- The document announces staff changes in the Education Studies department, including new programme and award leaders. - It provides information about recent publications and presentations by department staff around the world. - It provides guidance to returning second year students on important tasks like collecting assignments from the previous year and notes that 40% of their degree classification will be based on this year's highest 100 credits.

1. Welcome back to
Education Studies

2. Staff changes
• Julia Paulson is now a Programme Leader and
International Award and Education Studies Award
Leader (replacing Peter Jones)
• Catherine Simon is now a Programme Leader and
the Education Specialised Award Leader
(replacing Laura Green as PL – Laura continues to
be the Youth and Community Award leader)
• Janet Rose remains as a Programme Leader and
the Early Years Education Award Leader
• Alan Howe is now Head of Department

3. Department of Education and Childhood Studies - we research, publish and
present around the world:
Davies, D., Howe, A., Collier, C., Digby, R., Earle, S. and McMahon, K. (2014) Teaching Science and Technology in the Early Years (3-7): second edition. London:
Routledge.
Earle, S. (2014) Formative and summative assessment of science in English primary schools: evidence from the Primary Science Quality Mark, Research in Science and
Technological Education, 32(2): 216-228.
Gilbert, L., Rose, J. and McGuire-Sniekus, R. (2014) ‘Promoting children’s well-being and sustainable citizenship through emotion coaching’ in Thomas, M. (ed) A Child’s
World: Working together for a better future. Aberystwyth Press
Rose, J., Gilbert, L., Fuller, M. and Palmer, S. (2014) ‘Early Childhood Education for Sustainability in the UK: Generating professional capital’ in Davis, J. and Elliott, S.
(eds) Early Childhood Education for Sustainability. London: Routledge
Rogers, S. & Rose (2014) ‘Creating firm foundations’ in Arthur, J. and Cremin, T. (eds) (3rd ed) Learning to Teach in the Primary School, Routledge: London
Bianchi, J. (2014) ‘Empowerment and Creative Participation: Extending Individual and Community Participation through Interactive arts and Environmental Projects
within a Special School Context’, Asian International Conference on the Arts and Humanities, Osaka, Japan, 3-6 April.
Davies, D. (2014) Teacher Assessment in Primary Science (TAPS), or Schrodinger’s Cat and the assessment paradox, Association of Tutors in Science Education
(ATSE)/National Advisers and Inspectors Group for Science (NAIGS) Annual Conference, Hatfield, 3-4 July.
Davies, D. (2014) Assessment in Science, or Schrodinger’s Cat and the assessment paradox, keynote presentation at Talking, Thinking and Doing Science, Oxford
Brookes University, 20 June.
Downes, G. & Brown, S. (2014). ‘Community, Social Justice and Neoliberalism: Alternative Discourses of The Free School Model’ International Journal of Arts and
Sciences Paris Conference. FIAP Conference Center, Paris, 3rd April 2014.
Simon, C. (forthcoming) Two heads are better than one: system leadership critiqued. Journal of School Leadership Management and Administration.
Liu, Y. (2014) World Congress of Sociology, 13 July -19 July, 2014. Yokohoma, Japan
Parker, R. (2014) Attachment awareness in schools – a model in partnership working or a sell-out? The 10th Annual Conference of the British Education Studies
Association (BESA), 26 – 27 June 2014, University of Glasgow.
Ruggiero, D. (2014) Alphabet Soup: Design and Development of a Short Form Game, Foundations of Digital Games 2014, Fort Lauderdale, Florida, April 3-7.

4. What our External Examiners and the NSS said about us
“The course
provided at Bath
Spa is one that
has real academic
rigour and is one
that puts the
student at the
heart of all that the
course tutors do”
(EE)
“Creative
assessment
strategy that
enables students
to develop
practical and
professional skills”
(EE)

5. Stepping up to year two
• Check your timetable
• Act on feedback from year one
• email m.hunt@bathspa.ac.uk to arrange collection of
assignments
• Assessment counts 40 % towards your degree
classification (highest 100 credits)
• Be aware of all module assessment dates
• Reading week w/b 16th February
• Start thinking about your dissertation for year 3

6. What’s New?
1. New guidance in Handbooks:
• Each module Handbook will now contain guidance on various important issues
• E.g. Guidance on email contact (within 3 working days etc)
• E.g. Guidance on absence from lectures (email to tutor etc)
• E.g. Referencing links - http://www.bathspa.ac.uk/library/writing-and-learning-centre
• E.g. Tutorial support (what to expect, when and how etc)
2. New process for assignment submission (see next slide):
• This year you will need to copy and paste the ARF form into the start of your
assignment before uploading it to Turnitin
• All feedback will be online where feasible
• The ARF form will be completed online by your tutor

7. ARF
All students to
include ARF as
front page of
assignment in
Turnitin
All tutors to
complete ARF
electronically via
Turnitin

8. ED5001 Issues in Education/Placements
• You must have a valid DBS certificate. Bring this to your Ed5001
seminar. Contact Rose Senior r.senior@bathspa.ac.uk tel:+44
(0)1225 875609
• For those on Specialised Awards and others wishing to engage in a
school (Primary/early years placement) these will be managed by the
SoE Partnership Office MH 207
• You will be provided with a link to the placement form on Minerva in
your seminar – All students must complete this
• Non specialised award students may take their placement in an
informal education (non-school) setting
• Workshops to offer support in finding alternative placement are to be
held w/b 6th October
• Deadline for placement forms is Friday 10th October. Students
missing this deadline will be placed in a Primary School
• Note: ED5008 – Marion will provide you with placement information

9. Greater emphasis on independent study – but you are
not alone!
• There is plenty of academic support about (ask in
the Learning and Writing Centre in the library
• Contact your tutor if needed
• Take opportunities for tutorials within modules,
including feedback tutorials
• Make use of e-mail and check your messages

10. Level 4 Level 5
Able to analyse the question
Give a clear indication of how
it will be answered
Include appropriate content
Develop a line of argument,
make a case
Use support from further
reading (at least 6 appropriate
sources)
Reach an appropriate
conclusion
Use correct referencing
procedure and accurate use of
English
As for Level 4 plus the
following…
Engage with different lines of
argument
Evaluate different cases
Develop a critical approach
Use trustworthy sources
Write in an appropriate
academic style

11. How much time?
• 2 hours per week per 20 credit module
formal teaching time (total 52 hours)
• 5 hours per week per 20 credit module
independent study (total 148 hours)
• How many total hours per 20 credit module?
• See table page 5 modular guide
• http://www2.bathspa.ac.uk/services/student-services/
current-students/your-course/guide-for-
students-course-of-study/guide-to-the-modular-
scheme-2013-2014.pdf

12. Student Academic Reps - StARs - Education
Representatives
http://www.bathspasu.co.uk/voice/
http://www.bathspasu.co.uk/voice/stars/
• Who are they?
• Why do we need Award specific Representatives?
• What do they do?
• How much time will it take up?
• Why should I do it?

13. Follow us!
@bathspaedstuds

14. Social Event
COME AND JOIN US!!
Thurs 25th 3pm
in Moreton
FREE WINE!
FREE FOOD!