Course Catalogue

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The broad theme of E&S L9 is space and place-based approaches to childhood education. During the programme, students will explore the interrelationships between child, education and the world. Children's geographies will be introduced in their broadest sense focusing on the physical, relational, cultural, spiritual & social. This course will critically assess the extent to which education is looked at as a vehicle to tackle issues of environmental and social justice. It will focusing upon particular instances in which progressions have been sought through education, as well as exploring the theoretical drivers that have predicated such developments.

30 hours face to face teaching with a mix of lectures and tutorials.

Mandatory Entry Requirements

In order to enter Education in Society 3 students are required to have completed Education in Society 2 and are expected to have attained a minimum overall D3 grade in each of these courses. Occasionally, at the discretion of the Director of Learning and Teaching, students may be admitted to the course whose qualifications are deemed to be equivalent to these.

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Assessment

Summative assessment is based on the submission of one essay.

Reassessment

In accordance with the University's Code of Assessment reassessments are normally set for all courses which do not contribute to the honours classifications. For non-honours courses, students are offered reassessment in all or any of the components of assessment if the satisfactory (threshold) grade for the overall course is not achieved at the first attempt. This is normally grade D3 for undergraduate students, and grade C3 for postgraduate students. Exceptionally it may not be possible to offer reassessment of some coursework items, in which case the mark achieved at the first attempt will be counted towards the final course grade. Any such exceptions are listed below in this box.

The programme aims to:

1. ) Introduce the concept of childhood sense of place and how spatial thought develops from pre-school onwards.

2.) Explore the unique topographies of childhood, including the urban and rural; built and 'natural' and explore how these are harnessed (and ignored) within educational settings.

3) To examine what a child-like engagement with the world looks like, introducing concepts such as reverie, wandering and play in educational settings.

4) To critically examine the potentialities of place-based educational techniques, including free-association tasks, citizen science and participation in decision making.

By the end of this course students will be able to:

1.) Appreciate how childhood sense of place is formed through local, global, social, political, economic, technological, religious and cultural influences.

2.) Explore how the development of spatial thought influences understandings in a range of curricular areas.

3.) Understand how children's wider lived environments have an influence upon educational attainment in a range of areas, from literacies to environmental education.

4.) Debate the extent to which it is possible for adults to appreciate how children understand and engage with the world and how this influences their educational experiences.

5.) To implement various place-based educational practices within their teaching practice.  

Students must submit at least 75% by weight of the components (including examinations) of the course's summative assessment.