoE Module Code: CPASG461A
UoLIP Module Code: EDM490
Designing and Assessing Learning
MODE(S) of delivery
Face-to-Face
TERM(S)
Autumn (October - December)
DAY/TIME
Tuesdays, 5.30 – 8.00pm and some Saturdays Oct - Dec (face-to-face version)
Drawing on relevant authors’ writing and participants’ experience, this module aims to stimulate critical
reflections and actions, in response to the following questions: Which learning outcomes are valuable
and why? How does learning happen? Which factors influence it? Your own learning will be through
discussion of readings led by tutors, participants and guest authors. Beliefs about which outcomes are
valuable, how learning happens and which factors influence it will be examined both in the literature and
in practice, inside the MA classroom, inside school or college classrooms and in non-classroom settings.
Participants will be guided in the use of learning journals as reflections on learning, and invited to
support other participants in making these reflections.
MODULE DESCRIPTION
ASSESSMENT
A 3500-word piece of reflective writing; a further 1500-word peer assessed written assignment and a
1200-word review of an article from the module readings.
SPECIAL ENTRY
REQUIREMENTS
CORE TEXT
N/A
CREDITS
30
MODULE LEADER
Dr Eleanore Hargreaves
Cari Caldwell c.caldwell@ucl.ac.uk
MODULE ADMINISTRATOR
MODULE EXCLUSIONS
A teaching qualification and/or teaching experience
Cannot be taken with any other modules from the same Option Block. Should be studied after the Core
Module: What is Education?
Back to the Summary Table of Option Modules 2016/17
35
MODULE TITLE
Learning and Teaching with Technologies
MODULE CODE
OPTION BLOCK
UCL IoE Module Code: CCMEG221B
UoLIP Module Code: EDM510
Designing and Assessing Learning
MODE(S) of Delivery
Face-to-Face
TERM(S)
Spring (January - March)
DAY/TIME
Wednesdays, 5.00 – 8.00pm
This module provides an introduction to key issues related to technology-enhanced learning and
teaching. The module places an emphasis on providing students with informed and practical basis for
critiquing and evaluating technologies as tools for supporting learning in diverse contexts of use.
Pedagogical theories that are pertinent to technology design and use are reviewed to provide the
students with grounding that is necessary for understanding different technology-enhanced learning
designs and implementations, both in terms of the software functionality and its use in situ. Technology
design methods are reviewed and practically evaluated to provide students with an informed framework
and critical thinking tools for assessing the pedagogical affordances of diverse technologies. The role of
the teacher, parent and child along with the role of researchers and technology developers will be
reviewed and discussed in order to draw the students’ attention to the new opportunities for learning and
teaching that technology offers. Amongst these a special attention will be placed to discussing the
critical role of educational practitioners in successful technology-enhanced learning and the potential
benefits of technology to their understanding of and innovation in their own practices. Exemplars of
innovative teaching and learning initiatives will be used to provide a focus for critical evaluation of
different technological designs and usage. Some of these case studies will be constructed by the
students themselves during the course of the module as a way of promoting reflection on the current
technology-enhanced learning practices and to foster in students an appreciation of the different ways in
which technologies may be embedded in the classrooms and other learning and teaching contexts.
MODULE DESCRIPTION
ASSESSMENT
SPECIAL ENTRY
REQUIREMENTS
CORE TEXT
This module is assessed by 5000-word essay.
N/A
N/A
CREDITS
30
MODULE LEADER
Dr Kaska Porayska-Pomsta
36
MODULE ADMINISTRATOR
Joanne Mosselmans e-mail: j.mosselmans@ucl.ac.uk
MODULE EXCLUSIONS
Cannot be taken with any other modules from the same Option Block. Should be studied after the Core
Module: What is Education?
Back to the Summary Table of Option Modules 2016/17
37
MODULE TITLE
Materials Development for Language Teaching
MODULE CODE
OPTION BLOCK
UCL IoE Module Code: CCMEG371B (face-to-face)
UoLIP Module Code: EDM530
Designing and Assessing Learning
MODE(S) of delivery
Face-to-Face
TERM(S)
Spring (April - June)
DAY/TIME
tbc
This module examines critically the theoretical orientations which underpin language teaching materials
designed for a range of contexts, and explores the processes of materials analysis, evaluation,
adaptation and production. The module considers published materials at two levels: 1) as curriculum
artefacts designed to provide teachers and students with linguistic and thematic content, activities for
controlled and freer practice of language, and texts and activities for the development of receptive and
productive skills; and 2) as cultural artefacts which seek to make the target language mean in particular
ways, while at the same time frequently reproducing (but occasionally challenging) dominant ideologies
of gender, sexual orientation, class and race. We also explore the ways in which materials relate to
curriculum and syllabus and consider the circumstances in which materials design takes place and the
criteria for the choice and sequencing of activities with a view to the selection, evaluation, adaptation,
design and appropriation of classroom materials. The role of technology is considered throughout the
module.
The module will be assessed by a portfolio consisting of a 3,000-word essay and a set of materials for
8 hours of teaching in an educational setting chosen by the student.
MODULE DESCRIPTION
ASSESSMENT
SPECIAL ENTRY
REQUIREMENTS
A minimum of two years full time experience (or equivalent part time) of (English) language teaching to
second/ foreign language learners or bilingual students.
CORE TEXT
N/A
CREDITS
30
MODULE LEADER
Dr John Gray
Amanda Williams: a-williams@ucl.ac.uk
MODULE ADMINISTRATOR
MODULE EXCLUSIONS
Cannot be taken with any other modules from the same Option Block. Should be studied after the Core
Module: What is Education?
Back to the Summary Table of Option Modules 2016/17
38
MODULE TITLE
Philosophy of Education: Knowledge, Mind and Understanding
MODULE CODE
OPTION BLOCK
UCL IoE Module Code: HSSCG531C
UoLIP Module Code: EDM550
Designing and Assessing Learning
MODE(S) of delivery
Face to Face
TERM(S)
DAY/TIME
Summer (April - June)
MODULE DESCRIPTION
Seven Sessions on Tuesdays, 5.00 – 8.00pm plus one full Saturday
The nature of the human mind is a matter of permanent interest to all those concerned with education.
Recent developments in neuroscience have prompted heightened debate on the subject between
philosophers, psychologists and sociologists. Similar theoretical and practical complexities arise in
relation to the nature of knowledge and understanding. All these matters invite and require
philosophical illumination. The course will consider, from a philosophical perspective, major questions
regarding the nature of mind, knowledge, understanding and their educational significance. In this
process, it will open up presuppositions implicit in both education practice and research. The module
will enable students to explore the presup-positions of epistemology and mind involved in a range of
educational questions. This will involve consideration of perspectives on the Mind-World issue present
in different models of learning (eg Information-processing, Piagetian, Vygotskian); the implications of
these perspectives for learning, curriculum development and knowledge; different characterizations of
concepts and concept formation; the impact of assumptions on practice and on the affective and
motivational dimensions of learning. Although the module will approach the area of knowledge, mind
and understanding from a philosophical perspective, it will include inter-disciplinary elements.
ASSESSMENT
SPECIAL ENTRY
REQUIREMENTS
CORE TEXT
This module is assessed by 5000-word essay.
N/A
CREDITS
30
MODULE LEADER
Dr Jan Derry
Katy Turrell k.turrell@ucl.ac.uk
MODULE ADMINISTRATOR
MODULE EXCLUSIONS
N/A
Cannot be taken with any other modules from the same Option Block. Should be studied after the Core
Module: What is Education?
Back to the Summary Table of Option Modules 2016/17
39
MODULE TITLE
Principles and Practices of Development Education
MODULE CODE
OPTION BLOCK
UCL IoE Module Code: CPASG552A
UoLIP Module Code: EDM500
Designing and Assessing Learning
MODE(S) of delivery
Online
TERM(S)
Autumn (October to December)
DAY/TIME
N/A
Development education is an approach to learning that leads to a greater understanding of global
inequalities, including of why they exist and what can be done about them. It encourages learners of all
ages to explore how global issues link in with their everyday lives. This online module aims to
encourage a critical understanding of the key principles and practices of development education. As a
result of completing the module, students will have: greater understanding of the relationships between
international development and development education; developed skills to critically assess approaches
to development education and relate them to their own perspectives and experiences; an increased
appreciation of the cultures and social foundations of a range of development education practices. The
module has five themes which are explored through the online discussions: Development and
Development Education; Aims and Principles of Development Education; Education: What’s in a
Name?; Research Perspectives in Development Education; Putting Development Education Theory
into Practice.
MODULE DESCRIPTION
ASSESSMENT
SPECIAL ENTRY
REQUIREMENTS
CORE TEXT
This module is assessed by two essays of 1500-words each.
N/A
N/A
CREDITS
30
MODULE LEADER
Dr Doug Bourn
Akua Afriyie: a.afriyie@ucl.ac.uk
MODULE ADMINISTRATOR
MODULE EXCLUSIONS
Cannot be taken with any other modules from the same Option Block. Should be studied after the Core
Module: What is Education?
Back to the Summary Table of Option Modules 2016/17
40
MODULE TITLE
Technology and Education Beyond the Classroom
MODULE CODE
OPTION BLOCK
UCL IoE Module Code: CCMEG252C
UoLIP Module Code: EDM520
Designing and Assessing Learning
MODE(S) of delivery
Online
TERM(S)
Summer (April - June)
DAY/TIME
N/A
The module focuses on questions of pedagogy and education for supporting learners outside of
classroom settings. This would include, for example, online education, mobile learning used as part of a
formal curriculum, learning with technology in the workplace, the use of virtual worlds in education and
the use of the internet to support homework. These areas are considered in relation to: learning in
different contexts; using technology across different contexts; teaching across different contexts;
assessing across different contexts; designing programmes of study; evaluation and quality. The module
is taught primarily using a Virtual Learning Environment (VLE). There will also be limited use of Second
Life (an interactive Virtual World) and technologies such as wikis and blogs within the VLE.
MODULE DESCRIPTION
ASSESSMENT
The module will be assessed by structured portfolio submitted via the VLE. This is likely to involve three
short pieces of writing, together totalling approximately 5000 words.
SPECIAL ENTRY
REQUIREMENTS
CORE TEXT
N/A
CREDITS
30
MODULE LEADER
Dr Martin Oliver –Tim Neumann
Joanne Mosselmans e-mail: j.mosselmans@ucl.ac.uk
MODULE ADMINISTRATOR
MODULE EXCLUSIONS
N/A
Cannot be taken with any other modules from the same Option Block. Should be studied after the Core
Module: What is Education?
Back to the Summary Table of Option Modules 2016/17
41
Option Block Index : Education and Society
D
Debates of the History of Education
E
Economic Perspectives of Education Policy
Education and Development in Asia
Education and International Development: concepts, theories and issues
Education and Muslim Communities
Education and Technology: Key Issues and Debates
Education, Ethics and Imagination in a Globalising World
Educational Traditions and Systems in Europe
English in Diverse World Contexts
G
Gender, Education and Development
Gender, Sexuality and Education
L
Language Teacher Identity and Development
Leading and Managing Change and Improvement
Leadership in Early Childhood Education
Learners, Learning and Teaching in the Context of Education for All
P
Perspectives on Adult Literacy, Language and Numeracy
Philosphy of Education: Values, Aims and Society
Planning for Education and Development
Professionalism and expertise: Theories and Perspectives
R
Rights and Education
S
Second Language Acquisition
Sociology of Education
Social Policy: Theory, Practices and Research
42
MODULE TITLE
Debates in the History of Education
MODULE CODE
UCL IoE Module Code: HSSCG112A
UoLIP Module Code: EDM270
OPTION BLOCK
Education and Society
MODE(S) of delivery
Online only
TERM(S)
Autumn (October - December)
DAY/TIME
online
MODULE START/FINISH
DATES
MODULE DESCRIPTION
tbc
ASSESSMENT
This module offers participants the opportunity to re-think education and learning from a historical
perspective and engages with enduring debates in education policy and practice. International
perspectives on education, social change and inequality over the past two centuries are addressed.
The module studies key themes and concepts in education in an international perspective. The range
of topics include colonialism and national identity, education and the economy, youth and leisure,
labour and social movements, literacy, the state and education, and childhood and social welfare. In
addressing these issues, the module draws upon themes such as justice and fairness in education as
well as inequalities relating to class, gender, race and disability. A range of primary historical sources
will be utilised, for example, documents and archives, literary, biographical, archival, visual and
material evidence. History of education has a long research tradition which connects to both the study
of history and education as well as drawing upon other humanities and social sciences. Student work
has previously been published in the History of Education Researcher.
This module is assessed by 5000-word essay.
SPECIAL ENTRY
REQUIREMENTS
CORE TEXT
N/A
CREDITS
30
MODULE LEADER
Tom Woodin
MODULE ADMINISTRATOR
Katy Turrell, e-mail: K.turrell@ucl.ac.uk
MODULE EXCLUSIONS
Cannot be taken with any other modules from the same Option Block. Should be studied after the
Core Module: What is Education?
N/A
Back to the Summary Table of Option Modules 2016/17
43
MODULE TITLE
Economic Perspectives of Education Policy
MODULE CODE
UCL IoE Module Code: QSSCG211A
UoLIP Module Code: EDM740
OPTION BLOCK
Education and Society
MODE(S) of delivery
face-to-face
TERM(S)
Autumn (October-December)
DAY/TIME
Wednesdays 5:00 – 8:00pm
MODULE DESCRIPTION
The economics of education applies the principles of economics to the analysis of education and
education policy. This course is designed to give an overview of the entire field of economics of
education to students who are new to economics, as well as to those who have previously studied
economics. The module introduces the most fundamental and important concepts in economics and
explains how they relate to education. Human capital theory and its application to estimating rates of
return to education are examined. The demand for education and education supply by providers (both
state and private) are studied. The main criteria for evaluating policy – efficiency and equity – are
applied throughout the module, and to different stages of education.
ASSESSMENT
This module is assessed by 5000‐word essay.
SPECIAL ENTRY
REQUIREMENTS
CORE
TEXT
N/A
CREDITS
30
MODULE LEADER
Gillian Wyness
MODULE ADMINISTRATOR
Kathleen Middleton: k.middleton@ucl.ac.uk
MODULE EXCLUSIONS
Cannot be taken with any other modules from the same Option Block. Should be studied after the
Core Module: What is Education?
N/A
Back to the Summary Table of Option Modules 2016/17
44
MODULE TITLE
Education and Development in Asia
MODULE CODE
OPTION BLOCK
UCL IoE Module Code: Autumn LCEDG241A Summer LCEDG242C
UoLIP Module Code: EDM250
Education and Society
MODE(S) of delivery
Face-to-Face; Online
TERM(S)
Autumn (October - December) - Face-to-Face; Summer (April - July) – on-line
DAY/TIME
Face-to-Face module: Thursdays 5.30 – 8.30pm / On-line: 10 weeks from beginning of summer term
We will examine the relationship between education (primarily at the level of schooling), state formation
and patterns of economic growth in selected Asian countries and regions. It will be informed by a
critique of various concepts of `development`, and will focus in particular on controversies relating to
the significance of trends such as globalisation, and national and cultural identity in the developing
world. While it will feature discussion of the relationship between education and economic
development, the conceptualization of 'development' adopted here will extend beyond a concern with
GDP and poverty reduction, to broader considerations of the role of education in the search for Asian
models of 'modernity'. Key themes will include the role of skills formation strategies in the East Asian
'Economic Miracle', the contribution of education to nation-building and identity formation, and the
implications of globalisation (both cultural and economic) for education policy in Asia. A particular focus
will be the tension in education policies in East and South Asia and elsewhere between an elitist pursuit
of high skills seen as crucial to competitiveness in the 'global knowledge economy', and the promotion
and improvement of formal education for the masses with a view to fostering greater equality of
opportunity and 'social cohesion'. Dangers inherent in the relationship between education (particularly
schooling) and nationalism in East and South Asia are another major theme.
MODULE DESCRIPTION
ASSESSMENT
SPECIAL ENTRY
REQUIREMENTS
CORE TEXT
This module is assessed by 5000-word essay.
N/A
N/A
CREDITS
30
MODULE LEADER
Dr Christine Han (Face-to-Face) ; Dr Kaori Kitagawa (Online)
Crystal Pereira: crystal.pereira@ucl.ac.uk
MODULE ADMINISTRATOR
MODULE EXCLUSIONS
Cannot be taken with any other modules from the same Option Block. Should be studied after the Core
Module: What is Education?
Back to the Summary Table of Option Modules 2016/17
45
MODULE TITLE
Education and International Development: Concepts, Theories and Issues
MODULE CODE
OPTION BLOCK
UCL IoE Module Code: Autumn HSSCG241A or HSSCG242A (on-line) Spring HSSCG241B Summer
HSSCG243C
UoLIP Module Code: EDM330
Education and Society
MODE(S) of delivery
Face-to-Face and online
TERM(S)
Face-to-Face: Autumn (Oct-Dec) Spring (Jan - March) OR Summer (Intense); Online: Autumn/Spring
(10/10/2016 – 24/3/2017)
Autumn: October - December: Tuesday evenings 5.15 – 8.15pm; Spring: January - March: Thursday
evenings 5.15 – 8.15pm; October-March: online over twenty weeks (10/10/2016 – 24/3/2017);
Summer (intensive: 8,9,10,16,17,18,19 May 2017)
DAY/TIME
MODULE DESCRIPTION
This module introduces a range of concepts from the social and political sciences that assist the
understanding and analysis of the relationship between education, learning and international
development in low and middle income countries. The module also explores critically the changing links
between these relationships at individual, local, national, regional, international and global levels. It
introduces and discusses issues of educational policy and practice in low and middle income countries.
ASSESSMENT
This module is assessed by 5000-word essay.
SPECIAL ENTRY
REQUIREMENTS
To ensure that students have appropriate experience to attend the module, a brief statement of
application is required. This should take the form of a personal statement of no more than 250 words (to
be sent to c.wilkinson@ucl.ac.uk) at least 2 weeks before the module start date. Your statement should
include clear reasons as to why you would like to study this module and your previous experience of
education in low to middle income countries. Criteria for attending the module include: at least 6 months
relevant paid or voluntary experience in a low or middle income country (as defined by the World Bank);
an understanding of educational issues in low/middle income countries; a commitment to improving
education in a low/middle country.
CORE TEXT
N/A
CREDITS
30
46
MODULE LEADER
Dr Tristan McCowan ( Face-to-Face); Chris Yates (Online)
MODULE ADMINISTRATOR
Chris Wilkinson c.wilkinson@ucl.ac.uk
Cannot be taken with any other modules from the same Option Block. Should be studied after the Core
Module: What is Education?
MODULE EXCLUSIONS
Back to the Summary Table of Option Modules 2016/17
47
MODULE TITLE
Education and Muslim Communities
MODULE CODE
OPTION BLOCK
UCL IoE Module Code: HSSCG201C
UoLIP Module Code: EDM300
Education and Society
MODE(S) of delivery
Face-to-Face
TERM(S)
Summer (April - June)
DAY/TIME
6 full days during April, 10am – 5pm , dates to be confirmed
This module will primarily focus on exposing participants to the historical, geographical, political,
economic and cultural underpinnings of education in a host of Muslim communities. It will elucidate the
state of education and seek understanding and explanation of such educational provision in the light of
global declarations such as Education for All (Dakar 2000, Jomtien 1990); Human Rights Declaration
(1948); and the universal Declaration on Cultural Diversity (UNESCO 2002), which have been ratified by
the vast majority of the world's countries. Consequently the module will critically investigate current
global efforts and approaches to improve educational provision. National and regional case studies will
be presented to illuminate the interconnected areas of concern and issues and challenges to appreciate
education in Muslim communities. Case studies will reflect the geographical range of Muslim
communities: majoritarian Muslim countries, countries with significant Muslims, and regions where the
settlement of Muslims is a relatively new phenomena.
MODULE DESCRIPTION
ASSESSMENT
SPECIAL ENTRY
REQUIREMENTS
CORE TEXT
This module is assessed by 5000-word essay.
N/A
N/A
CREDITS
30
MODULE LEADER
Dr Farid Panjwani
Chris Wilkinson c.wilkinson@ucl.ac.uk
MODULE ADMINISTRATOR
MODULE EXCLUSIONS
Cannot be taken with any other modules from the same Option Block. Should be studied after the Core
Module: What is Education?
Back to the Summary Table of Option Modules 2016/17
48
MODULE TITLE
Education and Technology: Key Issues and Debates
MODULE CODE
UCL IoE Module Code: CCMEG201A
UoLIP Module Code: EDM350
Education and Society
OPTION BLOCK
MODE(S) of delivery
TERM(S)
Mixed mode: on-line with 5 sessions face-to-face: Tuesday 6th and 20th October, 3rd and 17th
November and 1st December, 5:00 – 7:00 pm
Autumn (October - December)
DAY/TIME
N/A
MODULE DESCRIPTION
The use of information and communications technology (ICT) is now a central part of education
provision and practice. This module introduces students to some of the key issues in the field and
addresses some fundamental and often unvoiced questions about the burgeoning development and
implementation of digital technologies in education. The module will cover the use of digital technologies
in compulsory and post-compulsory educational settings, drawing on examples from several different
countries. We will consider the following key questions about education and technology: What is
education technology – and why does it matter?; Is technology inevitably going to change education?
What can history tell us about education and technology? Does technology improve learning? Does
technology make education fairer? Will technology displace the teacher? Will technology displace the
education institution? What does the future hold? The module involves student engagement with the
research literature, use of education technology resources, and a number of practical activities.
ASSESSMENT
This module is assessed by 5000-word essay
N/A
SPECIAL ENTRY
REQUIREMENTS
CORE TEXT
N/A
CREDITS
30
MODULE LEADER
Professor Diana Laurillard
Joanne Mosselmans e-mail: j.mosselmans@ucl.ac.uk
MODULE ADMINISTRATOR
MODULE EXCLUSIONS
Cannot be taken with any other modules from the same Option Block. Should be studied after the Core
Module: What is Education?
Back to the Summary Table of Option Modules 2016/17
49
MODULE TITLE
MODULE CODE
OPTION BLOCK
MODE(S) of delivery
TERM(S)
DAY/TIME
MODULE DESCRIPTION
Education, Ethics and Imagination in a Globalising World
UCL IoE Module Code: CPASGA31C
UoLIP Module Code: EDM155
Education and Society
Face to face
Summer (April – June)
Day or evening
Recent decades have seen a flurry of research and publication on the role of imagination and
ethics in education (see indicative bibliography below). This is partly because of the growing
anthropological, neurological and entrepreneurial interest in creativity and partly because of the
widespread belief that the influence of globalisation on education has generally led to a
disproportionate emphasis on subjects and pedagogies that privilege instrumental interest of
reason at the expense of critical, imaginative and ethical spaces in educational practice. This
has led to the calls for a deeper and active integration of ethics and imagination in educational
theory and practice. With imagination and ethics as central elements, the module will have
three inter-related strands: a critical introduction to debates about the nature of globalization with
a particular focus on education; an in-depth exploration of imagination and ethics, their dialectic
and place in education and application of theoretical insights to concrete curricular contexts.
Course readings, classroom teaching and student assignments – all of these pedagogical
elements will aim to help students apply ideas to their own cultural and national contexts.
Overall, the participants will acquire analytical and pedagogical tools to observe, understand and
critique structures of power and hegemony perpetuated through globalising nature of knowledge
production and dissemination.
ASSESSMENT
5000-word essay
SPECIAL ENTRY
REQUIREMENTS
CORE TEXT
N/A
CREDITS
30
MODULE LEADER
Farid Panjwani
MODULE ADMINISTRATOR
Conchi Vera-Valderrama conchi.vera-valderrama@ucl.ac.uk
To be decided
50
MODULE EXCLUSIONS
Cannot be taken with any other modules from the same Option Block. Should be studied after the Core
Module: What is Education?
Back to the Summary Table of Option Modules 2016/17
51
MODULE TITLE
Educational Traditions and Systems in Europe
MODULE CODE
OPTION BLOCK
UCL IoE Module Code: LCEDG211B
UoLIP Module Code: EDM240
Education and Society
MODE(S) of delivery
Face to Face
TERM(S)
Spring (January - March)
DAY/TIME
Tuesdays 5.00 – 8.00pm
This module will examine some of the major traditions of education in Europe with an emphasis on
secondary schooling and post-compulsory education and training in the EU states. Through holistic
historical and contemporary case studies of education systems in England, France, Germany,
Scandinavia and Finland, and the Soviet Union, the course will analyse the significant difference in the
dominant regional systems in terms of their institutional structures, curricula and modes of regulation
and governance and relate these to the varying political, cultural and economic contexts which shape
them. The course will employ comparative methods to identify convergent and divergent trends within
European education, to analyse their causes and to assess the role of EU institutions in addressing the
important policy dilemmas that face education in Europe. The analysis of these trends will be used to
test the claims of a number of theories on system change. The module will also discuss how the
different education systems respond to contemporary pressures and issues such as school choice,
competitiveness and diversity.
MODULE DESCRIPTION
ASSESSMENT
This module is currently assessed by 5000-word essay.
SPECIAL ENTRY
REQUIREMENTS
CORE TEXT
N/A –correct
CREDITS
30
MODULE LEADER
Dr Susanne Wiborg
MODULE ADMINISTRATOR
Crystal Pereira: crystal.pereira@ucl.ac.uk
MODULE EXCLUSIONS
Cannot be taken with any other modules from the same Option Block. Should be studied after the Core
Module: What is Education?
N/A
Back to the Summary Table of Option Modules 2016/17
52
MODULE TITLE
English in Diverse World Contexts
MODULE CODE
OPTION BLOCK
UCL IoE Module Code: CCMEG351B (face-to-face)
UoLIP Module Code: EDM370
Education and Society
MODE(S) of delivery
Face-to-Face
TERM(S)
Spring (January - March)
DAY/TIME
tbc
This module deals with the role of English in diverse world contexts. It provides a theoretical background
to the global spread of English from the perspectives of globalization theory, postcolonial theory and the
politicization of world Englishes. It examines English as an international language and as a lingua
franca, and explores different regions of the world with regard to English language education policy and
the effects of English in these contexts. Regions covered include East Asia, South Asia, Africa, the
Middle East, Europe, Central and South America, and the countries of the Anglophone ‘inner circle’. The
impact of English in cyberspace is also explored. Students taking this module can expect critical
engagement in discussions about the role of English in the world today, as well as in the beliefs about
what this should be.
MODULE DESCRIPTION
ASSESSMENT
SPECIAL ENTRY
REQUIREMENTS
CORE TEXT
This module is assessed by a coursework assignment of 5000 words in length.
N/A
N/A
CREDITS
30
MODULE LEADER
Dr John O’Regan
MODULE ADMINISTRATOR
Amanda Williams a-williams@ucl.ac.uk
MODULE EXCLUSIONS
Cannot be taken with any other modules from the same Option Block. Should be studied after the Core
Module: What is Education?
Back to the Summary Table of Option Modules 2016/17
53
MODULE TITLE
Gender, Education and Development
MODULE CODE
OPTION BLOCK
UCL IoE Module Code: Autumn HSSCG131A, Spring HSSCG132B and Summer HSSCG133C
UoLIP Module Code: EDM290
Education and Society
MODE(S) of delivery
Face-to-Face and Online
TERM(S)
Autumn: Face-to-Face (October - December) ; Spring/Summer: Online - over 15 weeks (January to
April) Summer: Face-to-Face (intensive) (April - May)
DAY/TIME
Face to Face October - December: 10 weekly evening sessions 5.15 – 8.15pm; or two intensive blocks
of three days between April and May (attendance at all 6 days required) or online January - April
MODULE DESCRIPTION
This module aims to link work in education and international development with insights from gender and
education and relate these to educational policy and practice. It is designed to develop an understanding
of the circumstances in low and middle income countries, under which gender affects rights to, rights in
and rights through education. The course looks at the gendered dimensions of processes of teaching
and learning. It considers sexual divisions in education and the gendered political economy of family,
work, political action and cultural production. Particular attention is given to gender and violence in
school settings. Throughout the course there will be a concern to explore gender sensitive strategies
and alternative approaches in education to overcome social division and inequalities.
ASSESSMENT
This module is assessed by 5000-word essay.
N/A
SPECIAL ENTRY
REQUIREMENTS
CORE TEXT
N/A
CREDITS
30
MODULE LEADER
Dr Jenny Parkes
Bev Dee: b.dee@ucl.ac.uk
MODULE ADMINISTRATOR
MODULE EXCLUSIONS
Cannot be taken with any other modules from the same Option Block. Should be studied after the Core
Module: What is Education?
Back to the Summary Table of Option Modules 2016/17
54
MODULE TITLE
Gender, Sexuality and Education
MODULE CODE
OPTION BLOCK
UCL IoE Module Code: HSSCG123B
UoLIP Module Code: EDM280
Education and Society
MODE(S) of delivery
Face to Face (intensive)
TERM(S)
Spring (February)
DAY/TIME (face-to-face only)
tbc
MODULE DESCRIPTION
The module aims to encourage a critical examination of key debates concerning theory, research and
practice in the field of gender and education. The module will engage with a number of key debates in
the field, including, feminist theory and methodologies in educational research, analysing gender and
educational policies, researching sexualities, femininities and masculinities, pedagogical approaches,
gendered behaviour, educational achievement and more. Particular emphasis is placed on
understanding how gender, sexuality, race and class intersect in shaping educational experiences and
outcomes. The module will draw out important issues relating to professional practice in international
contexts, providing teachers, researchers, leaders and managers, and those working in nongovernment organisations a forum for investigating their own interests in the field of gender and
education.
ASSESSMENT
This module is assessed by 5000-word essay.
N/A
SPECIAL ENTRY
REQUIREMENTS
CORE TEXT
N/A
CREDITS
30
MODULE LEADER
Professor Jessica Ringrose
Bev Dee: b.dee@ucl.ac.uk
MODULE ADMINISTRATOR
MODULE EXCLUSIONS
Cannot be taken with any other modules from the same Option Block. Should be studied after the Core
Module: What is Education?
Back to the Summary Table of Option Modules 2016/17
55
MODULE TITLE
Language Teacher Identity and Development
MODULE CODE
OPTION BLOCK
UCL IoE Module Code: CCMEG 461B
UoLIP Module Code: EDM165
Education and Society
MODE(S) of delivery
Face-to-face
TERM(S)
Spring
DAY/TIME
Tuesday evening (time to be confirmed)
Becoming a language teacher and developing professionally implies a wide variety of very different
things depending on the setting in which prospective candidates receive their initial training/education,
the type of in-service education they receive, the roles they are expected to fulfil, the recognition they
are accorded and the ways in which they are expected to work. Becoming a language teacher also
entails the negotiation/construction of a new professional identity and its renewal and development
throughout the career path - processes in which issues of individual agency and structural constraints
are central. This module examines fundamental areas of contemporary thinking on teacher
development – the growth of research on teacher cognition, the ‘sociocultural turn’ in teacher
education and the rise of the concept of the reflective practitioner. At the same time, it considers the
macro context of the marketization of language teacher education globally and the ways in which
teachers’ professional identities are increasingly shaped by the demands of political economy. The
ways in which these macro processes interact with teachers’ raced, classed and gendered identities
are also considered. The module aims to allow teachers to develop their careers and assume
leadership roles with regard to teacher development in their institutions.
MODULE DESCRIPTION
ASSESSMENT
SPECIAL ENTRY
REQUIREMENTS
The module will be assessed by a 4,000 word essay which requires students to design a teacher
education programme and to provide a rationale for the form it takes. The teacher education
programme can be either an initial or an in-service programme and should be included in an appendix
in grid/chart format. The grid/chart is also part of the assessment. The essay should 1) provide a
short, clear description of the context for which the teacher education programme has been designed;
2) a detailed rationale for its content and the principles underpinning this; 3) a discussion which
demonstrates the extent to which the principles on which the programme is based is evidenced in the
programme design; and 4) appropriate reference to the teacher education literature. The grid/chart
should provide a clear overview of the content of the course
The module is only suitable for those with a minimum of two years second language teaching
experience.
56
CORE TEXT
CREDITS
MODULE LEADER
MODULE ADMINISTRATOR
MODULE EXCLUSIONS
Burns, A. and J. C. Richards (2009) The Cambridge Guide to Second Language Teacher Education.
Cambridge: CUP.
30 credits
Dr. John Gray
Amanda Williams a-williams@ucl.ac.uk
Cannot be taken with any other modules from the same Option Block. Should be studied after the
Core Module: What is Education?
Back to the Summary Table of Option Modules 2016/17
57
MODULE TITLE
Leading and Managing Change and Improvement
MODULE CODE
OPTION BLOCK
UCL IoE Module Code: LCLLG361A
UoLIP Module Code: EDM450
Education and Society
MODE(S) of delivery
Face to Face ONLY
TERM(S)
Autumn (October - December)
DAY/TIME
Thursdays, 5.30 – 8.30pm
The key topics of educational leadership and management will be considered from both theoretical
and practical perspectives, examining the differences between these concepts as they apply in the
field. There will be an introduction to the importance of moral, educational and transformational
leadership. Learning-centred leadership and system leadership will be defined and its main features
discussed. The cultural context is also examined along with organisational structure, culture and
power. Key matters of managing educational improvement and change are examined and attention
given to strategies for managing change effectively. If improvement takes place, measurement of that
improvement is part of the process. An introduction to the field of school improvement and
effectiveness research, policy and practice will be provided and the key concepts of internal and
external evaluation defined and differentiated from related concepts like monitoring and assessment.
MODULE DESCRIPTION
ASSESSMENT
SPECIAL ENTRY
REQUIREMENTS
CORE TEXT
This module is assessed by 5000-word written assignment.
N/A
N/A
CREDITS
30
MODULE LEADER
Dr. Joanne Waterhouse
Alison Slade a.slade@ucl.ac.uk
MODULE ADMINISTRATOR
MODULE EXCLUSIONS
Cannot be taken with any other modules from the same Option Block. Should be studied after the
Core Module: What is Education?
Back to the Summary Table of Option Modules 2016/17
58
MODULE TITLE
Leadership in Early Childhood Education
MODULE CODE
OPTION BLOCK
UCL IoE Module Code: EYPEG091C
UoLIP Module Code: EDM260
Education and Society
MODE(S) of delivery
Face to Face
TERM(S)
Summer (April - June)
DAY/TIME
Delivered in four Study Blocks, 3 Study Blocks of one Friday evening and all day Saturday, 1 Study
Block of all day Saturday during the months of April, May and June. Evenings: 5.30pm to 8.30pm.
All day: 10am to 5pm
MODULE DESCRIPTION
The module aims to develop a critical awareness of national and international policies in early
childhood services and effective leadership of policy and practice. The engagement with current
debates and issues, theories, research and leadership practices, promotes a deeper understanding
of leading policy and practice in early childhood services. There is opportunity for students to
critically examine leadership practices within early years contexts and early childhood services.
ASSESSMENT
SPECIAL ENTRY
REQUIREMENTS
This module is assessed by 5000-word essay.
Relevant professional, management and/or leadership experience (for at least one year) in early
years provision and/or children’s services. Those interested in entering leadership positions are also
considered.
CORE TEXT
N/A
CREDITS
30
MODULE LEADER
Dr. Guy Roberts-Holmes
Please e-mail: fatiha.miah@ucl.ac.uk
MODULE ADMINISTRATOR
MODULE EXCLUSIONS
Cannot be taken with any other modules from the same Option Block. Should be studied after the
Core Module: What is Education?
Back to the Summary Table of Option Modules 2016/17
59
MODULE TITLE
Learners, Learning and Teaching in the Context of Education for All
MODULE CODE
OPTION BLOCK
UCL IoE Module Code: HSSCG231B
UoLIP Module Code: EDM320
Education and Society
MODE(S) of delivery
Face-to-Face
TERM(S)
Spring (January - March)
DAY/TIME
Wednesdays, 2:00 - 5:00pm
This module will look critically at current theories, policies, practice and approach to learning and
teaching in the context of Education For All (EFA). It will provide participants with an awareness of
political, social, cultural and linguistic contexts in which teaching and learning take place. It will
analyse challenges faced by governmental and non-governmental agencies in providing quality
education for all. It will examine debates about planning and selection of knowledge, especially as
related to teacher education and curriculum development systems in developing contexts. Particular
attention will be paid to debates about the approach and intent of the EFA movement with regard to
aspects of learning and teaching for vulnerable, dis-enfranchised, subordinated or excluded groups,
and to contexts of violence and conflict. The experience of this movement in relation to discussions of
the Millennium Development Goals (MDGs) and post-2015 educational agendas will also be
considered.
MODULE DESCRIPTION
ASSESSMENT
SPECIAL ENTRY
REQUIREMENTS
CORE TEXT
This module is assessed by 5000-word essay.
N/A
N/A
CREDITS
30
MODULE LEADER
Amy North amy.north@ucl.ac.uk
Christopher Wilkinson c.wilkinson@ucl.ac.uk
MODULE ADMINISTRATOR
MODULE EXCLUSIONS
Cannot be taken with any other modules from the same Option Block. Should be studied after the
Core Module: What is Education?
Back to the Summary Table of Option Modules 2016/17
60
MODULE TITLE
Perspectives on Adult Literacy, Language and Numeracy
MODULE CODE
OPTION BLOCK
UCL IoE Module Code: EYPEG211B
UoLIP Module Code: EDM700
Education and Society
MODE(S) of delivery
Face to face
TERM(S)
Spring
DAY/TIME
10 x Tuesdays 5-8pm
Following national and international initiatives over the last decade, the field of adult literacy, language
and numeracy (ALLN) has risen to a position of prominence in the UK and worldwide. This flurry of
policy action demands renewed attention to what English and Maths mean in post-school contexts
and how ALLN impact on national and local economies; on communities; families; and individual lives.
The module will provide participants with the opportunity to explore ALLN as an academic field and as
an area of rapidly expanding policy interest. Through engagement with theories and concepts about
ALLN participants will develop critical awareness of specific issues within their own professional
settings.
MODULE DESCRIPTION
ASSESSMENT
SPECIAL ENTRY
REQUIREMENTS
CORE TEXT
This module is assessed by 5000‐word essay.
N/A
N/A
CREDITS
30
MODULE LEADER
Sam Duncan
Suzanna Jerrard: suzanna.jerrard@ucl.ac.uk
MODULE ADMINISTRATOR
MODULE EXCLUSIONS
Cannot be taken with any other modules from the same Option Block. Should be studied after the
Core Module: What is Education?
Back to the Summary Table of Option Modules 2016/17
61
MODULE TITLE
Philosophy of Education: Values, Aims and Society
MODULE CODE
OPTION BLOCK
UCL IoE Module Code: HSSCG411A
UoLIP Module Code: EDM420
Education and Society
MODE(S) of delivery
Face-to-Face
TERM(S)
Autumn (October - December)
DAY/TIME
Thursdays, 5.30 – 8.30pm
This module draws on work in ethics and political philosophy in order to provide an introduction to
many of the major issues in philosophy of education. Specifically, we will explore philosophical
aspects of the concepts of: freedom and equality; the perceived tension between these concepts in
political philosophy; and the educational ideas associated with different ways of thinking about
individual freedom, social justice and equality. These will be considered in relation to differing
conceptions of ethics, and the divergent ideas of human being (the self and its relation to society) that
these generate. We will also address the relevance of ideas and debates within these areas for
current issues in educational policy and practice. Topics will include: social change and the advent of
progressivism; arguments around progressivism and liberal education; liberalism and
communitarianism; radical and libertarian traditions; the public/private distinction; privatization and
marketisation; state control of education; faith schools and common schools; values education and
education for citizenship.
MODULE DESCRIPTION
ASSESSMENT
SPECIAL ENTRY
REQUIREMENTS
CORE TEXT
This module is assessed by 5000-word essay.
N/A
N/A
CREDITS
30
MODULE LEADER
Dr Judith Suissa
Katy Turrell: k.turrell@ucl.ac.uk
MODULE ADMINISTRATOR
MODULE EXCLUSIONS
Cannot be taken with any other modules from the same Option Block. Should be studied after the
Core Module: What is Education?
Back to the Summary Table of Option Modules 2016/17
62
MODULE TITLE
Planning for Education and Development
MODULE CODE
OPTION BLOCK
UCL IoE Module Code: Autumn HSSCG211A Spring HSSCG211B or Spring on-line HSSCG212B
UoLIP Module Code: EDM310
Education and Society
MODE(S) of delivery
Face-to-Face; Online
TERM(S)
Face-to-Face: Autumn (October - December)and Sring term (Jan – March); Online: Spring (January June)
DAY/TIME
Face-to-Face: Autumn term: Thursday 14:00-17:00; Spring term: 17:15 – 20:15
The module provides an international perspective on collaborative education planning, governance and
administration within and between non-governmental organisations (NGOs) and inter-governmental
organisations (IGOs; bi-lateral agencies), the private sector, and governments. It considers conflicting
demands on education and ways to put new ideas into action, working from an examination of how
decisions are made, to how they are implemented. Dilemmas regarding resource allocation and
dealing with corruption and violence are explored. In two problem-based case studies at the end of the
module, participants look at significant contemporary issues and possible education planning
approaches. This module focuses on low and middle income countries only. Students should be
aware of this before joining the module, and be able to bring experience / knowledge of low and middle
income country contexts.
MODULE DESCRIPTION
ASSESSMENT
CORE TEXT
This module is assessed by 5000-word assignment.
To ensure that students have appropriate experience to attend the module, a brief statement of
application is required. This should take the form of a personal statement of no more than 250 words
(to be sent to b.dee@ucl.ac.uk ) at least 2 weeks before the module start date. Your statement should
include clear reasons as to why you would like to study this module and your previous experience of
education in low to middle income countries. Criteria for attending the module include: at least 6
months relevant paid or voluntary experience in a low or middle income country (as defined by the
World Bank); an understanding of educational issues in low/middle income countries; a commitment to
improving education in a low/middle country.
N/A
CREDITS
30
MODULE LEADER
Prof Moses Oketch
Bev Dee: b.dee@ucl.ac.uk
SPECIAL ENTRY
REQUIREMENTS
MODULE ADMINISTRATOR
63
MODULE EXCLUSIONS
Cannot be taken with any other modules from the same Option Block. Should be studied after the Core
Module: What is Education?
Back to the Summary Table of Option Modules 2016/17
64
MODULE TITLE
Professionalism and Expertise: Theories and Perspectives
MODULE CODE
OPTION BLOCK
UCL IoE Module Code: EYPEG231A
UoLIP Module Code: EDM760
Education and Society
MODE(S) of delivery
Face to Face
TERM(S)
Autumn (October – December)
DAY/TIME
ASSESSMENT
Mondays, 5:00 – 8:00pm
The issue of expertise is increasingly cited in literature on professionalism in the private and public
sector as the hallmark of outstanding individual and team performance. This module enables
participants to explore the concept of expertise across public and private sectors, nationally and
internationally and in a range of professional contexts. It does this by taking a range of perspectives,
for example, Cultural Anthropology, Philosophy, Psychology and Sociology, to enable participants to
engage in debates about the purpose of professional education. The module has been designed to
provide professionals with responsibility for managing, delivering or supporting education and
training with opportunities to develop their own analysis and practice in what is a constantly
changing economic, social, technological and policy environment.
This module is assessed by 5000‐word essay
SPECIAL ENTRY
REQUIREMENTS
CORE TEXT
N/A
CREDITS
30
MODULE LEADER
Lynne Rogers lynne.rogers@ucl.ac.uk
MODULE ADMINISTRATOR
tbc
MODULE DESCRIPTION
MODULE EXCLUSIONS
Back to the Summary Table of Option Modules 2016/17
65
MODULE TITLE
Rights and Education
MODULE CODE
OPTION BLOCK
UCL IoE Module Code: HSSCG591B
UoLIP Module Code: EDM440
Education and Society
MODE(S) of delivery
Face to Face
TERM(S)
Spring (January - March)
DAY/TIME
Mondays, 5.30 – 8.30pm
The overall aim of this module is to explore conceptions of rights and equality and to consider how
these apply to the context of education. We look at human, universal and absolute rights; equality of
opportunity and outcome; equality in education and equality in the workplace; at the justification of
such practices as positive discrimination and giving priority to the worse off; and at the right to
education on the part of such groups as prisoners and migrants. We will be examining the relation
between rights, equality and social justice, and we will explore the implications for educational policy
and practice.
MODULE DESCRIPTION
ASSESSMENT
This module is assessed by 5000-word essay.
SPECIAL ENTRY
REQUIREMENTS
CORE TEXT
N/A
CREDITS
30
MODULE LEADER
John Vorhaus
MODULE ADMINISTRATOR
Fatiha Miah: fatiha.miah@ucl.ac.uk
MODULE EXCLUSIONS
Cannot be taken with any other modules from the same Option Block. Should be studied after the
Core Module: What is Education?
N/A
Back to the Summary Table of Option Modules 2016/17
66
MODULE TITLE
Second Language Acquisition
MODULE CODE
UCL IoE Module Code: CCMEG481B
UoLIP Module Code: EDM150
OPTION BLOCK
Education and Society
MODE(S) of delivery
face-to-face
TERM(S)
Spring (January-March)
DAY/TIME
tbc
MODULE DESCRIPTION
The aim of this module is to provide a general introduction to theories and approaches in second
language acquisition. Various theoretical and empirical issues in the field are discussed together with
learner-internal and learner-external factors that influence the course of second language
development. In particular, the module provides students with an understanding of cognitiveinteractionist and frequency-based perspectives of SLA; and the roles of learner factors such as age,
first language, and individual difference variables. The module also explores how SLA theory and
research may be applied to aspects of second language teaching, and how the use of technology
may facilitate second language learning processes.
ASSESSMENT
This module is assessed by 5000‐word essay or research report.
SPECIAL ENTRY
REQUIREMENTS
CORE TEXT
N/A
CREDITS
30
MODULE LEADER
Andrea Révész
MODULE ADMINISTRATOR
Amanda Williams a-williams@ucl.ac.uk
MODULE EXCLUSIONS
Cannot be taken with any other modules from the same Option Block. Should be studied after the
Core Module: What is Education?
Ortega, L. (2009). Understanding second language acquisition. Hodder Arnold.
Back to the Summary Table of Option Modules 2016/17
67
MODULE TITLE
Sociology of Education
MODULE CODE
OPTION BLOCK
UCL IoE Module Code: Face-to-face Autumn HSSCG481A or Spring on-line HSSCG482B
UoLIP Module Code: EDM460
Education and Society
MODE(S) of delivery
Face-to-Face and Online
TERM(S)
Face-to-face: Autumn (October - December)
On-line: Spring (Jan – March)
Face-to-face: Wednesday, 5.30 – 8.30pm
Online: Fully online; timings of Webinars to be arranged in discussion with students during the first
week
The sociology of education offers many insights into the relationship between education and the state,
society, and the individual. This module brings together a team of sociology of education experts in a
range of areas to explore pressing contemporary issues and perspectives in this exciting and diverse
field. The module explores the application of a range of sociological theories to issues such as
globalisation, marketization, neo-liberalism, educational governance, identity, subjectivity, forms of
resistance and more. Special attention is paid to educational inequalities, inclusion/exclusion and
issues of social justice and possibilities for social transformations. We explore various axes of power,
identity and institutional organisation including sessions focused on social class, race, ethnicity, culture,
gender, sexuality, disability, migration and citizenship. Over the course of the module we will explore
how the work of selected research in the sociology of education can help us to better understand these
educational issues and how we might respond to them.
This module is assessed formally through a 5000-word essay. Formative assessment will be in the
form of short mini-presentations by students in pairs or threes at the weekly seminars.
DAY/TIME
MODULE DESCRIPTION
ASSESSMENT
SPECIAL ENTRY
REQUIREMENTS
CORE TEXT
CREDITS
MODULE LEADER
MODULE ADMINISTRATOR
For on-line students, preparation for joint mini-presentations will be via email or other electronic media,
and presentations will be via weekly Webinars using Blackboard Collaborate. Support for assignments
will be provided online.
N/A
Apple, M., Ball. S., and Gandin, L. (eds.) (2010) The Routledge International Handbook of the
Sociology of Education. London: Routledge
30
Mano Candappa
Fatiha Miah: fatiha.miah@ucl.ac.uk
68
MODULE EXCLUSIONS
Cannot be taken with any other modules from the same Option Block. Should be studied after the Core
Module: What is Education?
Back to the Summary Table of Option Modules 2016/17
69
MODULE TITLE
Social Policy: Theory, Practice and Research
MODULE CODE
OPTION BLOCK
UCL IoE Module Code: CFHEG135A
UoLIP Module Code: EDM660
Education and Society
MODE(S) of delivery
Mixed mode
TERM(S)
Autumn
DAY/TIME
Introductory activity - Monday 26 Oct – Sunday 1 Nov 2015 Online (Moodle). Rest of the module, 5
workshops face-to-face.
This module provides research-led teaching on social policy in theory and practice. It combines an
advanced overview of the theoretical base of the field with a range of real world examples drawn from
different policy settings in the UK and other countries. Particular attention is drawn to the role of research
evidence in policy processes, from conception through to implementation and evaluation. The module
starts off by looking at key concepts, models and theories of policy-making, such as redistribution,
citizenship, and so on. It then moves on to illustrate them by examining policy-making across different
policy sectors, such as education, health and social care. Policy initiatives examined in each case study
will be chosen to highlight particular concepts and debates. We then go on to examine in greater detail
the theory and practice of using research and analysis to inform social policy choices and decisions,
including looking at different methods of measuring and evaluating research uptake and impact.
MODULE DESCRIPTION
ASSESSMENT
SPECIAL ENTRY
REQUIREMENTS
The main aims of the module are to:
Build students' substantive content knowledge and critical understanding of: competing theoretical and
conceptual frameworks used in social policy analysis; different social policies adopted in the UK and
other countries; the role of research evidence within policy processes; and key themes, issues and
debates relating to the study of research use.
Provide students with a sound base from which to develop a substantive area of interest in later parts of
the programme, where they will apply what they have learnt in an independent project focused on a topic
of their choice.
This is the core module for the MSc Social Policy and Social Research programme, and is delivered in
five workshops over the autumn term. It can also be taken by students on other programmes, or as a
short course without MSc credit.
This module is assessed by 5000‐word essay.
N/A
70
CORE TEXT
N/A
CREDITS
30
MODULE LEADER
Jan Tripney
David Fowkes: d.fowkes@ucl.ac.uk
MODULE ADMINISTRATOR
MODULE EXCLUSIONS
Cannot be taken with any other modules from the same Option Block. Should be studied after the Core
Module: What is Education?
Back to the Summary Table of Option Modules 2016/17
71