Education Studies and TESOL with Foundation Year

An understanding of how individuals learn and the factors that shape learning is fundamental to any study of education. This Level 4 module will introduces you to a range of key theoretical ideas and principles about learning from birth to adulthood. It explores theories that focus on adult learning, for example andragogy, as well as pedagogical ones that centre around child learners, for example behaviourism and constructivism. The module combines a study of these historical approaches with a consideration of contemporary theories such as heutagogy and factors like education policy that shape, or even determine, learning in the 21st Century. It will enable you to draw on your own experiences of learning and will encourage you to critically engage with theories to identify strengths, limitations and the applicability to educational environments. As part of this module you may work on developing key academic skills that will provide a foundation for academic work at all levels of the programme. Such work may include academic reading skills, for example identifying and reading different types of sources, and academic writing skills, such as structuring written assignments. You will undertake a placement that will enable you to apply theoretical perspectives from the module to understand and reflect on pupils’ learning within the education system. The placement also provides you with the opportunity to begin to develop key professional skills. Teaching and learning will proceed by way of interactives lectures, seminars and tutorials, supported by e-learning and VLE-based tasks. Tutor-led seminars will utilise collaborative group work in order to model and enable learning and assist you in developing the skills to study and learn independently. In this module you will develop subject expertise, professional skills and increase graduate attributes, most notably academic literacies and employability.

Building on the fundamental concepts of learning introduced previously in Level 4, this module focuses on the sociology of education and learning, and, primarily, how academic achievement and educational inequality is shaped by society and educational structures. The module provides teaching and classroom-based experiences through which the impact of a variety of sociological factors, such as socio-economic group, gender, ethnicity and human rights can be better understood. Relevant theories and approaches to explaining differences in attainment will be studied, together with an exploration of factors that might contribute to narrowing gaps in educational outcomes. As part of this module you may be expected to investigate and analyse a range of published sources of data on educational attainment and interventions and so learn to interpret and explain data presented in different ways. You will also undertake a placement that will enable you to apply knowledge gained in the module and further develop your transferable skills of communication and organisation, as well as gain further experiences of supporting learning.

What is the difference between how we produce the sounds 'p' and 'b' ? Why does the rhythm of English sound different to Spanish? What are the processes that allow us to create new words and phrases? In this module you will discover how we describe and analyse the sounds, words and structures of languages, with a focus on English. You will learn the fundamentals of how languages work and how to identify differences and similarities between them. In the process, you will be developing your knowledge of key concepts and terminology that professionals use to support a range of people and their language needs, from learners of English to those with speech and communication disorders.

Through studying this module, you will develop an understanding of the main theories that try to explain how second languages are learned. You will find out what learner language looks like and how it develops, and about bilingualism and other topics that will give you a strong theoretical grounding to prepare for practical language teaching experience in your Level 5 TESOL modules.

An understanding of the principles and practice of inclusive education is crucial to those who intend to work in an educational context. This module will introduce you to the philosophical social justice debate and theories and ideologies of inclusive practice, and will examine interpretations of diversity and inclusion in different contexts. Although matters relating to inclusion are embedded in all modules, this offers you the opportunity to study the topic in depth and to critically analyse and apply a range of theories in the context of your work with young people in a range of educational contexts. It will build on the values, beliefs and philosophies explored in Level 4 modules and extend your appreciation of issues of human rights, equality and equity.

This module builds on and develops the basic methods and data interpretation skills developed during Level 4 modules. The module also prepares you for your Dissertation at Level 6 especially if you are intending to pursue a Dissertation (Capstone Project) in Education Studies or other Social Science (at Level 6). You will explore ways in which a range of quantitative and qualitative methods can be brought to the investigation of educational issues. You will apply selected quantitative and qualitative methods and will be introduced to the benefits and difficulties of education research. You will develop your understanding of the range of research methodologies and research methods (data collection tools) that can be used in education research, and further develop your skills of statistical analysis and data interpretation.

The TESOL Methodologies module will guide you through the approaches and techniques that professional language teachers use for teaching English, or other languages, in the UK and all over the world. You will find out about the development of methodologies over time, from audiolingualism to the post-methods era, enabling you to develop a toolkit of techniques that you can select from and identify in practical teaching modules. A particular focus will be how these methods can be applied for the teaching of the four skills: speaking, listening, reading, and writing. Not only will you learn about language teaching methods and approaches, but you will understand the principles that underlie them by examining the relationship between method and general learning, as well as language learning, theories. This part of the study develops your criticality and professional capacity to select appropriate methods and builds on the theoretical knowledge of Second Language Acquisition you gained in Year 1. Further topics covered in the module will include lesson planning, classroom management, teacher and students roles, among others.

This module aims to develop the practical teaching skills and theoretical knowledge needed for the modern language classroom. In order to accomplish this, the module will include four elements.

• Language awareness & Skills

• Developing an Individual Learner Profile

• Study of an Unknown language

• Teaching Skills

You will explore one-to-one teaching methodology, needs analysis, linguistic analysis, lesson planning and syllabus design. This will inform the practical assignment associated with this module and will bring together what you have learnt.

The module covers teaching methodologies and introduces lesson planning, contrastive analysis, teaching skills, teaching practice and related portfolio, guided observation and related journal, course book and materials evaluation.

In this module you will collect your own data in the form of a needs analysis for the Learner Profile and be re-introduced to the importance of ethical consideration in research and the Research Ethics Policy.

This module will draw on and develop your understanding and experience of real- world contexts. Building on placement experiences in Level 4 the module explores the wider role(s) of a professional in a setting. It enables you to apply knowledge and skills in a real-life context offering you a valuable experience to draw on when you present yourself to employers or selectors upon graduation. The module will introduce you to key theoretical ideas and principles related to reflective practice and professionalism. It will provide a critical understanding of successful elements for career development including relevant practical guidance on tools to support this such as individual ‘professional context’ action plans, careers advice, CVs, letters of application and personal statements. The syllabus will include a block placement and the study of reflective practice and student-professionalism. You will be introduced to key educational theorists and philosophers concerned with reflective practice such as Dewey, Schὂn and Kolb and the significant contributions of each. You will reflect on your own approaches to reflective practice and further develop critical thinking. The strengths, limitations and general applicability of reflective practice for professionals will be considered carefully in the light of evidence presented and this will be related to your own work on placement. Workshops provide you with the opportunity to participate in academic practices, including developing academic reading and writing skills at level 5 which is embedded in the context of the taught component. This module is deliberately structured in an open-ended way to allow placement to develop in a manner most suited to your potential future career and to respond to opportunities presented by employers.

In this module you will have the opportunity to analyse and evaluate how English language, in spoken, written or digital forms, shapes meaning for use in fields ranging from media to politics to marketing. You will also explore how factors such as audience, purpose, genre and mode affect our use of language.

An awareness of global perspectives on education strengthens Education Studies students’ understanding of educational issues, ideas, and solutions by broadening the scope of study beyond the UK. This module explores the impact of globalisation on education policy and practice in different international settings in varied international, social, economic, and political contexts. The module requires you to take a global perspective on issues and trends such as citizenship, human rights, access to education, and education for sustainable development and relate these to social theories of education and development goals. You will be encouraged to reflect on the global, multicultural nature of our society and your own cultural fluency, and research contrasting perspectives on effective responses to the diversity of international school pupils’ backgrounds, experiences, and needs. You will be required to engage critically with module topics and develop as an independent learner and critical thinker to investigate your chosen area of research.

This module will give you the opportunity to evaluate and design materials for English language teaching use. You will develop a practical understanding of the role, principles and procedures of the design and evaluation of language teaching materials.

In this module you will use your creative skills and imagination to examine innovative ways in the teaching of English. You will have the opportunity to explore how to use technology, augmented and virtual reality and games as tools in English language teaching.

Excellence and innovation in curricula are a central tenet of any world class education system. This highly responsive module provides you with a theoretical and critical understanding of key considerations in the development and implementation of curriculum policy, content and practice in educational settings. The module considers future developments in the current curriculum and possible alternative future directions. It provides you with an opportunity to study this at first hand in placement settings. A range of theoretical approaches to the curriculum will be critically examined. The syllabus may include topics such as differing views of the nature and organisation of knowledge, and examination of various curriculum frameworks, including aims, content and contemporary views of pedagogy. These will vary over time in order to ensure that the module is responsive to new developments and future directions in education for instance decolonising of the curriculum and environmental education. Innovative practice from inspirational educational settings may be showcased in order to provide models of excellence. Placement will allow you to gain real-world experiences of current curriculum arrangements.

This module will build on (EDU50322) Vision to Reality and introduce you to a further range of contexts and settings for learning, examining these from the perspective of educators and learners, policy and practice. Throughout the module you will be encouraged to consider and appreciate the scope and limitations of education within a variety of teaching and learning environments and organisations. You will be introduced to a wider and more complex range of research and theory related to the benefits and limitations of teaching and learning in informal and alternative learning environments alongside the unique personal embodiment / impact of these on the overall experience of learners and educators. You will consider how pedagogical approaches are utilised in these contexts and how such contexts are positioned in contemporary educational policy. You will develop and apply skills of critical analysis in module sessions and independent learning. First hand experiences of different learning contexts through study visits and work with visiting experts will be threaded through the module as a basis for comparison, analysis, evaluation and reflection.

This module will provide you with skills and knowledge needed to design, conduct and report a substantial dissertation on a subject of interest to you and of relevance in the current context of education. You will gain an understanding of different methodological approaches and perspectives on educational research and be encouraged to articulate your own epistemologies and ontologies. Taught sessions will help to inform and scaffold the your planning process and provide a range of methods for sourcing, collecting, collating and analysing both primary (collected on placement) and/or secondary data in the construction of the written work. The module will ensure that your understanding of research ethics and integrity is embedded at all stages of your dissertation including gaining ethical clearance for primary research. Consideration is given to the potential positive ‘legacy’ of your research in practice. You will build on the research skills imparted earlier in your studies, at all levels, applying them in a more independent manner. The module will deepen and refine your knowledge of your specialist area and offer insights into the construction of longer pieces of analytical written work, and the way in which arguments are mediated in them. Opportunities to share and refine ideas at all stages will be supported by group work and supervisory tutorials. Links with university services offering additional expertise relevant to supporting your research skills and writing will be integrated and signposted in the module.

This module will introduce you to the basic principles of how teachers construct and present English language tests. You will look at the different purposes of tests and you will critically evaluate testing techniques.

This module involves bringing to life the knowledge you acquired during your studies of TESOL. You will demonstrate your ability to design, conduct and report the results of a research project in an area of TESOL.

You will work independently, under the guidance of a supervisor. You'll draw upon the skills acquired during the research skills module and academic writing, conduct independent research and write a dissertation on any topic related to the modules you attended during your three years of study.

During the module you will have the opportunity to attend/ or deliver yourself further sessions about the skills required to design and carry out independent research in the area of applied linguistics and teaching English to speakers of other languages (TESOL).