Module EFPM913 for 2019/0
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EFPM913: Debating the Big Questions in Education
This module descriptor refers to the 2019/0 academic year.
Module Aims
The principal aims of this module are:
- To enable you to critically explore a range of contemporary debates in the field of education
- To introduce you to a range of varying viewpoints which might be proffered in debates on these contemporary issues
- To encourage you to critically assess the issues in light of your own educational experiences, research interests or relevant professional expertise
- To allow you the opportunity to actively engage in these debates with others and to develop considered statements (drawing on relevant theoretical perspectives, empirical research, policy and practice) on these issues over the course of study
On successfully completing the programme you will be able to: | |
---|---|
Module-Specific Skills | 1. Demonstrate ability to identify, effectively explain and critically evaluate key issues in education 2. Demonstrate ability to derive sound, theorized conclusions on a selected number of big issues that are debated within education |
Discipline-Specific Skills | 3. Demonstrate ability to select, integrate and present coherently and reflectively, orally and in writing, relevant theoretical arguments relating to education 4. Critically reflect upon and evaluate your own (and others) understandings of current issues and debates in education |
Personal and Key Skills | 5. Communicate and engage in debate effectively and accurately, orally and in writing, in a manner appropriate to the discipline 6. Undertake both directed and independent study to recognise, justify and analyse key ideas in the literature and relate these to research, theory, policy and practice |
Module Content
Syllabus Plan
Whilst the module’s precise content may vary from year to year, it is envisaged that the syllabus will cover some or all of the following topics:
- Intelligence and ability
- The implications of neuroscience for education
- Education for sustainable futures
- Education for global citizenship
- Technologies for teaching and learning
- Professional learning
- Assessment
- Creativity
- Alternatives to mainstream schooling
- Educational inequality and diversity
- Social justice
- Inclusion
- Religion and faith-based education
Learning and Teaching
This table provides an overview of how your hours of study for this module are allocated:
Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
---|---|---|
30.5 | 269.5 | 0 |
...and this table provides a more detailed breakdown of the hours allocated to various study activities:
Category | Hours of study time | Description |
---|---|---|
Scheduled Learning and Teaching Activities | 30.5 | 10 x 3 hour taught sessions (online/campus), 1 x academic tutorial (0.5 hours) |
Guided Independent Study | 60 | Set weekly readings |
Guided Independent Study | 109.5 | Directed study e.g. web-based activities; preparing conclusive statements on the debates; preparing for academic tutorial; preparing for seminars; responding to seminar activities. |
Guided Independent Study | 100 | Preparation for assignments and further reading |
Online Resources
This module has online resources available via ELE (the Exeter Learning Environment).
How this Module is Assessed
In the tables below, you will see reference to 'ILO's. An ILO is an Intended Learning Outcome - see Aims and Learning Outcomes for details of the ILOs for this module.
Formative Assessment
A formative assessment is designed to give you feedback on your understanding of the module content but it will not count towards your mark for the module.
Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
---|---|---|---|
Essay | 1500 words | 1-5 | Written and oral tutor feedback (academic tutorial) |
Summative Assessment
A summative assessment counts towards your mark for the module. The table below tells you what percentage of your mark will come from which type of assessment.
Coursework | Written exams | Practical exams |
---|---|---|
80 | 0 | 20 |
...and this table provides further details on the summative assessments for this module.
Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
---|---|---|---|---|
Literature review | 80 | 5000 words | 1,2,3,6 | Written tutor feedback |
Individual presentation | 15 | 1000 words | 1,2,3,5 | Written tutor feedback |
Class participation in seminar debate activities | 5 | 275 words | 1-5 | Written tutor feedback |
Re-assessment
Re-assessment takes place when the summative assessment has not been completed by the original deadline, and the student has been allowed to refer or defer it to a later date (this only happens following certain criteria and is always subject to exam board approval). For obvious reasons, re-assessments cannot be the same as the original assessment and so these alternatives are set. In cases where the form of assessment is the same, the content will nevertheless be different.
Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
---|---|---|---|
Literature review | Literature review (5000 words) | 1,2,3,6 | 6 weeks |
Individual presentation | Recorded presentation | 1,2,3,5 | 6 weeks |
Re-assessment notes
Class participation in seminar debate activities will not be reassessed as this activity will take place within taught session time. Presentations will be required as audio recordings owing to the main assessment session occurring within term time.
Indicative Reading List
This reading list is indicative - i.e. it provides an idea of texts that may be useful to you on this module, but it is not considered to be a confirmed or compulsory reading list for this module.
Adey, P. & Dillon, J. (eds) (2012). Bad Education: Debunking Myths in Education. Milton Keynes: Open University Press.
Armstrong, A. C., Armstrong, D. and Spandagou, I. (2010) Inclusive Education, International Policy and Practice. London: Sage
Arnot, M. (2002) Reproducing Gender; Critical Essays on Educational Theory and Feminist Politics London: Routledge
Ball, S. (2017) The Education Debate. London: Policy Press.
Hayes, D. (ed.) (2004) Key Debates in Education. London: Routledge Falmer.
Reay, D. (2017) Miseducation: Inequality, Education and the Working Classes
Selwyn, N. (2016) Education and Technology: Key Issues and Debates. London: Bloomsbury.
William, D. (2017) Assessment and learning: some reflections, Assessment in Education: Principles, Policy & Practice, 24:3, 394-403.