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.

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.

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.

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.