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BEd Technology and Design

Academic Year 2017/18

A programme specification is required for any programme on which a student may be registered. All programmes of the University are subject to the University's Quality Assurance and Enhancement processes as set out in the DASA Policies and Procedures Manual.

Programme Title

BEd Technology and Design

Final Award
(exit route if applicable for Postgraduate Taught Programmes)

Bachelor of Education

Programme Code

TED-BED-S

UCAS Code

XW12

JACS Code

X130 (DESCR) 100

Criteria for Admissions

Entrants to the BEd Post-primary pathway, other than those of mature age (i.e. not less than 21 years of age on October 1 of the proposed year of entry), must satisfy the General University Entrance Requirements and meet any specific entry requirements for this pathway (go to http://www.qub.ac.uk/ado/). Details of specific entry requirements may be obtained from the Academic Registry Office in Stranmillis University College.

Pathway requirements for all entrants:

Grade C in GCSE Mathematics (or equivalent qualification)
Grade C in GCSE English Language (or equivalent qualification)
GCE A Level (or equivalent qualification); in whichever subjects are chosen for academic subject study, where specified;
Satisfactory performance at interview;
Satisfactory confidential reports from referees;
Satisfactory criminal record check (as required by the Dept. of Education);
Satisfactory medical fitness (as required by Dept. of Education).

ATAS Clearance Required

No

Health Check Required

Yes

Portfolio Required

Interview Required

Interview including presentation forms part of selection process.

Mode of Study

Full Time

Type of Programme

Single Honours

Length of Programme

4 Academic Year(s)

Total Credits for Programme

480

Exit Awards available

INSTITUTE INFORMATION

Awarding Institution/Body

Stranmillis University College

Teaching Institution

Stranmillis University College

School/Department

Stranmillis University College

Framework for Higher Education Qualification Level 
www.qaa.ac.uk

Level 6

QAA Benchmark Group
www.qaa.ac.uk/quality-code/subject-benchmark-statements

Education Studies (2015)

Accreditations (PSRB)

Education and Training Inspectorate, on behalf of the Dept of Education

Date of most recent Accreditation Visit 01-02-09

General Teaching Council Northern Ireland

Date of most recent Accreditation Visit 01-01-12

REGULATION INFORMATION

Does the Programme have any approved exemptions from the University General Regulations
(Please see General Regulations)

N/A

Programme Specific Regulations

The degree of Bachelor of Education is an honours degree. It carries eligibility to teach enabling students to claim qualified teacher status. For specific course requirements please consult Academic Registry at Stranmillis University College.
Email: registry@stran.ac.uk

The following module weightings are used when calculating the honours classification: Stage 1 10%, Stage 2 15%, Stage 3 30% and Stage 4 45%.
Students are required at the end of the programme to have completed modules worth 480 CATS over a period of four years. It is not possible for a student to progress from one stage of the degree to another without completion of the relevant Personal and Professional Learning and Placement module.

Students with protected characteristics

N/A

Are students subject to Fitness to Practise Regulations

(Please see General Regulations)

Yes
Students are subject to Fitness to Practise Regulations.

EDUCATIONAL AIMS OF PROGRAMME

The B.Ed. (Post-Primary) programme is an undergraduate course in Initial Teacher Education for students wishing to become post-primary teachers. Students choose one of four specialist areas: Business and Enterprise, Mathematics/Science, Religious Studies or Technology and Design. All students also have the opportunity to develop understanding and skills in a broader range of curriculum areas.

In line with QAA benchmark statements, the programme aims to develop in students a personal, reasoned and critical understanding of Education in a wide range of contexts, encouraging them to engage with complex questions of theory, policy and practice. The programme also aims to develop in students the twenty-seven teacher competences set out by the General Teaching Council Northern Ireland (GTCNI) under three broad headings: Professional Values and Practice; Professional Knowledge and Understanding; and Professional Skills and Application. The competence statements form the basis for dialogue and critical self-evaluation, helping students to become more knowledgeable, skilful and reflective practitioners. Successful completion of this programme will allow students to seek registration with GTCNI. Placement learning is fundamental in teacher education and the programme allows students to experience a broad range of educational settings, including mainstream post-primary schools, special schools, colleges of further and higher education and educational support agencies in Northern Ireland and beyond. All placement learning is supported by College tutors who work in close partnership with a network of host institutions. Students also have the opportunity to undertake periods of international placement.

The programme aims to:

• draw on a wide range of intellectual resources, theoretical perspectives and academic disciplines to illuminate understanding of education and the contexts within which it takes place

• provide students with a broad and balanced knowledge and understanding of the principal features of education in a wide range of contexts

• encourage students to engage with fundamental questions concerning the aims and values of education relationship to society

• provide opportunities for students to appreciate the problematic nature of educational theory, policy and practice

• encourage the interrogation of educational processes in a wide variety of contexts

• develop in students the ability to construct and sustain a reasoned argument about educational issues in a clear, lucid and coherent manner

• promote a range of qualities in students including intellectual independence and critical engagement with evidence.

LEARNING OUTCOMES

Learning Outcomes: Cognitive Skills

On the completion of this course successful students will be able to:

Demonstrate the ability to reflect on their own and others' value systems.

Teaching/Learning Methods and Strategies

In line with the QAA Benchmark statements (QAA, 2015), the B.Ed. programme aims to provide opportunities for students to: analyse educational issues systematically; evaluate education policy in an informed and systematic way; accommodate new principles and new knowledge; and apply key principles across educational systems.
Throughout the degree programme students will be encouraged to engage in critical reflection and debate; to engage with a number of different perspectives; and to evaluate aims and values, means and ends, and the validity of the education issues in question. Students will be required to draw upon contemporary research and other relevant reading, which may be accessed through a range of traditional and e-learning media (QAA, 2015). As students progress from Level 1 to Level 3 they will be expected to develop their analytical skills and reach their own independent critical conclusions through thorough engagement with a topic.

Methods of Assessment

Assessment methods will be student-centred and varied, incorporating opportunities for formative assessment and feedback wherever possible, as well as self and peer assessment. Students will be required to complete written coursework, literature reviews, critical evaluations, e-portfolios, posters, video essays and individual and group presentations.

Practical work will be assessed in Technology and Design and Science. Students will be given the opportunity to work individually, in pairs and in groups, and the nature of assessment will reflect this range of skills developed through the degree programme. Students will also be assessed by tutors while on placement in schools and/or other organisations. Where possible students will be assessed using QUB conceptual equivalent descriptors.

Demonstrate the ability to use their knowledge and understanding critically to locate and justify a personal position in relation to the subject.

Teaching/Learning Methods and Strategies

In line with the QAA Benchmark statements (QAA, 2015), the B.Ed. programme aims to provide opportunities for students to: analyse educational issues systematically; evaluate education policy in an informed and systematic way; accommodate new principles and new knowledge; and apply key principles across educational systems.
Throughout the degree programme students will be encouraged to engage in critical reflection and debate; to engage with a number of different perspectives; and to evaluate aims and values, means and ends, and the validity of the education issues in question. Students will be required to draw upon contemporary research and other relevant reading, which may be accessed through a range of traditional and e-learning media (QAA, 2015). As students progress from Level 1 to Level 3 they will be expected to develop their analytical skills and reach their own independent critical conclusions through thorough engagement with a topic.

Methods of Assessment

Assessment methods will be student-centred and varied, incorporating opportunities for formative assessment and feedback wherever possible, as well as self and peer assessment. Students will be required to complete written coursework, literature reviews, critical evaluations, e-portfolios, posters, video essays and individual and group presentations.

Practical work will be assessed in Technology and Design and Science. Students will be given the opportunity to work individually, in pairs and in groups, and the nature of assessment will reflect this range of skills developed through the degree programme. Students will also be assessed by tutors while on placement in schools and/or other organisations. Where possible students will be assessed using QUB conceptual equivalent descriptors.

Demonstrate an understanding of the significance and limitations of theory and research.

Teaching/Learning Methods and Strategies

In line with the QAA Benchmark statements (QAA, 2015), the B.Ed. programme aims to provide opportunities for students to: analyse educational issues systematically; evaluate education policy in an informed and systematic way; accommodate new principles and new knowledge; and apply key principles across educational systems.
Throughout the degree programme students will be encouraged to engage in critical reflection and debate; to engage with a number of different perspectives; and to evaluate aims and values, means and ends, and the validity of the education issues in question. Students will be required to draw upon contemporary research and other relevant reading, which may be accessed through a range of traditional and e-learning media (QAA, 2015). As students progress from Level 1 to Level 3 they will be expected to develop their analytical skills and reach their own independent critical conclusions through thorough engagement with a topic.

Methods of Assessment

Assessment methods will be student-centred and varied, incorporating opportunities for formative assessment and feedback wherever possible, as well as self and peer assessment. Students will be required to complete written coursework, literature reviews, critical evaluations, e-portfolios, posters, video essays and individual and group presentations.

Practical work will be assessed in Technology and Design and Science. Students will be given the opportunity to work individually, in pairs and in groups, and the nature of assessment will reflect this range of skills developed through the degree programme. Students will also be assessed by tutors while on placement in schools and/or other organisations. Where possible students will be assessed using QUB conceptual equivalent descriptors.

Learning Outcomes: Knowledge & Understanding

On the completion of this course successful students will be able to:

Demonstrate a critical understanding of the underlying values and principles relevant to education studies and a developing personal stance which draws on their knowledge and understanding.

Teaching/Learning Methods and Strategies

In line with the QAA Benchmark statements (QAA, 2015), the B.Ed. programme aims to provide opportunities for students to: analyse educational issues systematically; evaluate education policy in an informed and systematic way; accommodate new principles and new knowledge; and apply key principles across educational systems.
Throughout the degree programme students will be encouraged to engage in critical reflection and debate; to engage with a number of different perspectives; and to evaluate aims and values, means and ends, and the validity of the education issues in question. Students will be required to draw upon contemporary research and other relevant reading, which may be accessed through a range of traditional and e-learning media (QAA, 2015). As students progress from Level 1 to Level 3 they will be expected to develop their analytical skills and reach their own independent critical conclusions through thorough engagement with a topic.

Methods of Assessment

Assessment methods will be student-centred and varied, incorporating opportunities for formative assessment and feedback wherever possible, as well as self and peer assessment. Students will be required to complete written coursework, literature reviews, critical evaluations, e-portfolios, posters, video essays and individual and group presentations.

Practical work will be assessed in Technology and Design and Science. Students will be given the opportunity to work individually, in pairs and in groups, and the nature of assessment will reflect this range of skills developed through the degree programme. Students will also be assessed by tutors while on placement in schools and/or other organisations. Where possible students will be assessed using QUB conceptual equivalent descriptors.

Demonstrate a critical understanding of the diversity of learners and the complexities of the education process.

Teaching/Learning Methods and Strategies

In line with the QAA Benchmark statements (QAA, 2015), the B.Ed. programme aims to provide opportunities for students to: analyse educational issues systematically; evaluate education policy in an informed and systematic way; accommodate new principles and new knowledge; and apply key principles across educational systems.
Throughout the degree programme students will be encouraged to engage in critical reflection and debate; to engage with a number of different perspectives; and to evaluate aims and values, means and ends, and the validity of the education issues in question. Students will be required to draw upon contemporary research and other relevant reading, which may be accessed through a range of traditional and e-learning media (QAA, 2015). As students progress from Level 1 to Level 3 they will be expected to develop their analytical skills and reach their own independent critical conclusions through thorough engagement with a topic.

Methods of Assessment

Assessment methods will be student-centred and varied, incorporating opportunities for formative assessment and feedback wherever possible, as well as self and peer assessment. Students will be required to complete written coursework, literature reviews, critical evaluations, e-portfolios, posters, video essays and individual and group presentations.

Practical work will be assessed in Technology and Design and Science. Students will be given the opportunity to work individually, in pairs and in groups, and the nature of assessment will reflect this range of skills developed through the degree programme. Students will also be assessed by tutors while on placement in schools and/or other organisations. Where possible students will be assessed using QUB conceptual equivalent descriptors.

Demonstrate a critical understanding of the complexity of the interaction between learning and contexts, and the range of ways in which participants (including learners and teachers) can influence the learning process.

Teaching/Learning Methods and Strategies

In line with the QAA Benchmark statements (QAA, 2015), the B.Ed. programme aims to provide opportunities for students to: analyse educational issues systematically; evaluate education policy in an informed and systematic way; accommodate new principles and new knowledge; and apply key principles across educational systems.
Throughout the degree programme students will be encouraged to engage in critical reflection and debate; to engage with a number of different perspectives; and to evaluate aims and values, means and ends, and the validity of the education issues in question. Students will be required to draw upon contemporary research and other relevant reading, which may be accessed through a range of traditional and e-learning media (QAA, 2015). As students progress from Level 1 to Level 3 they will be expected to develop their analytical skills and reach their own independent critical conclusions through thorough engagement with a topic.

Methods of Assessment

Assessment methods will be student-centred and varied, incorporating opportunities for formative assessment and feedback wherever possible, as well as self and peer assessment. Students will be required to complete written coursework, literature reviews, critical evaluations, e-portfolios, posters, video essays and individual and group presentations.

Practical work will be assessed in Technology and Design and Science. Students will be given the opportunity to work individually, in pairs and in groups, and the nature of assessment will reflect this range of skills developed through the degree programme. Students will also be assessed by tutors while on placement in schools and/or other organisations. Where possible students will be assessed using QUB conceptual equivalent descriptors.

Demonstrate a critical understanding of the societal and organisational structures and purposes of educational systems, and the possible implications for learners and the learning process.

Teaching/Learning Methods and Strategies

In line with the QAA Benchmark statements (QAA, 2015), the B.Ed. programme aims to provide opportunities for students to: analyse educational issues systematically; evaluate education policy in an informed and systematic way; accommodate new principles and new knowledge; and apply key principles across educational systems.
Throughout the degree programme students will be encouraged to engage in critical reflection and debate; to engage with a number of different perspectives; and to evaluate aims and values, means and ends, and the validity of the education issues in question. Students will be required to draw upon contemporary research and other relevant reading, which may be accessed through a range of traditional and e-learning media (QAA, 2015). As students progress from Level 1 to Level 3 they will be expected to develop their analytical skills and reach their own independent critical conclusions through thorough engagement with a topic.

Methods of Assessment

Assessment methods will be student-centred and varied, incorporating opportunities for formative assessment and feedback wherever possible, as well as self and peer assessment. Students will be required to complete written coursework, literature reviews, critical evaluations, e-portfolios, posters, video essays and individual and group presentations.

Practical work will be assessed in Technology and Design and Science. Students will be given the opportunity to work individually, in pairs and in groups, and the nature of assessment will reflect this range of skills developed through the degree programme. Students will also be assessed by tutors while on placement in schools and/or other organisations. Where possible students will be assessed using QUB conceptual equivalent descriptors.

Learning Outcomes: Subject Specific

On the completion of this course successful students will be able to:

Demonstrate the ability to analyse educational concepts, theories and issues of policy in a systematic way.

Teaching/Learning Methods and Strategies

In line with the QAA Benchmark statements (QAA, 2015), the B.Ed. programme aims to provide opportunities for students to: analyse educational issues systematically; evaluate education policy in an informed and systematic way; accommodate new principles and new knowledge; and apply key principles across educational systems.
Throughout the degree programme students will be encouraged to engage in critical reflection and debate; to engage with a number of different perspectives; and to evaluate aims and values, means and ends, and the validity of the education issues in question. Students will be required to draw upon contemporary research and other relevant reading, which may be accessed through a range of traditional and e-learning media (QAA, 2015). As students progress from Level 1 to Level 3 they will be expected to develop their analytical skills and reach their own independent critical conclusions through thorough engagement with a topic.

Methods of Assessment

Assessment methods will be student-centred and varied, incorporating opportunities for formative assessment and feedback wherever possible, as well as self and peer assessment. Students will be required to complete written coursework, literature reviews, critical evaluations, e-portfolios, posters, video essays and individual and group presentations.

Practical work will be assessed in Technology and Design and Science. Students will be given the opportunity to work individually, in pairs and in groups, and the nature of assessment will reflect this range of skills developed through the degree programme. Students will also be assessed by tutors while on placement in schools and/or other organisations. Where possible students will be assessed using QUB conceptual equivalent descriptors.

Demonstrate the ability to identify and reflect on potential connections and discontinuities between each of the aspects of subject knowledge and their application in educational policies and contexts.

Teaching/Learning Methods and Strategies

In line with the QAA Benchmark statements (QAA, 2015), the B.Ed. programme aims to provide opportunities for students to: analyse educational issues systematically; evaluate education policy in an informed and systematic way; accommodate new principles and new knowledge; and apply key principles across educational systems.
Throughout the degree programme students will be encouraged to engage in critical reflection and debate; to engage with a number of different perspectives; and to evaluate aims and values, means and ends, and the validity of the education issues in question. Students will be required to draw upon contemporary research and other relevant reading, which may be accessed through a range of traditional and e-learning media (QAA, 2015). As students progress from Level 1 to Level 3 they will be expected to develop their analytical skills and reach their own independent critical conclusions through thorough engagement with a topic.

Methods of Assessment

Assessment methods will be student-centred and varied, incorporating opportunities for formative assessment and feedback wherever possible, as well as self and peer assessment. Students will be required to complete written coursework, literature reviews, critical evaluations, e-portfolios, posters, video essays and individual and group presentations.

Practical work will be assessed in Technology and Design and Science. Students will be given the opportunity to work individually, in pairs and in groups, and the nature of assessment will reflect this range of skills developed through the degree programme. Students will also be assessed by tutors while on placement in schools and/or other organisations. Where possible students will be assessed using QUB conceptual equivalent descriptors.

Demonstrate the ability to accommodate new principles and understandings.

Teaching/Learning Methods and Strategies

In line with the QAA Benchmark statements (QAA, 2015), the B.Ed. programme aims to provide opportunities for students to: analyse educational issues systematically; evaluate education policy in an informed and systematic way; accommodate new principles and new knowledge; and apply key principles across educational systems.
Throughout the degree programme students will be encouraged to engage in critical reflection and debate; to engage with a number of different perspectives; and to evaluate aims and values, means and ends, and the validity of the education issues in question. Students will be required to draw upon contemporary research and other relevant reading, which may be accessed through a range of traditional and e-learning media (QAA, 2015). As students progress from Level 1 to Level 3 they will be expected to develop their analytical skills and reach their own independent critical conclusions through thorough engagement with a topic.

Methods of Assessment

Assessment methods will be student-centred and varied, incorporating opportunities for formative assessment and feedback wherever possible, as well as self and peer assessment. Students will be required to complete written coursework, literature reviews, critical evaluations, e-portfolios, posters, video essays and individual and group presentations.

Practical work will be assessed in Technology and Design and Science. Students will be given the opportunity to work individually, in pairs and in groups, and the nature of assessment will reflect this range of skills developed through the degree programme. Students will also be assessed by tutors while on placement in schools and/or other organisations. Where possible students will be assessed using QUB conceptual equivalent descriptors.

Demonstrate the ability to select a range of relevant primary and secondary sources, including theoretical and research-based evidence, to extend their knowledge and understanding.

Teaching/Learning Methods and Strategies

In line with the QAA Benchmark statements (QAA, 2015), the B.Ed. programme aims to provide opportunities for students to: analyse educational issues systematically; evaluate education policy in an informed and systematic way; accommodate new principles and new knowledge; and apply key principles across educational systems.
Throughout the degree programme students will be encouraged to engage in critical reflection and debate; to engage with a number of different perspectives; and to evaluate aims and values, means and ends, and the validity of the education issues in question. Students will be required to draw upon contemporary research and other relevant reading, which may be accessed through a range of traditional and e-learning media (QAA, 2015). As students progress from Level 1 to Level 3 they will be expected to develop their analytical skills and reach their own independent critical conclusions through thorough engagement with a topic.

Methods of Assessment

Assessment methods will be student-centred and varied, incorporating opportunities for formative assessment and feedback wherever possible, as well as self and peer assessment. Students will be required to complete written coursework, literature reviews, critical evaluations, e-portfolios, posters, video essays and individual and group presentations.

Practical work will be assessed in Technology and Design and Science. Students will be given the opportunity to work individually, in pairs and in groups, and the nature of assessment will reflect this range of skills developed through the degree programme. Students will also be assessed by tutors while on placement in schools and/or other organisations. Where possible students will be assessed using QUB conceptual equivalent descriptors.

Demonstrate the ability to use a range of evidence to formulate appropriate and justified ways forward and potential changes in practice.

Teaching/Learning Methods and Strategies

In line with the QAA Benchmark statements (QAA, 2015), the B.Ed. programme aims to provide opportunities for students to: analyse educational issues systematically; evaluate education policy in an informed and systematic way; accommodate new principles and new knowledge; and apply key principles across educational systems.
Throughout the degree programme students will be encouraged to engage in critical reflection and debate; to engage with a number of different perspectives; and to evaluate aims and values, means and ends, and the validity of the education issues in question. Students will be required to draw upon contemporary research and other relevant reading, which may be accessed through a range of traditional and e-learning media (QAA, 2015). As students progress from Level 1 to Level 3 they will be expected to develop their analytical skills and reach their own independent critical conclusions through thorough engagement with a topic.

Methods of Assessment

Assessment methods will be student-centred and varied, incorporating opportunities for formative assessment and feedback wherever possible, as well as self and peer assessment. Students will be required to complete written coursework, literature reviews, critical evaluations, e-portfolios, posters, video essays and individual and group presentations.

Practical work will be assessed in Technology and Design and Science. Students will be given the opportunity to work individually, in pairs and in groups, and the nature of assessment will reflect this range of skills developed through the degree programme. Students will also be assessed by tutors while on placement in schools and/or other organisations. Where possible students will be assessed using QUB conceptual equivalent descriptors.

Learning Outcomes: Transferable Skills

On the completion of this course successful students will be able to:

Communication and presentation

On graduating with an honours degree in education studies, students should be able to organise and articulate opinions and arguments in speech and writing using relevant specialist vocabulary.

Teaching/Learning Methods and Strategies

In line with the QAA Benchmark statements (QAA, 2015), the B.Ed. programme aims to provide opportunities for students to: analyse educational issues systematically; evaluate education policy in an informed and systematic way; accommodate new principles and new knowledge; and apply key principles across educational systems.
Throughout the degree programme students will be encouraged to engage in critical reflection and debate; to engage with a number of different perspectives; and to evaluate aims and values, means and ends, and the validity of the education issues in question. Students will be required to draw upon contemporary research and other relevant reading, which may be accessed through a range of traditional and e-learning media (QAA, 2015). As students progress from Level 1 to Level 3 they will be expected to develop their analytical skills and reach their own independent critical conclusions through thorough engagement with a topic.

Methods of Assessment

Assessment methods will be student-centred and varied, incorporating opportunities for formative assessment and feedback wherever possible, as well as self and peer assessment. Students will be required to complete written coursework, literature reviews, critical evaluations, e-portfolios, posters, video essays and individual and group presentations.

Practical work will be assessed in Technology and Design and Science. Students will be given the opportunity to work individually, in pairs and in groups, and the nature of assessment will reflect this range of skills developed through the degree programme. Students will also be assessed by tutors while on placement in schools and/or other organisations. Where possible students will be assessed using QUB conceptual equivalent descriptors.

ICT

On graduating with an honours degree in education studies, students should be able to use ICT in their study and other appropriate situations.

Teaching/Learning Methods and Strategies

In line with the QAA Benchmark statements (QAA, 2015), the B.Ed. programme aims to provide opportunities for students to: analyse educational issues systematically; evaluate education policy in an informed and systematic way; accommodate new principles and new knowledge; and apply key principles across educational systems.
Throughout the degree programme students will be encouraged to engage in critical reflection and debate; to engage with a number of different perspectives; and to evaluate aims and values, means and ends, and the validity of the education issues in question. Students will be required to draw upon contemporary research and other relevant reading, which may be accessed through a range of traditional and e-learning media (QAA, 2015). As students progress from Level 1 to Level 3 they will be expected to develop their analytical skills and reach their own independent critical conclusions through thorough engagement with a topic.

Methods of Assessment

Assessment methods will be student-centred and varied, incorporating opportunities for formative assessment and feedback wherever possible, as well as self and peer assessment. Students will be required to complete written coursework, literature reviews, critical evaluations, e-portfolios, posters, video essays and individual and group presentations.

Practical work will be assessed in Technology and Design and Science. Students will be given the opportunity to work individually, in pairs and in groups, and the nature of assessment will reflect this range of skills developed through the degree programme. Students will also be assessed by tutors while on placement in schools and/or other organisations. Where possible students will be assessed using QUB conceptual equivalent descriptors.

Application of numbers

On graduating with an honours degree in education studies, students should be able to:
• collect and apply numerical data, as appropriate
• present data in a variety of formats including graphical and tabular
• analyse and interpret both qualitative and quantitative data.

Teaching/Learning Methods and Strategies

In line with the QAA Benchmark statements (QAA, 2015), the B.Ed. programme aims to provide opportunities for students to: analyse educational issues systematically; evaluate education policy in an informed and systematic way; accommodate new principles and new knowledge; and apply key principles across educational systems.
Throughout the degree programme students will be encouraged to engage in critical reflection and debate; to engage with a number of different perspectives; and to evaluate aims and values, means and ends, and the validity of the education issues in question. Students will be required to draw upon contemporary research and other relevant reading, which may be accessed through a range of traditional and e-learning media (QAA, 2015). As students progress from Level 1 to Level 3 they will be expected to develop their analytical skills and reach their own independent critical conclusions through thorough engagement with a topic.

Methods of Assessment

Assessment methods will be student-centred and varied, incorporating opportunities for formative assessment and feedback wherever possible, as well as self and peer assessment. Students will be required to complete written coursework, literature reviews, critical evaluations, e-portfolios, posters, video essays and individual and group presentations.

Practical work will be assessed in Technology and Design and Science. Students will be given the opportunity to work individually, in pairs and in groups, and the nature of assessment will reflect this range of skills developed through the degree programme. Students will also be assessed by tutors while on placement in schools and/or other organisations. Where possible students will be assessed using QUB conceptual equivalent descriptors.

Working with others

On graduating with an honours degree in education studies, students should have the ability to collaborate and plan as part of a team, to carry out roles allocated by the team and take the lead where appropriate, and to fulfil agreed responsibilities.

Teaching/Learning Methods and Strategies

In line with the QAA Benchmark statements (QAA, 2015), the B.Ed. programme aims to provide opportunities for students to: analyse educational issues systematically; evaluate education policy in an informed and systematic way; accommodate new principles and new knowledge; and apply key principles across educational systems.
Throughout the degree programme students will be encouraged to engage in critical reflection and debate; to engage with a number of different perspectives; and to evaluate aims and values, means and ends, and the validity of the education issues in question. Students will be required to draw upon contemporary research and other relevant reading, which may be accessed through a range of traditional and e-learning media (QAA, 2015). As students progress from Level 1 to Level 3 they will be expected to develop their analytical skills and reach their own independent critical conclusions through thorough engagement with a topic.

Methods of Assessment

Assessment methods will be student-centred and varied, incorporating opportunities for formative assessment and feedback wherever possible, as well as self and peer assessment. Students will be required to complete written coursework, literature reviews, critical evaluations, e-portfolios, posters, video essays and individual and group presentations.

Practical work will be assessed in Technology and Design and Science. Students will be given the opportunity to work individually, in pairs and in groups, and the nature of assessment will reflect this range of skills developed through the degree programme. Students will also be assessed by tutors while on placement in schools and/or other organisations. Where possible students will be assessed using QUB conceptual equivalent descriptors.

Improving own learning and performance

On graduating with an honours degree in education studies, students should be able to articulate their own approaches to learning and organise an effective work pattern including working to deadlines.

Teaching/Learning Methods and Strategies

In line with the QAA Benchmark statements (QAA, 2015), the B.Ed. programme aims to provide opportunities for students to: analyse educational issues systematically; evaluate education policy in an informed and systematic way; accommodate new principles and new knowledge; and apply key principles across educational systems.
Throughout the degree programme students will be encouraged to engage in critical reflection and debate; to engage with a number of different perspectives; and to evaluate aims and values, means and ends, and the validity of the education issues in question. Students will be required to draw upon contemporary research and other relevant reading, which may be accessed through a range of traditional and e-learning media (QAA, 2015). As students progress from Level 1 to Level 3 they will be expected to develop their analytical skills and reach their own independent critical conclusions through thorough engagement with a topic.

Methods of Assessment

Assessment methods will be student-centred and varied, incorporating opportunities for formative assessment and feedback wherever possible, as well as self and peer assessment. Students will be required to complete written coursework, literature reviews, critical evaluations, e-portfolios, posters, video essays and individual and group presentations.

Practical work will be assessed in Technology and Design and Science. Students will be given the opportunity to work individually, in pairs and in groups, and the nature of assessment will reflect this range of skills developed through the degree programme. Students will also be assessed by tutors while on placement in schools and/or other organisations. Where possible students will be assessed using QUB conceptual equivalent descriptors.

MODULE INFORMATION

Programme Requirements

Module Title

Module Code

Level/ stage

Credits

Availability

Duration

Pre-requisite

 

Assessment
S1 S2 Core Option Coursework % Practical % Examination %
Manufacturing, Materials & Processes STD1007 1 20 YES 12 weeks N YES 100% 0% 0%
Personal & Professional Learning 1 - Post Primary SPS1003 1 40 YES YES 24 weeks N YES 100% 0% 0%
An Introduction to Education Studies Post Primary SES1014 1 20 YES YES 24 weeks N YES 100% 0% 0%
Fundamentals of Computing Concepts SIT1001 1 20 YES YES 24 weeks N YES 100% 0% 0%
Physical Education 1 - Foundation SPE1004 1 20 YES YES 24 weeks N YES 40% 0% 60%
Algebra for Teaching Level 1 SMT1014 1 20 YES YES 24 weeks N YES 0% 0% 100%
Electrical and Electronic Systems STD1012 1 20 YES YES 24 weeks N YES 60% 0% 40%
Literacy Studies and Social Context SEN1006 1 20 YES YES 24 weeks N YES 100% 0% 0%
Introduction to Biblical Studies - Old Testament SRS1021 1 20 YES YES 24 weeks N YES 0% 0% 100%
Advanced Manufacturing, Materials and Processes STD2008 2 10 YES 12 weeks N YES 100% 0% 0%
Technology and Design Education: Computer Aided Design and Manufacture STD2007 2 20 YES YES 24 weeks N YES 100% 0% 0%
Personal and Professional Learning 2 - Post Primary SPS2003 2 40 YES YES 24 weeks N YES 100% 0% 0%
Learning and Assessment in Diverse Classrooms Post Primary SES2076 2 20 YES 12 weeks N YES 40% 0% 60%
Literacy Studies and Social Context SEN2008 2 20 YES YES 12 weeks N YES 80% 20% 0%
Principles & Practices of Computing SIT2003 2 20 YES YES 24 weeks N YES 100% 0% 0%
Physical Education 2 - Developed SPE2004 2 20 YES YES 24 weeks N YES 25% 0% 75%
Algebra for Teaching Level 2 SMT2014 2 20 YES YES 12 weeks N YES 0% 0% 100%
Technology and Design Education: Mechanical and Pneumatic Systems STD2011 2 10 YES 12 weeks N YES 100% 0% 0%
Biblical Studies - Old Testament SRS2016 2 20 YES YES 12 weeks N YES 30% 0% 70%
Children With Special Additional Needs Post Primary SES3069 3 20 YES YES 12 weeks N YES 30% 0% 70%
Philosophy of Religion and Ethics SRS3030 3 20 YES YES 24 weeks N YES 30% 0% 70%
Topics in Teaching Mathematics SMT3039 3 20 YES YES 12 weeks N YES 0% 0% 100%
Technology and Design Education: Advanced Electronics and Electronic Control Systems STD3005 3 20 YES YES 24 weeks N YES 60% 0% 40%
Technology and Design Education: Product Analysis, Design and Manufacture STD3006 3 20 YES YES 24 weeks N YES 100% 0% 0%
Post Primary Placement 3 SPS3003 3 20 YES YES 24 weeks N YES 100% 0% 0%
Education Research SES3014 3 10 YES 12 weeks N YES 100% 0% 0%
Essential Skills SPS3020 3 10 YES 12 weeks N YES 100% 0% 0%
Computing Programming Concepts SIT3016 3 20 YES YES 24 weeks N YES 50% 0% 50%
Literary Studies SEN3019 3 20 YES 12 weeks N YES 100% 0% 0%
Physical Education 3 - Applied SPE3009 3 20 YES YES 12 weeks N YES 100% 0% 0%
Sharing Education SPS3022 3 10 YES 12 weeks N YES 100% 0% 0%
Working with Disadvantaged Pupils/Children SES3055 4 20 YES 12 weeks N YES 100% 0% 0%
Post Primary School-based Work 4 SSW3041 4 40 YES YES 12 weeks N YES 25% 75% 0%
Systems Design: Mechatronics STD3022 4 40 YES YES 24 weeks N YES 100% 0% 0%
Leadership in Diversity and Mutual Understanding SES3068 4 20 YES YES 12 weeks N YES 100% 0% 0%
Contemporary Issues in Pastoral Care SES3041 4 20 YES 12 weeks N YES 100% 0% 0%
ASD and Sensory Issues SES3072 4 20 YES 12 weeks N YES 100% 0% 0%
Technology and Design Research Project STD3073 4 20 YES YES 12 weeks N YES 100% 0% 0%
Factors Affecting Literacy Development SES3081 4 20 YES YES 24 weeks N YES 100% 0% 0%

Notes

Pre-requisite for SPS2003 - Placement element of SPS1003.

Pre-requisite for SPS3003 - Placement element of SPS2003

Pre-requisite for SSW3041 - Placement element of SPS3003.

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