Education Open Day presentation

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  • Some students choose to study education because they want to pursue a career in teaching, but others choose it simply because they are interested in learning about education for its own sake – the focus is the same, regardless of intention
  • Handout explains each module further in terms of key questions raised through its content.
  • Do not expect a ‘passive’ classroom where learners are simply listening to an ‘expert’
  • Dissertation examples – Education System of S.Korea, Implications of the Withdrawl of the EMA, Parental Choice & Free Schools, Yr 9 Girls’ Aspirations, Schools’ Role in Promoting Volunteering to Young People, the KS2/KS3 transition, the ‘model’ pupil, Citizenship in schools, Parents’ views on the SEND statementing process, Learning outside the classroom,
  • e.g. PGCE Primary (3-7) & Primary (5-11) PGCE (Secondary) in English, or Maths, or Biology, or Computer SciencePost-Compulsory courses enabling to teaching in FE colleges (not subject-specific so could take applications from Sociology or Media Studies)However, there is no automatic route through to these – NB they have to apply the same as everyone else in the country and Brighton is highly recognised for its quality teacher training courses.
  • FACEBOOKUoBH – Snapshot of Hastings daily life2012 – Finance, accommodation, application processTwitter – snapshot of Hastings daily life

Transcript

  • 1. The Education Strand (JHP)Jane Cawdell
  • 2. Education tutors for 2013-14 Jane Cawdell (Senior Lecturer in Education/Education Strand Leader) Alyson Colman (0.5 Lecturer in Education)
  • 3. Education can be studied alongside one of sevenother strands on the Joint Honours Programme(BA) Humanities: (BSc) Science:English Literature MathematicsMedia Studies ComputingSociology Environmental Biology Human Biology
  • 4. Module Programme for 2013-2014LEVEL 4° KV404 Systems and Structures in Education° KV407 Socio-Cultural Contexts for EducationLEVEL 5° KV506 Critiques of Inclusive Policy and Practice° KV505 Comparative EducationLEVEL 6° KV602 Critical Perspectives on Learning and Education° KV603 Reframing Identity
  • 5. The student groupTypically, in each cohort, there are a range ofages and backgrounds. There have been about20 students in each year group. Students aretreated very much as individuals, all of whomcan make a valuable contribution, as educationis something that everyone has experienced insome form. Group cohesion is strong wherestudents are encouraged to listen to eachother’s viewpoints and respect them, even ifthey may not be their own.
  • 6. Teaching and Learning methodsThe main method used is that of group discussion,making the sessions very interactive. We also drawupon government/independent reports, journalarticles, news clippings, video material, and popularfilms to support teaching and learning. Studentpresentations, visiting speakers and occasional off-site visits add variety to the delivery of content.Student autonomy is encouraged as they movethrough the course as it is felt that students whotake responsibility for their learning, are moreengaged and curious
  • 7. My own philosophy of what educationshould be aboutI believe education should be about developingindividuals into free-thinking, criticallychallenging, autonomous beings who have anawareness of their own learning capability, andhow past experiences have helped to shape the‘self’. Education should be for the good of society,as opposed to simply furthering the culturalcapital of the individual. Personal, social andemotional development should be valued equallyalongside knowledge and facts of the worldaround them. The person should be at the centreof any educational experience. Education is auniversal human right.
  • 8. On the Education strand within the JointHonours Programme we believe that thestudy of education should enable students todevelop as critical thinkers – individuals whohave an informed opinion and who are notafraid of asking challenging questions.Education on the JHP is viewed through many‘lenses’ – historical, political, geographical,societal, philosophical to name a few andsupport is given to students in developingtheir own philosophy on what they thinkeducation should be for.
  • 9. AssessmentStudents are normally assessedtowards the end of each module, withformative assessment points along theway. Assessment methods can take theform of essays, ranging between 1000-3000 words depending on the level ofthe module, individual or groupstudent presentations.Tutorial support is encouraged whilstpreparing for any assessment.
  • 10. “The education pathway came as a total shock tome. I had prepared myself for a hard 3 year sloglearning legislation and policy when what I actuallygot was a thoroughly enjoyable 3 year course thatopened my eyes to the controversial world ofeducation. The lectures were crammed withthought-provoking debates aboutequality, ideology, policy decisions andinclusion…the course gave me the confidence toquestion and pick apart each of them. A thoroughlyenjoyable 3 years that I am sad to be leavingbehind, although I am taking with me a passion forall aspects of education and a desire to pass this on.In fact, you can’t shut me up about it at home –friends and family beware! A truly fantasticcourse, with equally fantastic, knowledgeable andsupportive teaching staff – I cannot recommend thiscourse enough.”
  • 11. For those interested in pursuing a career in teachingOpportunities exist within the common modules onthe Joint Honours Programme for students toundertake short placements in schools to gain therelevant experience. Support is given to thoseapplying for postgraduate teacher training coursesthrough the GTTR. There are teacher training routesin subjects related to all second strands, run at ourFalmer campus, and students considering this wouldbe applying alongside others wishing to study at theUniversity of Brighton.
  • 12. If you would like further information, orsimply want to talk to me about yourapplication, please do get in touch.J.L.Cawdell@brighton.ac.ukThanks for listening!
  • 13. What next?Please check your programme for timed course andactivity sessions todayNeed help? Please see our Student Ambassadors inthe blue t-shirts Priory Square basement until 3.00pm Admissions Accommodation Student Support Advice Students’ Union Student Experience drop in from 12pm Subject desks Havelock Road until 2.30pm BURST Radio in the basement Building tours are available from Havelock Road and Priory Square student lounge areas