Alternative Education
| Code | School | Level | Credits | Semesters |
| EDUC3049 | Education | 3 | 10 | Autumn UK |
- Code
- EDUC3049
- School
- Education
- Level
- 3
- Credits
- 10
- Semesters
- Autumn UK
Summary
This module will encourage students to consider the notion of inclusion in mainstream education as a philosophically, ideologically, politically and socially constructed ideal. Using debates and dilemma analysis students will lead discussions that focus on some of the key issues and questions raised about inclusive education. The module will look at inclusion from the perspectives of students, parents, teachers and others involved in the school community and evaluate what the policy and practice means for them. The concept of Universal Design for Learning will be introduced as an approach that assumes the needs of all students can be met through a well-planned and developed system. It acknowledges the idea that it is the curriculum and the environment that can be disabling or exclusionary for some students and provides a framework for curricula that seeks to change the approach to learning rather than the individuals.
Target Students
This is a module on the BA Education programme and is open to all Year 2 (Part I) or Year 3 (Part II) Undergraduate students or Exchange students.
Classes
This module is taught through a series of seminars.
Assessment
- 100% Coursework: 2,000 words or equivalent.
Assessed by end of autumn semester
Educational Aims
This module aims to:• Build on previous learning that has explored philosophical and ideological approaches to education by focusing on a range of alternative or non-traditional educational practice.• Develop critical analytical skills by deploying a range of theoretical perspectives to challenge both traditional and non-traditional approaches to education.• Broaden knowledge and understanding of non-mainstream educational practices.Learning Outcomes
A. Knowledge and understanding
Students will be able to demonstrate a critical understanding of:
• the societal and organisational structures and purposes of educational assessment, and the possible implications for learners and the learning process.
• the diversity of learners and the complexities of the education process individually and across systems.
B. Intellectual Skills
Students will be able to demonstrate the ability to:
• analyse educational concepts, theories and issues of educational assessment policy and practice in a systematic way.
C. Professional practical skills
Students will be able to demonstrate that they can:
• use research skills appropriate to the discipline of education and educational assessment: quantitative and library based, written and oral communication, and textual analysis.
D. Transferable (key) skills
Students should be able to:
• process and synthesise empirical and theoretical data, to create new syntheses and to present and justify critiques of educational assessment having drawn on relevant theoretical perspectives.