2017/18 Undergraduate Module Catalogue

EDUC1214 Children and Education: historical and contemporary perspectives

20 creditsClass Size: 90

Module manager: Professor Jim Ryder
Email: j.ryder@education.leeds.ac.uk

Taught: Semester 1 (Sep to Jan) View Timetable

Year running 2017/18

Module replaces

EDUC1206 Social and cultural worlds of childhood and youth

This module is approved as a discovery module

Module summary

This module contextualises current educational approaches by examining the historical roots of pedagogy and practice. Over the module you will be introduced to key educational figures and theories and you will examine how they have influenced the development of educational practice.From studying early key thinkers and practitioners, to current influences in educational theory, you will learn to draw links between the past and present to develop your understanding of how and why education is in its current form.This module will allow you to draw clear links between how childhood and youth have been constructed in the past and how this led to the development of the UK educational system.

Objectives

This module explores the links between historical educational theory and contemporary pedagogical approaches. The focus of this module is to examine how pedagogy develops and how the social and political landscape shapes educational practice. Within this is a focus on understanding the current state of education in the UK which will allow students to critically evaluate contemporary systems and approaches.

Specifically this module aims to:

- Explore how UK educational systems have responded to social, political and scientific change.
- Explore and evaluate embedded pedagogical approaches.
- Critically evaluate current UK educational systems, by taking a historical perspective.

Learning outcomes
On completion of this module, students should be able to:

- Identify and understand the key historical approaches to educational practice, and relate them to current approaches;
- Demonstrate a critical engagement with contemporary issues in educational systems and practice;
- Demonstrate an ability to select and justify appropriate source and support materials;
- Demonstrate an ability to identify key arguments and show an awareness of how to develop these;
- Evaluate source materials and demonstrate an awareness of suitability and reliability.

Syllabus

Indicative content:

Early historical perspectives of education (Plato, Rousseau)
e.g. Why was education considered important (to build a fairer society/the good citizen). Examining who was allowed this education and why (the elite).

Links to current educational climate
e.g. Blair/Brown focus on education for the wealth of the country, Gove's focus on returning to academic subjects, EBAC, University system.

The Victorians: education for the masses
e.g. Industrialisation, children's work hours, philanthropy, introduction of schools for the deaf and blind, Owen's New Lanarkshire school.

Links to current educational systems
e.g. Education 'for all', two tier system still in place, academy trusts.

20th century Social vs Psychological approaches to education
e.g. Teaching as building character; Froebel and Pestalozzi. Considering the different approaches in psychology; Piaget vs Vygotsky.

How 20th century developments impacted on current pedagogy
e.g. Current climate of testing, holistic education, teaching methods.

21st century influences
e.g. Exploring how more recent voices impact on education: public figures such as David Walliams, Chris Evans, Michael Rosen, politicians, Educating Essex, media and how they add to the discourses around education and childhood. The mediatisation of education and/or schooling.

Teaching methods

Delivery type	Number	Length hours	Student hours
Lecture	11	2.00	22.00
Seminar	3	1.00	3.00
Independent online learning hours			25.00
Private study hours			150.00
Total Contact hours			25.00
Total hours (100hr per 10 credits)			200.00

Private study

Independent online learning will consist of students reviewing any available lecture captures or Powerpoint slides from lectures to ensure their note taking is secure and accessing online discussion forums. They will also produce a short video or audio diary which supports the development of their assignment.

Students will be required to prepare for lectures and seminars by completing weekly required reading. Students are expected to use private study time for wide reading and research around the set topics and to prepare questions for lectures and seminars.

Students will be required to use private study time to prepare for and reflect on the development of their assignment.

After extensive research, planning and preparation they will prepare and submit their assessments using the VLE.

Opportunities for Formative Feedback

Students will engage in a clear peer review process as they develop their portfolios and video evidence.

Methods of assessment

Coursework

Assessment type	Notes	% of formal assessment
Reflective log	1 x 2500 words (equiv) of research portfolio, 5 min video (equiv 500 words)	100.00
Total percentage (Assessment Coursework)		100.00

Normally resits will be assessed by the same methodology as the first attempt, unless otherwise stated

Reading list

The reading list is available from the Library website

Last updated: 14/02/2018

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