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PROGRAMME SPECIFICATION

PROGRAMME SPECIFICATION

Programme title: / Bachelor of Education/Bachelor of Arts in Education Top Up Route
Final award (BSc, MA etc):
(where stopping off points exist they should be detailed here and defined later in the document) / Bachelor of Education (Honours) / Bachelor of Arts (Honours) in Education
UCAS code:
(where applicable) / X301
Cohort(s) to which this programme specification is applicable:
(e.g. from 2015 intake onwards) / from session 2016-2017 intake onwards
Awarding institution/body: / University College London
Teaching institution: / University College London
Faculty: / Institute of Education
Parent Department:
(the department responsible for the administration of the programme) / Department of Learning and Leadership

Departmental web page address:

(if applicable) / http://www.ucl.ac.uk/ioe/departments-centres/departments/learning-and-leadership
Method of study:
Full-time/Part-time/Other / Full-time and Part-time
Criteria for admission to the programme: / The Bachelor of Education (Honours) degree Top Up Route is open to
·  students with an UCL Foundation Degree in Working with Children: Education and Well-Being degree.
·  those with a similar (240 credit) Foundation Degree from other institutions.
·  those with another 240 credit, Level 5 qualification in a cognate area (at the discretion of the programme leader)
Admission to the programme is determined by the following:
·  completion of application form
·  completion of personal statement
·  satisfactory references
Length of the programme:
(please note any periods spent away from UCL, such as study abroad or placements in industry) / I year (3 terms) full-time. 4 terms part-time
Level on Framework for Higher Education Qualifications (FHEQ)
(see Guidance notes) / 6
Relevant subject benchmark statement (SBS)
(see Guidance notes) / Education Studies http://www.qaa.ac.uk/publications/information-and-guidance/publication?PubID=2916#.V4z-uLgrKhd
Brief outline of the structure of the programme and its assessment methods:
(see guidance notes) / http://www.ucl.ac.uk/prospective-students/undergraduate/degrees/working-children-education-wellbeing-top-up-ba-bed/
Board of Examiners:
/ Name of Board of Examiners:
Board of Examiners of the Bachelor of Education/Bachelor of Arts in Education Top Up Route
Professional body accreditation
(if applicable):
/ NA / Date of next scheduled accreditation visit:
EDUCATIONAL AIMS OF THE PROGRAMME:
The aims of the programme are to:
·  encourage students to interrogate educational processes in a variety of contexts
·  show students how to use resources – theoretical ideas and writing, research studies, policy and practice documents – along with their own practical experience, to consider further and critically analyse educational processes and contexts
·  encourage students to engage with fundamental questions concerning the aims and values of education and its relationship to society
·  enable students to appreciate the diversity of educational theory, and how it can be variously applied to policy and practice
·  develop in students a broad and balanced understanding and knowledge of educational processes and contexts
·  provide students with a thorough grounding in selected specialist areas of educational studies
·  develop the ability of students to construct and sustain reasoned arguments, written as well as oral, in a clear and coherent manner
·  promote students’ intellectual independence and critical engagement with evidence
·  provide the initiation of students into the key principles and procedures of educational research
·  build on and further extend students’ professional expertise
PROGRAMME OUTCOMES:
The programme provides opportunities for students to develop and demonstrate knowledge and understanding, qualities, skills and other attributes in the following areas:
A: Knowledge and understanding
Knowledge and understanding of:
·  values, principles and discourses relevant to the study of education
·  the diversity of learners and the complexities of the education process
·  the complex interactions between learning, teaching, subject-knowledge and contexts
·  the societal purposes and organisational structures of educational systems
·  key facts, interpretations and theories relating to the study of education, including some specific understandings and arguments advanced by leading scholars in the field / Teaching/learning methods and strategies:
The 30-hour module sessions include:
·  Tutor- led presentations
·  small group work
·  student presentations
·  reading groups
·  reflections on video extracts
·  tutorial workshops,
·  research preparation workshops;
·  opportunities to attend special Institute of Education events
/ Assessment:
Assessment is by 4000 word assignments (with detailed feedback on formative drafts), examination, critical review paper, student presentation on practitioner research projects.

B: Skills and other attributes

Intellectual (thinking) skills to:
·  select a range of relevant primary and secondary sources, including theoretical and research-based evidence, to extend students’ knowledge and understanding
·  analyse critically educational concepts, theories and issues of policy in a systematic way
·  evaluate viewpoints discerningly and construct critical arguments and syntheses
·  accommodate intellectually new principles and understandings and move towards a personal intellectual stance which draws on this knowledge and understanding
·  locate, interpret and critically contextualise educational research
·  begin to conduct some basic forms of educational research
·  retrieve information and conduct specialist searches of library catalogues, electronic databases and Web-based materials / Teaching/learning methods and strategies:
Students’ active engagement in critically assessing differing perspectives on academic theories, concepts and policy issues is encouraged through group discussion and debate within module sessions.
Formative assessment strategies are regarded as particularly significant for learning. They include commenting on, and annotation of, students’ writing. Feedback is given on ‘practice’ essays and presentations, as well as drafts of essays submitted for ‘summative’ (or final) assessment.
Support and guidance within module sessions is also provided to students to facilitate their capacity to critically analyse a journal article.
/ Assessment:
Module assignments and examination of essays assess students’ capacity to think critically and formulate arguments by drawing effectively on a wide range of relevant sources. The writing of a critical review paper assesses students’ capacity to critically analyse the merits and weaknesses of a selected journal article and assess the contribution of the paper to the relevant secondary literature.

C: Skills and other attributes

Practical skills (able to):
apply theory to practice and practice to theory and negotiate disjunctions between them with some success
·  construct and communicate a considered justification of professional practice to other stakeholders
·  make informed judgements about educational policies, proposals and developments at various levels
·  suggest ways forward and possible changes in practice
·  conceive and undertake aspects of their own practice in a research spirit
Values to enable:
·  a critical and self-critical clarification and development of their own values and attitudes in relation to education
·  a habit of seeking out and appraising the value judgements and assumptions embodied in educational practices, proposals and theories
·  an appreciation of scholarly enquiry and research in education
·  an appreciation of inter-professional, intercultural and international exchanges in education
·  an enhanced concern for education and for teaching and learning / Teaching/learning methods and strategies:
All the above mentioned teaching methods are important in fostering these skills. Small group work and interactive workshops build on students’ existing professional experience and aim to enhance students understanding of educational processes and structures through the application of theoretical ideas and research studies to professional practice.
As part of the summer term ‘Enquiring Practitioner’ module, students undertake a small-scale practitioner research project that is assessed by presentation and they are provided with detailed formative feedback on their draft presentations in relation to research design, methodology and use of the relevant literature on reflective practices.
/ Assessment:
Students’ capacity to effectively design and implement a practitioner research project that engages critically with a self-selected area of professional practice is assessed through presentation. The writing of module assignments assess students’ capacity to draw on professional experience and critically relate research and policy studies to existing professional practice.

D: Skills and other attributes

Transferable skills (able to):
The skills identified above are transferable to many educational contexts beyond students’ present classrooms, schools and other professional contexts. In addition, students will:
·  be able to organise, articulate and communicate opinions and arguments in speech and writing, using relevant specialist vocabulary
·  be able to process and synthesise empirical evidence and theoretical considerations
·  be competent users of ICT in their study and other appropriate situations
·  be able to interpret graphical and tabular presentations of data and to collect, use and interpret numerical data as appropriate
·  be able to work and plan collaboratively
·  be able to articulate and manage their own learning strategies and organise an effective work pattern, including working to deadlines / Teaching/learning methods and strategies:
Students are given support in academic writing and essay-writing techniques during module sessions.
Academic writing and presentations techniques are taught within module sessions in collaboration with staff from the Academic Writing Centre. There is also input from librarians.
Collaborative working skills are developed through syndicate work on presentations, literature searches and debates.
/ Assessment:
Through the writing of module assignments and critical review paper which assesses students’ capacity to critically analyse a selected research study.
The following reference points were used in designing the programme:
·  the Framework for Higher Education Qualifications:
http://www.qaa.ac.uk/en/Publications/Documents/qualifications-frameworks.pdf);
·  the relevant Subject Benchmark Statements:
(http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/subject-benchmark-statements);
·  the programme specifications for UCL degree programmes in relevant subjects (where applicable);
·  UCL teaching and learning policies;
·  staff research.
Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each course unit/module can be found in the departmental course handbook. The accuracy of the information contained in this document is reviewed annually by UCL and may be checked by the Quality Assurance Agency.
Programme Organiser(s) Name(s):
/ Dr Edmund Waite
Date of Production*: / 26th July 2016
Date of Review: / July 2016
Date approved by Chair of Departmental Teaching Committee: / August 2016
Date approved by Faculty Teaching Committee / August 2016

* Note: this should be date the programme specification was first created. The dates of review and approval by the DTC and FTC should be the most recent dates and may be approved by Chair’s action. New programmes should state the first expected date of review one year on from its inception (e.g. “September 2016”).